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i
Peralta Community College
District
Fall 2015
Merritt College
Student Health Center
Program Review
ii
Table of Contents
Purpose and Goals 1.
Components in the Process 2.
The Non-Instructional Department, Program or Administrative Unit
Program Review Team 3.
Core Data Elements 4.
Definitions 5.
The Non-Instructional Department, Program or Administrative Unit
Program Review Narrative Report 6.
Appendices 26.
Appendix A. Program Review New Resource Requests Template 27.
Appendix B. Integrated Goal Setting Template 28.
Appendix C. Validation Template 29.
Appendix D Chart Review 32
References 33
1
Purpose and Goals
The information gathered during the program review process provides the basis for informed decision making
in the Peralta Community College District. Program Review is a systematic process for the collection, analysis,
and interpretation of data concerning a program or department. It provides the department, program or
administrative unit accountability by collecting, analyzing and disseminating information that will inform
integrated planning, resource allocation, and decision-making processes.
The primary goals are to:
Ensure quality and excellence of academic and student support programs and administrative units.
Provide a standardized methodology for review of units.
Provide a mechanism for demonstrating continuous quality improvement, producing a foundation for
action.
Identify effective and exemplary practices.
Strengthen planning and decision-making based upon current data.
Identify resource needs.
Develop recommendations and strategies concerning future directions and provide evidence supporting
plans for the future, within the program or unit, at the college and at the District level.
Inform integrated planning at all levels within the College and the District.
Ensure that services reflect student needs, encourage student success, and foster improved teaching and
learning.
Provide a baseline document for demonstration of continuous improvement and use as a reference for
future annual program updates.
2
Components in the Process
The Non-Instructional Department, Program or Administrative Unit Program Review process, which occurs
every three years, consists of answering a set of questions designed to aid in the examination of support and
administrative services. These questions direct attention to assessment results, support services, administrative
functions, and resource areas related to student success in order to develop a plan that will improve the quality
of support and administrative services.
The primary components in the Non-Instructional Department, Program or Administrative Unit Program
Review process include:
The Non-Instructional department, support or administrative service Program Review Team
Completion of a Non-Instructional Department, Program or Administrative Unit Program Review
Narrative Report every three years
Validation of the Non-Instructional Department, Program or Administrative Program Review Report
Completion of three reporting templates (found in the appendix). They are:
The Program Review Resource Requests Template in which to summarize key resource needs.
The Integrated Goal Setting Template in which to set goals, objectives and action plans based upon
the Program Review findings in alignment with PCCD Strategic Goals and Institutional Objectives.
The Validation Process Form in which to document the validity of the program review.
Annual Program Updates (APUs), which review progress in meeting goals identified in the Non-
Instructional Program Review, are completed in the alternate years within the comprehensive Program
Review three year- cycle.
_____________________________________________________________________________
Thus, the recommendations and priorities from the Non-Instructional Department, Program or Administrative
Unit Program Review feed directly into the development of departmental and/or unit plans. In turn, the
departmental and/or unit plans serve as the driving mechanisms in formulation of updated educational, budget,
technology and facilities plans.
3
The Non-Instructional Department, Program or
Administrative Program Review Team
The Non-Instructional Program Department, Program or Administrative Unit Review Team at the College is
comprised of the following members:
Department, program or administrative unit Manager.
Two additional staff members within the department, program or administrative unit.
All staff members within a department, program or administrative unit are encouraged to participate
in the Non-Instructional Department, Program or Administrative Program Review process, although
participation is not mandatory.
A college body, such as a validation committee or institutional effectiveness committee, comprised
of staff outside of the department, program or administrative unit.
_____________________________________________________________________________
The Non-Instructional Department, Program or Administrative Unit Program Review Team will analyze the
Program Level Outcomes and/or Service Area Outcomes assessment results and other information (student
demographic data, needs assessments, student engagement surveys, student satisfaction surveys, etc.) and
complete the Non-Instructional Department, Program or Administrative Unit Program Review Narrative
Report.
______________________________________________________________________________
Validation: A designated college body, such as a validation committee or institutional effectiveness
committee, will review the Non-Instructional Department, Program or Administrative Unit Program Review
Narrative Report to ensure completeness of the narrative report, the resource needs template, and the goal
setting template.
The validation committee will complete the validation form, including signatures, included in Appendix C and
make recommendations to the Vice President of Instruction, Vice President of Student Services and College
President.
4
Non-Instructional Department, Program or
Administrative Unit Core Data Elements
Part I. District Office
The District Office of Institutional Research will provide the following data to the department or program
by October 1st of each comprehensive program review year.
Total enrollment data for the college (unduplicated) for the last three years disaggregated by age,
gender, ethnicity and special populations (i.e.; foster youth, veterans, DSPS, etc.) for the last three
years.
Total number of students served in support and/or special programs disaggregated by age, gender,
ethnicity, and special populations (i.e. foster youth, veterans, DSPS, etc.) for the past three years.
Overall college retention rate disaggregated by age, gender, ethnicity, and special populations (i.e.
foster youth, veterans, DSPS, etc.) for the last three years.
Support and/or special program retention rates for the last three years, if applicable
Overall college completion retention rate disaggregated by age, gender, ethnicity, and special
populations (i.e. foster youth, veterans, DSPS, etc.) for the last three years.
Support and/or special program completion rates for the last three years, if applicable
Department, Program or Administrative Unit staff demographics: Full-time/part-time, by category
of employment, disaggregated by age, gender, ethnicity
___________________________________________________________________________
Part II. College
The Office of Instruction and the Vice President of Instruction at the College will provide the following to
the Non-Instructional department, program or unit manager.
A copy of the PCCD Strategic Goals and Institutional Objectives for the current academic year.
A copy of the College Goals and Objectives for the current academic year.
Student satisfaction/engagement survey results (CSSE, Noel-Levitz, etc.), if applicable.
Administrative unit and/or campus surveys, if applicable.
5
Definitions
Administrative Unit: An administrative unit is responsible for providing specific services throughout the
college and/or provides services necessary to support the overall operation of the college.
Administrative Unit Outcome (AUO): a statement that describes the benefit that an administrative unit hopes
to achieve that is a result of the work that the unit performs. Each AUO must be measurable with defined
criteria.
Assessment: Measurement of a service area outcome. Self-assessment and evaluation surveys can provide the
data. Collecting and analyzing the evidence leads to improvement of the unit’s effectiveness.
Department/Program: An individual area of service within the college.
FTEF (Full Time Equivalent Faculty): Also known as load equivalency. A full-time instructor teaching 15
lecture hours per week for one semester = 1.0 FTEF. One lecture hour = 50 minute instructional period. One
lab hour = .8 of one lecture hour equivalent. This is a semester, or term, measure.
FTES (Full Time Equivalent Student): This measure is used as the basis for computation of state support for
California Community Colleges. For example, one student attending 15 hours a week for 35 weeks (one
academic year) generates 1 FTES.
Retention: After the first census, the percent of students earning any grade but a “W” in a course, series of
courses, or program.
Service Area Outcome (SAO): a statement that describes the benefit that a department or support service unit
hopes to achieve that is a result of the work that the unit performs. Each SAO must be measurable with defined
criteria.
SSSP: Student Support Services Program (formerly called matriculation). Services are required by the
Seymour-Campbell Student Success Act of 2012. These services includes orientation, assessment and
placement, educational planning, counseling, advising and follow-up services.
Student Success: Completion rates with a grade “C” or better. Completion rates can be at the course, program,
degree or certificate level.
6
The Non-Instructional Department, Program or
Administrative Unit Program Review Report
1. College: Merritt College
Department, Program or Administrative Unit: Student Health Services (SHS)
Date: September 28, 2015-Revised 12/08/15
Members of the Department, Program or Administrative Unit Program Review Team:
Jon Murphy, RN Nurse Practitioner, Ed.D.
Indra Thadani, RN, MSN, Director of Health Services for Peralta Colleges
Dr. Lilia Chavez
Dr. Marty Zielke
Members of the Validation Team:
Arnulfo Cedillo, Vice President of student Services (VPSS)
______________________________________________________________________________
2. Narrative Description: Please provide a mission statement or a brief general statement of the primary goals and objectives of your
department, program or administrative unit. Include the essential functions of your department, program or
administrative unit, any unique characteristics or trends affecting the department, program or administrative
unit, as well as a description of how the department, program or administrative unit aligns with the college
mission statement.
Alignment of College Mission and Objectives and Goals with Student Health Center:
o Merritt’s Mission Statement:
o The mission of Merritt College is to enhance the quality of life in the communities we serve by helping students to attain knowledge, master skills, and develop the appreciation, attitudes and values needed to succeed and participate responsibly in a democratic society and a global economy.
o
o
o
o
o
o
The mission of Health Services at Merritt is aligned
with the District’s Mission to further the equality and
equity of the educational opportunity and success for
all students by providing access to health services
which promote the physical, emotional, social and
spiritual well-being of our students. This well-being
contributes to the educational aim of our community
colleges by promoting student retention and academic
success. SHS helps accomplish the college mission
goals by providing access to excellent Patient
Education services focused on mental health
wellness and physical health wellness.
Also the Center provides urgent care needs for
those seeking Mental health and physical health
services such as counseling and assessment of needs
and alignment of needs to appropriate care.
o Merritt’s Core Values
o
o Student Success – We provide challenging and rigorous
learning experiences that support the academic and personal
Merritt’s Student Health Center’s (SHC’s) Core Values
Student Success – We treat and refer students appropriately
towards maintaining optimal physical and mental health so
7
success of our students.
o
o
o Caring Spirit – We genuinely care about every member of our
campus community.
o
o
o
o Teamwork and Inclusion – We encourage everyone to
participate in college governance and assume responsibility for
acting on our shared commitment to provide exceptional learning
experiences.
o
o
o
o
o
o
o Campus Climate – We strive to create a student-centered
learning environment that leads to student retention, persistence
and success.
o
o
o Diversity – We honor and respect the different backgrounds,
experiences, languages, values and cultures of everyone at the
college.
o
o
students can stay in the classroom thereby supporting the
academic and personal success of our students.
Caring Spirit – Merritt’s Student Health Services
enhance student success by addressing the physical,
psychological, spiritual and social needs of Peralta
students in a holistic and culturally sensitive manner.
Teamwork and Inclusion – The Campus Nurse Practitioner is
active in Shared Governance Committees such as
1) Academic Senate (Corresponding Secretary)
2) Health and Safety Committee (Co-Chair) and took a leadership
role in Fall 2015 to coordinate/participate in Earthquake Safety,
Evacuation Drill (Campus Wide) and Active Shooter Training
(Campus Invited and Filmed for future training-by PCCD TV)
3) Accreditation Committee working specifically on
Recommendation 2)
Campus Climate –Merritt’s Student Health Services is student-
centered learning environment that leads to student retention,
persistence and success.
Diversity – We honor and respect the different backgrounds, and
serve anyone who comes through our doors. Students at Merritt
College come from a diversity of backgrounds, ages, and
lifestyles
o Merritt’s Vision:
o Create learning experiences that stimulate intellectual curiosity
and empower students to communicate effectively, think
creatively, and embrace their potential.
o Prepare students to become the future leaders of our
interconnected global society.
o Engage the community as an active participant and resource
through creative partnerships.
Merritt’s Student Health Services Vision:
If a student is not feeling emotionally or physically
well, they are less likely to come to class, participate
fully and get their work done! Per Healthy Campus
2020, the Merritt Student Health Service strives to:
1. Increase academic achievement, student retention
and lifelong learning;
2. Achieve health equity, eliminate disparities in
wellness, and improve the overall health of the campus
communities;
3. Promote healthy development and healthy behaviors
across every stage of life;
4. Create social and physical environments that
promote health, safety and learning;
5. Eliminate preventable disease, disability, injury and
premature death.
At Merritt’s SHC we believe that good health is essential to student success. Health Services actively promotes
self-care and wellness. We are committed to providing health education, wellness programs, and early illness
prevention to better enable students to fulfill their personal and educational goals. Our programs are designed
around a concept of wellness that integrates all the elements of a student’s life: physical, emotional, social,
spiritual, intellectual and occupational. It is our hope that students will be empowered and informed to make
positive choices that contributes to academic success, academic retention and future contributions to the
8
community.
Adapted from: Healthy Campus 2020, American College Health Association, based on Healthy People 2020,
US Department of Health and Human Services, Washington, DC 20201
SHS’s Program Goals
It is the goal of the Merritt’s SHC to provide:
A. A Culturally Relevant, Competent Model of Care
B. A Comprehensive, Integrated Model of Health Care Delivery
C. An Integrated Mental Health Program
D. Continuous Outreach and In-Reach
E. Health Education For future development:
1. Dental Health Options
2. Life Planning and Management
3. A Safe Environment
4. Maximum Accessibility and Minimal Cost
____________________________________________________________________
3. Organizational Chart:
Please insert an organizational chart showing where the department, program or administrative unit is
located within the college organizational structure.
This picture of the Organizational Chart is copied and pasted from the following Peralta Website:
http://www.merritt.edu/wp/wp-content/uploads/2015/02/Merritt-Organizational-Chart-012915.pdf
9
Please discuss the relationship and engagement with other support services, programs, and/or
administrative units and any influences these relationships have on the ability of the department,
program or administrative unit to meet its goals.
All work of the SHC is focused on meeting the primary goals of keeping students mentally and physically
well enough to maintain optimal levels of success in the academic milieu. Meeting our Goals of SHS is
also met through multiple shared governance involvement and strong advocacy by SHS Director,
Thadani.
The interrelatedness amongst all the constituents of the college is just a 4 digit phone call away. E-mailing
through Outlook system is common as all Merritt and other Peralta staff has a peralta.edu email address, as do
students enrolled in the four peralta colleges. There is frequent interaction between the Campus Nurse
Practitioner and the Vice President of Student Services, Dr. Cedillo. They, in turn are much interconnected
with Mental Health Care Specialist, Larry Lariosa, MFT and the Peralta Health Care Services Director, Indra
Thadani. Most communication is via email but at least once per month the staff at SHC has a face-to-face
encounter to discuss planning and implementation of planning of student health services.
The Vice Chancellor of Educational Services, along with the Health Services Director, will clarify the roles and responsibilities of PCCD and will report and present to the PCCD’s Board of Trustees or its committees, as needed.
Additionally the staff at SHC has monthly meetings as they are integrated with the other four colleges’ SHC’s
constituents. This committee has 2-hour meetings to discuss a comprehensive range of Peralta students’ mental
and physical health care needs and we promote best practices as our guidelines for conducting business. Both,
the Peralta SHC Director and the Merritt’s SHC’s Nurse Practitioner, Jon Murphy, are officer and regional
representative respectively for the Statewide Professional Organization, HSACCC (Health Services Association
of California Community Colleges). The direct Supervisor of Mental Health and Medical Health are the VP of
Student Services (VPSS) and SHS. He is the primary link between the SHC and Merritt’s Upper Administration
and the link between Merritt’s Administrative Team and the District facilitated by the Peralta Director of SHS.
It is also notable that the direct supervisor over SHS is located in the same Building and on the same floor of the
SHS, which promotes easy collaboration between management and Student Health Services.
The direct link between Academic Senate Committee and SHC is directly facilitated by Jon Murphy, the Nurse
Practitioner of Merritt’s SHC as he is the Corresponding Secretary on the Senate. Needs of the SHS are
frequently discussed in these twice monthly meetings.
The direct link between Health and Safety Committee and SHC is directly facilitated by Jon Murphy, the Nurse
Practitioner of Merritt’s SHC as he is the Co-Chair for this Committee. Needs of campus wide Health and
Safety are frequently discussed in these monthly meetings. Fall of 2015 alone has involved the entire campus in
three important safety events: 1) the CA Shakeout in October to Prepare the campus for an Earthquake; 2) the
evacuation drill conducted in November to prepare the campus of where to go if there is a disaster; and 3) the
Active Shooter Training in December inviting the entire campus to plan for survival if there is a shooter at
Merritt College. All constituents of the organizational chart have played an active role in these Health and
Safety Events as they all focus on mandatory safety measures we must do to stay in compliance with Merritt’s
Organization Plan Manual.
The direct link between Merritt’s and Peralta’s SHC’s is directly interconnected with other CA Community
Colleges through HSACCC facilitated by Jon Murphy, the Nurse Practitioner of Merritt’s SHC and Indra
Thadani the Peralta Director of Student Services. These meetings are held at least 2-3 times per year.
10
Please describe how external factors (if applicable) , such as State and Federal laws, advisory board
recommendations, changing demographics, etc. have on the support services your department, program
or administrative unit provides.
State and Federal Standards of health Care Delivery directly govern Licensure of the Nurse
Practitioner/provider as well as the Mental Health Counselor, Larry Lariosa, our MFT. Education Code of
California also oversees the practice and standards of how student health services must practice. The Peralta
College District is governed by the Peralta Board of Trustees and all four colleges must maintain compliance
with Cal OSHA as well as Peralta’s Policy and Procedure as laid out by Office of Risk Management on the
Peralta Website: web.peralta.edu/risk-management/
The Student Health Services Provider, Jon Murphy, is also Co-Chair of the Health and Safety Committee which
is an Advisory Committee which can directly report to the VPSS and the College President, as needed. This
committee is responsible for maintaining health and safety of the overall campus as it interfaces with the
community it serves. Annually the Health Services Director coordinates Community Involvement by inviting
multiple Community Health related businesses to the Campus Health Fair. This is always a successful event for
students and community businesses to interface.
The Student Health Services Working Group (SHSWG) served as an advisory body. The SHSWG include
students and representatives from all four colleges, the HCSA, and the service provider. Additionally the
Director of the Peralta Wellness Center (PWC) at Laney College and campus Health Service Coordinators
serve as members. The Health Services Director will serve as the chair. Initial planning and on-going
operations are to be developed by the SHSWG, in collaboration with the service provider. Other charges for
the SHSWG include: addressing day-to-day operational concerns, establishing procedures and protocols, and
reviewing the annual budget.
The Health Services Director, Ms. Thadani, monitors the clinical services delivery contract of the health
services provider, and, with the health services provider, will research best practices from other community
colleges.
Peralta health professionals, with the health services provider, will develop a collaboration plan for the existing PCCD health services and the new, expanded services offered by the health services provider.
Role of Alameda County Health Care Services Agency (HCSA)
Alameda County Health Care Services Agency (HCSA) provided support including facility planning,
financing strategies, and acting as an advisor with contract development and monitoring. They facilitated
work toward securing resources to support the delivery of health services, including leveraging monetary
resources to obtain additional funding, grant- writing, and third party billing.
In summer of 2015 AHS service contract ended and Peralta is now in contract with a new Health Services
Provider, Healthy Communities, and a subsidiary to Lifelong. Healthy Communities, in collaboration with the
Health Services Director and the SHSWG, will recommend an incremental plan to provide clinical services
starting in the fall semester of 2015. Healthy Communities will provide additional clinical services based on
available funding, and such increases in services shall be reviewed by the Student Health Services Work
Group, and approved as above. Healthy Communities will also continue where AHS left off, collaborating
with PCCD to conduct an outreach campaign for PCCD students.
Any FQHC (federally qualified health centers) providing services on a Peralta campus will maintain all
11
required licenses and special permits issued by federal, state, and local agencies related to the services it
provides, including but not limited to the California Health and Safety Code, Division 2 and Title 22 and
Title 17 of the California Code of Regulations.
______________________________________________________________________________
4. Student Demographic Data: Serve all student population
For Departments and Programs, please enter the following demographic data for the past three years.
The data below will be the compilation by varied sources compiled to attempt to describe our demographic
population served by Merritt’s SHC. Data is missing for multiple years due to the position of campus nurse had
not officially been filled since the retirement of Karen Bougae in 2010. The former Campus RN provided
Medical and Mental Health Care services as she was an RN with an MFT credential as well. Merritt students
were encouraged to go to the Peralta Wellness Center (PWC) from the fall of 2010 up to the fall of 2014. The
most common reasons for students coming to the PWC were: family planning and muscular-skeletal injuries.
We were out of compliance with the Peralta Contract with PFT until spring of 2015, with the hiring of Jon
Murphy as 15 hour Campus Nurse Practitioner, and a fifteen hour Peralta psychologist. Some columns will
reflect percentages while others will reflect numbers from populations indicated below the table, while citing
the resource from where data was derived.
Department or Program
Name:
Year 1
2011-2012*
Year 2
2013-2014**
Year 3
2014/15***
% Change (year 1 to
year 3-approx %)
Total Students Served
(Headcount)
N=349 Part-time
services provided
N=776**** Reflecting Peralta
College Students
N=473 One semester
reflected
Gender: Male 40%
43.6% 16% Decr by 24%
Gender: Female 60%
36.6% 83% Incr by 23%
Gender: Unreported 0 0.4%
transgender
2% Incr by 2%
Age: ≤ 19 years 22% 23.1% 7% Decr by 15%
Age: 20 -24 29% 23.6% 23% Decr by 6%
Age: 25 - 29 20% 15.6% 15% Decr by 5%
Age: 30 - 39 18%
37.7%
(30 + years)
17% Decr by 1%
Age: 40 - 49 11% 15% Incr by 4%
Age: ≥50 4% 23% Incr by19%
Ethnicity: African-
American/Black
45%
27.8% 51% Incr by 6%
Ethnicity: Asian/Pacific
Islander
16%
20.7% 20% Incr by 4%
Ethnicity:
Hispanic/Latina/Latino
19%
13% 16% Decr by 3%
Ethnicity: Native
American
3% 2.7% 4% Incr by 1%
Ethnicity: Other Non-
White
1% 4.8 4% Incr by 3%
Ethnicity: White 9% 14.7% 13% Incr by 4%
Ethnicity: Unreported 1% 5.8% 5% Incr by 4%
The list of Resources used is from the following reports:
12
*Peralta Community Colleges Student Health Services Strategic Plan. Prepared April 2011
Submitted by Dr. Jacob Ng, Vice Chancellor of Student Services
** American College Health Association. American College Health Association-National College Health
Assessment II: Peralta Community College District Executive Summary Fall 2013. Hanover, MD:
American College Health Association; 2014
** NCHA Results Table (Peralta) 2013.
***Supplemental Report_Spring_2015 Health Services (SHS) projected Budgetary Proposal submitted to
VPSS by Jon Murphy
****N=776 reflects similar data from students from all 4 campuses whereas the other 2 columns reflect
Merritt students only.
Using the data entered for your department, program or administrative unit above, briefly explain the changes in
students served for the past three years.
Fewer Males were served than females consistently in all years reported however remarkably lower
males received health care services than the preceding years which may be due to fewer enrolled males
than females.
The data also reflects fewer younger students and more students from the older age groups are using the
SHC Services.
There is an overall increase in all ethnicities served by Merritt’s Student Health Center and a 3%
decrease in Hispanic/Latinos served in 2015 by comparison to preceding years. It needs to be analyzed
whether this is proportionate to Enrollment trends for these same percent changes all of these areas, a
task for our statistician perhaps.
5. Assessment:
Please answer the following questions and attach the Task Stream “At a Glance” report, if applicable, for your
department, program or administrative unit.
Questions:
How does your department, program or administrative unit ensure that students are aware of the
program level outcomes and/or service area outcomes for your area? Where are the program
level outcomes and/or service area outcomes published? If they are on a website, please include a
live link to the page where they can be found.
Our Student Health Center (SHC) at Merritt College distributes surveys to assess whether or not we are
reaching the Program Level Outcomes for our students. The results of the Health Services Needs
Assessment Survey are summarized in the Health Services Needs Assessment Survey Report: Summary:
Report of 2009 and annual Assessment Reports from the Merritt SHC.
The Link to Peralta’s SHCs’ Goals (also Merritt’s Goals) is published in this sort of report and is found
on this website/link:
http://web.peralta.edu/health-services/files/2011/09/110428-SHS-Plan-2010-2013-FINAL.pdf
The areas needing improvement are then acknowledged and discussed among the SHC’s of the four
colleges and a plan for meeting goals is developed to better meet the outcomes or the original plan is
reevaluated to determine if it is a reachable goal for our student populations at each college.
13
Briefly describe at least two of the most significant changes/improvements your department,
program or administrative unit made in the past three years as a response to analysis and
discussion of program level outcomes and/or service area assessment results. Please state the
program level outcome and/or service area outcome and assessment cycle (year) for each example
and attach the data from the “Status Report” section of Task Stream for these findings.
Improvement 1. Increased hours of medical/mental health services.
During the past three years we at SHCMC have not been in compliance with the District/PFT Contract
regarding providing the college with the same level of Health Care Services as that provided in the year,
1986. As of 2014-2015 Academic Year we have improved and are now in compliance with the
Contract: We are providing fulltime Health care services. In fact we are exceeding the 30 hour per week
(fulltime equivalency) baseline requirement for a campus RN because we are now providing 30 hours of
medical health care plus 18 hours of Mental Health Counseling. This is due to support from the Director
of Health Services and the district health fee. In June of 2014, a detailed cost/benefit analysis was
conducted by the Director of Health Services and it was decided that the central clinic, Peralta Wellness
Center, would close and decentralize clinics at each college would be implemented. In the fall of 2014,
the Director of Health Services began a medical clinic and mental health services at Merritt.
Improvement 2. We have an improved liaison between Laney Wellness II and the SHC’s at all four
colleges. Merritt’s Student Health Center now offers student services from an NP’s, an MFT, and
Medical Assistants (MA) to meting physical and mental health needs. Additionally all four colleges
provide Mental Health Care Services at each college to meet the statistical needs of the population we
serve. All four mental health specialists have collaborative meetings monthly to provide most up-to-
date services to students based on best practices in the field.
Task Stream Report in Progress
Briefly describe two of the most significant examples of plans for program level and/or service
area improvement for the next three years as result of what you learned during the assessment
process. Please state the program level outcome and/or service area outcome and attach the data
from the “Assessment Findings and Action Plan” section of Task Stream, if applicable, for each
example.
The following three plans are in process for the purpose of expanding and improving the efficiency of
our health care delivery system for our student population.
Plan 1. The Health Services Director and Merritt SHC recently gained Approval for implementing an
Electronic Health Record (EHR) System for 2016. This EHR system is being implemented at all four
colleges (currently in early transitioning phase from paper to electronic system).
This will provide more comprehensive Health Care Services and do so more efficiently and sustainably.
The new features will provide for more intercommunication between all four colleges. This means our
overall system can more efficiently provide Diagnoses, Prescriptions, Order Lab and Tests with
established liaisons such as Quest Diagnostics, and One View Imaging (local outsourcing for definitive
diagnosing when medically indicated).
Billing Clients with private Insurance will also be facilitated by this EHR system we now have approved
by Peralta District.
14
Plan 2. To include data from assessment to ensure better care for students in the areas of: sleep,
nutrition, exercise, drug and alcohol use, and stress management. All intake forms have these areas that
were identified on the assessment and will be coached accordingly at each visit.
Plan 3-To expand Prescriptive Authority for Providers.
The Family Nurse Practitioner (FNP) from Merritt College, Jon Murphy, is working towards gaining
Prescriptive Authority under the new Partnership with Healthy Communities (the new Health Care
Delivery System). Dr. Watson’s affiliation with Healthy Communities and Merritt may facilitate the
steps towards this Family Nurse Practitioner (FNP) meeting the goal of prescriptive authority
attainment.
Describe your department, program or administrative unit’s participation in assessment of
institutional level outcomes (ILOs).
While the focus of Merritt College’s ILO’s is on Communication this year we at the Student Health
Center (SHC) of Merritt College are participating in the following three ways:
1) Expanding our outreach to students by hiring a student though her Work/Study to provide 10-15
hours promoting our services.
2) The Campus Nurse Practitioner and Mental Health Provider are also outreaching to instructors
and counselors and other staff members offering themselves to visit their work areas (classrooms and/or
departments) to offer personal presentations about our Mental/Physical Health services available.
3) Student Health Center informational fliers are also attached to these invitational emails.
4) Additionally the latest information about our services are actively emailed to our web site
developer, Susan May, for uploading to Merritt’s Student Health Services (SHS) web page.
How are the program level outcomes and/or service area outcomes aligned with the institutional
level outcomes and to the college mission? Please describe and attach the “Goal Alignment
Summary” from Task Stream, if applicable.
The following Goals on the left column came from those set in 2014 and the column on the right reflect
accomplishments of these goals.
15
Update on Goals for 2015 written in December 2014 and some of the Goals from the College and
District Mission Statement (From Director of Peralta SHC’s excerpt about all four colleges, including
Merritt’s Health Services offered in spring 2015 with graphs):
1. Setting up CAL Fresh (food program for
students).
2. Create a template for all College health centers
to report activity/productivity and patient/student
feedback.
3. Create policies and procedures for Student
Health Services
4. Orient new employee
5. Continue Student Wellness Committee (work
group)
6. Ensure that each college has a wellness fair
7. When at least one permanent mental health
professional is hired for PCCD, begin internship
program
8. Complete student wellness assessment tool
project
9. Continue to keep website current on a monthly
basis
1. Presentations were made to 2054 students and
resulted in 75 applications. 93 hours/month of
outreach was provided by Alameda Family
services grant and occurred on all four campuses
to classrooms and specific programs.
2. Template was created and all health centers
were given the template, every followed the
template except Asian Health Services.
3. It was decided to adopt the book First Aid by
Emergency Department Physicians, edition 3 to be
the P/P manual for all health centers.
4. Orientation process was formalized into a
binder, yet still work needs to be done to improve
the entire process.
5. SWC met three times on various campuses
with excellent representation from all four
colleges and the district.
6. All colleges had a Wellness Fair.
7. Argosy University MOU for mental health
internship program is complete, just needs all
signatures and then we need to implement it.
8. Student Wellness Assessment: HAPPYS is
underway with guidance from district Institutional
Research dept. this goal will be ongoing.
9. District Website is updated every 4 weeks.
What do members of your department, program or administrative unit do to ensure that
meaningful dialogue takes place in both developing and assessing the program level outcomes
and/or service area outcomes?
Monthly staff meetings are held to keep focus on our ILO’s, PLO’s and SLO’s as they align to the goals
set in the 2010-2013 Planning Report and similar reports subsequently created. SHS Center’s Key
Representatives from all four colleges discuss regularly the following processes:
We discuss if there is a built in accountability amongst ourselves and through the feedback we receive
from student satisfaction surveys. Thus we are constantly evaluating the effectiveness of our services in
meeting students’ and communities’ needs. Our Alignment with the Peralta’s Mission as it is
specifically carried out by each college’s mission and goals is also looked at from time to time to keep
us on track with ILO’s. Also we are frequently discussing Best Practices while referring to our
alignment of goals.
On November 23, 2015 Dr. Murphy input Assessment data onto the newly established site for Student
Health Center, as one was not developed in the past 5 years, onto the Taskstream system. There will be
monthly meetings with Dr. Marty Zielke to further develop this alignment of PLO’s with ILO’s.
16
Briefly describe the results of any student satisfaction surveys or college surveys that included
evaluation and/or input about the effectiveness of the services provided by your department,
program or administrative unit. How has this information informed department, program or
administrative unit planning and goal setting?
a) From the report by Ms. Thadani, Peralta Director of Student Services, Report of Director, Health
Services Spring 2015 with graphs, here are some examples of measureable data from satisfaction
surveys:
97% of Merritt students completing the satisfaction survey (N=32) were very satisfied with the
front desk person and the practitioner.
Merritt’s Student Satisfaction Surveys: 13 surveys returned for Merritt College, suggestions for
improvement for expanded mental health hours, psychological testing, groups, MD on site,
access to psychiatric medications, housing resources and legal resources and summer hours for
mental health.
Merritt’s Acupuncture and massage program has 4.7/5 (5 being excellent) satisfaction and 97%
utilization
The above data is used to update our referral services / resource list in November 2015. This
was especially useful for Mental Health Services updates. This data was also useful for
Assessment Planning at the Task Stream Meeting with Dr. Zielke, in prioritizing Assessments
i.e. which are more relevant than others.
b) Also the following is an example of how the above measureable outcomes from satisfaction surveys
are mapped to planning and goal setting and goal achievement:
The Satisfaction Surveys and the Measures made in the Annual Report supported the need to
bring back full services this semester to focus on providing the most needed and utilized services
as listed below (from this report):
o “Between Healthy Communities, the temporary staff assistant and Dr. Jon Murphy RN,
NP, we were able to keep the Merritt college health center open for 4 days a week for a
total of 30 hours/week. The total visits were: 473 (up from 206 in the fall) and the top
six reasons were as follows and as well as the number of first aid visits:
134 simple health assessments
8 injuries-first aid
20 Emotional support/mental health referral
25 health education
20 TB testing
127 supplies
Chart audits have been conducted in the spring of 2015 and will continue, the goal is to review 10 charts
or 3% each semester. Initial findings have shown there is adequate compliance with the needs identified
in the NCHA survey: exercise, stress management, nutrition, sleep and drugs/alcohol assessment and
coaching. A deficient area, area needing improvement for the future, is in the signatures and dates that
need to be on all charts. This information was missing on some of the charts audited.
17
How do you know that your program is effective? What are the indicators that measure your
effectiveness? What are the expected results of these indicators?
Currently this is not measured adequately at the Health Center.
We only assess effectiveness, inadequately albeit, throughout the year and in year-end reports. Now that
Merritt has a fulltime Nurse Practitioner he shall continue to work with the Peralta SHS Director (Indra
Thadani) to update information and assist in measuring effectiveness. This would be a challenge with
the transient nature of our population served, however.
This will be done by asking students who received health services to please complete the Satisfaction
surveys. Those results shall be counted and compared from semester to semester and from year to year
in the annual report and paraphrased in the annual Program reviews.
______________________________________________________________________________
6. Student Success:
For Specialized Support Services Programs:
Describe course completion rates (% of students that earned a grade “C” or better or “Credit”) in the
courses within your program for the past three years. Please list each course separately. How do the
program’s course completion rates compare to the college course completion standard?
College course completion standard ______N/A__________
Program’s course completion rates: N/A
Course 1._______________________ ______ _________ _________
(course name and number) rate, year 1 rate, year 2 rate, year 3
Course 2. ._______________________ ______ _________ _________
(course name and number) rate, year 1 rate, year 2 rate, year 3
Course 3. ._______________________ ______ _________ _________
(course name and number) rate, year 1 rate, year 2 rate, year 3
Etc.
Briefly describe the program’s overall retention rates (After the first census, the percent of
students earning any grade but a “W” in a course or series of courses) for the past three years.
How does the program’s retention rate compare to the college retention standard?
18
College retention standard _____ N/A ___________
Program retention rates: N/A
Year 1._______________________
Year 2. ._______________________
Year 3. ._______________________
What has the program done to improve course completion and program retention rates? What is
planned for the next three years? N/A
Please provide the following information about these specific SSSP services, as applicable, for students in
your program, for the past three years.
Year 1. Year 2. Year 3.
Number of students that
completed orientation See Counseling Report See Counseling Report See Counseling Report
Number of students that
completed assessment “ “ “
Number of completed
Student Educational
Plans (SEPs)
“ “ “
Number of Abbreviated
versus Comprehensive
SEPs
“ “ “
Total number of follow-
up services “ “ “
Number of Early Alert
referrals “ “ “
What has the department/program done to improve SSSP services? What is planned for the next
three years?
o We serve all students regardless of race, belief system and level of mental/physical health
care need and refer to the community resources if outside of our scope of practice or if we
are not meeting their health care needs ____________________________________________________________________________
7. Human, Technological, and Physical Resources (including equipment and facilities):
Describe your current level of staff, including full-time and part-time faculty, classified staff,
and other categories of employment.
Full-time faculty headcount _______1 at 30 hrs. /week_____
19
Part-time faculty headcount ______1_at 20 hours per wk._____
Total FTEF faculty for the discipline, department, or program _______1______
Part time Student Work-Study currently paid by FAFSA: ______2_at 20 hours per wk._
Full-time/part-time faculty ratio _______1:3__________
Classified staff headcount, if applicable ______None________
Administrative staff: None
Other:
What are your key staffing needs for the next three years?
1 Medical Assistant at the front Desk 30 hrs. /wk. (to replace the student MA)
1 Outreach Coordinator at 10 hrs. per week (student can do this)
Why?
For security of Patient information and for answering any phone calls
For scheduling and greeting clients and to preset up appropriate paperwork before providers see
patients
It is crucial that students find the health center with a person to greet them and offer support: i.e.
band aids, family planning supplies, requested over the counter medications for headaches, etc.
Please provide evidence to support your request such as assessment results data, student
success data, enrollment data, data on the number or type of services provided, survey results,
and/or other factors.
Students have complained when they have paid their health fee during the semester and health
services is not available on the campus!
Describe your current utilization of facilities and equipment.
Student Health Fair Every Spring –setting up the Quad-Mid Campus
Outreach tables set up weekly in the student center.
What are your key technological needs for the next three years?
Update to I Pads for Electronic Health Records (EHR) 2 @ $600 each for
Rationale- Electronic Health Records (EHR) Conversion
1 Desk top Computer for Front Desk to replace current 12-year old desk top
Rationale-to update current one > 10 yrs. old $1,000
Why? Please provide evidence to support your request such as assessment results data,
student success data, enrollment data, data on the number or type of services provided, survey
results, and/or other factors.
Fall: Flu Shot Day Mid October, annually Need $990 in supplies for Needles,
Alcohol Wipes, etc. and Providing inexpensive Pizza lunch (to student volunteers)
Spring: Annual Health Fair Early May Need $600 for supplies and
Providing inexpensive Pizza lunch (to Medical Assistant student volunteers)
20
What are your key facilities needs for the next three years? Why? Please provide evidence to
support your request such as assessment results data, student success data, enrollment data,
data on the number or type of services provided, survey results, and/or other factors.
Year 1
Fall: Flu Shot Day Mid October, annually Need $990 in supplies for Needles,
Alcohol Wipes, etc. and Providing inexpensive Pizza lunch (to student volunteers)
Spring: Annual Health Fair Early May Need $600 for supplies and
Providing inexpensive Pizza lunch (to student volunteers)
Year 2
Fall: Flu Shot Day Mid October, annually Need $990 in supplies for Needles,
Alcohol Wipes, etc. and Providing inexpensive Pizza lunch (to student volunteers)
Spring: Annual Health Fair Early May Need $600 for supplies and
Providing inexpensive Pizza lunch (to student volunteers)
Year 3 Fall: Flu Shot Day Mid October, annually Need $990 in supplies for Needles,
Alcohol Wipes, etc. and Providing inexpensive Pizza lunch (to student volunteers)
Spring: Annual Health Fair Early May Need $600 for supplies and
Providing inexpensive Pizza lunch (to student volunteers)
Same as Above because this is part of Community Outreach and Advisory Meetings as we
coordinate with our community partners is contributing to students learning about community
resources and directly utilizing services provided by our Community Partners
Please complete the Non-Instructional Program Review Prioritized New Resource
Requests Template included in Appendix A. ______________________________________________________________________________
8. Community, Institutional, and Professional Engagement and Partnerships:
Discuss how faculty and/or staff have engaged in institutional efforts such as committees,
presentations, and departmental/program activities. Please list the committees that full-time
employees participate in.
Jon Murphy has been a member for at least 5 years on these Committees;
1) Faculty Academic Senate (as Correspondence Secretary Senator)
2) Health and Safety Committee (now Co-Chair) (5 years’ service as regular member)
3) Health Services Association for CA Community Colleges (HSACCC-joined recently)
4) District Wide Health Services Committee of Peralta Colleges (including Laney, Merritt, College
of Alameda, and Berkeley City College)
21
Discuss how faculty and/or staff have engaged in community activities, partnerships and/or
collaborations.
The Campus NP, J Murphy, participates and plans the Annual Outreach for Campus Student Health
Fair, involving many community partners such as those listed below, and more:
MEDICAL/DENTAL REFERRALS: 1-800-322-6384
Most clinics accept MediCal and provide sliding scale fees
Central Health Center Dental Clinic
(510) 271-4211
470 27th St. 2nd floor, Oakland, CA 94612
Offers children’s clinic; general dentistry
East Bay Native American Health Center Dental Clinic
(510) 261-1962
3124 E. 14th St., Oakland, CA 94601
General dentistry, crown, bridge, prosthetics, and oral hygiene. Special program for homeless and medically indigent adults.
Hours from 9-5 p.m. Mon-Thurs.
Eastmont Wellness Center
(510) 577-5668
2449 88th Ave., Oakland, CA 94605
General dentistry for children only
East Oakland Family Health Center
(510) 613-2210
7450 E. 14th St., Oakland, CA 94621
General dentistry, limited endodontics surgery, limited prosthetics, emergency dental services.
Call for emergency
Fairmont Hospital Dental Clinic
(510) 667-3206
15400 Foothill Blvd., San Leandro, CA 94578
General dentistry, extractions, dentures, limited endodontics, crowns, and bridges. Waiting list.
Highland Hospital Dental Clinic
(510) 437-4473
1411 E. 31st St., Oakland, CA 94602
General dentistry, oral surgery, limited periodontics, preventive dental health.
EMERGENCY DENTAL DROP IN HOURS DAILY. CALL FOR HOURS.
West Oakland Health Center
(510) 835-9610, Ext. 381 or 382
700 Adeline St., Oakland, CA 94607
All services except orthodontics and root canals.
Berkeley Free Clinic
(510) 548-2570
2339 Durant Avenue, Berkeley, CA
University of California School of Dentistry
Comprehensive care. Call for information and appointment. Emergency care available at Parnassus St. only; oral surgery at
Parnassus.
o 100 Buchanan St., S.F., CA 94102
(415) 476-1316 (for oral surgery)
(415) 476-5608
o 707 Parnassus St., S.F., CA 94143
(415) 476-1891
22
o S.F. General Hospital, Bldg. 20
(415) 476-5692
University of the Pacific School of Dentistry
General Number (510) 929-6400
2155 Webster St., S.F., CA 94155
Comprehensive dental care; orthodontic clinic; children’s clinic
o Children’s Clinic, (415) 929-6550
o Orthodontic Clinic, (415) 929-6555
o Adult Clinic, (415) 929-6501
o Oral Surgery, (415) 929-6473
University of the Pacific Union City Dental Clinic
(510) 489-5200
1203 “J” St., Union City, CA 94587
General dentistry. Dentists are third year dental students form University of the Pacific Dental School.
Emergency Dental Services
Refer to Dental Health Clinics in this Resource List for addresses and telephone numbers.
o Children’s Hospital Medical Center (for children 1-12 years of age)
o East Oakland Family Health Center
o Highland Hospital Dental Clinic
o University of the Pacific School of Dentistry
o University of the Pacific Union City Dental Clinic
o West Oakland Health Center
Patient Referrals
Contra Costa Dental Society (925) 932-8663
Alameda County Dental Society (510) 782-5442
Berkeley Dental society (510) 865-6334
Napa-Solano Dental Society (707) 864-3204
*We invite all of these Community Referral Representatives to attend our Annual Wellness Fair at
Merritt
Also I coordinate with local police services and health care providers and allied health programs to
widen our referral resources for our students
Discuss how adjunct faculty members and/or part-time hourly employees are included in
departmental or program trainings, discussions, and decision-making.
Larry Lariosa is our part time Mental Health Counselor who coordinates and involves himself with all of
below:
Mental Health Services
Below is a list of general guidelines and Mental Health Services offered by the Peralta Colleges? You can find the list of all
services by each campus on the Campus Health Services and Fees page.
General Guidelines for Services at the Peralta Colleges:
If a student is already seeing a mental health provider, we will encourage them to continue with the same provider. If an
urgent issue arises, then the Peralta Wellness Center mental health counselor can see the student.
The mental health counselor works collaboratively with the Peralta Wellness Center staff.
You can meet with a therapist to discuss issues including but not limited to:
23
o Grief and loss
o Difficult feelings (sadness, stress, anger, depression)
o Post-crisis follow up/crisis consultation
o Worrying or feeling anxious constantly
o Frequent loss of temper
o Relationship issues
o Trouble eating, sleeping or concentrating
o Dealing with unpleasant memories
o Worries about drug/alcohol use
o Mental health services provided:
o Short-term therapy
o Assessments
o Establishing treatment goals
o Referrals
o Discharge planning
o Availability for Peralta faculty and staff consultation regarding student concerns
o Merritt’s Medical Services
o Urgent Care Drop-In,
o First-Aid,
o Family Planning,
o Testing for: Diabetes, Pregnancy, Anemia, Infection &TB.
o Physical Health Screening exams for Allied Health programs,
o Health & Outreach workshops and Community Referrals.
o Acupuncture and/or Massage (by apt via ccwellness.info or 510-879-7988)
o FLU SHOT CLINIC coordinated with Medical Assisting Program
Online Resource:
http://www.ulifeline.org/get_help_now Online resource for college mental health & suicide prevention – has a “self E-
valuator”
______________________________________________________________________________
9. Professional Development:
Please describe the professional development needs of the department, program or
administrative unit. Include specifics such as training in the use of technology, use of online
resources, cultural sensitivity, mentoring, and activities that help individuals stay current with
their job responsibilities, etc.
Both the staff members at Merritt student health center are new, therefore it is encouraged that they
attend as many college health forums/ workshops/ conferences as possible. The District is
purchasing an Electronic Medical Record system and the company Medicat will provide all the in-
service and support. To maintain our Licensure the two staff members must attend 30 hours of
Continuing Education Units.
This is standard for Professional Development in Higher Education and for keeping abreast of latest
innovation, such as Electronic Health Records (EHR) (Technology).
Merritt College can facilitate this by offsetting costs for Pre-Approved Educational Annual
Conferences as they directly relate to Physical and/or Mental Health Care Services for Higher
Education
Technology Needs:
24
Two I-Pads will be needed for the Two Health Care Providers, Larry Lariosa and Jon Murphy for the
Conversion from Paperless to EHR Charting System
_____________________________________________________________________________
10. Department, Program or Administrative Unit Goals and Activities:
Briefly describe and discuss the department, program or administrative unit’s goals and activities for the
next three years, including the rationale for setting these goals. NOTE: Progress in attaining these goals
will be assessed in subsequent years through annual program updates (APUs).
Update on Goals for 2015 written by Indra Thadani, RN MS for District Student
Health Services in December 2014 1. Setting up CAL Fresh (food program for
students).
2. Create a template for all College health centers
to report activity/productivity and patient/student
feedback.
3. Create policies and procedures for Student
Health Services
4. Orient new employee
5. Continue Student Wellness Committee (work
group)
6. Ensure that each college has a wellness fair
7. When at least one permanent mental health
professional is hired for PCCD, begin internship
program
8. Complete student wellness assessment tool
project
9. Continue to keep website current on a monthly
basis
10. Conversion Plan Developed for EHR
Instruction/Training
1. Continue Presentations on all four campuses to
classrooms and specific programs.
2. Template will be further vetted annually and
utilized for all health centers.
3. Continue to evaluate the effectiveness the book
First Aid by Emergency Department Physicians,
edition 3 to be the P/P manual for all health
centers.
4. Orientation process work still needs to be done
to improve the entire process.
5. SWC to meet three-six times per semester to
work on improving services and awareness of
Healthy Living Education to our students at all
four colleges and the district.
6. All colleges will continue to conduct a
Wellness Fair.
7. Argosy University MOU for mental health
internship program is complete, just needs all
signatures and then we need to implement it.
8. Student Wellness Assessment: HAPPYS will
be more utilized with guidance from district
Institutional Research dept. this goal will be
ongoing.
9. District Website is updated every 4 weeks.
10 Conversion Plan will be Instituted per Contract
with EHR System Beginning I Fall 2015 and
ongoing
Then fill out the goal setting template included in Appendix B. which aligns your department, program
or administrative unit’s goals to the college mission statement and goals and the PCCD strategic goals
and institutional objectives.
Goal 1. Support Services:
25
All of our Medical and Mental Health Services depicted above, on the Peralta and Merritt websites,
under Student Health Services, are supportive to Student Success
Activities and Rationale:
The overview of our Activities stem from striving to:
1. Increase academic achievement, student retention and lifelong learning;
2. Achieve health equity, eliminate disparities in wellness, and improve the overall health of the
campus communities;
3. Promote healthy development and healthy behaviors across every stage of life;
4. Create social and physical environments that promote health, safety and learning;
5. Eliminate preventable disease, disability, injury and premature death.
Rationale: The foundation of our goals is based upon best practices for the rationale for our students to
succeed in College. Our purpose is to meet our Goals set forth by Healthy Campus 2020, American
College Health Association, based on Healthy People 2020, US Department of Health and Human
Services, Washington, DC 20201
SHS’s Program Goals
It is the goal of the Merritt’s SHC to provide:
A. A Culturally Relevant, Competent Model Of Care
B. A Comprehensive, Integrated Model Of Health Care Delivery
C. An Integrated Mental Health Program
D. Continuous Outreach And In-Reach
E. Health Education For future development:
1. Dental Health Options
2. Life Planning And Management
3. A Safe Environment
4. Maximum Accessibility and Minimal Cost
Goal 2. Assessment (of SAOs or AUOs):
Activities and Rationale:
Assessment of student health status and needs occur every other year in the District.
The Annual Report includes how successful we are in meeting the above goals. Satisfaction Surveys are
frequently vetted and/or updated and customized to determine if we are meeting the student needs.
Goal 3. Student Success:
Activities and Rationale:
All of the activities we do to promote optimal level of individual health are based on student success.
Rationale:
We believe that good health is essential to student success. Health Services actively promotes self-care
and wellness. We are committed to providing health education, wellness programs, and early illness
prevention to better enable students to fulfill their personal and educational goals. Our programs are
designed around a concept of wellness that integrates all the elements of a student’s life: physical,
emotional, social, spiritual, intellectual and occupational. It is our hope that students will be empowered
to make positive choices that contributes to academic success, academic retention and future
contributions to the community.
Goal 4. Student Success:
26
Activities and Rationale:
Example of Measureable Goals with Outcomes
Student Learning Outcomes
It is hoped that additional student learning outcomes will be added as the health education program
is developed.
Student Learning Outcomes
Assessment Methods
Criteria for successful performance
When will you collect this information?
Results
After receiving a Tuberculosis Screening Test, clients will demonstrate an increased understanding of the meaning of the skin test, TB disease transmission and the difference between TB disease and TB infection.
Pre and post testing.
Success = a significant improvement in scores between the pre-test and post- test.
On-going Analyzed in May of each year.
Service Area Outcomes
Student Services Area Learning Outcomes: The new cohort of student health services will be
district-wide. The Student Wellness Committee in Sept 2015 would use the NCHA survey
approximately once every 10 years. A task force is working on a current assessment tool with UCB
grad students. This survey can be administered to students using the new Peralta Wellness Center,
and those on campus that have chosen not to use, or have no need for, the Center. This will
provide some measure of the impact of services on the student body.
Goals and Objectives
Goals and objectives are listed above.
Goal 5. Professional Development, Community, Institutional and Professional Engagement and
Partnerships:
Activities and Rationale:
Conferences:
1) Jon Murphy, the Nurse Practitioner needs 30 CEU hours each two years to maintain licensure. He is a
member and Regional Representative of HSACCC, a professional organization for California
Community Colleges health. Physical Health Provider will attend annual Conferences and Committee
Meetings. Projected cost for transportation and 2 night stay per year will likely be $1200-1600. The
reasonable request for $1000 for professional development should be budgeted to offset expenses when
the Annual Conference is out of state.
2) Larry Lariosa needs 36 CEU’s every 2 years to maintain licensure and an example of the professional
organization related to College Health is 2015 NASPA, a professional organization for campus mental
health. This organization has annual Mental Health conferences in January. Budgeting $1000 for such
Staff Development activities is a reasonable request to offset expenses for travel and conference fee
costs.
27
Rationale:
Maintaining Currency and Licensure of Providers
Please complete the Program Review Integrated
Goal Setting Template included in Appendix B.
Appendices
Appendix A
Non-Instructional Department, Program or Administrative Unit Program Review
Prioritized New Resource Requests Summary
College: _Merritt College___________________________________________________________
Discipline, Department or Program: _____Student Health Center_____________________________
Contact Person: _______Jon Murphy or Indra Thadani____________________________________
Date: ___October 02, 2015_________________________
Resource
Category
Description Priority
Ranking
(1 – 5, etc.)
Estimated Cost Justification
(page # in the
program review
narrative
report)
Human
Resources:
Need these numbers
1) Larry Lariosa
1 1. *Approx. $135K including Benefits and
To keep students
mentally and
28
Faculty
2) Jon Murphy salary of 18yr FTE Fund
1
2. *Approx. $70K
incl. benefits *Needs confirmation from Bus. Office Mgr. or VPSS paid
by Student Health Fee
physically
healthy for
student success-
to stay in classes
Medical Assistant
Front desk
management
3) MA Administrative 30 hrs.
/wk.
4) Outreach Coordinator
3) $20 per hr.
4) Volunteer student
MA
To cover the
front desk while
providers see
patients
Human
Resources:
Classified
None N/A
Human
Resources:
Student Workers
Paid by FAFSA in past $0
Technology
Update to I Pads for EHR
2 @ 600 each and 1 new Desk
top for front desk
4 1) $600
2) $600
3) $1,000
Equipment See Attached 3 Approx. $2,000
Supplies See Attached 2 Approx. $8,000
Facilities
Health Fair on Campus
1) Fall
2) Spring
5 Extra Supplies
1) 200
2) 200
Professional
Development
Conferences for
3) Larry Lariosa
4) Jon Murphy
6 In CA/Out of CA
1) $1000/yr.
2) $1000/yr.
Other (specify)
Appendix B
PCCD Program Review
Alignment of Goals Template
College: _Merritt College___________________________________________________________
Discipline, Department or Program: _____Student Health Center_____________________________
Contact Person: _______Jon Murphy or Indra Thadani____________________________________
Date: ___October 02, 2015_________________________
Department, Program or
Administrative Unit Goal
College Goal PCCD Goal and Institutional
Objective
29
1. Goal 1: Assessment
Be knowledgeable, actively engaged
and informed of how well SHC is
progressing in assessment
Ensure that assessment is tied to
budget
Monitor how well SHC is
performing assessment
Actively engage in promoting
quality assessment throughout the
SHC tasks performed
Knowledgeable about the 4 steps
of assessment process
Knowledgeable about the cycle of
the assessment process
Student Learning Outcomes
(SLOs) may be assessed
through the following
methods: Surveys
Questionnaires
Review of collected data,
and/or Other methods
The mission of the Peralta
Community College District is
to provide accessible, high-
quality adult learning
opportunities to meet the
educational needs of the
multicultural East Bay
community
assessed through:
Surveys
Questionnaires
Review of collected data, and/or
Other methods
2. Goal 2. Communication
Model and facilitate a culture of
effective communication at the SHC
that promotes respectful, productive,
and systematic promotion of
wellness/health
Engage constituents of the
SHC in a dialogue about
shared governance (i.e. joining
the Health & Safety Committee
or assisting with outreach or
student health fairs) that
increases their involvement in
shared governance processes-
for the purpose of becoming
proactive in advising our
Administrative team in
improving our students’ health
and safety, campus wide
Model effective
communication on campus so
as to facilitate greater dialogue
and communication regarding
effective shared governance
Communication: Communicate
with clarity and precision
using oral, nonverbal, and/or
written language, expressing
an awareness of audience,
situation, and purpose.
Community and Partner
Engagement Actively engage
and partner with the community
on an ongoing basis to identify
and address critical needs.
3.) Goal 3. Clarify and Assert the
SHC’s role in the Accreditation
response.
Understand the structure and
task of accreditation
Critical Thinking: Think
critically using appropriate
methods of reasoning to
evaluate ideas and identify and
investigate problems and to
develop creative and practical
solutions to issues that arise in
workplaces, institutions, and
local and global communities.
Community and Partner
Engagement Actively engage
and partner with the community
on an ongoing basis to identify
and address critical needs.
4. Goal 4. Participate in a leadership Student Access and Success
30
capacity in the Health and Safety
Committee
Be part of the Health and
Safety Committee (H&S)
Request specific timelines
from the H&S Committee and
monitor progress toward
ongoing improvements in
health and safety practices for
Merritt Campus
Ensure that H&S initiatives are
effective in producing more
success and achievement for
our diverse student groups.
Empower and challenge all our
students to succeed.
5. An Integrated Mental Health
Program
Quantitative Reasoning: Apply
college-level mathematical
reasoning to analyze and
explain real world issues and
to interpret and construct
graphs, charts, and tables.
Culture of Innovation and
Collaboration Implement best
practice in communication,
management, and human
resource development.
6. Continuous Outreach And In-Reach
Civic Engagement and Ethics:
Internalize and exhibit ethical
values and behaviors that
address self-respect and
respect for others with
integrity and honesty that will
enable success and
participation in the larger
society. Information and
E. Financial Health Ensure that
resources are used wisely and
leveraged for student and
community success.
7. Health Education For future
development:
Dental Health Options
Life Planning And
Management
A Safe Environment
Maximum Accessibility and
Minimal Cost
A Comprehensive, Integrated Model
Of Health Care Delivery Using a New
HER System
Computer Literacy: Use
appropriate technology to
identify, locate, evaluate and
present information for
personal, educational and
workplace goals.
Programs of Distinction Create
a cohesive set of unique, high-
quality educational programs
and services coordinated across
the district.
8. A Culturally Relevant, Competent
Model Of Care
Cultural Awareness: Through a
knowledge of history and
cultural diversity, recognize
and value perspectives and
contributions that persons of
diverse backgrounds bring to
multicultural settings and
respond constructively to
issues that arise out of human
Together with our partners, we
provide our diverse students
with equitable access to
educational resources,
experiences, and ongoing
capacities to meet and exceed
their goals.
31
diversity on both the local and
the global level.
32
Appendix C
Program Review Validation Form and Signature Page
College:
Department, Program or Administrative Unit:
Part I. Overall Assessment of the Program Review Report
Review Criteria Comments:
Explanation if the box is not checked
1. The narrative information is complete and all
elements of the program review are addressed.
2. The analysis of data is thorough.
3. Conclusions and recommendations are well-
substantiated and relate to the analysis of the data.
4. Department, program or administrative unit
planning goals are articulated in the report. The
goals address noted areas of concern.
5. The resource requests are connected to the
department, program or administrative unit
planning goals and are aligned to the college
goals.
1
5
3
4
2
33
Part II. Choose one of the Ratings Below and Follow the Instructions.
Rating Instructions
1. Accepted.
2. Conditionally Accepted.
3. Not Accepted.
1. Complete the signatures below and submit to the Vice President of
Instruction.
2. Provide commentary that indicates areas in the report that require
improvement and return the report to the department, program or administrative
unit manager with a timeline for resubmission to the validation chair.
3. Provide commentary that indicates areas in the report that require
improvement and return the report to the department, program or administrative
unit manager with instructions to revise. Notify the Dean and Vice President of
Instruction of the non-accepted status.
Part III. Signatures Validation Team Members & Chair
___Jon G Murphy__________ _________________________________________ _________________
Print Name Signature Date
___Indra Thadani__________ _________________________________________ _________________
Print Name Signature Date
___Lilia Chavez__________ _________________________________________ _________________
Print Name Signature Date
Counseling Department Chair
___Marty Zielke__________ _________________________________________ _________________
Print Name Signature Date
Received by Vice President of Instruction or Vice President of Student Services
__Arnulfo Cedillo__________ _________________________________________ _________________
Print Name Signature Date
1
34
Appendix D
Chart Review: July 29, 2015
Chart:
Confidentiality
Informed
Consent
Patient data
-signif. hx
-surgeries
Assessment
Intervention
Evaluation
Entries dated
Legible
Allergies
Exercise assessment
and coaching
Diet assessment and
coaching
If patient is treated at
another clinic,
summaries or data
Sleep assessment and
coaching
Stress
management/relaxation
assessment and
coaching
Drugs, alcohol and
tobacco assessment
and coaching
35
References
American College Health Association. American College Health Association-National College Health Assessment II:
Peralta Community College District Executive Summary Fall 2013. Hanover, MD: American College Health Association;
2014.
Peralta Website for Student Health Care Services:
http://www.merritt.edu/wp/wp-content/uploads/2015/08/Merritt-Catalog-2015-17.pdf
http://web.peralta.edu/health-services/mental-health-services/
http://web.peralta.edu/health-services/dental-care/
http://web.peralta.edu/health-services/resources/
http://web.peralta.edu/health-services/district-wide-peralta-wellness-center-services/
Merritt Websites:
http://www.merritt.edu/wp/health/
http://www.merritt.edu/wp/health/wp-content/uploads/sites/103/2014/10/Acupuncture-fall-flyer-merritt-14.pdf
https://ccc.kognito.com/
Reports and Supporting Documents Used to write this report:
Peralta Community Colleges Student Health Services Strategic Plan. Prepared April 2011
Submitted by Dr. Jacob Ng, Vice Chancellor of Student Services
American College Health Association. American College Health Association-National College
Health Assessment II: Peralta Community College District Executive Summary Fall 2013. Hanover,
MD: American College Health Association; 2014
NCHA Results Table (Peralta) 2013.
Supplemental Report_Spring_2015Health Services projected Budgetary Proposal submitted to VPSS
by Jon Murphy
COMMUNICATION
Communicate with clarity and precision
using oral, nonverbal, and/or written
language, expressing an awareness of
audience, situation, and purpose.
Merritt College
Learning Support Services and Programs List
Student Services
Health Center Mapped/Method Added
Summary: 1 Mapped/1 Measures Added
The mission of the Merritt College Health Center is to meet the physical and mental health needs of Merritt College students to the greatest degree possible within the Health Center staff's legal scope of practice.
Organizational Area ILOs
Organizational Area(s) within Merritt College aligned with Institutional Learning Outcomes (Merritt College)
Goal Set: Institutional Learning Outcomes
CRITICAL THINKING QUANTITATIVE REASONING
Think critically using appropriate methods
of reasoning to evaluate ideas and identify
and investigate problems and to develop
creative and practical solutions to issues
that arise in workplaces, institutions, and
local and global communities.
Apply college-level mathematical
reasoning to analyze and explain real
world issues and to interpret and
construct graphs, charts, and tables.
Mapped/Method Added
1 Mapped/1 Measures Added 0 Mapped/0 Measures Added
The mission of the Merritt College Health Center is to meet the physical and mental health needs of Merritt College students to the greatest degree possible within the Health Center staff's legal scope of practice.
ILOs
Organizational Area(s) within Merritt College aligned with Institutional Learning Outcomes (Merritt College)
Goal Set: Institutional Learning Outcomes
CULTURAL AWARENESS CIVIC ENGAGEMENT AND ETHICS
Through a knowledge of history and
cultural diversity, recognize and value
perspectives and contributions that
persons of diverse backgrounds bring to
multicultural settings and respond
constructively to issues that arise out of
human diversity on both the local and the
global level.
Internalize and exhibit ethical values and
behaviors that address self- respect and
respect for others with integrity and
honesty that will enable success and
participation in the larger society.
Mapped
0 Mapped/0 Measures Added 1 Mapped/0 Measures Added
The mission of the Merritt College Health Center is to meet the physical and mental health needs of Merritt College students to the greatest degree possible within the Health Center staff's legal scope of practice.
ILOs
Organizational Area(s) within Merritt College aligned with Institutional Learning Outcomes (Merritt College)
Goal Set: Institutional Learning Outcomes
INFORMATION AND COMPUTER
LITERACY
Use appropriate technology to identify,
locate, evaluate and present information
for personal, educational and workplace
goals.
Mapped/Method Added
1 Mapped/1 Measures Added
ILOs
Organizational Area(s) within Merritt College aligned with Institutional Learning Outcomes (Merritt College)
Goal Set: Institutional Learning Outcomes
Q1: Please select the program you are reviewing: STUDENT HEALTH CENTER
Q2: Name of Reviewer Dr. Marty Zielke & Dr. Lilia Chavez
Q3: Is the narrative information complete and allelements of the program review are addressed? (Q.1)
Incomplete,
COMMENTSThe narrative is incomplete. Various questions areanswered incorrectly. Need to update the CollegeMission to match the current catalog.
Q4: Is the analysis of data thorough? (Q.2) Incomplete,
COMMENTSData is missing throughout the report. There is districtdocumentation but data is inconsistent and not fromthe same source for the 3 year review for Merritt. Also,TaskStream documents need to be attached.
Q5: Are the conclusions and recommendations well-substantiated and relate to the analysis of the data? (Q3)
Incomplete,
COMMENTSNo, Request for staffing, technology are not justified inthe narrative.
Q6: Are the discipline, department or program planninggoals articulated in the report with the goals addressednoted with areas of concern? (Q.4)
Incomplete,
COMMENTSThere are no program goals listed, only district goals.
Q7: Are the resource requests connected to thediscipline, department or program planning goals andaligned with the college goals? (Q.5)
Incomplete,
COMMENTSThis area is incomplete and the aligned linking ismissing throughout the report.
Q8: What rating do you recommend? Not accepted ,
COMMENTSThe Program Review is not accepted it needs majoradditions and modifications as listed on the attachedthree page detailed notes.
COMPLETECOMPLETECollector:Collector: Web Link 1 Web Link 1 (Web Link)(Web Link)Started:Started: Sunday, November 29, 2015 4:45:26 PMSunday, November 29, 2015 4:45:26 PMLast Modified:Last Modified: Sunday, November 29, 2015 6:51:19 PMSunday, November 29, 2015 6:51:19 PMTime Spent:Time Spent: 02:05:5302:05:53IP Address:IP Address: 209.129.165.18209.129.165.18
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