asn nursing program review 2009

1

Program Review

St. Mary’s/Marshall University Cooperative ASN

Program

College of Health Professions

November 2009

MARSHALL UNIVERSITY

2

Program Review

Marshall University

Date: __October 15, 2009__________________

Program: __ASN (Nursing)____________________________________________ Degree and Title

Date of Last Review: ___October 2004_________________________________________________

I. Recommendation

Marshall University is obligated to recommend continuance or discontinuance of a program and to provide a brief

rationale for the recommendation. Recommendation Code (#):

1. Continuation of the program at the current level of activity; or

2. Continuation of the program at a reduced level of activity or with corrective action: Corrective action will apply to programs that have deficiencies that the program itself can address and correct. Progress report due by

November 1 next academic year; or

3. Continuation of the program with identification of the program for resource development: Resource development will apply to already viable programs that require additional resources from the Administration to help achieve their full potential. This designation is considered an investment in a viable program as opposed to addressing issues of a weak program. Progress report due by November 1 next academic year; or

4. Development of a cooperative program with another institution, or sharing of courses, facilities, faculty, and the like; or

5. Discontinuation of the program

Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond the College

level, any office that disagrees with the previous recommendation must submit a separate rationale and append it to

this document with appropriate signature.)

____1_____ ___Sheila Kyle______________________________________ __10-15-09____

Recommendation: Signature of person preparing the report: Date:

____1_____ ___Sheila Kyle____________________________________ __10-15-09_____

Recommendation: Signature of Program Chair: Date:

____1____ ____Gretchen E. Oley_________________________________ __ 10-15-09_____

Recommendation: Signature of Academic Dean: Date:

____1____ ____Tracy Christofero______________________________ __11-13-09_____

Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only) Date:

____1___ Camilla Brammer__________________________________ __1-28-10______

Recommendation: Signature of President, Faculty Senate/ Chair, Graduate Council: Date:

________ _________________________________________________ ______________

Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs: Date:

_______ __________________________________________________ ______________

Recommendation: Signature of the President: Date:

________ _________________________________________________ ______________

Recommendation: Signature of Chair, Board of Governors: Date:

3

College/School Dean’s Recommendation

Recommendation: Continuation of the program at the current level of activity

Rationale:

St. Mary’s Medical Center’s (SMMC) ASN/RN Nursing Program, affiliated with Marshall

University, is a long-standing, solid program. The program produces graduating classes of nurses

who are able to consistently pass the licensing exam in West Virginia with an acceptable first-

time pass rate. They are accredited by the National League for Nursing Accrediting Commission

(NLNAC) and consistently receive above-average ratings from that body. They enter 60 students

twice yearly (i.e. a 120 per year class size), supplying a large supply of entry level nurses to the

state and the region.

They have worked with Marshall Administration over the last few years to bring mechanisms of

assessment into line with currently accepted academic practices. Their annual reports have been

consistently submitted and approved.

Their faculty and administration are well-trained for the level of academic instruction they offer.

They demonstrate an excellent level of ongoing scholarly achievement and faculty development,

consistent with their program mission and content. The ASN/RN Program administration works

together with Marshall University as a team and in a true spirit of collaboration as far as

developing supporting, complementary and compatible programming. Thus missions are aligned.

The resources for their core clinical nursing curriculum are provided by SMMC and appear quite

adequate. They have recently acquired a large, new Medical Education Building which houses

the SMMC Nursing Program as well as Respiratory Therapy and Medical Imaging. The IT

resources for student learning are outstanding. A large, well-equipped clinical skills lab is very

impressive and programs and policies for maximizing its potential are being quickly developed.

There are wonderful conferencing, classroom and office facilities.

Their data, as presented, fully documents the strengths they have cited. The weaknesses cited in

the report, though valid, I feel are reasonably minor and being clearly remedied.

I enthusiastically support the program at all levels.

____Gretchen E. Oley_______________ __10-15-09______________________ Signature of the Dean Date

4

Marshall University

Program Review

Program: St. Mary’s/Marshall University Cooperative ASN Program

College: College of Health Professions

Date Of last Review: December 1, 2004

I. CONSISTENCY WITH UNIVERSITY MISSION:

Provide your program’s mission statement. Explain how your mission supports the

mission of your college and the mission of Marshall University.

The mission of St. Mary’s/Marshall University Cooperative ASN Program is:

We prepare students to assume roles as caring nurses, respecting the worth and dignity of human life.

Table 1: Comparison of Mission Statements of Marshall University, the College of

Health Professions and the School of Nursing contains information that clearly

demonstrates the congruency of the mission statement of St. Mary’s/ Marshall University

ASN Program’s (hereafter referred to as St. Mary’s) mission statement with those of the

College of Health Professions (COHP) and Marshall University (MU). St. Mary’s

mission supports the mission of the COHP as we prepare nurses who provide care for

others- both St. Mary’s and COHP prepare persons who care for others. St. Mary’s

supports the mission of MU as both provide education to students- St. Mary’s prepares

nursing students, while the university prepares a variety of students.

5

TABLE 1: COMPARISON OF MISSION STATEMENTS BETWEEN MARSHALL

UNIVERSITY, THE COLLEGE OF HEALTH PROFESSIONS AND THE SCHOOL OF

NURSING

ST. MARY’S/

MARSHALL

UNIVERSITY

COOPERATIVE

ASN PROGRAM

MARSHALL

UNIVERSITY

COLLEGE OF

HEALTH

PROFESSIONS

MARSHALL

UNIVERSITY

MISSION

STATEMENTS

We prepare students

to assume roles as

caring nurses,

respecting the worth

and dignity of

human life.

The College is

committed to preparing

practitioners, educators,

and scientists who

reflect and care for a

diverse society, and to

fostering

interdisciplinary

approaches to address

the complexity of

healthcare needs

Marshall University is a

multi-campus public

university providing

innovative undergraduate

and graduate education that

contributes to the

development of society and

the individual. The

University actively

facilitates learning through

the preservation, discovery,

synthesis, and

dissemination of

knowledge.

6

II. ACCREDITATION INFORMATION:

(NOTE: If your program has been accredited by a national organization, supply the

following information.)

Provide the following information about the program’s accreditation status:

A. Name and description of the accreditation organization.

The program is nationally accredited by the National League for Nursing Accrediting

Commission (NLNAC). NLNAC is the entity that is responsible for the specialized

accreditation of nursing education programs, both post-secondary and higher degree,

which offers a certificate, diploma, or a recognized professional degree. The commission

has authority and accountability inherent in the application of standards and criteria,

accreditation processes, and the affairs, management, policy making, and general

administration of the NLNAC. NLNAC is recognized as the accrediting body for all

types of nursing education programs by:

U.S. Department of Education

U.S. Uniformed Nursing Services

Veterans Health Administration, Department of Veteran’s Affairs

National Council of State Boards of Nursing

State Boards of Nurses Examiners

Employers

Council for Higher Education Accreditation (CHEA)

Association of Specialized and Professional Accreditors (ASPA)

Pan American Health Organizations

Department of Health and Human Services, Bureau of Health Professions, Division

of Nursing

NATIONAL Certification Corporation for the Obstetric, Gynecologic and Neonatal

Nursing Specialties (NCC)

The School of Nursing is approved annually by the West Virginia Board of Examiners for

Registered Nurses (WVBOE-RN). This regulatory body is charged with the responsibility of

protecting the public. The WVBOE-RN is staffed by an Executive Director, a Director of

Education, a General Counsel and Director of Discipline, and clerical assistants. There is

also a five member board appointed by the governor. One of the responsibilities of the

WVBOE-RN is the approval of all schools of nursing in the state according to 30-7-5 in the

West Virginia Nursing code and Legislative Rule.

B. Most recent year program accredited: include a copy of the letter conferring

accreditation).

NLNAC accredited St. Mary’s/ Marshall University Cooperative ASN Program in 2002 for a

full eight (8) years. They did not note any patterns of concern. A copy of the letter is

included with this report.

7

WVBOE-RN has approved the school annually since the founding of the school. . The most

recent approval was on March 16, 2009 when the board met. A copy of the letter is included

with this report.

C. Accreditation Status: (regular, probationary, unaccredited, others)

NLNAC- Full accreditation for 8 years

WVBOE-RN- Full approval for 1 year

D. Attach a copy of the accreditation organization’s report to the University if

different from B.

Not applicable.

E. If program deficiencies were noted, attach the report to the accrediting agency

outlining the deficiencies and corrective action taken or proposed.

NLNAC- None.

WVBOE-RN- The only area of concern was related to the low pass rates by the LPN to RN

Bridge students on the National Licensure Exam. The pass rate for the basic students was

not problematic. The School of Nursing submitted an action plan which was accepted by the

WVBOE-RN in June 2009. A copy of that action plan is included with this report.

F. Provide 1 hard copy of the most recent self-study report to the Office of

Assessment and Program Review.

The NLNAC Self study prepared by the faculty and submitted to NLNAC in 2002 is

included.

The Annual Report submitted to the WVBOE-RN in the fall of 2009 is also included.

8

III. PROGRAM STATEMENT ON ADEQUACY, VIABILITY, NECESSITY,

AND CONSISTENCY WITH MISSION:

A. ADEQUACY Provide a narrative summary for each of the following in

addition to the requested appendices.

1. Curriculum: Summarize degree requirements and provide commentary on

significant features of the curriculum. In Appendix I, list required courses,

elective courses, and total hours required. The list of courses must provide

specific titles and numbers.

Currently, graduation for the basic nursing student from St. Mary’s requires successful

completion with a grade of “C” or higher of seventy-one (71) credit hours. Forty-one

(41) credit hours are nursing courses and thirty (30) credit hours are support courses.

Graduation requirements for the LPN to RN Bridge student requires successful

completion with a grade of “C” or higher of sixty-six (66) credit hours. Thirty-six (36)

credit hours are nursing courses and thirty (30) credit hours are support courses.

The educational program for the associate degree nurse is designed to prepare the student

to assume the roles of registered nurse. The curriculum plan is based on knowledge from

the humanities, the natural, social, behavioral, and nursing sciences and provides a basis

for clinical decisions and competence.

The major organizing concepts for the curriculum are person as client, environment,

health, and nursing. The person is the primary focus of care and is studied systematically

by assessing the client as an individual and within the context of the family or group.

Health is a dynamic state determined by responses to environmental factors throughout

the life span. Nursing is a caring art and science which assists the client to achieve an

optimal level of health.

The professional nurse assumes the roles of provider and manger of client care. As a

provider of care, the nurse must assess basic needs in order to make effective clinical

decisions to determine caring interventions and appropriate teaching/learning outcomes.

As a manger of care, the nurses must utilize resources in the environment to plan,

organize and direct client care. Collaboration and communication are an integral part of

these roles.

The program of study proceeds from the simple to the more complex and / or specialized.

The fundamental concepts of the art and science of nursing are provided in the beginning

courses. The academic skills course is required of all students to enhance their ability to

be successful in the remainder of the program. Further courses provide for concentrated

study in alterations of physiological functioning. Specialized needs for childbearing

family and children and for alterations in psychosocial functioning are studied in the last

year of the program.

9

Content is provided in each nursing course to facilitate the development of the skills or

practice in a variety of healthcare settings.

The non-nursing, support courses include fifteen (15) hours of applied science courses,

six (6) hours of English, six (6) hours of psychology, and three (3) hours

of nutrition/diet therapy. Each of the nursing courses, with the exception of one (1), have

a laboratory component. The one (1) nursing courses which does not have a laboratory

component is Nursing 101, Academic Success for the ASN Student: this course is a one

(1) hour theory credit course. The theory ratio for all nursing courses is a 1:1 ratio, while

the laboratory ratio is 1:3. This means one laboratory credit hour requires at least 45

hours of laboratory work. Laboratory experiences are complements to classroom courses

that focus on the theory and principles of the nursing discipline. The graduate of the St.

Mary’s / Marshall University Cooperative ASN Program will have a minimum of 540

hours of laboratory experiences.

See Appendix I for the required courses.

2. Faculty: Summarize significant points relating to faculty teaching courses

within the major (percentage of faculty holding tenure, extent of use of

part-time faculty, level of academic preparation, faculty development

efforts, books and journal articles, papers & attendance at state, regional

an d national professional organization meetings). Include part-time

faculty and graduate assistants you employed during the final year of this

review. Prepare an Appendix II Faculty Data Sheet for each full-time

faculty member, part-time faculty members and adjunct faculty member.

For part-time faculty members and adjuncts, prepare data through

question one on the Faculty Data Sheet. Use Appendix II- A for all

graduate teaching assistants.

There are twenty (20) faculty members, including the ASN Director, at St.

Mary’s/ Marshall University Cooperative ASN Program. They are employees of

St. Mary’s Medical Center and are not employed by Marshall University.

Nineteen (19) of the faculty members are employed full-time, while one (1) is

employed part-time. The part-time faculty member is employed full-time by the

medical center; he works part-time in Employee Health and part-time in the

school of nursing. All of the faculty members hold a master’s degree in nursing.

The ASN Program Director also holds a doctorate in higher education

administration. One (1) faculty member is enrolled in a doctoral program with an

emphasis in higher education. One of the faculty members has a post-master’s

certificate as a Certified Family Nurse Practitioner. All faculty members meet the

current West Virginia Board of Examiners for Registered Nurses requirement and

the National League for Nursing Accrediting Commission’s (NLNAC) criterion

that all nursing faculty members have master’s degrees in nursing. There are

neither adjunct faculty members nor graduate assistants.

The faculty in the cooperative program is not on a tenure track as their salaries

and benefits are paid by St. Mary’s Medical Center. However, several of the

faculty members have been on the faculty of St. Mary’s School of Nursing for a

10

number of years. The mean years of teaching at the school of nursing are 11

years. See Table 2.

TABLE 2: FACULTY LENGTH OF SERVICE

YEARS OF EMPLOYMENT AT ST.

MARY’S SCHOOL OF NURSING

NUMBER OF FACULTY

1-5 YEARS 11

Note- 7 of these were long term employees of SMMC; 2

of these have teaching experience from other institutions

of higher education.

6-10 YEARS 3

11-20 YEARS 1

21-30 YEARS 1

30 + YEARS 4

The faculty members at St. Mary’s School of Nursing are very diligent regarding

their professional responsibilities. They maintain currency in both their nurse

educator roles and their nursing practice roles by attending a variety of continuing

education offerings each year. Topics include Guess Who’s Coming to the

Classroom to Diabetes Updates. The contact hours range from a low of 18 to a

maximum of 100 per year. Several faculty members have published and / or

served as reviewers for textbook chapters. Faculty members often present

continuing education offerings and participate in research. All faculty members

are members of professional nursing organizations, and many serve in leadership

positions. In addition, all faculty members are certified annually in basic life

support and blood glucose monitoring. One faculty member is certified as a

gerontological specialist, one is certified in emergency nursing, one is certified in

neurological nursing, one is certified as a legal nurse consultant, one is certified

by ELNEC (End of Life Nurse Educators Consortium), four are certified as

Certified Nurse Educators, and one is a Certified Family Nurse Practitioner.

Three (3) faculty members are NLNAC Program Evaluators, as well as West

Virginia Board of Examiners for Registered Professional Nurses site visitors for

approval of state nursing schools. The director of the program has a gubernatorial

appointment to serve on the board for the West Virginia Center for Nursing. (See

Table 3: Faculty Data 2004-2009 for a summary. Faculty Data Sheets are in

Appendix II)

11

TABLE 3: FACULTY DATA 2004- 2009

Faculty Data 2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

Continuing Education- Practice Role-

Hours per year

Total number of Hours/ Mean

355 /

21

713/

42

552.3/

31

326.6/

16.33

448.9/

22.4

Continuing Education- Nurse Educator

Role- Hours per year

Total number of Hours/ Mean

151.3 /

9

467.5/

27.5

640.2/

35.6

617.6/

30.9

688/

34.4

Books/Journals Readings- Hours per

year/ Mean

1995/

105

1614/

85

1676/ 88 1849/

97

2376/

125

Publications- Text/ Journal/ Newsletter-

Number per year/ %

1

(6%)

3

(18%)

4

(22%)

4

(20%)

3

(15%)

Presentations/ Papers/ Posters at

Professional Meetings- Number Faculty

per Year / (%)

3 /

(18%)

3 /

(18%)

4 /

(22%)

4/

(20%)

9 /

(45%)

Professional Meetings – Number

attended per year

Total number/ Range per person

28

Range:

0-19

45

Range:

0-24

49

Range:

0-33

67

Range:

0-35

100

Range:

0- 35

Number of Faculty Belonging to

Professional Organization

17-

(100%)

17

(100%)

18

(100%)

20

(100%)

20

(100%)

Number of Organizations to which

Faculty Belong

Total number/ Range per person

78

Range:

1-10

83

Range:

1-10

129

Range:

1-12

94

Range:

2-12

100

Range:

2-12

Number of Faculty in Leadership Role

in a Professional Organization

8

(47%)

9

(53%)

10

(56%)

12

(60%)

9

(45%)

Number of Faculty Involved in

Research as IRB member or PI

1 1

1 2 2

Number of Faculty with Doctorates 1 1 2 1

1

Faculty with MSN

17 14 16 19 20

Faculty Without MSN

0 3 2 1 0

Community Service Hours

Total number of hours/ Mean

342/

20

361/

21.2

439/

24.4

630/

31.5

369/

18.5

Number of Faculty

17 17 18 20 20

12

3. Students: NOTE: If your program is accredited, refer to the appropriate page

numbers in your accreditation report.

a. Entrance Standards: Describe the admission standards and procedures

employed for making the admission decision. (GPA, ACT, other tests).

Admission requirements are described in the St. Mary’s Center for Education

catalog. This catalog is available to all prospective applicants by going to

www.st-marys.org and clicking on “Careers and Education” on the left side of the

page. Then go to “Educational Opportunities”. The catalog is located there as is

the application form with the scoring sheet that is used by the Admission and

Progression Committee in making the admission decisions. Information about the

program requirements is also found on the Marshall University College of Health

Professions web pages. Admission to the school is competitive.

All applicants must be either a graduate of an accredited high school or have a

high school equivalent through GED testing. All applicants are encouraged to

take the ACT exam. If they have not taken the ACT exam, the applicant must

have completed at least 12 college semester credit hours, which must be 100 level

or above courses and be taken for a grade. A “C” or above is mandated for

required non-nursing courses. All applicants who have attended college must

have an overall 2.00 GPA or better on all courses complete, and on an overall 2.0

GPA on all courses completed at Marshall University. High school applicants

must have a minimum high school GPA of 3.00 and are strongly encouraged to

take a minimum of 3 units of advanced level science, 2 units of math, and other

advanced courses.

The catalog also addresses the licensed practical nurse (LPN) who wishes to apply

as well as the applicant with a GED. In 2004, we received a HRSA grant to

implement a LPN to RN Bridge Curriculum. That curriculum was formulated for

the working LPN who wished to become a registered nurse. Applicants had to

meet the same criteria as those applying to our basic program. In addition, the

applicant had to have taken prior to the first nursing course the following classes:

BSC 227, BSC 228, CHM 203, ENG 101 and PSY 201. They also had to have an

unencumbered license to practice practical nursing in the state of West Virginia.

The last set of LPN to RN Bridge students was admitted in the fall of 2008 and

will graduate in December 2009. The school of nursing did start admitting twice

a year to the basic curriculum starting in January 2009. Applicants who are LPNs

will now be given credit for the Nursing 120, Foundations in nursing course, and

will be allowed to enter the program in Nursing 220, Health Alterations I.

The NLNAC self study was completed in August 2002. At that time, Standard III

referred to students and had three criteria. The standard did read, “The program

assures teaching and learning environments conducive to student academic

achievement and life-long learning.” The first criterion required that student

policies of the nursing unit are congruent with those of the governing

organizations, publicly accessible, non-discriminating, and consistently applied;

differences are justified by the nursing unit purposes.” Pages 39-45 of the

http://www.st-marys.org/

13

NLNAC Self Study address this criterion. In 2008, NLNAC revised their

standards and criteria. Standard III still relates to Students. The standard now

read, “Student policies, development, and services support the goals and

outcomes of the nursing education unit.” The standard now has nine (9) criteria.

The same criterion, 3.1, would still apply to this section of the MU Program

Review. The school of nursing did develop a revised systematic evaluation plan

congruent with eh new standards of NLNAC. That revised systematic evaluation

plan is included with this review.

b. Entrance Abilities: Identify potential ability of students admitted to the

program as measured by standardized tests (ACT, SAT, GED, TOFEL,

etc.) and high school GPA. This information can be found at

http:www.marshall.edu/assessment/programreviewforms2.htm.

Click on the “Program Data” Tab. Click on the “Program Review” tab

on the left side of the page. You will see “entry abilities” by year and

major. Include this information in Appendix III.

Applicants are given points for ACT composite scores above 18. High

School applicants are required to have an ACT composite score of 21. The Office

of Institutional Research at Marshall University compiled these data for incoming

high school students which are reflected in Table 4: High School Students

Entrance ACT Scores and GPA’s. The data reflected in Appendix III also was

provided by the Office of Institutional Research at Marshall University.

TABLE 4: HIGH SCHOOL STUDENTS ENTRANCE ACT SCORES AND

GPA’S

YEAR NUMBER

INCOMING

FRESHMAN

STUDENTS

WITH ACT

ACT

ENG.

MEAN

ACT

MTH

MEAN

ACT

REA

MEAN

ACT

SCI

MEAN

ACT

CMP

MEAN

HIGH

SCHOOL

GPA

MEAN

Fall

2004

5 21.8 21.0 23.6 22.6 21.8 3.49

Fall

2005

4 24.5 22.5 20.5 22.8 22.5 3.73

Fall

2006

4 26.5 24.3 25.8 23.5 24.0 3.75

Fall

2007

1 21.0 16.0 22.0 18.0 19.0 3.84

Fall

2008

4 23.3 21.3 26.5 24.8 23.5 3.47

14

The following Table 5, ACT Composite Scores of Accepted/Alternate Students

depicts a summary of ACT composite scores that were available for those

applicants accepted into the program or were placed on the waiting list.

TABLE 5: ENTRANCE ABILITIES- MEANS OF ACT, HIGH SCHOOL

GPA’S & PRIOR COLLEGE GPA’S

YEAR MEAN ACT

COMPOSITE

HIGH SCHOOL GPA PRIOR COLLEGE

GPA

Class 2005 22.15 3.1295 3.8825

Class 2006 22.25 3.1435 3.1455

Class 2007 22.15 3.1783 2.882

Class 2008 21 3.2258 2.7975

Class 2009 21.35 3.4329 3.089

c. Exit Abilities: Identify abilities of students who graduate from the

program (GPA, licensure exam, certification tests, etc.). This information

can be found at

http:www.marshall.edu/assessment/programreviewforms2.htm.

Click on the “Program Data” tab. Click “Program Review” tab on the

left side of the page. You will see “Graduate Abilities” by

The national standard for assessing the knowledge and skills of graduates of nursing

programs is the licensing examination, NCLEX-RN. The benchmark for St. Mary’s/

Marshall University Cooperative ASN Program is that 90% or greater of students

pass the NCLEX-RN on the first attempt. The pass rate for the classes is depicted in

Appendix IV.

In addition, the students do take standardized examinations to measure their

knowledge and skills against a national norm. This also allows the faculty members to

evaluate the curriculum content to determine if content is missing.

The summaries of these results are located in Appendix IX- Standardized Tests.

4. Resources: NOTE: If your program is accredited, refer to the appropriate page

numbers in your accreditation report.

a. Financial: Provide information related to financial support of the

program, including what portion of the unit’s resources was devoted to

this program. Include state-appropriated funds, grants, contracts,

supplemental state funds or student fees. If this program were terminated

as a major, what resource changes would occur, e.g., reduced faculty,

staff, space, courses taught, etc. If this program were reduced or

terminated, what changes would occur and how would it affect the

university?

15

St. Mary’s/ Marshall University Cooperative ASN Program is totally funded by

St. Mary’s Medical Center. This program is very important to the St. Mary’s

Medical Center and to the community. The hospital does not have the critical

nursing shortage that many health care institutions face today.

Resources are described in the NLNAC Self Study on pages 73-86. The budget is

described on page 306 of the Annual Report submitted in September 2009 to the

West Virginia board of examiners for Registered Professional Nurses. The

NLNAC has a standard that addresses Resources. Standard 5 reads, “Fiscal,

physical and learning resources promote the achievement of the goals and

outcomes of the nursing education unit.” There are three criteria that must be

met. The criterion related to the financial resources is stated as “Fiscal resources

are sufficient to ensure the achievement of the nursing education unit outcomes

and commensurate with the resources of the governing organization.” This is

described on pages 73-74 of the NLNAC Self Study.

The West Virginia Board of Examiners for Registered Professional Nurses

requires that the “Budget of the nursing education unit is (a) part of the governing

organization’s budget, (b) prepared and presented by the nursing administrator,

(c) administered by nursing administration, and (d) adequate to achieve

program(s) mission and outcomes through support of: faculty, equipment,

supplies, services, secretarial support, other support services.”

The budget for the school of nursing is part of the budget for St. Mary’s Medical

Center. It is prepared and presented by the director of the school. It is adequate

to support to mission and outcomes. The faculty to student ratio for clinical

supervision is 1:8. There are 4 administrative assistants for all three schools at the

Center for Education.

b. Facilities: Describe facilities available for the program including

classrooms, laboratories, computer facilities, library facilities, or

equipment needed for program delivery.

Facilities are also governed by Standard 5 of NLNAC. NLNAC has two criteria

that relate to facilities. Criterion 5.2 reads “Physical resources (classrooms,

laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing

education unit outcomes and meet the needs of faculty, staff, and students.” The

discussion related to this criterion is on pages 75-79 of the NLNAC Self Study.

However, this discussion is no longer accurate. St. Mary’s/ Marshall University

Cooperative ASN Program moved into the newly renovated Center for Education

(CFE) in July of 2009. The new facilities include seven (7) nicely furnished

classrooms. Two (2) of the classrooms seat 100 students, two (2) will seat 60

students, two (2) will seat 40 students, and one (1) will seat 24 students. Each

classroom has a smart podium. Tables have electrical access and are provided for

students so that they may bring their lap tops. The entire building is wireless. In

addition, there are four (4) computer labs with a minimum of 20 computers per

16

lab. The computer laboratories have a variety of software programs available that

are utilized for clinical conferences, outside assignments and independent study.

There are two (2) skills labs with 20 beds per lab. Each bed unit mimics an actual

hospital unit. There are twenty (20) low fidelity teaching mannequins for use in

the labs, as well as two (2) high fidelity adult mannequins with the computers,

two (2) high fidelity child mannequins, two (2) high fidelity infant mannequins,

and one (1) high fidelity birthing mannequin. In addition, there are models for

specific uses such as intravenous training arms, female and male catheterization

models. There are six (6) study/testing rooms. These rooms are frequently used

by the students as study rooms, but faculty members use them for students who

require special accommodations for testing. Each classroom has a table which

does allow for use by students in a wheelchair. The entire building is

handicapped accessible- no elevators and no stairs. There are three (3) conference

rooms. Each classroom, skills labs, computer rooms and conference rooms have

in-house phones, which could be used in case of an emergency. Faculty offices

are private, equipped with a desk, desk chair, 1-2 guest chairs, and a file cabinet

and book shelf. Each faculty member does have a computer which does allow

remote access from the office to the classroom. Each office also includes a

printer and phone. Clerical offices are similarly furnished. There is a Records

Room which houses the majority of the records for the CFE- access to this room

is limited to those who must maintain records. There is a fax in this Records

Room; confidentiality is maintained through the limited access to the room.

The student lounge is a large, open area with a beautiful skylight. The lounge is

equipped with comfortable chairs for both networking and for dining. There are

vending machines, two (2) refrigerators, and two (2) microwaves for students to

use. In addition, there is a locker room and each student does have their own

locker. Students have their own bathrooms as do faculty members. There is also

an enclosed patio area off the student lounge that allows students to be outside if

they wish for relaxation. A fence surrounds this patio area and provides security

for the students who wish to go outside.

Criterion 5.3 reads “Learning resources and technology are selected by the faculty

and are comprehensive, current, and accessible to faculty and students, including

those engaged in alternative methods of delivery.”

The library is well equipped with computers, tables and chairs for studying and a

varied selection of current textbooks and journals for use by the students. Each

year the librarian provides an in-depth library report. The library is widely used

by the students as evidenced by the 7211 visits by students for the 2008-2009

school year. There are a total of 2546 holdings in the library. There were

approximately 50 new textbooks added to the library this past year. Periodical

holdings numbered 69, newspaper holdings were 2, 67 professional journals, and

11 non-professional journals/magazines. The majority of that number is in

nursing and allied health. Related fields include ethics, communication, nutrition,

psychology, pharmacology, spirituality, and leadership/management, as well as

nursing and other health care education books particularly helpful to faculty. A

collection of classics, older editions, and books of historical significance are

17

useful to those involved in research. Shelved in Reference and Twenty-Four

Hour Reserve are required textbooks, standard reference books, and books placed

there at faculty member’s request. A listing of the books in these areas is

reviewed and revised by the faculty annually. The on-line catalog may be

searched by author, title and subject. Written instructions are placed at the

computer, but the librarian is available to assist as the need arises. Easy access to

all volumes is ensured by a well-organized arrangement according to a modified

Dewey Decimal System.

New acquisitions are determined by faculty recommendation, students’

expression of need, professional journal reviews and recommended book lists.

The librarian serves as a member of the CFE faculty/Staff Organization, the

Associate Degree Academic Planning and Standards (ADAPS) Committee, and

the Grant Committee to facilitate communication of needs. With approval from

the Director, books are purchased as the budget allows. Requests for software

acquisitions are channeled through the ADAPS Committee for approval.

Each year, the faulty members are given computer printouts listing the holdings in

their specialized areas. Faculty members are responsible for reviewing the list to

make suggestions for deletions or retention. Suggestions for deletion are made

based on copyright date, usage and condition. According to the guidelines

established by faculty, materials are considered for deletion after the copyright

date is ten years old. Books in rapidly changing fields are considered for deletion

after the copyright is five (5) years old. Journals are typically retained for five (5)

years.

Internet access is available for literature searches. Materials may also be obtained

by interlibrary loan, as the library is an active participant in the

Southeastern/Atlantic region of the National Network of Libraries of Medicine.

Audiovisual hardware and software are maintained within the operation of the

library. A large variety of hardware, including televisions, VCRs, overhead

projectors, slide projectors, a video camera, a CD/DVD player, convertor for VHS

tapes to CD/DVDs, three (3) LCD projectors with lap top computers is also

available. These are for backup as the smart podiums house a computer with

Videotape, CD/DVD, text projectors and LCDS in each classroom. St. Mary’s

Medical Center maintenance assists when repairs on AV hardware are required.

The Information Systems department assists with computer repairs and

maintenance.

The four (4) computer labs are available to students Monday –Friday from 6:30

am to 6:00 pm. Besides the computer programs used to support the courses,

students have access to programs for word processing, NCLEX review, problem-

solving and pathophysiology.

In addition to the library located in the CFE, students and faculty members may

use the St. Mary’s Medical center library, located on the sixth floor of the medical

center. Clinical units are usually equipped with resources that students may use.

18

Students may also use the three (3) libraries at Marshall University: health

Science, Drinko, and Morrow.

5. Assessment Information: Note: This section is a summary of your yearly

assessment reports.

a. Provide summary information on the following elements. Please include this

information in Appendix V.

Student learning outcomes

Assessment tools / measures

Standards/ Benchmarks

Results/ analysis

Action taken

There are seven (7) major components of student learning outcomes that must be met

satisfactorily by the conclusion of the program. There are specific activities with each

component that number thirteen. Each nursing course has objectives/ outcomes that flow

from those learning outcomes. The outcomes are as follows:

STUDENT LEARNING OUTCOMES

Upon completion of this program the graduate will:

I. ASSESSMENT

- Complete comprehensive assessments.

II. CLINICAL DECISION MAKING

- Utilize assessment data and evidence based information to make decisions that ensure

safe, effective, individualized care.

- Evaluate effectiveness of care and modify client care as needed.

III. CARING INTERVENTIONS

- Provide care that assists the client in meeting needs.

- Implement caring behaviors that are nurturing, protective, compassionate and person-

centered.

IV. TEACHING LEARNING

- Implement an individualized teaching plan based on assessed needs of the client and

significant other(s).

- Provide assistive personnel with a relevant instruction to support achievement of

client outcomes.

V. COLLABORATION

- Collaborate with the client, significant others and members of the health care team to

plan, implement and evaluate client care.

- Function as an advocate, liaison, coordinator and colleague in working with the health

care team toward the achievement of positive client outcomes.

19

VI. MANAGING CARE

- Assist the client to achieve positive outcomes by effectively utilizing human,

physical, financial and technological resources.

- Utilize the management process (plan, organize, direct and control) to assist clients to

interact effectively with the health care system.

VII. COMMUNICATION

- Communicate effectively with members of the health care team utilizing appropriate

methods and skills.

- Utilize therapeutic communication skills when interacting with clients and significant

others.

VIII. PROFESSIONAL BEHAVIORS

- Practice nursing within the ethical, legal and regulatory frameworks.

The following pages depict the flow of outcomes from one clinical nursing course to

the next course with the culmination being our curriculum outcomes. The objectives

are assessed by a variety of methods: teacher made tests/exams, quizzes, case studies,

standardized exams, clinical evaluations, skits, and simulations. The benchmark for

passing any of the nursing courses is a 76% or higher for objective tests/exams. The

standardized exams are also part of the course grades for the content exams such as

Fundamentals, Pharmacology, Medical-Surgical, etc. The student earns a grade based

upon the level they earn on the content exam. For example- a Level 3 earns a grade

of 92%. Clinical evaluations are graded “Satisfactory” or “Unsatisfactory” based on

specific behaviors that students are expected to demonstrate.

20

CURRICULUM

OBJECTIVES/

PROGRAM OUTCOMES

NURSING 120

NURSING 220

NURSING 230

NURSING 241

NURSING 225

NURSING 235

Upon completion of this

program, the graduate will

complete comprehensive

assessments.


course, the student will

identify basic needs and

responses indicating unmet

needs of the adult client.



identify the client’s response

patterns to specific health

alterations that interfere with

the ability to meet basic

needs.



identify client data that

indicate health alterations

related to specific

physiological systems.



assess the client to develop a

comprehensive data base,



develop a client data base

that includes a mental health

assessment.



develop a client data base

that includes prenatal,

perinatal, postpartum,

neonate and pediatric

assessments.



-Utilize assessment data and

evidence based information

to make decisions that

ensure safe, effective,

individualized care.

-Evaluate effectiveness of

care and modify client care

as needed.



analyze collected data to

plan care that assists the

client to meet basic needs.



analyze data to plan care for

clients with specified health

alterations.



analyze client data to

determine nursing activities

which promote, maintain

and/or restore health.



integrate client data to

formulate clinical judgments

that ensure positive

outcomes.



utilize critical thinking in

developing an individualized

plan of care for the

psychiatric client.



utilize critical thinking in

developing an individualized

plan of care for the

maternal/pediatric client.


program the graduate will

-Provide care that assists the

client in meeting needs.

-Implement caring behaviors

that are nurturing, protective,

compassionate, and person-

centered.



utilize caring behaviors that

assist the client in meeting

basic needs.



implement therapeutic and

caring interventions for the

adult client experiencing

health alterations.



Implement caring behaviors

that assist the adult client to

meet health care needs.



Implement nursing care in a

therapeutic manner.



implement personalized

client-centered interventions

for psychiatric clients.



implement personalized

client-centered interventions

for maternal/pediatric

clients.


program the graduate will

-Implement an

individualized teaching plan

based on assessed needs of

the client and significant

others.

-Provide assistive personnel

with a relevant instruction to

support achievement of

client outcomes.



demonstrate knowledge of

the teaching/learning process

as it is related to meeting

basic needs of the client

and/or significant support

persons.



implement the teaching

learning process as it related

to meeting the needs of adult


alterations



provide for the

teaching/learning needs of

adult clients related to

specified health alterations.



implement the

teaching/learning process to

obtain desired outcomes for

individuals, groups and the

community.


course, the student will assist

in providing for the physical

and mental health

educational needs of

assigned clients, both

individual and small groups.



provide for the health care

educational needs of the

maternal/pediatric client (s).



-Collaborate with the client,

significant others and

members of the health care

team to plan, implement and

evaluate client care.

-Function as an advocate,

liaison, coordinator and

colleague in working with

the health care team toward


course, the student will work

cooperatively with others

during the provision of client

care.


course, the student will work

cooperatively with the client

and members of the health

care team to implement the

nursing process.



collaborate with the client

and the health care team to

plan and provide care.



collaborate with the health

care team to implement care

for individuals and groups of

clients.



collaborate with the client

and the mental health care

team to plan and provide

care.



collaborate with the health

care team, the maternal

client and the neonate and

pediatric caregivers to plan

and provide care.

21

the achievement of positive

client outcomes.



-Assist the client to achieve

positive outcomes by

effectively utilizing human,

physical, financial and

technological resources.

-Utilize the management

process (plan, organize,

direct and control) to assist

clients to interact effectively

with the health care system.



identify resources that assist

the client to meet basic

needs.



demonstrate beginning skill

in care of the adult client.



manage the care for adult


alterations



manage the care of adult

clients to achieve positive

outcomes.



the mental health care team

in managing the care of

assigned clients.



the health care team in

managing the care of

assigned maternal/pediatric

clients.



-Communicate effectively

with members of the health

care team utilizing

appropriate methods and

skills.

-Utilize therapeutic

communication skills when

interacting with clients and

significant others.



utilize appropriate

communication skills.



utilize effective

communication skills.



demonstrate effective

communication techniques

with the client, family and

the health care team.



communicate effectively

with clients, significant

others and the health care

team.




with clients and members of

the mental health care team.




with maternal/pediatric

clients, client caregivers, and

members of the health care

team.



practice nursing within the

ethical, legal, and regulatory

frameworks.



practice within the ethical,

legal and professional

frameworks which guide

student nurse activities.



practice within the ethical,

legal and professional

frameworks which guide

student nurse activities.



utilize professional standards

of practice.



model behaviors that

demonstrate accountability

for nursing practice.




demonstrate individual

responsibility and

accountability for nursing

practice according to ethical,

legal and regulatory

frameworks.




demonstrate individual

responsibility and

accountability for nursing

practice standards.

22

There is a formal Systematic Evaluation Plan in place for the St. Mary’s/ Marshall

University Cooperative ASN Program. A copy is included with this report in

Appendix X. The National league for Nursing Accrediting Commission

(NLNAC) is the recognized accrediting body for nursing and has stipulated

standards and criteria. There are six standards with 52 criteria that must be met.

There is a plan also to evaluate 1-2 standards each semester. An in-depth self-

study will be completed during the summer of 2010. A site visit is planned for

fall of 2010.

NLNAC does stipulate that nursing schools demonstrate achievement in meeting

four (4) program outcomes. Those program outcomes are:

1. Performance on licensure exam- performance on the NCLEX for first time

writers. The rate must be at or above the national mean.

St. Mary’s /Marshall University Cooperative ASN Program has a

benchmark that 90% of the graduates will pass the NCLEX on their first

attempt.

2. Program completion- The number of students who graduate within a

defined period of time. It refers to the number of students who complete

the program within 150% of the time of the stated program length (the

length of the program adjusted to begin with the first required nursing

course). Students must complete the ASN program within six semesters

of starting the first nursing course.

The benchmark at St. Mary’s/ Marshall University Cooperative ASN

Program is that 80% of the students admitted to the program will graduate.

3. Program Satisfaction- Perceptions of the graduates and employers as to the

adequacy and effectiveness of the program. It includes both qualitative

and quantitative measures that measures satisfaction by graduates and

employers.


Program is that students will rate their satisfaction with the program at 2.0

or less.

4. Job Placement- Number of graduates, one year after graduation, employed

in a position for which the program prepared them. There must be

quantified measures that reflect program demographics and history.


Program is that 90% of those graduating will have a job offer prior to

graduation.

Each course is evaluated at the end of each semester. Students use both

the Marshall University course evaluation, as well as one created by the

23

faculty members at the school of nursing. Then the faculty members of

each course meet and review the course evaluations to determine areas of

concerns. The faculty members are asked to complete a Course Summary

using the course evaluations. If the mean for any area is greater than 2.99,

that area is listed as a weakness, If there are no areas greater than 2.99,

the faculty members are still asked to list three (3) activities that could be

done to enhance student learning in the course. Both the strengths and

areas for improvements are shared with the ADPS Committee. Spring

semester course summaries are reviewed by the faculty during the

following fall semester, while the fall semester course summaries are

reviewed by the same committee during the following spring semester.

b. Other Learning and Service Activities. Provide a summary of learning

and service activities not covered explicitly in section a.

Students at St. Mary’s/ Marshall University participate in laboratory

experiences with all nursing courses except for three, Nursing 101,

Nursing 123, and Nursing 223. The students benefit from the large

amount of patient care experiences. Faculty members have developed

simulation experiences also to enhance the students learning. The

availability of the increased computers in our new facility should also

provide additional opportunities for computer assisted learning.

All nursing students are automatically members of the Student Nurses

Association chapter at the school, members of the West Virginia Student

Nurses Association, and the National Student Nurses Association. These

organizations enhance the professional development of the students.

Students are encouraged to participate in meetings and other activities of

these groups. All students are also members of the Nurses Christian

Fellowship chapter at the school- this group provides support for the

students and also enhances personal development.

An academic honorary was formed and inducted its first members in the

fall of 2007. Eight nursing students whose GPAs were 3.4 or higher for

courses that are considered requirements for the curriculum at St. Mary’s/

Marshall University Cooperative ASN Program.

All students are required to participate in four (4) hours of health related

community service during their two (2) years in the program. Students

participated in a verity of community service projects such as SMMC

Foundation Gala, Heart Walk, Rape Crisis Intervention, City Mission, and

Relay for Life. Beginning in the school year 2009-2010, all students will

be required to complete four (4) hours of community service each

semester.

Several of the nursing students also served as officers and board members

of the West Virginia Student Nurses Association (WVSNA) each year.

24

One of the students was awarded the WVSNA Student Nurse of the Year

in 2008.

c. Plans for Program Improvement. Based on assessment data, provide a

detailed plan for program improvement. This plan must include a

timeline.

We continue to want our graduates to maintain a pass rate above 90% for

the first attempt at writing the NCLEX. We are implementing several

steps to accomplish this:

Turn off the rationale to the practice ATI tests that students are

required to complete prior to taking the proctored exams. This will

encourage the students to research the material in order to answer

the question correctly.

Requiring any student who is returning after an academic failure to

the same class to earn a grade of B or higher in that class. This

will encourage the student to study more and increase their

knowledge base.

Requiring students who have failed a nursing class to audit

selected classes based on faculty recommendations. The corrective

plan is individualized based on the faculty members’ perceptions

of the student’s weaknesses.

d. Graduate and Employer Satisfaction: Provide evidence and results of

follow-up studies to indicate graduate and employer satisfaction with the

effectiveness of the educational experience. Indicate the number of

individuals surveyed or contacted and the number of respondents.

The following table depicts the graduate satisfaction with the program.

The figures come from a Senior Student Survey done prior to graduation.

Questionnaires are sent to both alumni and to employers. Return rates are

very low from both groups which makes it very difficult to accurately

report data. Anecdotally, we are told that hospitals prefer our graduates as

they know that they are well prepared. Graduates have informed us that

they were immediately hired once the employer learned that the graduate

was from St. Mary’s School of Nursing. One of the faculty members was

sharing that her physician was very complimentary about the graduates of

our school of nursing. A 2009 graduate sent an e-mail thanking us for her

education- she had recently moved to Maryland and hired for a critical

care position in one of the critical care units there. She said that within 3

days, she was able to be assigned to a patient load with minimal

supervision by her preceptor. She said that her preceptor indicated that

she (the graduate) was much better prepared than any of the graduates

from the schools of nursing near this medical center. Employer surveys

have been sent every two years, but employers refuse to complete the

surveys and cite “confidentiality” as the reason. The last employer survey

that was returned to us was for the Class of 2006. Three employers

completed the survey. All ratings of the graduates ranged from a low of

25

2.33 to a high of 1.00 (scale of 1= Highly desired to 4= not essential).

Alumni survey return rates have been very poor, generally less than 10%.

The last Alumni Survey completed was for the class of 2006. We receive

19 of 85 surveys. Eleven (11) rated their satisfaction with the program as

greatly satisfied; eight (8) indicated they were mostly satisfied. Senior

Student Surveys are administered to all students prior to graduation. The

following table depicts those ratings.

TABLE 6: PROGRAM SATISFACTION

YEAR RATING

Class of 2005 1.53

Class of 2006 1.72

Class of 2007 *92% - pleased and would recommend

Class of 2008 1.51

Class of 2009 1.89

*Note- the Senior Student Survey was not administered this year; exit

interviews were conducted. Students were asked if they were pleased with

the program and if they would recommend it to another.

During the academic year 2008-2009, another Employer Survey was

developed and piloted with the clinical mangers at SMMC. They were

asked to use that survey to rate the graduates of 2008. The survey was

placed on Survey Monkey. There were two questions that relate to

satisfaction with our graduates. Everyone responded “”Definitely” to the

question “I would interview SMSON graduate first” and “I am looking

forward to hiring SMSON graduates.” The ratings to both of those

questions is a “1” (scale 1= Definitely and 4=Never). We will continue to

use this survey and send it via e-mail to the hospitals that hire the majority

of our graduates.

e. Attach the previous five (5) years of evaluations of your annual

assessment reports provided by the Office of Assessment.

The letters from the previous evaluations follow this section. The dates on the

letters are for the Annual Reports of the following academic years:

2007-2008

2006-2007

2005-2006

35

6. Previous Reviews: Describe the last program review action (including committee

recommendation). Identify weaknesses and deficiencies noted in the last program

review and provide information regarding the status of improvements

implemented or accomplished.

In 2005, the Marshall University Board of Governors approved continuing the

ASN program at its current level of activity. A letter from Marshall University’s

Interim President, Mr. Michael Farrell to Dr. Bruce Flack stated, “Continue at

current level of activity: ASN, Nursing: This program is a cooperative program

with St. Mary’s School of Nursing. The nursing courses are taught by the St.

Mary’s School of Nursing and the support courses are taught by Marshall

University. The program is accredited by the National League for Nursing

Accrediting Commission. The program continues to have licensure pass rates

well above the national average and graduates approximately 40% of its students

each year. The program was founded in 1926 and has graduated over 3100

students since that time.

7. Strengths / Weaknesses: Identify the strengths and weaknesses of the program.

Describe program plans for removing the weaknesses.

Strengths:

1) 95% of the faculty members are full-time; the one (1) part-time faculty

member is also employed as a Nurse Practitioner in the Employee Health

Clinic at the medial center.

2) All faculty members meet the mandated requirements of both the National

league for Nursing Accrediting Commission and the West Virginia Board

of Examiners for Registered Professional Nurses. All have master’s

degrees in nursing.

3) An extensive variety of clinical sites and experiences available and

utilized in the local area.

4) Strong support of the program from medical center administration, the

Pallottine Sisters, community at large and the alumni.

5) Cooperative arrangements with Marshall University to award degree from

the program.

6) Strong community and professional participation by the faculty, thus

serving as role models for student nurses.

7) Faculty are assigned lecture content and to clinical area based on expertise

in that area.

8) Faculty have diversity in nursing practice experience.

9) All faculty are assigned to supervise students in the clinical area.

10) All faculty members attend CE offerings to enhance both their clinical

practice roles and their nurse educator roles.

36

Weaknesses:

1) Limited use of on-line course development by faculty.

2) The LPN to RN Bridge Curriculum graduates have a low pass rate on

NCLEX.

3) Need to input all data collected into a computer program for statistical

analysis.

4) Need to maintain a consistent retention rate.

Plans for Removing the Weakness:

1) The Faculty Affairs Committee will be asked to plan a CE offering related

to on-line course development for the fall semester of 2009.

2) The LPN to RN Bridge Curriculum is no longer accepting students. For

the future, LPNs will be given credit for Nursing 120, Introduction to

Nursing, if the applicant meets criteria.

3) One of the Administrative Assistants has been assigned the task of

meeting with the Data Analysis Committee to review the data collected

and developing a process to input all data. The plan is to have this process

in place by the end of the fall 2009 semester.

4) The Academic Support Team will continue to meet with students having

academic difficulty.

B. VIABILITY. Provide a narrative summary for each of the following

items in addition to requested appendices.

1. Articulation Agreements: Describe program specific articulation

agreements with other institutions for delivery of the program.

St. Mary’s / Marshall University Cooperative ASN Program does

not have articulation agreements with any institution. St. Mary’s

Medical Center and Marshall University have a formal agreement

that was entered into in 1995. St. Mary’s Medical Center

maintains all financial responsibility for St. Mary’s School of

Nursing, while Marshall University is responsible for granting the

degree.

2. Off-Campus Classes: Describe / Summarize off-campus (other

than the Huntington, or South Charleston campuses) courses

offered. (Include locations, courses, enrollments, in Appendix VI.)

This information is available at

http://www.marshall.edu/assessment/programreviewforms2.htm

Click on “Program Data” then on “Semester Reports.” Course

enrollments are listed by term.


37

All nursing courses are taught by faculty employed by St. Mary’s

Medical Center at St. Mary’s Center for Education. Non-nursing

courses are offered by Marshall University.

3. Online Courses: Describe / Summarize online courses offered.

(Include courses and enrollments in Appendix VI). This

information is available at




There are no online courses at St. Mary’s/ Marshall University

Cooperative ASN Program. Faculty do utilize MU Online for

posting course syllabi, handouts, and other information for the

students.

4. Service Courses: Describe / Summarize departmental courses that

are required for students in other majors and support programs

outside the major. (Include enrollment data for these courses in

Appendix VI.) This information is available at




There are no courses designated as “Service Courses” at St.

Mary’s/ Marshall University Cooperative ASN Program.

However, every nursing course except Nursing 101, Academic

Success for the ASN Student, has a laboratory component which

includes patient care experiences. Community service is a required

activity of all students. The amount of community service required

is four (4) hours for the whole program. Beginning during the fall

of 2009, all students will be required to participate in four (4)

hours of community serve per semester. Community service hours

must be health care related. Faculty are also required to participate

in community service. There is no prescribed amount for faculty;

some contribute 80 hours or more per year, while others may

contribute as little as 6-8 hours per year.

5. Program Course Enrollment: Describe / Summarize program

area courses taken by students who are majors and include

enrollment by semester for the pat 5 years. Indicate required or

elective courses. The purpose of this section is to indicate the

availability and relative strength of the program area courses.

Include all students enrolled in the courses, whether majors or not.

(Include enrollment data for these courses in Appendix VI.) This

information is available at





38



St. Mary’s/ Marshall University Cooperative ASN Program has

more applicants than it can accommodate. The admission process

is selective.

6. Program Enrollment: Summarize data indicating the number of

new students admitted, number of principal majors enrolled from

your college, number of second majors, the number of students

enrolled as majors form other colleges (i.e., College of Education

specialization majors), the number of minors, and the number of

graduates for the program for each of the past five years. (Include

a chart as Appendix VII and provide separate data for each

option offered under the program.) This information is available

at


Click on “Program Review,” then on the “program review” link

on the left. # of new students admitted is available in the “entry

ability” sheets, # of graduates in the “graduate ability” reports,

and enrollments in the “headcount” reports. If you want to cross

check your information, you can go the website above

http://www.marshall.edu/assessment/programreviewforms2.htm.

Click on “Institutional Research,” then under “Bluebook” select

Marshall University. The information needed is available under

“Degree Program Information.” Finally provide trend lines for

total number of students enrolled in the program and number of

graduates (Figure 1) for the period of the review.

7. Enrollment Projections: Identify trends that will influence

enrollment over the next five years. Provide enrollment

projections.

The nursing shortage has been well documented in the media.

Nurses are the largest component of the health care workforce.

Research demonstrates that having adequate numbers of qualified

nurses has a direct impact on patient safety and quality of care.

The West Virginia Board of Examiners for Registered Professional

Nurses presented a study to the West Virginia Legislature in 2004

outlining the projected nursing shortage in the state. The estimated

need for Registered Nurses in 2004 was 16,533. The projected

number needed for 2014 is 20,178. The growth rate is 2.00%.

These statistics are cited in the 2007 report of the West Virginia

center for Nursing’s report to the legislature. The source for these

statistics was the WV Bureau of Employment Program, 2006. The

general population is aging; the generation known as the “Baby

Boomers” is nearing retirement age. Chronic health problems



39

become more prevalent as a person ages. It is projected that more

nurses will be needed to provide care for the increasing numbers of

older citizens.

We increased our enrollment to 95 students starting in the fall of

2003. A few years ago, it was noted that hospitals needed nurses

to fill vacant positions in late December and early January. The

decision was then made to admit twice per year in order to assure a

continuous production of graduate nurses throughout the year. We

began admitting two (2) classes per year in the 2008-2009

academic years. Each class has 60 students. We will continue to

monitor the need for additional registered nurses. While we do

have the physical resources, i.e., classrooms, skills labs and

computer labs, there are other factors which would impact whether

or not we increase our enrollment. Those factors include faculty

availability and clinical site availability.

C. NECESSITY: Note: If your program is accredited, please refer to the

appropriate page numbers in your accreditation report. Provide a

narrative summary for each of the following items in addition to requested

appendices.

1. Advisory Committee: Identify whether the program has an

Advisory Committee, and, if so, briefly indicate the role and impact

of the committee.

St. Mary’s / Marshall University Cooperative ASN Program does

not have an advisory committee. St. Mary’s Medical center owns

and operates St. Mary’s School of Nursing and is responsible for

all matters related to the school except for academic matters.

There are seven (7) standing committees at the school. Those

committees include faculty and staff membership; the committees

report their business and recommendations to the Faculty/Staff

Organization, which has the final vote. Those committees are:

1) Executive Committee- serves as the administrative body of

the school. Includes the VP for Schools of Nursing &

Health Professions and two curriculum coordinators.

2) Associate Degree Academic Planning and Standards

(ADAPS) - recommends course changes, additions and

deletions, and conducts ongoing curriculum evaluations.

Comprised of the VP for Schools of Nursing & Health

Professions, a representative from each nursing course, the

librarian, student representatives from each class year of

the program, and the Director of Organizational

Development & Learning (ODAL) for SMMC.

40

3) Faculty Affairs- reviews faculty welfare concerns and plans

and implements faculty development programs. Comprised

of faculty from all three (3) schools at the CFE.

4) Student Affairs- reviews concerns and makes

recommendations related to student welfare. Comprised of

the VP for Schools of Nursing & Health Professions,

faculty from all three (3) schools at the CFE, as well as

student representatives from each class year from all three

(3) schools and all student organizations at the three (3)

schools.

5) Admissions and Progression- recommends policies for

admission and progression and assists in the selection of

applicants for the nursing program. Comprised of the VP

for Schools of Nursing & Health Professions and faculty

members.

6) Nominating- prepares slate of candidates for Faculty Chair

and Secretary as well as members for all standing

committees. Comprised of the VP for Schools of Nursing

& Health Professions and faculty members from all three

(3) schools at the CFE.

7) Grant Writing- investigates possible grant sources and

writes grants to secure funding. Comprised of the VP for

Schools of Nursing & Health Professions, faculty members

from all three (3) schools at the CFE, the librarian, and the

President of the SMMC Foundation.

In addition to the above committees, there are teams which also

support the mission and purpose of the school.

1) Simulation Technology Team- recommends policies for the

maintenance and utilization of the high fidelity human

simulation mannequins. Comprised of faculty members

from all the CFE schools, plus the Simulation Technician.

2) Nursing Simulation Team- develops scenarios and assures

that each nursing course includes simulations as a method

of learning for the students. Comprised of nursing faculty

members.

3) Academic Support Team- reviews test grades of students

and then meets with the student to determine the potential

reasons for the student’s academic problems. Will refer as

needed. Comprised of a faculty member from each nursing

course.

There is also a Data Collection & Analysis Committee which was

formed to review the type of data collected by the school

throughout the year and to develop a process of inputting the data

in order to perform statistical measures. The purpose would be to

aggregate and trend the data in order to use the evidence to make

decisions and guide teaching.

41

2. Graduates: Provide information on graduates in terms of places

of employment, starting salary ranges (where appropriate and

known), number employed in field of specialization, and/or

acceptance into baccalaureate or graduate programs. (NOTE: Do

not identify students by name.) Include this information in

Appendix VIII.

The majority of the graduates of St. Mary’s/ Marshall University

Cooperative ASN Program work within a 50 mile radius of

Huntington, West Virginia. The majority do work in the following

hospitals:

St. Mary’s Medical Center

Cabell-Huntington Hospital

Charleston Area Medical Center

St. Francis Hospital

Thomas Memorial Hospital

King’s Daughters Medical Center

The national norm for a salary for a registered nurse is $28.71 per

hour. West Virginia salaries for registered nurses vary according

to the geographical area in which the nurse is employed. Salaries

range from an average of $20.77/hour in the Workforce Investment

Area 5 (the northern panhandle of the state) to a high of $26.28 per

hour in Workforce Investment Area 2 (includes seven counties,

one of which is Cabell). The source for these salary figures was

Workforce Investment Area Wages: Workforce WV, Office of

Research Information & Analysis and U.S. Bureau of Labor

Statistics.

It is very difficult to give an exact figure for the number of

graduates who continue with their education. Graduates verbally

indicate their desire to pursue the baccalaureate degree and

frequently state they plan to do so 1-2 years after graduation. They

indicate a need to repay student loans, become more confident in

their professional role, or plans to start their families. A few have

called and shared that they were able to gain application to a RN to

MSN program. Alumni survey return rates are very low, which

makes it very difficult to accurately report data.

3. Job Placement: If the job placement rate reported above is low,

can a course of action be identified that would improve this

situation? Provide a summary of procedures utilized by the

institution to help place program graduates in jobs or additional

educational programs. Include activities supported by both the

student’s academic department as well as the institution’s

42

placement office. This summary should include the institution’s

procedures and programs organization for continuing contact and

follow-up with graduates.

St. Mary’s / Marshall University Cooperative ASN Program has a

high placement rate for its graduates. No course of action is

needed. Most of our graduates find jobs within a 50 mile radius of

Huntington, West Virginia. Students do attend Job Fairs at

Marshall University when the activity is offered. St. Mary’s

Medical Center makes a concerted effort to determine their staffing

needs as early as possible usually between November and January.

The Nurse Recruiter for the medical center does come over and

talk to the students- explaining benefits and answering questions.

The faculty member who teaches the leadership/management

content discusses interviewing tips and resume development.

IV. RESOURCE DEVELOPMENT (if applicable)

St. Mary’s/ Marshall University Cooperative ASN Program is supported

financially by St. Mary’s Medical Center.

43

APPENDIX I

REQUIRED/ELECTIVE COURSE WORK IN THE PROGRAM

44

Appendix I

Required / Elective Course Work in the Program

Degree Program: _Associate of Science in Nursing Person responsible for the Report: Dr. Shelia M. Kyle

Courses Required in Major (By

Course Number and Title)

Total

Required

Hours

Elective Credit

Required

by the Major

(By Course Number

and Title)

Elective

Hours

Related Fields Courses

Required

Total

Related

Hours

Nursing 101- Academic Success for the

ASN Student (Basic & Bridge)

1 No electives are

required for this

program.

0 Biological Science 227-

Anatomy

4

Nursing 120- Introduction to Nursing (Basic)

8

(6 Theory; 2

Lab)

Biological science 228-

Physiology

4

Nursing 220- Health Alterations I

(Basic)

8

(6 Theory; 2

lab

Biological Science 250-

Microbiology & Human

Disease

4

Nursing 225- Psychiatric Nursing (Basic)

4

(3 Theory; 1

Lab)

Chemistry 203- General

Chemistry

3

Nursing 230- Health Alterations II

(Basic)

8

5 Theory; 3

Lab

Nutrition and Diet Therapy

314- Nutrition/Diet Therapy

3

Nursing 235- Maternal Child Nursing (Basic)

6

(4 Theory; 2

Lab)

English 101- English

Composition I

3

Nursing 241- Health Alterations III (Basic)

6

(4 Theory; 2

Lab)

English 102- English

Composition II

3

Nursing 123- Role Transition from the LPN

to RN Role

4

Psychology 201- General

Psychology

3

45

(Bridge)

Nursing 216- Alterations in Physiological

Functioning I (Bridge)

6

(Theory; 2

Lab)

Psychology 311- Child

Development

3

Nursing 223- Introduction to Pharmacology (Bridge)

3

Nursing 224- Patients With Maladaptive

Psychosocial Functioning (Bridge)

3

(2 Theory; 1

Lab)

Nursing 233- Alterations in Physiological

Functioning II

(Bridge)

6

(4 Theory; 2

Lab)

Nursing 236- Physiological and

Psychosocial Functioning

Maternal/Neonatal Patients (Bridge)

3

(2 Theory; 1

Lab)

Nursing 237- Nursing Care of Children

from Infancy to Adolescence (Bridge)

3

(Theory; 1

Lab)

Nursing 238- Complex Alterations in

Physiological Functioning

(Bridge)

5

(4 Theory; 1

Lab)

Nursing 239- Role Synthesis of the

Associate Degree Nurse (Bridge)

2

(I Theory; 1

Lab)

Note: Theory to Lab Ratio for nursing courses with labs is 1:3.

Total Nursing Credits- Basic: 41; Bridge-36. Non-nursing credits for both- 30

Professional society that may have influenced the program offering and/or requirements: National League for Nursing

Accrediting Commission; West Virginia Board of Examiners for Registered Professional Nurses; American Nurses

Association

46

APPENDIX II

FACULTY DATA SHEET

47

Appendix II

Faculty Data Sheet (No more than TWO pages per faculty member)

Name: __Deborah Sue Bridgewater_______________

Rank: __Professor______________________

Status: (Check one) Full-time__x___; Part-time_____; Graduate Assistant._____

Highest Degree Earned: _Masters_______Date Degree Received: _____1987___________

Conferred by: _______________WVU____________________________________________________

Area of Specialization: ________Nursing____________________________________________________

Professional Registration/Licensure___RN_____ Agency: __WV Board of Examiners for Registered Professional

Nurses_____________

Years non-teaching experience __3______

Years of employment other than Marshall _30_____

Years of employment at Marshall ___not employed by MU_____

Years of employment in higher education ___27_____

To determine compatibility of credentials with assignment:

1 List courses you taught during the final two years of this review. If you participated in a team-taught

course, indicate each of them and what percent of the course you taught. For each course include the year

and semester taught, course number, course title and enrollment.

Year/Semester Course Number & Title Enrollment

2007 Fall Nur 120 Introduction to nursing role and processes (20%) 95

Nur 281 Special Topics: Academic Success for the ADN student (100%) 95

2008 Spring Nur 220 Health Alterations I (20%) 90

2008 Fall Nur 120 Introduction to nursing role and processes (20%) 60 Nur 101 Academic Success for the associate degree nursing student (33%) 78

2009 Spring Nur 120 Introduction to nursing role and processes (25%) 60

Nur 101 Academic Success for the associate degree nursing student (33%)

2 If your degree is not in your area of current assignment, please explain. N/A

(NOTE: Begin with the most recent activities in each of the following sections.)

3 Professional development activities during the past five years, including professional organizations to

which you belong and state, regional, and national conferences attended. List any offices you hold in professional organizations.

Professional development:

CE activities 2009 educator role 35.1 contact hours provider role 29.25 contact hours

CE activities 2008 educator role 68.45 contact hours provider role 10 contact hours


48

CE activities 2006 educator role 19.9 contact hours provider role 38 contact hours CE activities 2005 educator role 14 contact hours provider role 19 contact hours

Professional organizations:

NLN

WVLN- Nominating committee

Sigma Theta Tau

ANA

WVNA

WVNA District #9

WVNLI Alumni

Phi Delta Kappa WVOADN

National conferences attended:

NOADN 2008 & 2007

NLN Educational Summit 2005

State conferences attended:

WVLN 2008 & 2009

4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the

last five years. Presenter:

ANCC/WVNA Continuing Education Approval Process August 31, 2007

Learning Styles August 17, 2007

Mentoring Project October 7, 2007

Poster presentation- Strive for Success: Improving student retention November 8-11, 2007

Strive for Success April 1, 2008

You can help nursing students be successful May 30, 2008

Poster Presentation: Transition from Clinician to Educator- November 14, 2008

A Mentoring Approach

5 Indicate any other activities that have contributed to effective teaching.

NLNAC site visitor WV Board of Nursing site visitor

WVNLI

6 List professional books/papers published during the last five years.

n/a

7 List papers presented at state, regional, and/or national organization conferences during the last five years.

n/a

8 List externally funded research (grants and contracts) you received during the last five years.

n/a

49


Name: Nancy Brumfield Rank: Clinical Assistant Professor

Status: (Check one) Full-time_____: Part-time_____: Graduate Assistant: _____

Highest Degree Earned: Masters Date Degree Received: May 2007

Conferred by: Bellarmine University

Area of Specialization: Nursing Administration

Professional Registration/Licensure 47425 Agency: WV

Years non-teaching experience 16

Years of employment other than Marshall 17

Years of employment at Marshall ________

Years of employment in higher education 1 yr 9 months


1 List courses you taught during the final two years of this review. If you participated in a

team-taught course, indicate each of them and what percent of the course you taught. For

each course include the year and semester taught, course number, course title and

enrollment.


2008 Spring Nursing 241 78

2008/2009 Spring Nursing 241 81



3 Professional development activities during the past five years, including professional

organizations to which you belong and state, regional, and national conferences attended.

List any offices you hold in professional organizations.

American Association of Critical Care

Nurses (AACN)

Member

WVNOADN Member

NLN Member

50

WVLN Member

Attended WVLN meetings in April 2008 and 2009

Attended Assessment Technologies Institute (ATI) April 2008 Attended National Teaching Institute sponsored by American Association of Critical Care Nurses in 2006

National Learning Congress on Organ Donation and Transplantation 2006

WV College for Organ Donation 2005 and 2006


last five years. None


Developed the Rapid Response Team program at St. Mary’s Medical Center (SMMC) and presented

the program at the annual Body Mind and Spirit conference on November 16, 2006. I also taught the

procedure to the nursing staff at SMMC.

6 List professional books/papers published during the last five years. None


None

8 List externally funded research (grants and contracts) you received during the last five years. None

51

Appendix II


Name: ______Chyrl Budd_____________Rank:__Professor__________________

Status: (Check one) Full-time__X _; Part-time_____; Graduate Assistant._____

Highest Degree Earned: ____Master’s Degree_________________Date Degree Received:

___December 1985__

Conferred by: ___West Virginia University ______________________________________

Area of Specialization:

_____Nursing___________________________________________________

Professional Registration/Licensure___RN___ Agency: __WV Board of Examiners License

#22359__

Years non-teaching experience ____3____

Years of employment other than Marshall ___37_____

Years of employment at Marshall ____0____







2009/Spring Nursing 241 Health Alterations III 82 1/5 of course

2008/Fall Nursing 230 Health Alterations II 84 ¼ of course

2008/Spring Nursing 241 Health Alterations III 80 1/5 of course

2007/Fall Nursing 230 Health Alterations II 80 ¼ of course





List any offices you hold in professional organizations. Member: ANA, WVNA, District 9, NLN, WVLN, N-OADN, WV-OADN, Sigma Theta Tau,

American Academy of Nurse Practitioners

2005 Continuing Education = 23.2 hours/ 2006 Continuing Education = 32.2 hours/ 2007 Continuing

Education = 29.6 hours / 2008 Continuing Education = 32.7 hours/ 2009 Continuing Education = 38

hours

52

4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the last five years.


Achieved Nurse Educator Certification approved by NLN; renewed ANCC Family

Nurse Practitioner Certification



Co-Presenter: N-OADN annual conference 2008 in Myrtle Beach, SC

“Coming to a Classroom Near You: L.A. Law vs. Boston Legal”

8 List externally funded research (grants and contracts) you received during the last five years.-N/A

53

Appendix II


Name: _____JULIA CLARE BURGETT__Rank:____ASST. PROFESSOR____

Status: (Check one) Full-time_X ; Part-time__; Graduate Assistant._____

Highest Degree Earned: __MSN____Date Degree Received: __May 1993______

Conferred by: _____BELLARMINE UNIVERSITY, LOUISVILLE, KY______

Area of Specialization: ___NURSING________________________________________

Professional Registration/Licensure__WEST VIRGINIA BOARD OF NURSING, OHIO

BOARD OF NURSING

Years non-teaching experience __32____

Years of employment other than Marshall __39____

Years of employment at Marshall __0____

Years of employment in higher education __7_____





enrollment.


2007/Fall N230 Health Alterations II (Team, 25%) 80

2008/Spr N241 Health Alterations III (Team, 20%) 80


2008/Fall N223 Pharmacology (Team, 20%) 18


2008/Fall N238 Health Alterations III (Team, 25%) 10

2009/Spr N241 Health Alterations III (Team, 20%) 82

(NOTE: Part-time; adjunct; graduate assistant faculty do not need to fill in the remainder

of this document.)

54






Professional Organizations: ANA, WVNA, NLN, WVLN, NOADN, WV-NOADN,

AANN, WVAANN

Meetings Attended: Multiple chapter meetings-WVAANN; multiple district

meetings-WVNA;

NOADN National Conference, 11/08 Offices Held: WVNA-Nominating Committee 2007; WVAANN-Vice President-2008


last five years.

Invitations to speak/Presentations:

Therapeutic Hypothermia—12/06 for WVAANN

Hemorrhagic Stroke—2/07 for SMMC Neuroscience Conference

CNE Process: Tracking Familiar Footsteps—11/07 for SMSON Faculty Development

Honors/Awards:

Nursing Excellence Award—May 2008—St. Mary’s Medical Center


Certified Legal Nurse Consultant—2000-2006

Certified Neuroscience Nurse—2004-present

Certified Nurse Educator—2007-present

Clinical and Educator Role Continuing Education Activity:

2006-2007—45.8 hours

2007-2008—42 hours

2008-2009—51.5 hours


Chapter Reviewer for Smeltzer-Brunner & Suddarth’s Textbook of Medical-

Surgical Nursing, 11th

edition, Lippincott, Williams, Wilkins, 2009


Presentation: “Playing in a Classroom Near You: LA Law vs. Boston Legal”—11/08

for NOADN National Conference


55

Appendix II


Name: ____Amanda Burton______________________________Rank:__Assistant Professor____________

Status: (Check one) Full-time__X___; Part-time_____; Graduate Assistant._____

Highest Degree Earned: _____MSN__________________Date Degree Received: __July 2002_________

Conferred by: ___Marshall University Graduate College________________________________

Area of Specialization: ___Nursing/ Family Nurse Practitioner____________________________

Professional Registration/Licensure___WV_____ Agency: ____WV-BOE RN___________




Years of employment in higher education __6____






2007/ Fall Nsg. 225 Psychiatric Nursing 78/ taught 20%

2007/ Fall Nsg. 120 Fundamentals in Nursing 90 /taught20%

2008/ Spring Nsg. 235 Maternal Child Nursing 76/ taught 50%

2008/ Fall Nsg. 225 Psychiatric Nursing 83/ taught 50%

2009/ Spring Nsg. 235 Maternal Child Nursing 82/ taught 50%

(NOTE: Part-time; adjunct; graduate assistant faculty do not need to fill in the remainder of this document.)

56

2 If your degree is not in your area of current assignment, please explain.



which you belong and state, regional, and national conferences attended. List any offices you hold in

professional organizations.


last five years.





3. (2004-2005)

Professional organizations – NLN

(2005-2006)

Professional organizations – NLN, TPAN

Conferences – TPAN – Maternal Child Update (2006-2007)


Conferences – Trends in Health Care Education, Interactive Test Writing Seminar

(2007-2008)


Conferences – TPAN, Infusing Technology into Nursing Education, Nursing Education Updates, Education

Technology Conference

(2008-2009)


Conferences- TPAN, Simulations for Dummies…Incorporating Simulation into Healthcare Education,

Cultivating a Culture of Civility in Nursing Education

57

Appendix II


Name: April D. Copley_______________________________Rank:__Assistant Professor___

Status: (Check one) Full-time_x___; Part-time_____; Graduate Assistant._____

Highest Degree Earned: __MSN_____________________Date Degree Received: May 10, 2008___

Conferred by: _____Marshall University__________________________________________________

Area of Specialization: Nursing Education___________________________________________

Professional Registration/Licensure___WV___ Agency: ____________________________________

Years non-teaching experience ___4.5__

Years of employment other than Marshall ________


Years of employment in higher education ___3____






2007/Fall NUR 120 – Introduction to the Nursing Role & Process Approx – 80

Team taught - Clinical Instructor x 10 hrs/wk

2007/Fall NUR 230 – Health Alterations II Approx – 70

Team taught – Clinical Instructor x 14hrs/wk

2008/Spring NUR 220 – Health Alterations I Approx – 70


2008/Spring NUR 241 – Health Alterations III Approx – 70 Team taught – Clinical Instructor x 12hrs/wk

2008/Fall NUR 120 – Introduction to the Nursing Role & Process Approx – 60


2008/Fall NUR 230 – Health Alterations II Approx – 70

Team taught – Clinical Instructor x 14hrs/wk

2009/Spring NUR 220 – Health Alterations I Approx – 55

Team taught – 23 hrs of lecture/semester

10hrs clinical/wk

58






Member WVLN - 2006 – Present

Member NOADN – 2008 – Present

Member WV-AND – 2008 - Present


May 10, 2008 – MSN (Nurse Educator Track) from Marshall University

2004 – Nurse of the Year for SICU at SMMC


May 2009 – Simulation for Dummies Conference sponsored by St. Mary’s CFE

April 2009 – WVLN Conference “Bridging the Gap between Education & Practice”

May 2008 – “You can Help Nursing Students be Successful” Sponsored by St. Mary’s CFE

May 2008 – Education Technology Conference sponsored by St. Mary’s CFE

May 2008 – Completed EDF 619 (3hrs Graduate Credit)

May 2008 – Completed NUR 619 (3hrs Graduate Credit) December 2007 – Completed 6 hrs of Graduate Credit – Nurse Educator Track @ MU

October 2007 – Nursing Education Updates sponsored by St. Mary’s CFE

August 2007 – How to Use Effective Learning Environments to Motivate and Engage Students - at MU


N/A


N/A


N/A

59

Appendix II


Name: Shelia Foster MSN RN _____________Rank: Assistant Clinical Professor of Nursing

Status: (Check one) Full-time_X____; Part-time_____; Graduate Assistant._____

Highest Degree Earned: Master of Science in Nursing/Educator Track Date Degree Received: 5-9-07

Conferred by: Dr. Shelia Kyle____________________________

Area of Specialization: _Nursing Education- Psychiatric Nursing- Medical Surgical Nursing

Professional Registration/Licensure Professional Nursing License Agency: WV BOE Registered Professional

Nursing

Years non-teaching experience ___26___

Years of employment other than Marshall ___26___

Years of employment at Marshall ___2 ___

Years of employment in higher education ___2____






Fall 2007 Nursing 230 Clinical Lab 25% 95

Fall 2007 Nursing 241B Clinical Lab 25% 24

Spring 2008 Nursing 220 Clinical Lab 33% 95

Spring 2008 Nursing 241 Clinical Lab 25% 95

Fall 2008 Nursing 225 Clinical Lab 33% 95

Fall 2008 Nursing 225B Clinical Lab 100% 16

Spring 2009 Nursing 241 Clinical Lab 25% 95 Spring 2009 Nursing 220 Clinical Lab 25% 65



professional organizations. Member of ANA WVNA NOADN WVADN NLN WVLN

2007-08 Contact Hours Nursing 24 Nurse Educator Roles 32

2008-09 Contact Hours Nursing 21 Nurse Educator Roles 33.1



5 Indicate any other activities that have contributed to effective teaching. Self Study re Educator Role



None

8 List externally funded research (grants and contracts) you received during the last five years. None

60

Appendix II


Name: Carol L. Hall Rank: Assistant Professor

Status: (Check one) Full-time_X___; Part-time_____; Graduate Assistant._____

Highest Degree Earned: MSN Date Degree Received: May, 2004

Conferred by: Bellarmine University

Area of Specialization: Nursing Education

Professional Registration/Licensure: RN License # 65744 Agency: WV State Board of

Professional Nursing









enrollment.


2008 Fall Nur 120 Fundamentals of Nursing (Team Teach / 2%) 90

2009 Spring Nur 120 Fundamentals of Nursing (Team Teach / 33%) 60






61

Professional Development Activities:

How to Make Never Events, Never Events

How Much Do You Know About Diabetes

Bridging the Gap Between Nursing Education and Practice

Cultivating a Culture of Civility in Nursing Education

Oregon Consortium for Nursing Education

Simulations for Dummies

Introduction to Incident Command System

Applying ICS to Healthcare Organizations

Critical Thinking and Test Item Writing Seminar

National League for Nursing Education Summit

Ashland Community and Technical College Teaching and Learning Conference 2004, 2005,

2006, and 2007

Best Practices for Managing Ischemic Stroke 2007

Organizations:

NLN

WVLN


last five years.

Nursing Excellence Award (KDMC 2004)


Completed class for DNP program at University of Kentucky


NA


Stress Management for Faculty and Students, New Horizon KCTCS Conference 2005


NA

62

Appendix II


Name: ________Shelia M. Kyle___________________Rank:___Professor_____________________


Highest Degree Earned: ___EdD_______________________Date Degree Received: ___December 2000____

Conferred by: ____West Virginia University__________________________________________________

Area of Specialization: ____Higher Education Administration; Nursing________

Professional Registration/Licensure___RN_____ Agency: ____WVBOE-RN____________


Years of employment other than Marshall __33______

Years of employment at Marshall __10______

Years of employment in higher education __32______



course, indicate each of them and what percent of the course you taught. For each course include the year and semester taught, course number, course title and enrollment.


Duties have been administrative.


Degree is in area of current assignment.





NAME OF ORGANIZATION ROLE IN ORGANIZATION

MEETINGS ATTENDED DURING FIVE YEAR PERIOD

Association of Deans and Directors

of Nursing Education Programs

(ADDNE)

Current President Have attended minimum of 2 meetings per

year for 5 year period

National Organization of Associate

Degree Nurses (N-OADN)

Member Attended annual meetings/conferences

every year

West Virginia Organization of

Associate Degree Nurses (WV-

OADN)

Member Attended initial founding meeting in 2008.

West Virginia League for Nurses Current President Have attended quarterly meetings since

63

(WVLN) 2004. Attended 5 annual conferences.

National League for Nurses Co-Chair Task Force on All

Domains of Evaluation

Member

Have attended annual conferences,

including business meetings annually every

year.

Attended Task Force meetings twice- work

was completed by this group in 2009.

District 9 Nurses Association Current Treasurer Have attend 2-3 meetings per year,

whenever meetings have been held

West Virginia Nurses Association

(WVNA)

Member Have attended minimum of 1-2 board

meetings per year, as well as annual

conference in 2007

American Nurses Association (ANA) Delegate Attended annual meetings in 2005, 2006,

2007.

West Virginia Center for Nursing Board Member; Chair of

Recruitment & Retention

Attended all meetings quarterly via face to

face or teleconference

Sigma Theta Tau- Nu Alpha Member


Have spoken each year on topics related to nursing or health care education, Research in Health Care, and the West Virginia Center for Nursing.


Attended numerous workshops on teaching/learning, especially in nursing education. CE credits on topics

related to the nurse educator role range from 15 per year to 30 per year.


Have not published books or papers, but have contributed informational articles to the WV Nurse. 7 List papers presented at state, regional, and/or national organization conferences during the last five years.

Presented a poster titled “Unique Funding for Nursing Education” at the NLN Education Summit in 2006; another poster on the LPN to RN Curriculum to N-OADN in 2007; a poster “Academic Success for the ASN Student” in 2007; a poster on “New Faculty mentoring” in 2008. 8 List externally funded research (grants and contracts) you received during the last five years.

Participated in writing and then implementing a HRSA grant from 2004-2007; funding was received to implement the LPN to RN Bridge curriculum. Participated in writing the grant application for federal appropriations to help with funding for the skills labs in the new CFE building.

64

Appendix II


Bobby L. Marcum Assistant Professor

Highest Degree Earned: ____MSN-FNP_______________Date Degree Received: ____5/98________

Conferred by: ____Marshall University__________________________________________________

Area of Specialization: __________Family Nurse Practitioner________________________________

Professional Registration/Licensure_47550__ Agency: ___West Virginia Board of Examiners______

Years non-teaching experience ___16___

Years of employment other than Marshall ___16___

Years of employment at Marshall ____4___

Years of employment in higher education ____4___






Bridge Program- LPN to RN:

Fall 2007/Spring 2008 216, 233, 238/239 216 – Theory taught: -Renal

Fall 2008 216, 233, 238/239 -Integument

Spring 2009 216 -Male Reproduction

Summer 2008/2009 Pediatric Clinical No more than 20 students per class Fall 2009: Student Clinical for 233

(NOTE: Part-time; adjunct; graduate assistant faculty do not need to fill in the remainder of this document.)






-WVNLN member

-Current WV RN License with priv. to practice as a Family Nurse Practitioner

-Current ANCC FNP-BC #0319659

-Current WV Prescriptive Priv. #1665

-Current DEA License

-Current CPR License

-Preceptor for Marshall University and University of Kentucky Family Nurse Practitioner Programs during the past 5 years

-Attended Nurse Education Conferences at SMMC in 2006, 2007, 2008 and 2009

-Attended WVNA Advanced Practice Nursing Update Conference in 2004, 2005, 2006 and 2009

-Attended Regional Conference Toward Excellence in Advanced Practice Nursing in 2004, 2005,

2007 and 2008

-Received a great # of CE's from SMMC over the past 4 years

65


-None


-See above


-None

7 List papers presented at state, regional, and/or national organization conferences during the last five

years.

-None

8 List externally funded research (grants and contracts) you received during the last five years. -None

66

Appendix II


Name: ___Sara E. Marriott_______________Rank:_Clinical Assistant Professor of Nursing___


Highest Degree Earned: ________MSN__________________Date Degree Received: ____Dec. 2008____________

Conferred by: ________University of Phoenix____________________________________

Area of Specialization: ________Nursing Education_________

Professional Registration/Licensure__RN______ Agency: ________WV State Board of Nursing___

Years non-teaching experience ___15_____

Years of employment other than Marshall ___15_____ Years of employment at Marshall ____1____

Years of employment in higher education _____1___






2008/ Fall NUR 230/ Health Alterations II 67/ Taught 0% 2008/Fall NUR 233/238 Alteration in Physiological Functioning II/III 10/ Taught 0%

2009/ Spring NUR 235/ Maternal Child Nursing 32/ Taught 0%

2009/ Spring NUR 233/238/239 Alteration in Physiological Functioning II/III/

Role Synthesis of the Associate Degree Nurse 16/ Taught 0%

2009/ Summer NUR 236 Maternal Newborn Nursing 18/ Taught 80%

67






WVNLN & NLN. Attended WVNLN conference April 18, 2009 in Huntington WV.


last five years. n/a

5 Indicate any other activities that have contributed to effective teaching. n/a

6 List professional books/papers published during the last five years. n/a


n/a

8 List externally funded research (grants and contracts) you received during the last five years. n/a

68

Appendix II


Name: Beverly McComas_____Rank:___Assistant Professor_____________________

Status: (Check one) Full-time_X____; Part-time_____; Graduate Assistant._____

Highest Degree Earned: _Master of Science Nursing_________Date Degree Received: __August

2009______________

Conferred by: __________Mountain State University______________________________

Area of Specialization: Nursing Ed____________________________________________

Professional Registration/Licensure 39647__ Agency: __WVSBN___________________

Years non-teaching experience _20_______

Years of employment other than Marshall _20______

Years of employment at Marshall _2_______

Years of employment in higher education _2_______





enrollment.


Fall 2007 NSG 120- double clinical 95

Spring 2008 NSG 220 and NSG 235- double clinical 85/84

Fall 2008 NSG 120- double clinical 60

Spring 2009 NSG 120 and Bridge program 238 double clinical 58/15

NSG 101

Fall 2009 NSG 220-double clinical 59

69






Professional Development

Dealing with Aggressive people 8/5/09 1.0 CE at SMMC

Cultivating Civility 5/21/09 6.0 CE at Flatwoods, WV

Simulation for Dummies 5/12/09 6.5 CE at Huntington, WV

Bridging the Gap 4/18/09 6.6 CE at Huntington, WV

Diabetes Workshop3/25/09 3.0 CE at SMMC

How to Make Never Events 2/21/09 6.0 CE at Flatwoods, WV

Professional Organizations:

WVLN-member

NLN- Member

WVNA-member






Poster presentation for the NOADN conference November 14-16, 2008 titled” Setting the Stage for Successful

Clinical Experience”

8 List externally funded research (grants and contracts) you received during the l None

70

Appendix II


Name: _____Allison Morrison __Rank:___Associate Professor_____________________


Highest Degree Earned: ____MSN______________________Date Degree Received: ___05-1997_____________

Conferred by: ____BELLARMINE COLLEGE_____________________________

Area of Specialization: ____MED-SURG_________________________________________________________

Professional Registration/Licensure__RN_____ Agency: ___WV BOE ______________

Years non-teaching experience ___8_____

Years of employment other than Marshall ___13_____

Years of employment at Marshall __10______




course, indicate each of them and what percent of the course you taught. For each course include the year and semester taught, course number, course title and enrollment.


2007/Fall N 225/ Psychiatric Nursing 78 – team taught ½

2008/Spring N 235/ Maternal Child Nursing 76 0

2008/Fall N 225/ Psychiatric Nursing 83- team taught ½

2009/ Spring N 235/Maternal Child Nursing 82- 0

71






(2004-2005)- CEU (30.2)

Professional Organizations: NLN, Sigma Theta Tau

(2005-2006)- Conferences Attended: TPAN-Maternal Child Update; Pediatric and Neonatal Critical Conference

Professional Organizations: NLN, Sigma Theta Tau, TPAN

(2006-2007)- Conferences Attended: Trends in Health Care Education; Interactive Test Writing Seminar

Professional Organizations: NLN, Sigma Theta Tau, TPAN

(2007-2008)- Conferences Attended: TPAN; Infusing Technology into Nursing Education; Nursing Education

Updates; Education Technology Conference.

Professional Organizations: NLN, Sigma Theta Tau, TPAN (2008-2009)- Conferences Attended: TPAN; How to Make Never Events, Never Events; Simulations For

Dummies…Incorporating Simulation Into Healthcare Education; Cultivating a Culture of Civility in

Nursing Education

Professional Organizations: NLN, Sigma Theta Tau, TPAN (President)


last five years.





72

Appendix II


Name: ____Brenda Parker Owen_____Rank:_Clinical Assistant Professor _

Status: (Check one) Full-time_x____; Part-time_____; Graduate Assistant._____

Highest Degree Earned: __Master’s of Science in Nursing___Date Degree Received: ___08/1985_____________

Conferred by: University of Kentucky__________________________________________

Area of Specialization: __Education and Pediatrics_________________________________

Professional Registration/Licensure 41434____ Agency: West Virginia Board of Nursing_____



Years of employment at Marshall __N/A______







2007/Fall NUR 230 Health Alterations II (theory/clinical) 80

2008/Spring NUR 235 Maternal-Child Nursing (theory/clinical) 80

2008/Spring NUR 241Health Alterations III (clinical) 80

2008/Fall NUR 230 Health Alterations II (theory/clinical) 84

2009/Spring NUR Maternal-Child Nursing (theory/clinical) 82

2009/Spring NUR Health Alterations III (clinical) 82

73





professional organizations. Please refer to faculty data sheets at St. Mary’s School of Nursing.


last five years. N/A

5 Indicate any other activities that have contributed to effective teaching. N/A

6 List professional books/papers published during the last five years. N/A


N/A


N/A

74

Appendix II

Faculty Data Sheet

Marshall University (No more than TWO pages per faculty member)

Name: Linda Peake Rank: Professor


Highest Degree Earned: MS in nursing Date Degree Received: 1983

Conferred by: Ohio State University

Area of Specialization: Older Adults (clinical specialist)

Professional Registration/Licensure RN Agency: WV Board of Examiners for Registered Nurses

Years non-teaching experience ________



Years of employment in higher education 32 years at St. Mary’s School of Nursing





Year/Semester Course Number & Title Enrollment 2007 Fall NUR 120 Introduction to Nursing Roles and Processes 90

Team taught; I taught 30% of course

2008 Spring NUR 220 Health Alterations 90


2008 Fall NUR 120 Introduction to Nursing Roles and Processes 60


2009 Spring NUR 220 Health Alterations I 60





75

which you belong and state, regional, and national conferences attended. List any offices you hold in professional organizations.

PROFESSIONAL ORGANIZATIONS:

WVNA Approver Unit Member

ANA Member

WVNA Member

District 9, WVNA Member

NLN NLN Ambassador

WVLN BOD

WVNLI Alumni Association Program Committee

NOADN Member

PROFESSIONAL NURSING MEETINGS ATTENDED:

PROFESSIONAL NURSING

MEETINGS ATTENDED

DATE OF

MEETING

PLACE OF

MEETING

ROLE IN MEETING

WVNA Approver Unit 7/11/08 Charleston, WV Member and also served as

consultant to current chairpersons

NLNAC Site Visit Sept/Oct 08 Yonkers NY Team member

WVLN Annual Conference 4/18/09 Huntington, WV Member; elected to BOD in late

Spring 09

CONTINUING EDUCATION:

Related to nursing practice, I have attended 24 hours.

Related to nursing education, I have attended 41 hours.


last five years.

Met requirements for Certified Nurse Educator by National League of Nursing

Recertified Gerontological Nurse by American Nurses Association

National League of Nursing Accreditation Commission: I have been an accreditation visitor to 3 different schools of

nursing and will be visiting a 4th school this fall 09

WV Board of Examiners for Registered Nurses: I have been an accreditation visitor to one WV school of nursing 2

years ago.


6 List professional books/papers published during the last five years. NONE


NONE

8. List externally funded research (grants and contracts) you received during the last five

years.

76

Appendix II


Name: __Rebecca Porter____________________Rank:__Assistant Professor of Nursing______________________


Highest Degree Earned: _Master of Science in Nursing - FNP______Date Degree Received: ____May 2006______

Conferred by: _______________Marshall University_________________________________________

Area of Specialization: ________Nursing __________________________________________________

Professional Registration/Licensure_52482_

Agency: __WV Board of Examiners for Registered Professional Nurses__________

Years non-teaching experience __13______ Years of employment other than Marshall __13_____

Years of employment at Marshall ___4_____






Year/Semester Course Number & Title Enrollment 2007 Fall Nursing 230 Health Alterations II 80

2008 Spring Nursing 241 Health Alterations III 80

2008 Fall Nursing 230 Health Alterations II 84

2009 Spring Nursing 241 Health Alterations III 82


N/A


3 Professional development activities during the past five years, including professional organizations to which you belong and state, regional, and national conferences attended. List any offices you hold in


ORGANIZATIONS I HAVE BEEN A MEMBER OF WITHIN THE LAST 5 YEARS: WVNA, ANA,

WVLN, NLN, NOADN, Sigma Theta Tau, WVNLI

PROFESSIONAL DEVELOPMENT: I have attended professional activities with the WVNLI, WVNA

and the WVNA, as well as a planning meeting for WVOADN within the last 5 years. I have attended

multiple professional development seminars/continuing education offerings that have well exceeded any

requirements set forth by all accrediting bodies.

OFFICES: I was on the “approver unit committee” for WVNA for 2 years and I have been on the

“nominating committee” for WVLN for the past 2 years (chair last year). I have also been chair of several

committees within the school of nursing.

77


Nominated and accepted into the WVNLI; presented “Diabetes Update” in 2008

5. Indicate any other activities that have contributed to effective teaching

I have attended/participated in numerous continuing education activities related to educational professional

development every year. I also participated in the WVNLI this past year.


N/A

7 List papers presented at state, regional, and/or national organization conferences during the last five years. N/A


N/A

78

Appendix II


Name: Lisa Ramsburg Rank: Associate Professor


Highest Degree Earned: MSN Date Degree Received: August, 2000

Conferred by: Marshall University College of Health Professions

Area of Specialization: Nursing Administration

Professional Registration/Licensure: RN License # 30415 Agency: WV State Board of Professional Nursing











2008 Spring Nur 220 Medical Surgical Nursing (Team Teach / 20%) 83


2009 Spring Nur 220 Medical Surgical Nursing (Team Teach / 25%) 51






Professional Development Activities:

How to Make Never Events, Never Events


Cultivating a Culture of Civility in Nursing Education Oregon Consortium for Nursing Education

SMMC Customer Service Workshop

Interactive Test Writing Seminar

Trends in Health Care Education

ADDNE Annual Meeting 2009, 2008, 2007, 2006

Technology in Education

OB & Peds Nursing Update Poster Display

NOADN Convention 2008, 2007

79

You can help nursing students be successful! Pancreatitis

Interactive Test Writing Seminar

Trends in Health Care Education

Organizations:

NLN

WVLN (Board Member, Committee Member)

Sigma Theta Tau


last five years.

Nursing Excellence Award (St. Mary’s SON)


Completed course work for MU Ed.D program (curriculum and instruction)


Ramsburg, L (2007). Strive for Success: A Successful Retention Project for ASN Students, Teaching and Learning in Nursing, 2(1).


Setting the Stage for Successful Clinical Experiences 2008 Poster Presentation

Personal Digital Assistants: Bringing theory and practice together, 2008

Technology in Education (Moderator for Panel Discussion) 2008

PDAs: Technology in Nursing Education 2007

Personal Digital Assistants: Bringing theory and practice together, 2007

Strive For Success (Poster Presentation) 2006


80

Appendix II


Name: __Tonya S. Taylor____________________Rank:__Assistant Professor______________________


Highest Degree Earned: _Masters_________________________Date Degree Received: _____1991___________

Conferred by: _______________Bellarmine University_________________________________________

Area of Specialization: ________Nursing Education____________________________________________

Professional Registration/Licensure___RN_____ Agency: __WV Board of Examiners for Registered Professional

Nurses_____________

Years non-teaching experience __10______ Years of employment other than Marshall __18_____

Years of employment at Marshall ___not employed by MU_____






Year/Semester Course Number & Title Enrollment 2007 Fall Nur 120 Introduction to nursing role and processes (20%) 95

2008 Spring Nur 220 Health Alterations I (20%) 90

2008 Fall Nur 120 Introduction to nursing role and processes (20%) 60

Nur 101 Academic Success for the Associate Degree Nursing student (20%) 60

2009 Spring Nur 120 Introduction to nursing role and processes (25%) 60

Nur 101 Academic Success for the Associate Degree Nursing student (33%) 60


N/A





Professional development:

81

CE activities 2009 educator role 75 contact hours provider role 10.2 contact hours CE activities 2008 educator role 12.25 contact hours provider role 5 contact hours



CE activities 2005 educator role 8.8 contact hours provider role 8 contact hours

Professional organizations:

NLN

WVLN- Nominating committee

Sigma Theta Tau

ANA

WVNA WVNA District #9

WVNLI

WVOADN

National conferences attended:

State conferences attended:

WVLN 2008 & 2009

4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in

the last five years.

Presenter:

Poster presentation- Strive for Success: Setting the Stage for Successful Clinical Experience – Poster Presentation

November 14th – 16th, 2009 at Myrtle Beach, SC

5 Indicate any other activities that have contributed to effective teaching

WVNLI


n/a


n/a


n/a

82

Appendix II


Name: Joseph Trader, MSN, RN Rank: Assistant Professor of Nursing

Status: (Check one) Full-time X ; Part-time_____; Graduate Assistant._____

Highest Degree Earned: Master of Science in Nursing Date Degree Received: 12/13/2005

Conferred by: Marshall University

Area of Specialization: Emergency/Trauma, Medical/Surgical

Professional Registration/Licensure RN: 54072 Agency: WV Board of Examiners for Registered

Professional Nurses

Years non-teaching experience 11

Years of employment other than Marshall 12

Years of employment at Marshall 1

Years of employment in higher education 2





enrollment.


2008/Fall NUR 233 Alterations in Physiological Functioning II (50%) 14

2009/Spring NUR 238 Alterations in Physiological Functioning III (50%) 14

(NOTE: Part-time; adjunct; graduate assistant faculty do not need to fill in the remainder

of this document.)

83

2 If your degree is not in your area of current assignment, please explain. CURRENT ASSIGNMENT

IS IN AREA OF DEGREE


3 Professional development activities during the past five years, including

professional organizations to which you belong and state, regional, and national

conferences attended. List any offices you hold in professional organizations.

National League for Nursing, West Virginia League for Nursing (Member) CONTINUING EDUCATION ACTIVITY: related to nurse

educator role

DATE

OF CE

PLACE

OF CE

(CITY/STATE)

NUMBER

OF CONTACT

HOURS

AWARDED

MU Copyright Overview 1/13/2009 Huntington, WV None Awarded

MU Online Tour 1/13/2009 Huntington, WV None Awarded

WVNLI Team Leadership Development Program (WVNA) 1/26-27/2009 Charleston, WV 15.5

Evaluating Simulations (NLN) 2/20/2009 Online 2.0

How To Make Never Events, Never Events! (WVNA) 2/21/2009 Flatwoods, WV 6.0

WVNLI Team Leadership Development Program-Session 2

(WVNA)

3/2-3/2009 Charleston, WV 16.0


(NLN)

4/18/2009 Huntington, WV 6.6

WVNLI: Resources for the Nurse Leader at the WV Center for

Nursing

5/5/2009 Online 1.5

Cultivating a Culture of Civility in Nursing Education 5/21/2009 Flatwoods, WV

Oregon Consortium for Nursing Education 5/22/2009 Flatwoods, WV

4 List awards/honors (including invitations to speak in your area of expertise) or special recognition

in the last five years. COMMUNTY ACTIVITY: ROLE:

Spring Valley High School Allied Health (11/26/2009) Presented to health science students regarding the field of

nursing and the advocacy of nursing as a professional career


Currently hold certifications in the following: BLS Instructor, ACLS Instructor,

PALS Instructor, Trauma Nurse Core Curriculum Instructor (all of these

certifications are current and I teach multiple classes of these per year except for

Trauma Nurse Core Curriculum which is taught usually once a year), Taught

multiple triage assessment process classes to ED Nurses at St. Mary’s Medical

Center


NONE 7 List papers presented at state, regional, and/or national organization conferences during the last

five years. NONE


NONE

84

Appendix II


Name: ___Kathy Tygart__________________________________Rank:__Clinical-Professor_______


Highest Degree Earned: __MSN____________________Date Degree Received: _9/1978_____________

Conferred by: __Medical College of Georgia_______________________________________________

Area of Specialization: Adult Health – Teaching Specialty __________________________________

Professional Registration/Licensure 24184_ Agency: _WV Board of Examiners for Registered Professional

Nurses

Years non-teaching experience __21____ Years of employment other than Marshall ___2____


Years of employment in higher education __15____


1 List courses you taught during the final two years of this review. If you participated in a team-

taught course, indicate each of them and what percent of the course you taught. For each course

include the year and semester taught, course number, course title and enrollment.

Year/Semester Course Number & Title Enrollment %

Taught 2009/Summer NUR 236 – Maternal Child Nursing 18 25% 2009/Summer NUR 237 – Nursing Care of Children from Infancy-Adolescence 18 75% 2009/Spring NUR 216 – Alterations in Physiological Functioning I 19 40% 2009/Spring NUR 224 – Patients with Maladaptive Psychosocial Functioning 19 50% 2009/Spring NUR 233 – Alterations in Physiological Functioning II 16 40% 2009/Spring NUR 238 – Alterations in Physiological Functioning III 16 40%

2009/Spring NUR 239 – Role Synthesis of the Associate Degree Nurse 15 35% 2008/Fall NUR 123 – Transition from the LPN to the RN Role 22 50% 2008/Fall NUR 223 – Introduction to Nursing Pharmacology 23 50% 2008/Fall NUR 216 – Alterations in Physiological Functioning I 17 40% 2008/Fall NUR 224 – Patients with Maladaptive Psychosocial Functioning 17 50% 2008/Fall NUR 233 – Alterations in Physiological Functioning II 10 50% 2008/Fall NUR 238 – Alterations in Physiological Functioning III 10 50% 2008/Fall NUR 239 – Role Synthesis of the Associate Degree Nurse 10 50% 2008/Summer NUR 236 – Maternal Child Nursing 25 25%

2008/Summer NUR 237 – Nursing Care of Children from Infancy –Adolescence 25 75% 2008/Spring NUR 123 – Transition from the LPN to the RN Role 16 50% 2008/Spring NUR 223 – Introduction to Nursing Pharmacology 16 50% 2008/Spring NUR 216 – Alterations in Physiological Functioning I 10 50% 2008/Spring NUR 224 – Patients with Maladaptive Psychosocial Functioning 10 50% 2008/Spring NUR 233 – Alterations in Physiological Functioning II 8 50% 2008/Spring NUR 238 – Alterations in Physiological Functioning III 8 50% 2008/Spring NUR 239 – Role Synthesis of the Associate Degree Nurse 8 100%

2007/Fall NUR 123 – Transition from the LPN to the RN Role 10 50% 2007/Fall NUR 223 – Introduction to Nursing Pharmacology 10 30% 2007/Fall NUR 216 – Alterations in Physiological Functioning I 8 50% 2007/Fall NUR 224 – Patients with Maladaptive Psychosocial Functioning 8 50% 2007/Fall NUR 233 – Alterations in Physiological Functioning II 10 50% 2007/Fall NUR 238 – Alterations in Physiological Functioning III 10 50%

85

2007/Fall NUR 239 – Role Synthesis of the Associate Degree Nurse 10 75% 2 If your degree is not in your area of current assignment, please explain.


3 Professional development activities during the past five years, including professional organizations to which you belong and state, regional, and national conferences attended. List any offices you hold in professional organizations.

ANA – 2004 – current; WVNA District #9 – 2004 – current (secretary past 3 years), NLN – 2004 – Current; WVLN – 2007 – Current (Board Director)

NLN National Conference- Fall 2005, Fall 2006, Fall 2007 N-AODN National Conference – Fall 2005, Fall 2006 Sigma Theta Tau – Member

4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the last

five years. None 5 Indicate any other activities that have contributed to effective teaching. Attended educational conferences: 2009 – Education – 25.1 contact hours; Clinical – 8 contact hours 2008 – Education - 9 contact hours; Clinical – 9 contact hours 2007 - Education – 24 contact hours; Clinical – 8 contact hours

2006 – Education – 24 contact hours; Clinical – 11 contact hours

2005 – Education – 24 contact hours; Clinical – 6 contact hours


7 List papers presented at state, regional, and/or national organization conferences during the last

five years. None


87

APPENDIX II a

GRADAUTE ASSISTANT DATA SHEET

Note- We do not use graduate assistants in our program.

88

APPENDIX III

STUDENT’S ENTRANCE ABILITIES

(UNDERGRADUATE PROGRAMS

89

APPENDIX III

STUDENT’S ENTRANCE ABILITIES

YEAR N MEAN

HIGH

SCHOOL

GPA

MEAN

ACT

MEAN

SAT

VERBAL

MEAN

SAT

QUANTITATIVE

MEAN

SAT

WRITING

Fall

2004

5 Freshmen 3.49 21.8 0 0 0

19 Transfers 2.91 20.6 0 0 0

Fall

2005

4 Freshmen 3.73 22.5 500 510 n/a

19 Transfers 3.14 20.9 500 465 n/a

Fall

2006

5 Freshmen 3.75 24.0 595 435 n/a

14 Transfers 2.89 19.6 0 0 0

Spring

2007

0 0 0 0 0 0

3 Transfers 2.69 19.0 0 0 0

Fall

2007

1 Freshman 3.84 19.0 380 410 n/a

6 Transfers 2.80 19.7 0 0 0

Spring

2008

0 0 0 0 0 0

4 Transfers 1.64 20.0 0 0 0

Fall

2008

4 Freshmen 3.47 23.5 400 420 n/a

13 Transfers 2.88 19.2 520 600 n/a

Spring

2009

0 0 0 0 0 0

0 0 0 0 0 0

90

APPENDIX IV

STUDENTS’ EXIT ABILITIES

(UNDERGRADUATE PROGRAMS)

91

APPENDIX IV

STUDENTS’ EXIT ABILITIES

YEAR N MEAN GPA LICENSURE EXAM

RESULTS

CERTIFICATION

TEST

RESULTS

OTHER

STANDARDIZED

EXAM RESULTS

2005 87 2.88 93% Not-applicable to our

graduates

See Appendix IX

2006-May

Basic (BA) &

Bridge (BR)

85

(81-BA;

4 BR)

2.87 86% Not-applicable to our

graduates

See Appendix IX

2006- December

Bridge

8 2.75 100% Not applicable to our

graduates

See Appendix IX

2007- May

Basic (BA) &

Bridge (BR)

83

(77-BA;

8-BR)

2.91 89% Not-applicable to our

graduates

See Appendix IX

2007 – December

Bridge

10 2.95 80% Not-applicable to our

graduates

See Appendix IX

2008- May

Basic (BA) &

Bridge (BR)

82

(74-BA;

8BR)

2.87 91% for Basic; 50% for Bridge Not-applicable to our

graduates

See Appendix IX

2008- December

Bridge

9 2.55 75% Not-applicable to our

graduates

See Appendix IX

2009, May

Basic (BA) &

Bridge (BR)

101

(78-BA;

16-BR)

Unavailable 97% for Basic; 75% Bridge Not-applicable to our

graduates

See Appendix IX

92

APPENDIX V

ASSESSMENT SUMMARY

MARSHALL UNIVERSITY

ASSESSMENT OF THE PROGRAM’S STUDENT LEARNING OUTCOMES

5 YEAR SUMMARY

93

APPENDIX V

ASSESSMENT SUMMARY

ASSESSMENT OF THE PROGRAM’S LEARNING OUTCOMES

5 YEAR SUMMARY

Component Area/Program/ Discipline: Associate in Science in Nursing

Program Level

Program’s Student

Learning Outcomes

Assessment Measures

(Tools)

Standards/ Benchmarks

Results/Analysis Action Taken to Improve the Program

Assessment Teacher Made Objective

Exams – includes both

unit specific and

comprehensive final

exams in all nursing

courses; Standardized

Exams; Clinical

Evaluations;

Course and senior

evaluations completed by

all students.

76% or higher in the

course based on all unit

and final exams; Level 2

or higher on standardized

exams. Satisfactory

performance on the final

clinical evolution for

course.

The benchmark for course

and senior student

evaluations is 2.99 or less.

80% of those admitted

graduate.

90% or higher achieve the

Level 2 or higher on the

Standardized exams.

The benchmark on all course

and senior evaluation was

met as the mean for all

nursing courses was less

than 2.99; the majority was

less than 2.0.

All teacher made exams are scored

with a scanner; the software program

does provide the following on each

test: reliability; difficulty indices;

discrimination indices. Every

attempt is made to delete an test item

which did not discriminate or

appeared too easy; items that had a

negative discrimination was deleted

before the exam question was used

again. All final exams were

blueprinted according to the NCLEX

Blueprint to assure that the content

areas of the combined finals

corresponded to the weighting on the

NCLEX- areas that were too low or

too high were adjusted. The entire

curriculum was reviewed also

according to the NCLEX Content

Plan- again content was added or

enhanced if it was noted that the

curriculum was lacking in that

content or just needed more

94

enhancing. Course and senior

student evaluations are always

reviewed each semester- textbooks

were sometimes changed based upon

student’s comments or a clinical site

was added and/or deleted based on

the course evaluations.

Clinical Decision

Making

Teacher Made Objective


unit specific and

comprehensive final



Exams; Clinical

Evaluations;

Course and senior


all students.





exams. Satisfactory



course.


and senior student



graduate.



Standardized exams.






less than 2.0.
















NCLEX

Caring

Interventions



unit specific and

comprehensive final



Exams; Clinical

Evaluations;

Course and senior


all students.





exams. Satisfactory



course.


and senior student



graduate.



Standardized exams.






less than 2.0.













95




NCLEX

Teaching /

Learning



unit specific and

comprehensive final



Exams; Clinical

Evaluations;

Course and senior


all students.





exams. Satisfactory



course.


and senior student



graduate.



Standardized exams.






less than 2.0.
















NCLEX

Collaboration Teacher Made Objective


unit specific and

comprehensive final



Exams; Clinical

Evaluations;

Course and senior


all students.





exams. Satisfactory



course.


and senior student



graduate.



Standardized exams.






less than 2.0.
















96

NCLEX

Managing Care Teacher Made Objective


unit specific and

comprehensive final



Exams; Clinical

Evaluations;

Course and senior


all students.





exams. Satisfactory



course.


and senior student



graduate.



Standardized exams.






less than 2.0.
















NCLEX

Communication 76% or higher in the




exams. Satisfactory



course.


and senior student






exams. Satisfactory



course.


and senior student



graduate.



Standardized exams.






less than 2.0.
















NCLEX

Professional

Behaviors






graduate.



97



exams. Satisfactory



course.


and senior student




exams. Satisfactory



course.


and senior student




Standardized exams.






less than 2.0.














NCLEX

98

APPENDIX VI

PROGRAM COURSE ENROLLMENT

99

APPENDIX VI

PROGRAM COURSE ENROLLMENT

Course

Number

Course

Name

Required/

Elective Delivery

Method

Location Service

Course

(yes/no)

Year 1

2004-2005

Year 2

2005-2006

Year 3

2006-2007

Year 4

2007-2008

Year 5

2008-2009

Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp

Nur 101

Academic Success

for the ASN Student

R Traditional SMMC/

CFE

no 0 0 0 0 0 0 0 0 0 0 105 58 0 78 58

Nur 120

Introduction

To Nursing

R Traditional SMMC/

CFE

no 0 95 0 0 91 0 0 91 0 0 95 0 0 59 58

Nur 220

Health

Alterations I

R Traditional SMMC/

CFE

no 0 0 81 0 0 90 0 0 90 0 0 89 0 0 51

Nur 225

Psychiatric

Nursing

R Traditional SMMC/

CFE

no 0 81 0 0 79 0 0 89 0 0 76 0 0 85 0

Nur 230

Health

Alterations II

R Traditional SMMC/

CFE

no 0 81 0 0 79 0 0 89 0 0 80 0 0 86 0

Nur 235

Maternal Child Nursing

R Traditional SMMC/ CFE

no 0 0 79 0 0 74 0 0 76 0 0 76 0 0 82

Nur 241

Health

Alterations III

R Traditional SMMC/

CFE

no 0 0 79 0 0 81 0 0 77 0 0 78 0 0 84

Nur 123

Transition From

the LPN to RN Role

R Traditional SMMC/

CFE

no 0 0 4 0 8 6 0 14 10 0 10 14 0 22 0

Nur 216

Alterations in

Physiological

Functioning I

R Traditional SMMC/

CFE

no 0 0 0 0 4 8 0 7 11 0 8 10 0 16 19

Nur 223

Introduction

to Nursing

Pharmacology

R Traditional SMMC/

CFE

no 0 0 4 0 6 5 0 14 10 0 10 15 0 23 0

Nur 224 Patients With

Maladaptive

Psychosocial

Functioning

R Traditional SMMC/

CFE

no 0 0 0 0 4 8 0 7 11 0 8 10 0 15 19

Nur 233

Alterations in

Physiological Functioning II

R Traditional SMMC/

CFE

no 0 0 0 0 0 4 0 9 6 0 10 8 0 10 16

Nur 236

Physiological &

Psychosocial

R Traditional SMMC/

CFE

no 0 0 0 4 0 0 14 0 0 21 0 0 25 0 0

100

Functioning in

Maternal/Neonatal

Patients

Nur 237

Nursing Care

Of Children

From Infancy to

Adolescence

R Traditional SMMC/

CFE

no 0 0 0 4 0 0 14 0 0 21 0 0 25 0 0

Nur 238

Complex Alterations

In Physiological Functioning

R Traditional SMMC/

CFE

no 0 0 0 0 0 4 0 9 6 0 10 8 0 10 16

Nur 239

Role Synthesis

Of the Associate

Degree Nurse

R Traditional SMMC/

CFE

no 0 0 0 0 0 4 0 9 6 0 10 8 0 10 16

101

APPENDIX VII

PROGRAM ENROLLMENT

102

APPENDIX VII

PROGRAM ENROLLMENT

STUDENTS YEAR 1

2004-2005

YEAR 2

2005-2006

YEAR 3

2006-2007

YEAR 4

2007-2008

YEAR 5

2008-2009

New Students Admitted: Basic Curriculum 95

95 91 94 117

New Students Admitted: Bridge Curriculum 4

8 18

Grand Total of Students Enrolled in the Program

178 186 201 207 183

Graduates of the Program

90 78 99 91 103

103

Figure 1. Trend Line for Total Enrollment and Program Graduates

0

50

100

150

200

250

2004-05 2005-06 2006-07 2007-08 2008-09

Graduates

Total Enrollment

104

APPENDIX VIII

JOB AND GRADAUTE SCHOOL PLACEMENT RATES

105

APPENDIX VIII

JOB AND GRADAUTE SCHOOL PLACEMENT RATES

YEAR # of

GRADUATES

EMPLOYED

IN MAJOR

FIELD-

NURSING

# of

GRADUATES

EMPLOYED

IN

RELATED

FIELDS

# of

GRADUATES

EMPLOYED

OUTSIDE

FIELD

# of

GRADUATES

ACCEPTED

TO

GRADUATE

PROGRAMS

# of GRADUATES

NOT ACCOUNTED

FOR

2005

87 Unknown Unknown Unknown 3

2006 77 Unknown Unknown Unknown

1

2007


2008


2009


Note: this is the

number at the time of

graduation. Many will

have found jobs by

now.

Five

Year

Total


106

APPENDIX IX

STANDARDIZED EXAMS

107

STANDARDIZED TESTS 2004-2005 NAME OF TEST SEMESTER GIVEN NUMBER TAKING TEST NATIONAL NORM

%

CLASS MEAN

% Arnett CAT Spring 2005 89 Basic 0.55 0.53

Mosby Assess Spring 2005 89 Basic 172 178

ERI Critical Thinking Spring 2005 89 Basic 54 59

Caring Efficacy Scale Spring 2005 89 Basic 4.69 5.39

ACT Work Keys Math Locating Information Reading

Spring 2005 89 Basic

4 5.65

4 4.62

4 6.18

ATI Fundamentals Fall 2004 95 Basic 64.7% 68.2%

ATI TEAS Fall 2004 95 Basic 65.9% 76%

ATI Critical Thinking Entrance Fall 2004 95 Basic 68% 71.8%

ATI Self Assessment Fall 2004 95 Basic No Norm No Class Mean

ATI TEAS Spring 2005 4 Bridge 62.2% 67.5%

ATI Critical Thinking Entrance Spring 2005 4 Bridge 68.0% 68.3%

ATI Self Assessment Spring 2005 4 Bridge No Norm No Class Mean

ATI Fundamentals Spring 2005 4 Bridge 79.7% 68.2%

ATI Pharmacology Spring 2005 4 Bridge 63.7% 59.6%

ATI Maternal/Child Spring 2005 4 Bridge 68.7% 68.3%

ATI Nursing Care of Children Spring 2005 4 Bridge 60.1% 54.6%

ATI Integumentary Spring 2005 81 Basic 67.9% 69%

ATI Sexuality/Reproduction Spring 2005 81 Basic 59.4% 63.1%

ATI Renal Spring 2005 81 Basic 52.1% 46.6%

108

STANDARDIZED TESTS 2005-2006 NAME OF TEST SEMESTER

GIVEN

NUMBER TAKING TEST NATIONAL

NORM %

CLASS

MEAN % ATI TEAS Fall 2005 93 Basic Class 2007 67.5 78.9

ATI Critical Thinking Entrance Fall 2005 93 Basic Class 2007 68.0 74.1

ATI Self Assessment Fall 2005 93 Basic Class 2007 No Norm No Class Mean

ATI TEAS Fall 2005 8 Bridge Class Dec 2006 67.5 75.4

ATI Critical Thinking Entrance Fall 2005 8 Bridge Class Dec 2006 68.0 70.6

ATI Self Assessment Fall 2005 8 Bridge Class Dec 2006 No Norm No Class Mean

ATI TEAS Spring 2006 6 Bridge Class May 2007 67.5 75.4

ATI Critical Thinking Entrance Spring 2006 6 Bridge Class May 2007 68.0 72.5

ATI Self Assessment Spring 2006 6 Bridge Class May 2007 No Norm No Class Mean

ATI Fundamentals Spring 2006 8 Bridge Class Dec 2006 68.1 76.8

ATI Pharmacology Spring 2006 8 Bridge Class Dec 2006 59.9 68.5

ATI Fundamentals Spring 2006 6 Bridge Class May 2007 68.1 79.2

ATI Critical Thinking Exit Spring 2006 76 Basic Class 2006 70.3 72.8

ATI Comprehensive Predictor Spring 2006 4 Bridge Class May 2006 64.6 68.1

ATI Critical Thinking Exit Spring 2006 4 Bridge Class May 2006 70.3 70.6

ATI Leadership Spring 2006 4 Bridge Class May 2006 56.1 61.3

Arnett CAT Spring 2006 80 Both Basic & Bridge Classes May 2006

0.50 0.46

ACT Work Keys – Math Spring 2006 80 Both Basic & Bridge Classes May

2006

Unavailable at this time.

ACT Work Keys – Locating Information Spring 2006 80 Both Basic & Bridge Classes May 2006


ACT Work Keys - Reading Spring 2006 80 Both Basic & Bridge Classes May 2006


109

STANDARDIZED TESTS 2006-2007 NAME OF TEST SEMESTER GIVEN NUMBER TAKING TEST NATIONAL

NORM %

CLASS

MEAN % ATI TEAS Fall 2006 95Basic Class of 2008 69.4% 77.4%

ATI Critical Thinking Entrance Fall 2006 95Basic Class of 2008 68.0% 72.5%

ATI Self Assessment Fall 2006 95Basic Class of 2008 No Norm No Class Mean

ATI TEAS Spring 2007 6 Bridge Class of May 2007 73.4 75.2

ATI Critical Thinking Entrance Spring 2007 6 Bridge Class of May 2007 68.0% 72.5%

ATI Self Assessment Spring 2007 6 Bridge Class of May 2007 No Norm No Class Mean

ATI TEAS Fall 2006 12 Bridge Class of December 2007 69.4% 74.8%

ATI Critical Thinking Entrance Fall 2006 12 Bridge Class of December 2007 68.9% 70.0%

ATI Self Assessment Fall 2006 12 Bridge Class of December 2007 No Norm No Class Mean

ATI Fundamentals Fall 2006 12 Bridge Class of December 2007 68.40% 69.90%

ATI Pharmacology Fall 2006 12 Bridge Class of December 2007 62.40% 64.20%

ATI TEAS Spring 2007 9 Bridge Class of May2008 69.4% 72.9%

ATI Critical Thinking Entrance Spring 2007 9 Bridge Class of May 2008 68.0% 57.2%

ATI Self Assessment Spring 2007 9 Bridge Class of May 2008 No Norm No Class Mean

ATI Fundamentals Spring 2007 9 Bridge Class of May 2008 68.1% 66.3%

ATI Pharmacology Spring 2007 9 Bridge Class of May 2008 68.1% 60.7%

ATI Fundamentals Spring 2007 9 Bridge Class of May 2008 68.4% 66.8%

ATI Mental Health Spring 2007 12 Bridge Class of December 2007 68% 65.10%

ATI Maternal/Child Summer 2007 9 Bridge Class of May 2008 70.0% 71.7%

ATI Nursing Care of Children Summer 2007 9 Bridge Class of May 2008 71.0% 68.0%

ATI Mental Health Fall 2006 77 Basic Class of 2007 62.60% 66.20%

ATI Leadership Fall 2006 77 Basic Class of 2007 70.01% 70.50%

ATI Mental Health Fall 2006 6 Bridge Class of May 2007 68% 63.80%

ATI Maternal/Child Spring 2007 10 Bridge Class of December 2007 70.0% 71.0%

ATI Nursing Care of Children Summer 2007 11 Bridge Class of December 2007 71.0% 73%

ATI Maternal/Child Spring 2007 81 Basic Class of 2007 68.70% 67.60%

ATI Nursing Care of Children Spring 2007 81 Basic Class of 2007 65.60% 70.80%

ATI Comprehensive Predictor Spring 2007 76 Basic Class of 2007 70.20% 72.20%

ATI Pharmacology Spring 2007 76 Basic Class of 2007 68.10% 70.70%

ATI Critical Thinking Exit Spring 2007 76 Basic Class of 2007 70.30% 74.40%

Arnett Spring 2007 82 Basic/Bridge Class of May 2007

0.50 0.54

ATI Leadership Fall 2006 8 Bridge Class of December 2006 70.01% 71.10%

ATI Comprehensive Predictor Fall 2006 8 Bridge Class of December 2006 70.20% 70.40%

ATI Critical Thinking Exit Fall 2006 8 Bridge Class of December 2006 70% 80%

Arnett Fall 2006 8 Bridge Class of December 2006 Data unavailable

Data unavailable


Fall 2006 8 Bridge Class of December 2006

4 3.75

4 5

4 5

ATI Leadership Spring 2007 8 Bridge Class of May 2007 70.10% 69.70%

ATI Comprehensive Predictor Spring 2007 8 Bridge Class of May 2007 70.20% 72.40%

ATI Critical Thinking Exit Spring 2007 8 Bridge Class of May 2007 70.30% 65.40%


Spring 2007 83 Basic/Bridge Class of May 2007

4 5.35

4 4.42

4 5.14

110

STANDARDIZED TESTS 2007-2008 NAME OF TEST SEMESTER GIVEN NUMBER

TAKING

TEST

NATIONAL

NORM %

CLASS

MEAN %

ATI TEAS Basic Class May 2009 Prior to Fall Semester 2007 78 73.4 77.2

ATI TEAS Bridge Class December 2008 Prior to Fall Semester 2007 11 73.4 74.3

ATI TEAS Bridge Class May 2009 Prior to Spring Semester 2008 14 73.4 73.7

ATI Critical Thinking Entrance Basic Class 2009 Prior to Fall Semester 2007 94 68 72.2

ATI Critical Thinking Entrance Bridge Class December 2008 Prior to Fall Semester 2007 10 68 68

ATI Critical Thinking Entrance Bridge Class May 2009 Prior to Spring Semester 2008 14 69 66.3

ATI Self Assessment Inventory Basic Class May 2009 Prior to Fall Semester 2007 109 No National

Norm None

ATI Self Assessment Inventory Bridge Class December 2008 Prior to Fall Semester 2007 10 No National

Norm None

ATI Self Assessment Inventory Bridge Class May 2009 Prior to Spring Semester 2008 14 No National

Norm None

ATI Fundamentals Basic Class 2009 Spring 2008 87 68.3 70.6

ATI Fundamentals Bridge Class December 2008 Fall 2007 10 68.3 67.2

ATI Fundamentals Bridge Class May 2009 Spring 2008 14 68.3 71.1

ATI Pharmacology Bridge Class December 2008 Fall 2007 10 62.5 62.8

ATI Pharmacology Bridge Class May 2009 Spring 2008 14 62.5 61.3

ATI Pharmacology Basic Class May 2008 Spring 2008 77 62.5 71.8

ATI Mental Health Basic Class May 2008 Spring 2008 76 67.7 70.3

ATI Mental Health Bridge Class May 2008 Fall 2007 8 67.7 63.5

ATI Mental Health Bridge Class December 2008 Spring 2008 10 67.7 63.5

ATI Leadership Basic Class May 2008 Fall 2007 78 70.1 74.1

ATI Leadership Bridge Class December 2007 Fall 2007 10 70.1 70.7

ATI Leadership Bridge Class May 2008 Spring 2008 8 70.1 69.6

ATI Maternal/Child Basic Class May 2008 Spring 2008 75 70.0 73.1

ATI Maternal/Child Bridge Class December 2007 Summer 2008 10 70.0 71

ATI Maternal/Child Bridge Class May 2008 Summer 2007 8 70.0 71.7

ATI Nursing Care of Children Basic Class May 2008 Spring 2008 75 70.4 71.8

ATI Nursing Care of Children Bridge Class December 2007 Summer 2008 10 70.4 73

ATI Medical Surgical Nursing Basic Class May 2008 Spring 2008 78 67.2 72.5

ATI Medical Surgical Nursing Bridge Class December 2007 Fall 2007 10 67.2 72.1

ATI Medical Surgical Nursing Bridge Class May 2008 Spring 2008 8 67.2 71.7

ATI Critical Thinking Exit Basic Class May 2008 Spring 2008 78 70.3 72.7

ATI Critical Thinking Exit Bridge Class December 2007 Fall 2007 10 70.3 70

ATI Critical Thinking Exit Bridge Class May 2008 Spring 2008 8 70.3 66.9

ATI Comprehensive Predictor Basic Class May 2008 Spring 2008 78 70.6 71.9

ATI Comprehensive Predictor Bridge Class December 2007 Fall 2007 10 64.7 70.8

ATI Comprehensive Predictor Bridge Class May 2008 Spring 2008 8 70.6 84.8

ACT Work Keys Basic Class May 2008 Math Locating Information Reading

Spring 2008 72

4 5.2

4 4.5

4 5.3

ACT Work Keys Bridge Class December 2007

Math Locating Information Reading

Fall 2007 10

4 5.6

4 4.6

4 5.8

ACT Work Keys Bridge Class May 2008 Math

Locating Information Reading

Spring 2008 10

4 4.5

4 5.0

4 5.4

111

STANDARDIZED TESTING 2008-2009 NAME OF TEST SEMESTER GIVEN NUMBER

TAKING

TEST

NATIONAL

MEAN %

CLASS

MEAN %

ATI TEAS 3.0 Basic Class May 2010 Prior to Fall Semester 2008 61 73.6 77.5

ATI TEAS 3.0 Basic Class December 2010 Prior to Spring Semester 2009 60 73.6 75.3

ATI TEAS 3.0 Bridge Class December 2009 Prior to Fall Semester 2008 19 73.6 69.2

ATI Critical Thinking Entrance Basic Class May 2010 Prior to Fall Semester 2008 59 68 73

ATI Critical Thinking Entrance Basic Class December 2010 Prior to Spring Semester 2009 60 68 72.3

ATI Critical Thinking Entrance Bridge Class December 2009 Prior to Fall Semester 2008 19 68 67.1

ATI Self Assessment Inventory Basic Class May 2010 Prior to Fall Semester 2008 60 No National Mean

None

ATI Self Assessment Inventory Basic Class December 2010 Prior to Spring Semester 2009 60 No National Mean

None

ATI Self Assessment Inventory Bridge Class December 2009 Prior to Fall Semester 2008 19 No National Mean

None

ATI Fundamentals Form A 2007 Basic Class May 2010 Spring 2009 49 70.2 74

ATI Fundamentals Form B 2007 Bridge Class December 2009 Fall 2008 18 69.2 74.3

ATI Pharmacology Form B 2007 Basic Class May 2009 Spring 2008 81 63 74.6

ATI Pharmacology Form B 2007 Bridge Class December 2009 Fall 2008 18 60.9 66.3

ATI Mental Health Form B 2007 Basic Class May 2009 Fall 2008 83 67.7 72.3

ATI Mental Health Form B 2007 Bridge Class December 2009 Spring 2009 18 71 72.5

ATI Leadership 2.1 Bridge Class December 2008 Fall 2008 10 70.1 70

ATI Leadership 2.1 Basic Class May 2009 Spring 2008 84 70.1 71.2

ATI Leadership 2.1 Bridge Class May 2009 Spring 2009 15 70.1 65.9

ATI Nursing Care of Children Form B 2007 Basic Class May 2009

Spring 2009 81 61.9 70.1

ATI Nursing Care of Children Form B 2007 Bridge Class December 2009

Summer 2009 18 61.9 64.4

ATI Maternal/Child Form B 2007 Basic Class May 2009 Spring 2009 82 71.8 76.2

ATI Maternal/Child Form B 2007 Bridge Class December 2009

Summer 2009 18 71.8 75.0

ATI Medical Surgical Nursing Form B 2007 Bridge Class December 2008

Fall 2008 10 61.6 71.9

ATI Medical Surgical Nursing Form B 2007 Basic Class May 2009

Spring 2009 81 61.8 70.7

ATI Medical Surgical Nursing Form B 2007 Bridge Class May 2009

Spring 2009 16 61.8 65.5

ATI Critical Thinking Exit Bridge Class December 2008 Fall 2008 10 70.3 61

ATI Critical Thinking Exit Basic Class May2009 Spring 2009 79 70.3 72.8

ATI Critical Thinking Exit Bridge Class May2009 Spring 2009 15 70.3 70.2

ATI Comprehensive Predictor Form B 2007 Bridge Class December 2008

Fall 2008 10 70.6 74.9

ATI Comprehensive Predictor Form B 2007 Basic Class May 2009

Spring 2009 81 72.2 75.8

ATI Comprehensive Predictor Form B 2007 Bridge Class May 2009

Spring 2009 16 72.2 74.6

112

APPENDIX X

SYSTEMATIC EVALUATION PLAN

113

St. Mary’s/Marshall University Cooperative Program

Systematic Evaluation

Plan for Program Evaluation and Assessment of Outcomes

Standard I. MISSION AND ADMINISTRATIVE CAPACITY

The nursing education unit’s mission reflects the governing organization’s core values and is congruent with its strategic goals and objectives. The governing organization and

program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes.

NLNAC Criterion 1.1: The mission/ philosophy and outcomes of the nursing education unit are congruent with those of the governing organization.

Time Frame: Every 4 years

Process Implementation

Component Expected Level of Achievement Assessment Method(s) Results of Data Collection and

Analysis Including actual level of

achievement

Actions for Program

Development (d), Maintenance (m), or Revision (r)

Mission and philosophy of Marshall University, St. Mary’s Medical Center, and the nursing program

There is congruency between Marshall University, Marshall University College of Health Professions, St. Mary’s Medical Center and the St. Mary’s/

Marshall University ADN program’s mission and philosophy

Utilize attached table (Comparison of Mission and Philosophy between the governing organization and the school of Nursing) to compare the mission and philosophy of Marshall University,

Marshall University College of Health Professions, St. Mary’s Medical Center and the St. Mary’s/ Marshall University ASN program

Program mission / philosophy, organizing framework, curriculum

objective/ student learning outcomes and course objectives

The nursing program purpose and objectives are: . Congruent with program’s

philosophy/mission . Clearly stated . Publicly accessible . Appropriate to legal requirements and scope of practice . Consistent with contemporary beliefs of the profession

Examine curriculum objectives/student learning outcomes, nursing program philosophy, organizing framework and

course objectives for congruency and clarity, using FHB Section 3.2B “Curriculum Flow from Philosophy and Organizing Framework to Course Objectives”. Utilize attached table (Comparison of curriculum objectives with the WV Nurse Practice Act and the NLN competencies) to

compare curriculum objectives with WV Nurse Practice Act and NLN competencies.

114

Confirm that curriculum objectives/student learning outcomes are publicly accessible (Student catalog).

115

COMPARISON OF MISSION AND PHILOSOPHY BETWEEN THE GOVERNING ORGANIZATION AND THE SCHOOL OF NURSING

COMPONENT ST. MARY’S SCHOOL OF NURSING

ST. MARY’S MEDICAL CENTER

MARSHALL UNIVERSITY COLLEGE OF HEALTH PROFESSIONS

MARSHALL UNIVERSITY

MISSION

PHILOSOPHY

116

COMPARISON OF CURRICULUM OBJECTIVES WITH THE WV NURSE PRACTICE ACT AND NLN COMPETENCIES

CURRICULUM OBJECTIVES NLNAC COMPETENCIES WV NURSE PRACTICE ACT

ASSESSMENT

CLINICAL DECISION MAKING

CARING INTERVENTIONS

TEACHING/LEARNING

COLLABORATION

MANAGING CARE

COMMUNICATION

PROFESSIONAL BEHAVIORS

117







NLNAC Criterion 1.2 : The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities.

TIME FRAME: Every 4 years.


Component Expected Level of Achievement

Assessment Method(s) Results of Data Collection and Analysis

Including actual level of achievement

Actions for Program Development (d),

Maintenance (m), or Revision (r)

Participation in

governance of St. Mary’s Medical Center.

There will be Faculty

representation on committees at St. Mary’s Medical Center.

Complete table (Faculty participation on SMMC

Committees) that identifies hospital committees and faculty membership.

Participation in governance of the College of Health Professions.

There is representation of faculty on committees of the College of Health Professions.

Complete table (Representation of faculty on COHP committees) to determine faculty membership on COHP committees.

Participation of students on committees of the nursing program

Representatives are elected by each class to serve on specified nursing program committees.

Complete table (Student representation on committees of the nursing program) that identifies class year and representatives for each committee (ADAPS and Student Affairs).

Participation of faculty in nursing program activities.

100% full time faculty participate in nursing program committees/activities

Complete table (Faculty membership on program committees) identifying program committees (standing and ad hoc) with faculty membership

Representation in governance of parent organizations by Director.

The Director of Nursing St. Mary’s SON will serve on committees for both parent organizations.

Complete a table (Participation of director with governing organization committees) identifying the committees from both parent organizations and membership of program director.

118

FACULTY PARTICIPATION ON St. MARY’S MEDICAL CENTER COMMITTEES

SMMC COMMITTEES YEAR YEAR YEAR YEAR

PERFORMANCE IMPROVEMENT/

CLINICAL PRACTICE COUNCIL

PATIENT/FAMILY EDUCATION FUNCTION TEAM

CLINICAL MANAGERS COUNCIL

HUMAN RIGHT PROTECTION PROGRAM

QUALITY COUNCIL

MEDICATION SAFETY

MANAGEMENT

STROKE TEAM

DIABETES RESOURCE NURSE/ INSULIN TEAM

PHARMACY/NURSING

TIPS STEERING COMMITTEE

OTHER

119

REPRESENTATION OF FACULTY ON COHP COMMITTEES

YEAR COHP FACULTY

ORGANIZATION

COHP CURRICULUM

COMMITTEE

OTHER

120

STUDENT REPRESENTATION ON COMMITTEES OF THE NURSING PROGRAM

CLASS ADAPS STUDENT AFFAIRS

(student name) (student name)

121

FACULTY MEMBERSHIP ON PROGRAM COMMITTEES

COMMITTEE YEAR YEAR YEAR YEAR

FACULTY ORGANIZATION

ASSOCIATE DEGREE ACADEMIC PLANNING AND STANDARDS (ADAPS)

FACULTY AFFAIRS

122

NOMINATING

COMMITTEE

Year Year Year Year

ADMISSION/PROGRESSION

STUDENT AFFAIRS

GRANT WRITING

123

PARTICIPATION OF DIRECTOR WITH GOVERNING ORGANIZATION COMMITTEES

COMMITTEES YEAR YEAR YEAR YEAR

124







NLNAC Criterion 1.3 : Communities of interest have input into the program processes and decision – making.

TIME FRAME: Every 4 years.







Cultural, racial and

ethnic diversity

Student demographics reflect

local demographics

Compare local demographics to program

demographics using attached table (Demographic diversity of recruitment area for most current census year and Student diversity St. Mary’s / Marshall University cooperative Program).

Communities of interest Marshall University, St. Mary’s Medical Center, Faculty,

Students, Alumni, Employees, Clinical agencies, NLN/WVLN, NEFWV/ADDNE, WVBOE-RN, NLNAC have input into St. Mary’s SON processes

and decision making.

Examine Faculty Organization, Student Affairs, COHP, and ADAPS minutes (including course evaluation summaries FHB #7.4C). Complete

table (Communities of interest input)indicating examples of input from each community of interest.

125

DEMOGRAPHIC DIVERSITY OF RECRUITMENT AREA for MOST CURRENT CENSUS YEAR

COUNTY TOTAL Population WHITE % BLACK % ASIAN % AM. INDIAN % HISPANIC % OTHER %

CABELL CO. WV

LINCOLN CO. WV

MASON CO. WV

WAYNE CO. WV

KANAWHA CO. WV

PUTNAM CO.

WV

LAWRENCE CO. OHIO

BOYD CO. KY.

STUDENT DIVERSITY ST. MARY’S/MARSHALL UNIVERSITY COOPERATIVE PROGRAM

Semester/Year Semester/Year Semester/Year Semester/Year Semester/Year Semester/Year

NUMBER % NUMBER % NUMBER % NUMBER % NUMBER % NUMBER %

WHITE

BLACK

ASIAN

AM. INDIAN

HISPANIC

MALE

FEMALE

126

Communities of Interest Input

COMMUNITIES OF INTEREST EXAMPLES OF INPUT INTO PROGRAM / DATE Marshall University

St. Mary’s Medical Center

Faculty

Students

Alumni

Employees

Clinical Agencies

NLN/WVLN

NEFWV/ADDNE

WV/ADDNE

WVBOE-RN

NLNAC

127




Standard 1. MISSION AND ADMINISTRATIVE CAPACITY



NLNAC Criterion 1.4: Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community.

TIME FRAME: Every four years.


Component Expected Level of

Achievement

Assessment Method(s) Results of Data Collection and


achievement



Partnerships:

Promote

excellence in Nursing Education

Enhance

profession

Benefit

community

St. Mary’s SON and St. Mary’s Medical Center engages in partnerships to promote excellence in nursing education, enhance the

profession, and benefit the community.

Complete attached table (Partnerships) and give specific examples of how partnerships (agreements between the nursing education unit/governing organization and an outside agent/

agency to accomplish specific objectives and goals over a period of time): . promote excellence in nursing education. . enhance the profession. . benefit the community.

128

PARTNERSHIPS

YEAR YEAR YEAR YEAR

Promote excellence in nursing education

Enhance the profession

Benefit the community

129







NLNAC Criterion 1.5: The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing.




Achievement



achievement



Qualifications of Director of SON

The Director of the SON has a Masters Degree in Nursing. The Director of the SON is

experientially qualified (minimum of 5 years professional experience, 2 years of which were teaching in a professional nursing program). The Director of the SON

maintains relationships with local state, regional and national agencies involved in professional nursing or nursing education.

Verify that the Director holds a minimum of Masters Degree in Nursing. Compare Director’s data sheet with

position description and required credentials of WVBOE-RN (WV Code and legislative rules 19-1-9) and NLNAC.

130







NLNAC Criterion 1.6: The nurse administrator has the authority and responsibility for the development and administration of the program and has adequate time and resources to

fulfill the role responsibilities.






Actions for Program Development (d), Maintenance (m), or Revision (r)

Director SON: . Authority . Responsibilities

The Director of SON has the authority and responsibility for administration of the program.

A minimum of 80% of The Director of SON time is devoted to administration.

The Director of SON does not teach more than 6 credit hours per academic year. The Director of SON verifies that clerical services are adequate to support administrative

responsibilities.

Examine the organization structure diagram for authority line of Director of SON.

Examine the Director of SON position description for responsibilities. Interview the Director SON to determine the amount of time spent per average week in the following areas: administration, teaching, scholarship,

service (community and institution). Interview Director SON regarding adequacy and availability of clerical services.

131






program have administrative capacity resulting in effective delivery of the nursing a program and achievement of identified outcomes.

NLNAC Criterion 1.7: With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and

among other units of the governing organization.







Budget preparation and administration

Director of SON prepares and administers the budget as allocated by governing organization of St. Mary’s

Medical Center. Faculty will have input into budget preparation. Budget allocation is equitable among the schools

of the CFE.

Interview the Director of SON about the process for budget preparation.

Examine Faculty Organization minutes for solicitation of faculty input into budget process. Examine operating budget minus salaries for equity and adequacy among

the schools of the CFE.

132







NLNAC Criterion 1.8: Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing

organization; differences are justified by the goals and outcomes of the nursing education unit.




Assessment Method(s) Results of Data Collection and Analysis Including actual level of achievement


Faculty/Staff Personnel

Policies:

Comprehensive

and provide for

welfare.

Consistent with

the governing

organization.

Differences are

justified by goals

and outcomes

Policies are included in the SON

Faculty Handbook and SMMC

Employee Handbook that

provide for welfare of the

faculty and staff.

. Nondiscrimination

. Rights and responsibilities

. Termination

There will be a rationale for

100% of the policies that are

different from St. Mary’s SON

to MU.

Verify that Faculty Handbook Section 5

policies support faculty and staff welfare

related to:

- Recruitment

- Appointment and Promotions

- Selection of Faculty

- Teaching Load

- Definition of Faculty Status

- Personnel Policies of Faculty

- Extended Sick FMLA

Verify that SMMC Employee Handbook

provides policies that support faculty and

staff welfare related to:

- Grievance Procedure

- Salary & Benefits

- Nondiscrimination

- Rights and Responsibilities

- Termination

Review table in FHB 5.21 and 5.21A

Comparison of policies between SMMC,

SON and Marshall University. List any

changes or differences found with rationale.

133







NLNAC Criterion 1.9: Records reflect that program complaints and grievances receive due process and include evidence of resolution.




Achievement



achievement



Complaints and grievances are recorded with resolution

100% of complaints and grievances received are recorded with determination of the resolution.

Review Student Handbook publication policies 2.0 and 2.1 for grievance policy. Review ADAPS, Student Affairs and

Executive Committee summaries for complaints to develop two tables (Program Complaints; Grievances) that outline complaint and resolution. Interview Curriculum Coordinators and Director for grievances filed, academic year and resolution (see table).

134

PROGRAM COMPLAINTS Date Complaint Committee Resolution

GRIEVANCES Grievance Filed Academic Year

(check for past 3 years)

Resolution (Yes of Pending)

135






program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. (For nursing education units engaged in distance education, the additional criterion is applicable)

NLNAC Criterion 1.10: Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the

nursing education unit.







N/A – No distance education

N/A N/A

136




Standard II. FACULTY AND STAFF

Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit.

NLNAC Criterion 2.1: Full time faculty are credentialed with a minimum of a master’s degree with a major in nursing and maintain expertise in their areas of

responsibility.

Criterion 2.1.1 The majority of part-time faculty are credentialed with a minimum of a master’s degree with a major in nursing; the remaining part-time

faculty hold a minimum of a baccalaureate degree with a major in nursing.

Criterion 2.1.2 Rationale is provided for utilization of faculty who do not meet the minimum credential.

TIME FRAME: Every 3 years


FACULTY CREDENTIALS

NAME DEGREE LICENSURE YEARS OF EXPERIENCE CLINICAL AREAS/

EXPERTISE

CERTIFICATIONS

PRIOR TO

TEACHING

TEACHING

137






NLNAC Criterion 2.2: Faculty (full and part-time) credentials meet governing organization and state requirements.







Qualifications of nursing faculty - governing organization

and state requirements.

100% of the nursing faculty are qualified to meet governing organizations (St.

Mary’s Medical Center and Marshall University) and state requirements (WVBOE-RN).

Utilize attached table (Governing organization and state requirements for faculty) to compare faculty

qualifications with SMMC, MU, WVBOE-RN requirements.

138

Governing Organization and State Requirements for Nursing Faculty

Governing Organizations

Requirements Percentage of faculty

who meet standard

SMMC

MU

WVBOE-RN

139

FACULTY MAINTENANCE OF EXPERTISE

NAME ACADEMIC YEAR ____

ACADEMIC YEAR ____

ACADEMIC YEAR ____

Service to

Community

(Yes/No)

Continuing

Education

Hours R/T

clinical role

Continuing

Education

Hours R/T

teaching role

Service to

Community

(Yes/No)

Continuing

Education

Hours R/T

clinical role

Continuing

Education

Hours R/T

teaching role

Service to

Community

(Yes/No)

Continuing

Education

Hours R/T

clinical role

Continuing Education

Hours R/T teaching role

SamLJJGJ;GJPURMantha 47.6 47.6 47.6

Deborah Bridgewater 41.8 41.8 41.8

Chyrl Budd 68.7 68.7 68.7

Julia Burgett 84.6 84.6 84.6

Amanda Burton - - -

Faye Clevenger 54.5 54.5 54.5

April Copley 90 90 90

Shelia Kyle 49.5 49.5 49.5

Melissa Lambert 92 92 92

Bobby Marcum 42.35 42.35 42.35

Allison Morrison 41.8 41.8 41.8

Brenda Owen 41.7 41.7 41.7

Linda Peake 27.5 27.5 27.5

Rebecca Porter - - -

Lisa Ramsburg - - -

Jamie Stoner 270 270 270

Tonya Taylor 32.5 32.5 32.5

Jeani Thomas 36 36 36

140






NLNAC Criterion 2.3: Credentials of practice laboratory personnel are commensurate with their level of responsibilities.







Credentials of practice laboratory personnel.

100% of the practice laboratory personnel are qualified to meet

responsibilities.

Indicate practice laboratory personnel qualifications using the attached table (Laboratory personnel

qualifications)

141

LABORATORY PERSONNEL QUALIFICATIONS

NAME Academic Preparation/Certification Licensure Clinical Practice Areas

142





Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit..

NLNAC Criterion 2.4 The number and utilization of faculty (full and part-time) ensure that program outcomes are achieved.






Actions for Program Development (d), Maintenance

(m), or Revision (r)

Faculty to student ratio: lecture, classroom lab, campus/skills lab and supervised patient care experiences

Faculty to student ratio will be no more than lecture 1:60, classroom lab 1:60, campus/skills lab 1:10-1:30 and supervised patient care experiences 1:8.

Complete attached table (Faculty to student ratio) which outlines faculty to student ratio as submitted to WVBOE in annual reports.

Utilization of faculty

100% of faculty are involved with teaching, advising and service to community.

Complete attached table (Utilization of faculty) which outlines faculty responsibility. Utilize WVBOE-RN annual reports to obtain data related to average hours of theory/clinical per week.

143

UTILIZATION OF FACULTY

Name

Courses

Taught

Theory Patient

Care

Experiences

Campus

Skills/Classroom

Lab

SERVICE TO

COMMUNITY (Refer to Table “ Faculty

Maintenance of Expertise"

from Criterion 2.1)

STUDENT ADVISING

(AVERAGE # OF STUDENTS

PER SEMESTER)

(Average hours per week)

FULL TIME

PART TIME

144

Faculty to Student Ratio

Course # Lecture Classroom lab Campus Skills Lab Supervised Patient Care

Nursing 101

Nursing 120

Nursing 220

Nursing 225

Nursing 230

Nursing 235

Nursing 241

145






NLNAC Criterion 2.5 Faculty (full and part-time) performance reflects scholarship and evidence based teaching and clinical practices.





Including actual level of

achievement

Actions for Program Development (d), Maintenance (m), or Revision

(r)

Diversity of scholarly talent among faculty

100% of faculty demonstrate diverse talents in various areas of specialization sufficient to serve the program and continue to pursue scholarly activities.

Complete table (Faculty Scholarship) which outlines participation in:

Professional organization

Certifications

Research

Articles/Grants/Presentations

Evidence based teaching and clinical practices.

100% of faculty document evidence based teaching and clinical practices.

Examine ADAPS minutes and complete table (Evidence based practices) indicating documentation of evidence based teaching and clinical practices.

146

Faculty Scholarship

Name Professional

Organizations

Certification Research Articles/Grants/

Presentations

147

Evidence Based Practices

Name of Faculty / Course Documentation of Evidenced Based

Teaching (yes/no)

Documentation of Evidenced Based

Clinical Practice (yes/no)

148






NLNAC Criterion 2.6 The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes.








Non-nurse Faculty qualifications

100% of non-nurse faculty have credentials and/or experience appropriate to responsibilities.

Complete attached table (Non-nurse faculty / staff) which outlines non-nurse faculty responsibility and credentials/experience.

Staff qualifications

100% of staff have credentials and/or experience

appropriate to responsibilities.

Complete attached table (Non-nurse faculty / staff) which outlines staff

responsibility and credentials/experience.

Adequacy of non-nurse faculty and staff

The number of non-nurse faculty and clerical staff is sufficient to meet the needs of the nursing education unit

Interview director and curriculum coordinators to determine adequacy of non-nursing faculty and clerical staff.

149

NON-NURSE FACULTY/STAFF

Name

Position Responsibilities Credentials/Experience

150






NLNAC Criterion 2.7: Faculty (full and part-time) are oriented and mentored in their areas of responsibilities.







Faculty orientation/mentoring

100% of newly-hired faculty have a completed orientation

checklist on file. 100% of newly hired faculty are assigned a mentor.

Verify orientation checklist was completed for all new faculty.

Interview faculty hired within past 3 years to determine mentor assignment.

151






NLNAC Criterion 2.8 Systematic assessment of faculty (full and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. TIME FRAME: Every 3 years







Faculty performance evaluations

Each faculty member’s performance is evaluated annually.

Interview Director to confirm completion of faculty evaluations.

Student evaluation of faculty

Student evaluations will rank faculty member each semester with an average at 2.5 or less.

Review ADAPS minutes for course summaries for last 3 years to complete attached table (Student Evaluations of Faculty).

152

STUDENT EVALUATIONS OF FACULTY

COURSES

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER /

YEAR

BASIC

CURRICULUM:

NURSING 101

NURSING 120

NURSING 220

NURSING 225

NURSING 230

NURSING 235

NURSING 241

153






NLNAC Criterion 2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization.







(r)

Non Nursing

Faculty/Staff Evaluations

Each non-nursing faculty/staff

is evaluated annually.

Interview Director to confirm

completion of non-nursing faculty/staff evaluations.

154






(For nursing education units engaged in distance education, the additional criterion is applicable)

NLNAC Criterion 2.10 Faculty (full and part-time) engage in ongoing development and receive support in distance education modalities including instructional methods and

evaluation.




Achievement


Analysis Including actual level of achievement

Actions for Program Development

(d), Maintenance (m), or Revision (r)

N/A – No distance education

155




Standard III. STUDENTS

Student policies, development and services support the goals and outcomes of the nursing education unit..

NLNAC Criterion 3.2: Student services are commensurate with the needs of students pursuing or completing the associate program, including those receiving instruction using

alternative methods of delivery.



Component

Expected Level of

Achievement


Analysis


achievement



Availability of student support

services

100% of students have

access to support services:

Health services

Counseling /

advising

Academic

advising

Placement

assistance

Financial aide

Review SMMC SON Handbook and Marshall

University Handbook for list of services

Academic/experiential

qualifications of individuals

responsible for student services

100% of support services

staff are academically and

experientially qualified

Confirm qualifications/ credentials of support

services staff at MU and SMMC

156





Student policies developed and services support goals and outcomes of the nursing education unit.

NLNAC Criterion 3.3: Students educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines.



MAINT

ENAN

CE OF

EDUC

ATION

AL

AND





Maintenance of educational records and financial records.

100% of nursing student’s educational and financial records are maintained according to School of Nursing policy and procedure.

Review FHB Section 6 Maintenance and Confidentiality of Files and Records. Survey 10% of each class’ records for last 3 years to determine maintenance of educational and financial records. (Use the attached tool

“Maintenance of educational and financial records” for checklist.)

SMMC SON Marshall University

Marshall University verifies that financial and educational records are in compliance.

Verify with MU Registrar and Financial Aid Department that financial assistance records and educational records are in compliance with state and federal

guidelines.

157

FINANCIAL RECORDS

CLASS OF FINAL COURSE

GRADE

WEEKLY

FEEDBACK

FORM

FINAL LAB

EVALUATION

ADVISEE

FORM

ATTENDANCE

RECORD

FINANCIAL

RECORD

200_ 1.

2.

3.

4.

5.

6.

7.

8.

200_ 1.

2.

3.

4.

5.

6.

7.

8.

200_ 1.

2.

3.

4.

5.

6.

7.

8.

158





Student policies, development and services support the goals and outcomes of the nursing unit..

NLNAC Criterion 3.4 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained.

NLNAC Criterion 3.4.1 A written comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is

available.

NLNAC Criterion 3.4.2 Students are informed of their ethical responsibilities regarding financial assistance.







Higher Education

Reauthorization Act

100% compliance with

Higher Education Reauthorization Act

Request and obtain a letter from MU

Financial Aid Department regarding compliance with HERA. Access MU web page to confirm financial aid plan. Interview representative from MU financial aide department to determine

how students are informed of their ethical responsibilities regarding financial assistance.

159





Student policies, development, and services support the goals and outcomes of the nursing education unit.

NLNAC Criterion 3.5 : Integrity and consistency exist for all information intended to inform the public, including the program’s accreditation status and NLNAC contact information.

TIME FRAME: Every 3 years ______________________________________________________________________________________________________________________________________________ Process Implementation






Published documents - Brochures - Catalog - Handbook - MU web page

- SMMC web page

100% of the information is current, accurate, clear and consistent and available to the public.

Complete attached table (Published data) that reflects where data is published:

admission policies

policies regarding health and safety

tuition and fees

financial aid

graduation

licensing requirements

academic policies

student services

program length

academic calendar

identification of institutional

accreditation by NLNAC ( including address and phone number)

approval by WVBOE for Registered

Professional Nurses.

160





Student policies, development, and services support the goals and outcomes of the nursing education unit.

NLNAC Criterion 3.5 : Integrity and consistency exist for all information intended to inform the public, including the program’s accreditation status and NLNAC contact information.

TIME FRAME: Every 3 years ______________________________________________________________________________________________________________________________________________ Process Implementation




achievement


Maintenance (m), or

Revision (r)

definition of clock and credit hours

for lecture and clinical experiences

credit hours required per course

ratio of clock to credit hours

job placement rates

graduation rates

NCLEX pass rates

clinical sites

mission and philosophy

Review SMSON and MU catalogs, brochures, student handbook, and St. Mary’s Medical Center and MU websites and indicate accuracy, clarity and consistency on table (Published data).

161

Published Data

SMSON Catalogue

SMSON SHB

SMMC Website

Brochures MU Catalogue

MU SHB

MU Website

Accurate, Clear, Consistent Yes or No (If no, Explain)

Health & Safety

Tuition & Fees

Financial Aid

Graduation

Licensing

Academic Policies

Academic Calendar

Student Services

Program Length

Mission and /or Philosophy

Institutional Accreditation

Status/ Approval

Definition of Credit Hours (Clinical and lecture)

Ratio of Clock to Credit Hours

Credit hours for each Course

Clinical Sites

Job Placement

Graduation rate

NCLEX pass rates

Admission Policies

SHB =Student handbook

162




Standard 3. STUDENTS

Student policies, development and services support the goals and outcomes of the nursing education unit.

NLNAC Standard 3.6: Changes in policies , procedures and program information are clearly and consistently communicated to students in a timely manner.








Changes in policies and procedures / program information

A process exists for communicating changes in policies and procedures / program information to

students in a timely manner.

Interview Director of SON and Curriculum Coordinators to determine process for communicating changes in policies and procedures / program information.

163






NLNAC Standard 3.7: Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of

delivery.



Component

Expected Level of

Achievement


Analysis


achievement



Orientation to technology and

technical support

Students will rank

orientation to technology

2.99 or less.

Technological support is

available

Examine Nursing 101 Course evaluation for

achievement of course objectives related to

orientation to technology and technical

support.

Document examples of available technological

support.

164







NLNAC Criterion 3.8: Information related to technology requirements and policies specific to distance education is clear, accurate , consistent and accessible.




Achievement


Analysis


achievement



N/A- No distance education

165




Standard IV. CURRICULUM

The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. .

NLNAC Criterion 4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program

outcomes




Achievement





Established professional standards, guidelines and competencies:

*ANA Standards of Clinical Nursing Practice *NLN (ADN) Competencies Program outcomes:

-Performance on Licensure exam

-Program completion -Program satisfaction -Job Placement rate


Curriculum objectives / student learning outcomes are congruent with ANA

Standards and NLN Competencies Program outcomes are clear.

100% of course syllabi have student learning outcomes for the course and each unit of study. Student learning outcomes/

curriculum objectives are clearly stated

Compare NLN/ANA standards to Curriculum objectives/ student learning outcomes utilizing attached table

(Comparison of NLN / ANA standards to Curriculum objectives/ student learning outcomes) Examine program outcomes for clarity.

Examine each course syllabus and identify student learning outcomes for the course (course objectives) and unit objectives. Examine student learning outcomes /

curriculum objectives for clarity

166

Comparison of NLN/ANA Standards to Curriculum Objectives / Student Learning Outcomes

NLN ANA SMSON Curriculum Objectives / Student Learning Outcomes

167






NLNAC Criterion 4.2: The curriculum is developed by the faculty and regularly reviewed for rigor and currency.



Component

Expected Level of Achievement





Curriculum Review

100% of courses are reviewed each semester and evaluation report given to ADAPS committee

Entire curriculum is reviewed every 3 years for rigor and currency (corresponding with year for Curriculum SEP)

Review ADAPS minutes for evidence of course reviews.

Review ADAPS minutes for evidence of curriculum review and recommendations for change.

Currency of Instructional

materials

ADAP’s minutes document ongoing review and revision

of instructional materials

Review ADAP’s minutes for evidence of ongoing review and updates to

instructional materials.

168






NLNAC Criterion 4.3: The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities and evaluate student progress.







(r)


Unit objectives are clearly linked to the course objectives and student learning outcomes.

Learning activities and evaluation methods are clearly linked to the student learning outcomes for each nursing course.

For one unit of study for each course, complete attached

table (Comparison of Unit objectives, course objectives

and student learning outcomes) to show congruence of unit objective(s), course objectives and student learning outcomes For one unit of study in each course, examine syllabi to identify learning activities and methods of instruction that are utilized to assist in meeting student learning outcomes (unit and course objectives) and complete attached table

(Comparison of objectives, methods of instruction and learning activities). For each course, review an exam to determine how unit objectives were utilized to blueprint the exam. For each course, examine clinical evaluation tool to determine how student learning outcomes (course

objectives) are linked to the tool.

169

Comparison of Unit objectives, course objectives and student learning outcomes

Course Unit objectives Course objective/outcome Student Learning outcome / Curriculum objective

170

Comparison of objectives, methods of instruction and learning activities

Course Course objective Unit objective Methods of instruction/ Learning activities

101

120

220

225

230

235

241

171






NLNAC Criterion 4.4: The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.








Cultural, ethnic and socially diverse concepts

100% of courses will include content related to culture, ethnicity and social diversity

Survey faculty (See appendix A) for examples of cultural, ethnic and socially diverse concepts and complete attached table “Cultural, ethnic and socially diverse concepts”

172

Cultural, ethnic and socially diverse concepts

*Indicate at least one unit where content is found for each concept.

Nursing 120 Nursing 220 Nursing 225 Nursing 230 Nursing 235 Nursing 241

Culture *

Ethnicity

Social Diversity

173






NLNAC Criterion 4.5: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program

outcomes.









Program outcomes

Course syllabi document a variety of evaluation methods.

Students rate achievement of student learning outcomes as 2.99 or less for each course. Program outcomes are measured annually.

Examine course syllabi and complete the attached table (Evaluation tools and methods)

Examine student course evaluations and for least 3 years to complete attached table (Evaluation of achievement of student learning outcomes). Trend program outcome data for past 3

years utilizing attached table (Program outcome data)

174

Evaluation tools and methods

Course Syllabi Evaluation Tools and Methods

Nursing 101

120

220

230

225

235

241

175

Evaluation of Achievement of Student Learning Outcomes (Include mean for each learning outcome for each course)

COURSES

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER

/YEAR

SEMESTER /

YEAR

NURSING 101

NURSING 120

NURSING 220

NURSING 225

NURSING 230

NURSING 235

NURSING 241

176

Program Outcome Data

Class of Class of Class of Class of Class of Class of

NCLEX Pass Rate

Program Satisfaction: Student ranking

Employer ranking

Job Placement Rate

Program Completion/Graduation

Rate

177




Standard IV. CURRICULUM AND INSTRUCTION


NLNAC Criterion 4. 6 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for

innovation, flexibility and technological advances.



Component Expected Level of Achievement Assessment Method(s) Results of Data Collection and Analysis



(r)

Educational theory There is congruence among: Philosophy Organizing framework Curriculum objectives Course objectives

Rational exists for course placement 100% of course syllabi indicate methods/opportunities to achieve knowledge / skills for nursing practice 100% of course syllabi include:

Course content Learning experiences Instructional methods Evaluation tools/ methods The curriculum plan is logical with content increasing in complexity.

Review FHB Section 3 Curriculum Flow from Philosophy & Organizing Framework to Course Objectives (3.2B)

Review FHB Section 3.3 “Rationale for Course Placement” Complete attached table (Knowledge / Skills for Nursing Practice) using course syllabi . to demonstrate inclusion of methods/ opportunities to achieve knowledge / skills necessary for nursing practice.

Assess each course syllabus for required content using the attached “Required course syllabus content check list”. Examine “Curriculum Flow from Philosophy & Organizing framework to Course Objectives” (FHB 3.2B) to ascertain

increasing complexity.

178



NLNAC Criterion 4. 6 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for

innovation, flexibility and technological advances.








Innovation, flexibility and technology

Interdisciplinary collaboration

Research and best practice Standards

100% of faculty agree that curriculum and

instructional processes allow for innovation, flexibility and technological advances. 100% of courses include interdisciplinary

collaboration 100% of courses included evidenced based teaching and clinical practices

Survey faculty (using attached tool in Appendix A) regarding innovative

teaching strategies, flexibility and use of technology for instructional purposes. Survey faculty (using attached tool in Appendix A) regarding interdisciplinary

collaboration. Examine ADAPS minutes and complete the attached table (Research and best practice)

179

Knowledge/Skills for Nursing Practice

Course Current

Practice

Community

Concepts

Health Care

Delivery

Critical

Thinking

Communications Therapeutic

Interventions

Current

Trends

Professional

Behaviors

Indicate where found in syllabus i.e. “Unit 5”.

180

Research and Best Practice

Course Documentation of Evidenced Based

Teaching (yes/no)

Documentation of Evidenced Based

Clinical Practices (yes/no)

101

120

220

225

235

230

241

181

Required Course Syllabus Content Checklist

Nursing 101 Nursing 120 Nursing 220 Nursing 225 Nursing 230 Nursing 235 Nursing 241

Course content

Learning Experiences

Instructional Methods

Evaluation Tools and Methods

182






NLNAC Criterion 4. 7 Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national

standards, and best practices.




Achievement





Program length

Credit hours

80 % of students complete the basic curriculum within 2

years of first nursing course Nursing courses make up less than 60 % of total credits.

Total credits equal 60-72 semester credits

Randomly select 10 % of basic student files from each class for past 3 years to

document length of time needed for completion of program and complete attached table (Length of time to complete program) Complete attached table (Program credits) demonstrating total program

credits

183

Length of Time to Complete Program

Student Number Length of Time to finish program

184

Program Credits

Course Number

NURSING COURSES

Credits Theory Credits Clinical Credits (1:3 ratio)

101

120

220

225

230

235

241

TOTAL NURSING

CREDITS

Course Number

SUPPORT COURSES

Credits Theory Credits Lab Credits if appropriate

BSC 227

BSC 228

BSC 250

CHM 203

DTS 314

PSY 201

PSY 311

ENG 101

ENG 102

TOTAL SUPPORT

COURSE CREDITS

185




Standard IV. CURRICULUM AND INSTRUCTION


NLNAC Criterion 4.8 Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written

agreements specify expectations for all parties and ensure the protection of students.

4.8.1 Student clinical experiences reflect current best practices and nationally established patient health and safety goals.



Component Expected Level of Achievement Assessment Method(s) Results of Data Collection and Analysis




186

Practice learning environment

Written agreements

National patient safety goals

National patient health goals

Students will rate facilities with an average of 2.99 or less

100% of faculty agree that number and variety of clinical sites are adequate to meet student learning needs. 100% of the agency contracts will have the necessary components

Student clinical experiences includes implications of National patient safety goals Student clinical experiences includes

implications of National patient health goals

Review course evaluation summaries for past 3 years for student evaluation of the sites used for clinical experiences. Complete attached table (Student rating of clinical agencies)

Survey faculty (using faculty survey in Appendix A) to determine perception of available clinical sites. Review contracts for -effective dates -faculty responsibilities -agency responsibilities

-evaluation/termination guidelines -approval status Survey faculty (using faculty survey in Appendix A) to determine how National patient safety goals are implemented in clinical practice for each course. Survey faculty (using faculty survey in Appendix A)

to determine how National patient health goals are implemented in clinical practice for each course.

187

STUDENT RATING OF CLINICAL AGENCIES

COURSE SPECIFIC

UNIT/AGENCY

MEAN

SCORE

Class of

MEAN

SCORE

Class of

MEAN

SCORE

Class of

MEAN

SCORE

Class of

MEAN

SCORE

Class of

MEAN

SCORE

Class of

120

220

225

230

235

241

188





The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.


NLNAC Criterion 4.9 Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes








N/A- No distance Education

189




Standard V. RESOURCES

Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.

NLNAC Criterion 5.1: Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing

organization.




Achievement





Fiscal resources: 1. Operating Budget 2. Capital Budget

SON has fiscal resources allocated to meet the program outcomes/curriculum objectives and the annual school goals.

1. Complete attached table (Operating budget allocation) comparing operating budget for past 3 years. 2. Complete attached table (Capital budget

requests) that identifies requests that were approved and/or denied for past 3 years.

Budget Preparation

100% of faculty will have opportunity for input into the budget.

Survey faculty regarding opportunity for input into budget. (Utilize attached faculty survey tool in appendix A).

Review faculty organization minutes for announcements related to budget requests.

Faculty development resources

100% of faculty will have opportunity for continuing education.

Examine budget for allocations related to faculty development. List faculty development opportunities offered by St. Mary’s SON

Describe opportunities for faculty development at SMMC.

190

Operating Budget Allocation

LINE ITEM YEAR __________ YEAR ____________ YEAR ___________

191

Capital Budget Requests

REQUEST ACCEPTED DENIED YEAR

192


Systematic Evaluation Plan

for Program Evaluation and Assessment of Outcomes



NLNAC Criterion 5.2: Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of

faculty, staff, and students.




Achievement



achievement



Physical facilities: - Classrooms - Skills labs - Academic Support Center

- Computer labs -Conference rooms - Library - Director / Faculty offices

90% or greater of the faculty /staff agree that the physical facilities are appropriate to support the purpose of the nursing program.

Students will rank classrooms, library and laboratory

facilities as 2.99 or less.

Complete a table (Physical facilities) which outlines physical facilities and equipment

Classrooms

Skills labs

Academic support center

Computer labs

Number of conference rooms

Library

Director / Faculty offices

Survey faculty regarding physical facilities (Utilize attached faculty survey tool in appendix A).

Survey staff regarding adequacy of physical facilities. Review St. Mary’s SON course evaluations for satisfaction and complete attached table (Student evaluation of facilities).

193

Physical Facilities

Room Number Seating Capacity Equipment in room

Classrooms:

Room #

Skills Lab #1

Skills Lab #2

Academic Support Center

Computer lab 1

Computer lab 2

Computer lab 3

Computer lab 4

Conference Rooms:

Room #

194

Library

Offices:

Director Room #

Faculty Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

Room #

195

Student Evaluation of Facilities

Classroom, library and laboratory facilities were adequate to meet my learning needs.

NURSING COURSE Fall _______ Spring _______ Fall ________ Spring_________ Fall ________ Spring _______

196






NLNAC Criterion 5.3: Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students including those engaged in


Time Frame: Every three years


Component





(r)

Learning Resources

Library

Skills lab

Computer hardware

Computer software

Other technology

100% of randomly selected library resources meet the guidelines as described in the faculty handbook for currency.

A variety of resources are available to meet instructional needs.

Use annual Library report to assess holdings for last 3 years. Utilizing guidelines for deletion in the FHB, randomly assess 10 % of holdings in library for currency.

Describe instructional aids in the skills labs List number and location of computers available to students including installed software. Describe other technology available for instructional purposes.

Faculty input into Learning Resources

100% of Faculty will have the opportunity for input into the selection of learning resources

Review FHB for description of process for acquisition of learning resources. Survey the faculty for perception of opportunity for input into learning resources (Utilize attached faculty survey tool in appendix A).

197



NLNAC Criterion 5.3: Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students including those engaged in




Component





(r)

Technical Support

Majority of faculty agree that technical support is sufficient

to meet faculty and student needs.

Describe available technical support.

Survey faculty regarding technical support (Utilize attached faculty survey tool in appendix A).

198






For nursing education units engaged in distance education, the additional criterion is applicable:

NLNAC Criterion 5.4. Fiscal, physical, technological and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes



Component





(r)

N/A- no distance education

199




Standard VI. OUTCOMES

Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the

outcomes of the nursing education unit have been achieved.

NLNAC Criterion 6.1: The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education

unit and NLNAC standards.







Systematic Program Evaluation Plan

The school’s systematic evaluation plan includes all NLNAC required standards and criteria.

The school’s systematic evaluation plan includes ongoing assessment and evaluation of student learning and program outcomes.

Review systematic evaluation plan to ensure the following are included:

NLNAC Standard and

criteria

Expected levels of

achievement

Time frame

Assessment methods

Program Outcomes

(Performance on licensure exam, program completion, program satisfaction, job placement)

Evaluation of student

learning outcomes

200







NLNAC Criterion 6.2: Aggregated evaluation findings inform program decision-making and are used to maintain or improve student learning outcomes.







Aggregated evaluation findings

100% of SEP components requiring development or revision will have strategies developed and follow through

. Review FHB Form 7.9C (Follow through for systematic evaluation areas of concern with identified strategies,)Systematic Evaluation reports and Faculty Organization

minutes to complete a table identifying areas requiring development or revision, strategies planned and follow through completed.

201







NLNAC Criterion 6.3: Evaluation findings are shared with communities of interest.







Sharing of Evaluation Findings

Communities of interest (SMMC administration, WVBOERN’s, MU ) will

receive a comprehensive annual report that includes evaluation findings. SMSON applicants will receive evaluation data

regarding job placement rates, NCLEX pass rates, and program completion rates.

. Examine annual reports to SMMC administration, MU, and WVBOERN’s to ensure inclusion of

pass rate of licensure exam, student program completion rate, student satisfaction data, and job placement rates. Examine materials given to SMSON applicants to ensure inclusion of pass

rate of licensure exam, student program completion rate, and job placement rates.

202







NLNAC Criterion 6.4: Graduates demonstrate achievement of competencies appropriate to role preparation.







Graduate Competencies

100 % of graduating students will meet benchmark for ATI comprehensive predictor

Majority of employers responding to survey will rate graduates as 2.99 or less

Review ATI comprehensive predictor scores

Survey employers to determine achievement of curriculum objectives/student learning outcomes

203







NLNAC Criterion 6.5: The program demonstrates evidence of achievement in meeting the following program outcomes: Performance on licensure exam, program

completion, program satisfaction, job placement.

6.5.1 The licensure exam pass rates will be at or above the national mean.

6.5.2 Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic

progression and program history.

6.5.3 Program satisfaction measures (qualitative and quantitative) address graduates and their employers.

6.5.4 Job placement rates are addressed through quantified measures that reflect program demographics and history.







Performance on Licensure Examinations Program completion

NCLEX pass rate is above State and National Mean. 80% or greater of students who enter the program will

graduate within three years.

Calculate average pass rate for each class for past 3 years. Compare with national and state mean. Record on attached table (Performance on NCLEX) Calculate program completion rates

204







NLNAC Criterion 6.5: The program demonstrates evidence of achievement in meeting the following program outcomes: Performance on licensure exam, program

completion, program satisfaction, job placement.

6.5.1 The licensure exam pass rates will be at or above the national mean.

6.5.2 Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic

progression and program history.

6.5.3 Program satisfaction measures (qualitative and quantitative) address graduates and their employers.

6.5.4 Job placement rates are addressed through quantified measures that reflect program demographics and history.






(r)

205

Performance on NCLEX

Class of NCLEX Pass Rate State Mean National Mean

Program Completion Rates

Class of Class of Class of Class of Class of Class of

Program Completion Rate

Program Satisfaction

Component Class of Class of Class of Class of Class of Class of

Student ranking of satisfaction

Employer satisfaction with graduates

206

Job Placement Rates

Class of

Class of Class of Class of Class of Class of

Job Placement Rates

207


OPERATIONAL DEFINITIONS

ATTRITION – The reduction in staff, employees, students in an organization through normal means

such as retirement, resignation, withdrawal, failure.

CAPITAL BUDGET – A plan to finance long term purchases such as equipment and facility updates.

Amount of purchase is greater than $500.

CLOCK HOURS – Refers to real time

CONGRUENCY- Corresponding in character or kind. Refers to similarity in policies between St.

Mary’s School of Nursing, Marshall University and/or St. Mary’s Medical Center.

CONTACT HOURS – Contact in theory setting is 50 minutes = 1 hour. Contact in a laboratory/clinical

setting is 60 minutes = 1 hour

COURSE EVALUATION SUMMARIES – Student evaluations are summarized and analyzed each

semester. Findings are reported for each course to ADAPS and include summary of 5 lowest ranked

areas, 5 areas identified as strengths, and minimum of 3 planned strategies for enhancement of the

course.

CREDIT HOURS – 1 lecture credit hour is given for each 15 classroom contact hours, plus necessary

outside preparation. For nursing course, one laboratory credit hour requires at least 45 hours of

laboratory work per credit hour, plus necessary outside preparation.

CURRICULUM OBJECTIVES /STUDENT LEARNING OUTCOMES – Terminal goals for student

achievement specified in clear and measurable language. Includes Assessment, Clinical Decision

Making, Caring Interventions, Teaching / Learning, Collaboration, Managing Care, Communication,

and Professional Behaviors. (See FHB 3.4)

EXPECTED LEVEL OF ACHIEVEMENT (with Likert Scales) - All Likert type scales used to evaluate

program components are on a 1-5 scale. Results are reported as an average score of all respondents (ex.

2.2, 1.4) or that a percentage of respondents were above or below a specified level.

FACULTY DATA SHEET – Record that provides information related to academic endeavors,

continuing education, professional activities, current teaching responsibilities and other job related

activities. (See FHB 5.9)

HORIZONTAL THREADS- themes that are repeated in various nursing courses across the program of

study and flow from the philosophy. Components include person, environment, health, nursing and

education.

MASTER CURRICULUM PLAN- planned sequence of nursing and support courses which guide the

student in choosing a full time or part time track to complete the program of study.

208

MODEL SCHEDULE- listing of required courses in a sequence for completion of the program of study

in a time frame of two years for a full time student and not to exceed three years for students choosing a

part time track

OPERATING BUDGET- a budget for current expenses that is required for day to day operations.

ORGANIZING FRAMEWORK – the foundational components for the program of study which guide

the development of nursing curriculum. The framework is based on the philosophy of the faculty which

includes a holistic set of beliefs regarding person, environment, health, nursing, and education. The

framework identifies key nursing roles and behaviors necessary for practice that are introduced in the

initial nursing course and further developed in each successive nursing course.

PARENT ORGANIZATION- refers to Marshall University and/or St. Mary’s Medical Center as

governing bodies with responsibility for St. Mary’s School of Nursing.

PORTFOLIO – Summary of faculty activities for past academic year submitted to Director of SON prior

to annual performance evaluation.

PROFESSIONAL DEVELOPMENT – Activities which include continuing education, community

service, and participation in local and national organizations.

PROGRAM DESIGN- the master curriculum plan and all the educational activities required in each

course that assist the student to achieve course objectives / curriculum objectives.

PROGRAM OF STUDY – required academic courses in nursing, science and humanities which lead to

the achievement of the curriculum objectives / student learning outcomes.

PROGRAM COMPLETION RATE – Calculated per class, based on the number of individuals who

complete the program in 2 years.

PROGRAM OUTCOMES – refers to performance on licensure examination, program completion,

program satisfaction and job placement rates

SELF STUDY – a regular review of entire nursing program to identify strengths and weaknesses

VERTICAL THREADS – components of the curriculum that build in complexity throughout the

program of study and are based on the roles and behaviors necessary for nursing practice. Components

include assessment, clinical decision making, caring interventions, teaching, learning, collaboration,

management, communication and professional behavior.

ABBREVIATIONS:

ADAPS – Associate Degree Academic Planning and Standards Committee

209

COHP – College of Health Professions at Marshall University

FHB – Faculty Handbook

SEP – Systematic Evaluation Plan

SHB – Student Handbook

SMSON – St. Mary’s School of Nursing

SMMC – Saint Mary’s Medical Center

MU – Marshall University

210

St. Mary’s/Marshall University Cooperative ASN Program Systematic Evaluation Plan Review Calendar

Standard Time

Frame

Spring

2009

Fall

2009

Spring

2010

Fall

2010

Spring

2011

Fall

2011

Spring

2012

Fall

2012

Spring

2013

Fall

2013

Spring

2014

Fall

2014

Mission &

Administrative

Capacity

Every 4

years

X NLNAC

Self-

Study

NLNAC

Site

Visit

X WV

BOE-

RN

VISIT

Faculty &

Staff

Every 3

years

X X

Students Every 3

years

X

↓

X

↓

Curriculum Every 3

years

X* X **

Resources Every 3

years

X X**

Outcomes Every 3

years

X X

*Review schedule 1 semester later due to Fall 2010NLNAC Site Visit

**Review scheduled 1 semester early due to Spring2014 WVBOE- RN visit

212

COVER PAGE


STANDARD:

CRITERION:

DATE COMMITTEE APPOINTED:

COMMITTEE MEMBERS: (Identify chairperson and secretary)

MEETING DATES:

DATE REPORTED TO FACULTY:

The following is to be included with report to faculty:

Cover page

Completed systematic evaluation plan

Suggested changes to systematic evaluation plan form

Any formal recommendations to faculty

After report approved, secretary of ad hoc committee is to complete Form 7.9C “Follow through for

systematic evaluation areas of concern with identified strategies”.

(This form is kept in the front of the SEP notebook in office of administrative secretary.)

213

SUGGESTED CHANGES FOR THE SYSTEMATIC EVALUATION PLAN

Standard:

Criterion:

Time frame Component Expected level of achievement Assessment Methods

214

Faculty Survey

Curriculum Standard 4

1. Give an example of how cultural, ethnic, and socially diverse concepts are included in the course

you teach.

2. Curriculum and instructional processes allow for innovation.

Agree Disagree If disagree, explain _________________________

3. Curriculum and instructional processes allow for flexibility

Agree Disagree If disagree, explain___________________________

4. Curriculum and instructional processes allow for technological advances

Agree Disagree If disagree, explain__________________________

5. What course(s) do you teach?__________

Interdisciplinary collaboration is included in the course(s) I teach.


6. The number and variety of clinical sites available are adequate to meet student learning needs.


7. How are National Patient Safety Goals incorporated in clinical practice for the course(s) you

teach?

_________________________________________________________________________________

_________________________________________________________________________________

_____________________________________________

8. How are National Patient Health Goals incorporated in clinical practice for the course(s) you

teach?

_________________________________________________________________________________

_________________________________________________________________________________

_____________________________________________

215

Faculty Survey

Resources Standard 5

1. I have the opportunity to make suggestions regarding the SMSON BUDGET.

Agree Disagree If disagree, explain reason. _____________________________________________________

2. PHYSICAL RESOURCES are appropriate to meet the needs of the nursing program .

Agree Disagree IF disagree, explain reason

Classrooms

Skills labs

Academic Support

Center

Computer Lab

Conference rooms

Library

Offices

3. I have the opportunity to make suggestions regarding the SELECTION OF LEARNING RESOURCES.


4. TECHNICAL SUPPORT is sufficient to meet faculty and student needs.


216

APPENDIX XI

APPROVAL LETTERS FROM NLNAC AND WVBOE-RN

(Additional Information will be provided in hard copy.)

asn nursing program review 2009

Documents