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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
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.
Upon completion of this
course, the student will
identify basic needs and
responses indicating unmet
needs of the adult client.
Upon completion of this
course, the student will
identify the client’s response
patterns to specific health
alterations that interfere with
the ability to meet basic
needs.
Upon completion of this
course, the student will
identify client data that
indicate health alterations
related to specific
physiological systems.
Upon completion of this
course, the student will
assess the client to develop a
comprehensive data base,
Upon completion of this
course, the student will
develop a client data base
that includes a mental health
assessment.
Upon completion of this
course, the student will
develop a client data base
that includes prenatal,
perinatal, postpartum,
neonate and pediatric
assessments.
Upon completion of this
program, the graduate will
-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.
Upon completion of this
course, the student will
analyze collected data to
plan care that assists the
client to meet basic needs.
Upon completion of this
course, the student will
analyze data to plan care for
clients with specified health
alterations.
Upon completion of this
course, the student will
analyze client data to
determine nursing activities
which promote, maintain
and/or restore health.
Upon completion of this
course, the student will
integrate client data to
formulate clinical judgments
that ensure positive
outcomes.
Upon completion of this
course, the student will
utilize critical thinking in
developing an individualized
plan of care for the
psychiatric client.
Upon completion of this
course, the student will
utilize critical thinking in
developing an individualized
plan of care for the
maternal/pediatric client.
Upon completion of this
program the graduate will
-Provide care that assists the
client in meeting needs.
-Implement caring behaviors
that are nurturing, protective,
compassionate, and person-
centered.
Upon completion of this
course, the student will
utilize caring behaviors that
assist the client in meeting
basic needs.
Upon completion of this
course, the student will
implement therapeutic and
caring interventions for the
adult client experiencing
health alterations.
Upon completion of this
course, the student will
Implement caring behaviors
that assist the adult client to
meet health care needs.
Upon completion of this
course, the student will
Implement nursing care in a
therapeutic manner.
Upon completion of this
course, the student will
implement personalized
client-centered interventions
for psychiatric clients.
Upon completion of this
course, the student will
implement personalized
client-centered interventions
for maternal/pediatric
clients.
Upon completion of this
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.
Upon completion of this
course, the student will
demonstrate knowledge of
the teaching/learning process
as it is related to meeting
basic needs of the client
and/or significant support
persons.
Upon completion of this
course, the student will
implement the teaching
learning process as it related
to meeting the needs of adult
clients with specified health
alterations
Upon completion of this
course, the student will
provide for the
teaching/learning needs of
adult clients related to
specified health alterations.
Upon completion of this
course, the student will
implement the
teaching/learning process to
obtain desired outcomes for
individuals, groups and the
community.
Upon completion of this
course, the student will assist
in providing for the physical
and mental health
educational needs of
assigned clients, both
individual and small groups.
Upon completion of this
course, the student will
provide for the health care
educational needs of the
maternal/pediatric client (s).
Upon completion of this
program, the graduate will
-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
Upon completion of this
course, the student will work
cooperatively with others
during the provision of client
care.
Upon completion of this
course, the student will work
cooperatively with the client
and members of the health
care team to implement the
nursing process.
Upon completion of this
course, the student will
collaborate with the client
and the health care team to
plan and provide care.
Upon completion of this
course, the student will
collaborate with the health
care team to implement care
for individuals and groups of
clients.
Upon completion of this
course, the student will
collaborate with the client
and the mental health care
team to plan and provide
care.
Upon completion of this
course, the student will
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.
Upon completion of this
program, the graduate will
-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.
Upon completion of this
course, the student will
identify resources that assist
the client to meet basic
needs.
Upon completion of this
course, the student will
demonstrate beginning skill
in care of the adult client.
Upon completion of this
course, the student will
manage the care for adult
clients with specified health
alterations
Upon completion of this
course, the student will
manage the care of adult
clients to achieve positive
outcomes.
Upon completion of this
course, the student will assist
the mental health care team
in managing the care of
assigned clients.
Upon completion of this
course, the student will assist
the health care team in
managing the care of
assigned maternal/pediatric
clients.
Upon completion of this
program, the graduate will
-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.
Upon completion of this
course, the student will
utilize appropriate
communication skills.
Upon completion of this
course, the student will
utilize effective
communication skills.
Upon completion of this
course, the student will
demonstrate effective
communication techniques
with the client, family and
the health care team.
Upon completion of this
course, the student will
communicate effectively
with clients, significant
others and the health care
team.
Upon completion of this
course, the student will
communicate effectively
with clients and members of
the mental health care team.
Upon completion of this
course, the student will
communicate effectively
with maternal/pediatric
clients, client caregivers, and
members of the health care
team.
Upon completion of this
program, the graduate will
practice nursing within the
ethical, legal, and regulatory
frameworks.
Upon completion of this
course, the student will
practice within the ethical,
legal and professional
frameworks which guide
student nurse activities.
Upon completion of this
course, the student will
practice within the ethical,
legal and professional
frameworks which guide
student nurse activities.
Upon completion of this
course, the student will
utilize professional standards
of practice.
Upon completion of this
course, the student will
model behaviors that
demonstrate accountability
for nursing practice.
Upon completion of this
course, the student will
model behaviors that
demonstrate individual
responsibility and
accountability for nursing
practice according to ethical,
legal and regulatory
frameworks.
Upon completion of this
course, the student will
model behaviors that
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.
The benchmark at St. Mary’s/ Marshall University Cooperative ASN
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.
The benchmark at St. Mary’s/ Marshall University Cooperative ASN
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
26
27
28
29
30
31
32
33
34
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
http://www.marshall.edu/assessment/programreviewforms2.htm
Click on “Program Data” then on “Semester Reports.” Course
enrollments are listed by term.
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
http://www.marshall.edu/assessment/programreviewforms2.htm
Click on “Program Data” then on “Semester Reports.” Course
enrollments are listed by term.
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
http://www.marshall.edu/assessment/programreviewforms2.htm
38
Click on “Program Data” then on “Semester Reports.” Course
enrollments are listed by term.
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
http://www.marshall.edu/assessment/programreviewforms2.htm
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
CE activities 2007 educator role 81.4 contact hours provider role 13.7 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
Faculty Data Sheet (No more than TWO pages per faculty member)
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
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
2008 Spring Nursing 241 78
2008/2009 Spring Nursing 241 81
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.
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
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.
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
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
51
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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____
Years of employment in higher education ___33_____
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
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
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. 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.
5 Indicate any other activities that have contributed to effective teaching.
Achieved Nurse Educator Certification approved by NLN; renewed ANCC Family
Nurse Practitioner Certification
6 List professional books/papers published during the last five years.
7 List papers presented at state, regional, and/or national organization conferences during the last five years.
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
Faculty Data Sheet (No more than TWO pages per faculty member)
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_____
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 N230 Health Alterations II (Team, 25%) 80
2008/Spr N241 Health Alterations III (Team, 20%) 80
2008/Fall N230 Health Alterations II (Team, 25%) 84
2008/Fall N223 Pharmacology (Team, 20%) 18
2008/Fall N233 Health Alterations II (Team, 25%) 10
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
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 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
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
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
5 Indicate any other activities that have contributed to effective teaching.
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
6 List professional books/papers published during the last five years.
Chapter Reviewer for Smeltzer-Brunner & Suddarth’s Textbook of Medical-
Surgical Nursing, 11th
edition, Lippincott, Williams, Wilkins, 2009
7 List papers presented at state, regional, and/or national organization conferences during the last five years.
Presentation: “Playing in a Classroom Near You: LA Law vs. Boston Legal”—11/08
for NOADN National Conference
8 List externally funded research (grants and contracts) you received during the last five years.
55
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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 non-teaching experience __8____
Years of employment other than Marshall __8____
Years of employment at Marshall __6____
Years of employment in higher education __6____
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 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.
(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.
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
last five years.
5 Indicate any other activities that have contributed to effective teaching.
6 List professional books/papers published during the last five years.
7 List papers presented at state, regional, and/or national organization conferences during the last five years.
8 List externally funded research (grants and contracts) you received during the last five years.
3. (2004-2005)
Professional organizations – NLN
(2005-2006)
Professional organizations – NLN, TPAN
Conferences – TPAN – Maternal Child Update (2006-2007)
Professional organizations – NLN, TPAN
Conferences – Trends in Health Care Education, Interactive Test Writing Seminar
(2007-2008)
Professional organizations – NLN, TPAN
Conferences – TPAN, Infusing Technology into Nursing Education, Nursing Education Updates, Education
Technology Conference
(2008-2009)
Professional organizations – NLN, TPAN
Conferences- TPAN, Simulations for Dummies…Incorporating Simulation into Healthcare Education,
Cultivating a Culture of Civility in Nursing Education
57
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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 at Marshall ________
Years of employment in higher education ___3____
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 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
Team taught - Clinical Instructor x 10 hrs/wk
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
Team taught - Clinical Instructor x 10 hrs/wk
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
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.
Member WVLN - 2006 – Present
Member NOADN – 2008 – Present
Member WV-AND – 2008 - Present
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the last five years.
May 10, 2008 – MSN (Nurse Educator Track) from Marshall University
2004 – Nurse of the Year for SICU at SMMC
5 Indicate any other activities that have contributed to effective teaching.
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
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
59
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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____
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
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
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. 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
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. Self Study re Educator Role
6 List professional books/papers published during the last five years. 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
60
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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
Years non-teaching experience __20____
Years of employment other than Marshall ________
Years of employment at Marshall ________
Years of employment in higher education __5_____
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
2008 Fall Nur 120 Fundamentals of Nursing (Team Teach / 2%) 90
2009 Spring Nur 120 Fundamentals of Nursing (Team Teach / 33%) 60
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.
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
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
last five years.
Nursing Excellence Award (KDMC 2004)
5 Indicate any other activities that have contributed to effective teaching.
Completed class for DNP program at University of Kentucky
6 List professional books/papers published during the last five years.
NA
7 List papers presented at state, regional, and/or national organization conferences during the last five years.
Stress Management for Faculty and Students, New Horizon KCTCS Conference 2005
8 List externally funded research (grants and contracts) you received during the last five years.
NA
62
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
Name: ________Shelia M. Kyle___________________Rank:___Professor_____________________
Status: (Check one) Full-time__X___; Part-time_____; Graduate Assistant._____
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 non-teaching experience __12______
Years of employment other than Marshall __33______
Years of employment at Marshall __10______
Years of employment in higher education __32______
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
Duties have been administrative.
2 If your degree is not in your area of current assignment, please explain.
Degree is in area of current assignment.
(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.
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
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the last five years.
Have spoken each year on topics related to nursing or health care education, Research in Health Care, and the West Virginia Center for Nursing.
5 Indicate any other activities that have contributed to effective teaching.
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.
6 List professional books/papers published during the last five years.
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
Faculty Data Sheet (No more than TWO pages per faculty member)
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___
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
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.)
2 If your degree is not in your area of current assignment, please explain.
(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.
-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
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.
-See above
6 List professional books/papers published during the last five years.
-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
Faculty Data Sheet (No more than TWO pages per faculty member)
Name: ___Sara E. Marriott_______________Rank:_Clinical Assistant Professor of Nursing___
Status: (Check one) Full-time__x___; Part-time_____; Graduate Assistant._____
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___
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
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
2 If your degree is not in your area of current assignment, please explain.
(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.
WVNLN & NLN. Attended WVNLN conference April 18, 2009 in Huntington WV.
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
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
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
68
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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_______
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
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
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
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
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.
6 List professional books/papers published during the last five years. None
7 List papers presented at state, regional, and/or national organization conferences during the last five years.
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
Faculty Data Sheet (No more than TWO pages per faculty member)
Name: _____Allison Morrison __Rank:___Associate Professor_____________________
Status: (Check one) Full-time_X___; Part-time_____; Graduate Assistant._____
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______
Years of employment in higher education __15______
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 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
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.
(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)
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
last five years.
5 Indicate any other activities that have contributed to effective teaching.
6 List professional books/papers published during the last five years.
7 List papers presented at state, regional, and/or national organization conferences during the last five years.
8 List externally funded research (grants and contracts) you received during the last five years.
72
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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 non-teaching experience __6______
Years of employment other than Marshall __29____
Years of employment at Marshall __N/A______
Years of employment in higher education __29______
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 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
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. Please refer to faculty data sheets at St. Mary’s School of Nursing.
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
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
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
74
Appendix II
Faculty Data Sheet
Marshall University (No more than TWO pages per faculty member)
Name: Linda Peake Rank: Professor
Status: (Check one) Full-time__X___; Part-time_____; Graduate Assistant._____
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 other than Marshall ________
Years of employment at Marshall ________
Years of employment in higher education 32 years at St. Mary’s School of Nursing
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 Roles and Processes 90
Team taught; I taught 30% of course
2008 Spring NUR 220 Health Alterations 90
Team taught; I taught 30% of course
2008 Fall NUR 120 Introduction to Nursing Roles and Processes 60
Team taught; I taught 30% of course
2009 Spring NUR 220 Health Alterations I 60
Team taught; I taught 30% of course
2 If your degree is not in your area of current assignment, please explain.
(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
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.
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
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.
5 Indicate any other activities that have contributed to effective teaching.
6 List professional books/papers published during the last five years. 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.
76
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
Name: __Rebecca Porter____________________Rank:__Assistant Professor of Nursing______________________
Status: (Check one) Full-time__x___; Part-time_____; Graduate Assistant._____
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_____
Years of employment in higher education ___4_____
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 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
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.
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
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the last five years.
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.
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
78
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
Name: Lisa Ramsburg Rank: Associate Professor
Status: (Check one) Full-time_X___; Part-time_____; Graduate Assistant._____
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
Years non-teaching experience __24____
Years of employment other than Marshall ________
Years of employment at Marshall ________
Years of employment in higher education __5_____
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 Fundamentals of Nursing (Team Teach / 20%) 90
2008 Spring Nur 220 Medical Surgical Nursing (Team Teach / 20%) 83
2008 Fall Nur 120 Fundamentals of Nursing (Team Teach / 20%) 90
2009 Spring Nur 220 Medical Surgical Nursing (Team Teach / 25%) 51
2 If your degree is not in your area of current assignment, please explain.
(NOTE: Begin with the most recent activities in each of the following sections.)
4 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 Activities:
How to Make Never Events, Never Events
Bridging the Gap Between Nursing Education and Practice
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
4 List awards/honors (including invitations to speak in your area of expertise) or special recognition in the
last five years.
Nursing Excellence Award (St. Mary’s SON)
5 Indicate any other activities that have contributed to effective teaching.
Completed course work for MU Ed.D program (curriculum and instruction)
6 List professional books/papers published during the last five years.
Ramsburg, L (2007). Strive for Success: A Successful Retention Project for ASN Students, Teaching and Learning in Nursing, 2(1).
7 List papers presented at state, regional, and/or national organization conferences during the last five years.
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
8 List externally funded research (grants and contracts) you received during the last five years.
80
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
Name: __Tonya S. Taylor____________________Rank:__Assistant Professor______________________
Status: (Check one) Full-time__x___; Part-time_____; Graduate Assistant._____
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_____
Years of employment in higher education ___8_____
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
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
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:
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 2007 educator role 19.75 contact hours provider role 25.75 contact hours
CE activities 2006 educator role 6.8 contact hours provider role 12.3 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
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
82
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
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
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
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
(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.
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
Bridging the Gap Between Nursing Education and Practice
(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
5 Indicate any other activities that have contributed to effective teaching.
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
6 List professional books/papers published during the last five years.
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
84
Appendix II
Faculty Data Sheet (No more than TWO pages per faculty member)
Name: ___Kathy Tygart__________________________________Rank:__Clinical-Professor_______
Status: (Check one) Full-time__X___; Part-time_____; Graduate Assistant._____
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 at Marshall __13____
Years of employment in higher education __15____
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 %
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.
(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.
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
6 List professional books/papers published during the last five years. 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.
86
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
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
Caring
Interventions
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
95
Blueprint to assure that the content
areas of the combined finals
corresponded to the weighting on the
NCLEX
Teaching /
Learning
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
Collaboration 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
96
NCLEX
Managing Care 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
Communication 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.
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
Professional
Behaviors
76% or higher in the
course based on all unit
76% or higher in the
course based on all unit
80% of those admitted
graduate.
All teacher made exams are scored
with a scanner; the software program
97
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.
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.
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.
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
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
96 Unknown Unknown Unknown 3
2008
88 Unknown Unknown Unknown 3
2009
78 Unknown Unknown Unknown 25
Note: this is the
number at the time of
graduation. Many will
have found jobs by
now.
Five
Year
Total
426 Unknown Unknown Unknown 35
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
Unavailable at this time.
ACT Work Keys - Reading Spring 2006 80 Both Basic & Bridge Classes May 2006
Unavailable at this time.
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
ACT Work Keys Math Locating Information Reading
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%
ACT Work Keys Math Locating Information Reading
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
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 1.2 : The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities.
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)
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
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 1.3 : Communities of interest have input into the program processes and decision – making.
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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard 1. 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 1.4: Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community.
TIME FRAME: Every four 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard 1. 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 1.5: The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing.
TIME FRAME: Every four 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard 1. 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 1.6: 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.
TIME FRAME: Every four 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard 1. 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 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.
TIME FRAME: Every four 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard 1. 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 1.8: 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.
TIME FRAME: Every four 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard 1. 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 1.9: Records reflect that program complaints and grievances receive due process and include evidence of resolution.
TIME FRAME: Every four 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard 1. 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. (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.
TIME FRAME: Every four 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)
N/A – No distance education
N/A N/A
136
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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
Process Implementation
FACULTY CREDENTIALS
NAME DEGREE LICENSURE YEARS OF EXPERIENCE CLINICAL AREAS/
EXPERTISE
CERTIFICATIONS
PRIOR TO
TEACHING
TEACHING
137
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.2: Faculty (full and part-time) credentials meet governing organization and state requirements.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.3: Credentials of practice laboratory personnel are commensurate with their level of responsibilities.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.4 The number and utilization of faculty (full and part-time) ensure that program outcomes are achieved.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.5 Faculty (full and part-time) performance reflects scholarship and evidence based teaching and clinical practices.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.6 The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.7: Faculty (full and part-time) are oriented and mentored in their areas of responsibilities.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.8 Systematic assessment of faculty (full and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. TIME FRAME: Every 3 years
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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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.
(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.
TIME FRAME: Every 3 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)
N/A – No distance education
155
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard III. STUDENTS
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.
TIME FRAME: Every 3 years
Process Implementation
MAINT
ENAN
CE OF
EDUC
ATION
AL
AND
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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard III. STUDENTS
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard III. STUDENTS
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
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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard III. STUDENTS
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
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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard III. STUDENTS
Student policies, development and services support the goals and outcomes of the nursing unit..
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard III. STUDENTS
Student policies, development and services support the goals and outcomes of the nursing unit..
(For nursing education units engaged in distance education, the additional criterion is applicable)
NLNAC Criterion 3.8: Information related to technology requirements and policies specific to distance education is clear, accurate , consistent and accessible.
TIME FRAME: Every 3 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)
N/A- No distance education
165
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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
TIME FRAME: Every 3 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)
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
Student learning outcomes
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 4.2: The curriculum is developed by the faculty and regularly reviewed for rigor and currency.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 4.3: The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities and evaluate student progress.
TIME FRAME: Every 3 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)
Student learning outcomes
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 4.4: The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 4.5: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program
outcomes.
TIME FRAME: Every 3 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)
Student learning 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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard IV. CURRICULUM AND INSTRUCTION
The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. .
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.
TIME FRAME: Every 3 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)
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
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. 6 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for
innovation, flexibility and technological advances.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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. 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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard IV. CURRICULUM AND INSTRUCTION
The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. .
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard IV. CURRICULUM
The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.
(For nursing education units engaged in distance education, the additional criterion is applicable)
NLNAC Criterion 4.9 Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes
TIME FRAME: Every 3 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)
N/A- No distance Education
189
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation Plan
for Program Evaluation and Assessment of Outcomes
Standard V. RESOURCES
Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard V. RESOURCES
Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.
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
alternative methods of delivery.
Time Frame: Every three 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)
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
Standard V. RESOURCES
Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.
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
alternative methods of delivery.
Time Frame: Every three 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
Standard V. RESOURCES
Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.
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
Time Frame: Every three 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)
N/A- no distance education
199
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 6.2: Aggregated evaluation findings inform program decision-making and are used to maintain or improve student learning outcomes.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 6.3: Evaluation findings are shared with communities of interest.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 6.4: Graduates demonstrate achievement of competencies appropriate to role preparation.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 6.5: 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.
TIME FRAME: Every 3 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)
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
St. Mary’s/Marshall University Cooperative Program
Systematic Evaluation
Plan for Program Evaluation and Assessment of Outcomes
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 6.5: 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.
TIME FRAME: Every 3 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)
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
SYSTEMATIC EVALUATION PLAN
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
211
212
COVER PAGE
SYSTEMATIC EVALUATION PLAN
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.
Agree Disagree If disagree, explain___________________________
6. The number and variety of clinical sites available are adequate to meet student learning needs.
Agree Disagree If disagree, explain___________________________
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.
Agree Disagree If disagree, explain reason. _____________________________________________________
4. TECHNICAL SUPPORT is sufficient to meet faculty and student needs.
Agree Disagree If disagree, explain reason. _____________________________________________________
216
APPENDIX XI
APPROVAL LETTERS FROM NLNAC AND WVBOE-RN
(Additional Information will be provided in hard copy.)
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