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ASSOCIATE OF APPLIED SCIENCE DEGREE

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					                         Introduction/Overview


History of the Institution

       Southeast Arkansas (SEARK) College was created by Act 1244 of the 78 th

General Assembly of the State of Arkansas, which was signed into law by the

Governor on April 17, 1991. The above Act redesignated and redefined the

Mission of fourteen (14) existing post-secondary vocational –technical schools

located throughout the State to technical colleges. Similarly, state authority for

the new institutions was transferred from the Arkansas Board of Vocational-

Technical Education to the Arkansas Higher Education Coordinating Board. The

latter serves as the coordinating agency for all public universities, community

colleges, and technical colleges in the State of Arkansas. Programmatically,

technical colleges and community colleges in Arkansas have the same mission.

They differ, however, in their local taxing authority and board of trustee

composition.

       The predecessor of Southeast Arkansas College was Pines Vocational-

Technical School, which began offering post-secondary vocational-technical

programs as Arkansas Vocational-Technical School on September 21, 1959.

With the enactment of Act 1244 of 1991, all land, builds, equipment, and

personnel associated with Pines Vocational-Technical School were transferred to

the renamed institution – Pines Technical College. In October of 1991, then

State Governor Bill Clinton appointed the Charter members of the Pines

Technical College Board of Trustee. On October 14, 1992, the College‟s Board
of Trustees selected Dr. Terry J. Puckett as the first president of the College. He

began work at the campus on December 1, 1992. On August 1, 2000, Dr. Phil E.

Shirley was appointed President to succeed Dr. Puckett.

      Pines Technical College changed its name in 1996 to Southeast

Arkansas Technical College to publicly differentiate between its collegiate-level

offerings and status and its past as a vocational-technical school. This change

was also an attempt to better reflect the geographic area served, while retaining

a focus on technical education. Later, in 1998, the College‟s Board of Trustees

voted to remove the word Technical from the Institution‟s name. SEARK

College is accredited by the North Central Association of Colleges and Schools

(NCA). On October 23-25, 2000, the College underwent an onsite evaluation by

NCA for Reaffirmation of Accreditation. At the conclusion of the review, the NCA

visiting team recommended the full ten (10) year accreditation for College. In

addition to the recommendation, the team commended the College for having “an

exemplary Nursing Program.” A copy of the NCA Self Study 1999-2000

document and teams report and recommendations are on display in the

Resource Room as Exhibit I.2

College Service Area: Geographic Region and Demographics

      Southeast Arkansas College is the only public, two-year community or

technical college in Southeast Arkansas, therefore, the Arkansas Higher

Education Coordinating Board identified the following six (6) counties in

Southeast Arkansas as the primary service area for the College: Jefferson,

Cleveland, Desha, Drew, Grant and Lincoln. The 1990 United States Census




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Report indicated a total population for this service area as 155,000 of whom 36%

are minorities. A map of the College‟s service area is available in the Resource

Room as Exhibit I.1. The nearest two-year colleges are Pulaski Technical College

– North Little Rock, 45 miles north; Quachita Technical College – Malvern, 50

miles west; Phillips Community College of the University of Arkansas – Helena,

103 miles east; and South Arkansas Community College – El Dorado, 90 miles

south.

         According to the 1990 Census, Jefferson County, where the College is

located, has a population of 85,487 with 44,911 persons ranging in age from 20-

64 years old. Pine Bluff has a population of 57,150 with 30,583 African-

Americans, 26,084 whites, and 473 others. Nineteen (19) public high schools

exist with the service area. Approximately 48% of the 1999 graduating seniors in

the College‟s service area entered college as compared to 52% statewide.

Statistics indicate that approximately 13% of Southeast Arkansas College‟s

1999 fall student population were recent high school graduates. The median age

of the 1999 fall student population was 30 years with the mean age being 32.9

years as compared to the state average for colleges and universities of 24.7

years. The 1999-2000 fall college credit enrollment of 1,789 students was 44%

full-time and 56% part-time and is reflective of the state percentages of 44.4 and

55.6, respectively. These statistics verify Southeast Arkansas College‟s non-

traditional student population.

         In Arkansas, 81.5% of the population complete high school according to

the Arkansas Department of Education‟s 1997 Completion Study. The Fall 1998




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Student Enrollments Report published by the Arkansas Department of Higher

Education reported a cumulative college graduation rate of 45.4% for the 1992-

1997 first time entering freshman cohort at Arkansas public institutions.

Southeast Arkansas College reported a graduation rate of 47.4% for this cohort

group. These completion rates indicate improvement over the past five years.

Southeast Arkansas College, as stated in its Mission, exists to increase the

educational opportunities for current and potential students advancing the

educational attainment level for our state.

       Students welcome the flexible class schedules and alternate formats the

College offers such as 4-, 8-, and 16-week course lengths; day, evening, and

weekend classes; Compressed Interactive Video (CIV) classes; and Telecourse

and Internet classes . Southeast Arkansas College offers non-traditional age

students the opportunity to receive education and training directly related to their

current or intended occupation and career field, which includes general education

that is needed for career success. Students are also afforded the opportunity to

enroll in collegiate level work, including the general education core curriculum,

which is transferable toward a baccalaureate degree. The College provides

students a quality, cost-effective education.

       A goal of the College is to recruit a student body reflective of the total

community served. The College values cultural diversity, recognizing and

appreciating this as strength. During the 1999 fall semester, the College‟s full

time and part-time study body was 59% white and 41% minority. Similarly, the

College‟s full-time and part-time employee composition was 70% white and 30%




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minority. Southeast Arkansas College‟s six-country service area is 64% white

and 36% minority, according to the 1990 Census.

       The College began teaching General Education courses under its own

purview in the summer of 1994. Before that time Southeast Arkansas College

relied upon a cooperative agreement with the University of Arkansas at Pine Bluff

to conduct general studies/university transfer courses. Six full-time academic

faculty members were hired by the College in August of 1994. There are

currently thirteen (13) full-time faculty members teaching in the general studies

disciplines.

History of the Nursing Program

       The Nursing & Allied Health Division (NAH) is one of the three (3)

instructional divisions of SEARK College. The LPN/LPTN to RN Transition

program is administered under the NAH division.

       The first school of practical nursing in Pine Bluff, Arkansas was

established in 1952 under the supervision of the Pine Bluff School Board. The

“Pine Bluff Practical Nurse School” was located in the Davis Hospital Annex

at Twelfth and Cherry streets. The first class of ten students was enrolled on

September 15, 1952. After one year of training, eight students graduated on

October 8, 1953. Mrs. Catherine Hockaday was the first instructor for the school.

       On July 1, 1959, Pine Bluff Practical Nurse School became a part of

Arkansas Vocational School. Arkansas Vocational School‟s name was later

changed to Pines Vocational Technical School and is absorbed in the history

of the institution. The current program Dean was appointed in January, 1993.




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On August 3, 2000 SEARK College graduate it‟s 107th class of practical nurses.

SEARK College‟s commitment to providing nursing and allied

health professions for the health care workforce in Southeast Arkansas is evident

by its long successful history.

       In 1998, a survey of two (2) classes of practical nursing program

graduates (N-40) was conducted to determine interest in offering the AAS degree

in nursing at SEARK College. Overwhelmingly (100%), of the participants

agreed that this program should be offered. As to the curriculum itself, 98% of

the participants suggested that the program be offered in an evening/weekend

format. See survey tool and results in Exhibit I.3. The NAH Division was

receiving calls on a weekly basis requesting that the AAS Degree in Nursing

program be offered through SEARK College.

       In the six county service area of SEARK College there are four (4)

hospitals and numerous other health care agencies and physician offices and

clinics that employ registered nurses. Jefferson Regional Medical Center

(JRMC) is the major hospital for the region and is located within two (2) miles of

the College. JRMC employs approximately 375-400 registered nurses. At the

time that the program needs survey was conducted, JRMC reported 65 full-time

and 10 part-time registered nurse position vacancies. JRMC also sponsors a

Diploma School of Nursing which graduates approximately 40 registered nurses

per year. The University of Arkansas at Pine Bluff has a baccalaureate nursing

program and graduates approximately 8-15 registered nurses per year. With

both of these current program graduates, corporate demand for registered




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nurses was not being met in the service area and there continues to be a

demand for registered nurses throughout the state.

       Data from the SEARK College Job Placement Office indicate that Nursing

& Allied Health graduates have a very high job placement rate (96%). The

majority of these graduates are employed in the SEARK College service area. In

light of the current shortage of registered nurses and the projected increase in

demand, it is anticipated that graduates of the AAS Degree in nursing program

will be highly sought after in the job market. The College received numerous

letters of support for the program (See Exhibit I-4). Many of the same agencies

offered their clinical facilities for use by the program.

       On January 13, 1999 the SEARK College Board of Trustees voted to

approve the development of the Associate of Applied Science Degree in Nursing

– LPN/LPTN to RN Transition program option. On February 11, 1999, the

Feasibility Study for the establishment of the new program was submitted to the

Arkansas State Board of Nursing (ASBN). A copy of the ASBN Feasibility Study

and approval letter are on display in the Resource Room as Exhibit I.5. The

ASBN approved the feasibility and granted Pre-requisite Approval for the

program on May 27, 1999. The program received approval by the Arkansas

Department of Higher Education Coordinating Board at its regular meeting on

July 23, 1999.

       Following the required approvals, the search was initiated for a qualified

individual to coordinate the program. A state wide search was done and the

position posting placed on the College‟s web page. Caryn Short, RN, MA, was




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hired as Coordinator/Instructor for the program with the stipulation that the

Master‟s degree in nursing be completed prior to the admission of the first class

in June, 2000. Ms. Short was enrolled in graduate school at Clarksdale College,

Nebraska, through distance education. Ms. Short‟s resume is included in Exhibit

1.7. Ms. Short was unable to meet the conditions of employment and was

replaced by Debbie Gordon, RN, MSN. Ms. Gordon‟s curriculum vitae is also

included in Exhibit I.7.

       On August 6, 1999, the proposal in partial fulfillment of the Arkansas State

Board of Nursing (ASBN) requirements for Program Initial Approval was

submitted. The ASBN granted Initial Approval to the program on January 12,

2000. The ASBN proposal for Initial Approval and the ASBN letter of approval are

on display in the Resource Room as Exhibit I.6.

       A class of 19 students were admitted to the program on June 5, 2000.

Fifteen (15) of the nineteen (19) students initially admitted remain in the program.

The demographic make up of the class is 50% Caucasian, 44% Black, 1%

Hispanic. 94% are female and 6% male. The average age of the class is 31

years which is slightly above within the median age range of the SEARK College

student population.

       The program has two (2) full time faculty, the Division Dean, who is black

and the program Coordinator/Instructor, who is Caucasian.




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                         I.      MISSION AND GOVERNANCE



The program has clear and publicly stated mission and/or philosophy and

purposes appropriate to postsecondary and higher education in nursing.

               Criterion 1: Mission and/or philosophy of the nursing unit

                              is congruent with that of the governing

                              organization, or differences are justified by

                              the nursing unit purposes.



       The philosophy and program goals of the LPN/LPTN to RN Transition

program are congruent with those of the governing organization. The College‟s

mission, philosophy and value statements are published and publicly accessible.

See the 2000-2002 SEARK College Catalog and Student Handbook (Catalog)

page 9-11. The program philosophy, goals, and objectives support the

philosophy, mission, purposes, and values of the College in providing high quality

educational offerings at a reasonable cost for individuals within the service area.

The program shares the commitment to provide a comprehensive educational

program that prepares associate degree registered nurses for entry level roles as

a provider and manager of client care and a member within the discipline of

nursing.

       The College respects the diversity and dignity of the student body and

recognizes the individual worth, dignity, and potential of each student. Program




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faculty believe that the goal of education is to provide exposure that facilitate the

growth of the total person. These experiences should be gratifying and enhance

the lives of the learner.         See Table I.1 for Comparison of College

Mission/Philosophy and Values with the program philosophy and objectives.




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                                   Table I.1 Comparison of SEARK College Mission/Philosophy, and Purposes
                                                                      With
                                                LPN/LPTN to RN Program Philosophy and Objectives

College Mission, Philosophy and Purposes           Selected LPN/LPTN to RN Philosophy Statements                Selected Program Objectives

PHILOSOPHY                                         We believe that education has as its goal to
Southeast Arkansas College believes the            provide the learner with exposure to varied           2. Provide holistic nursing care….
educational attainment of individuals within a     experiences that facilitate growth of the total
democratic society is, in large measure,           person. These experiences should be                   5.c. Individualizing nursingcare and utilizing
responsible for the advancement of that            gratifying and enhance the lives of the                    the multidisciplinary approach.
society. Recognizing the worth, dignity, and       learner.
potential of each individual, our college is
committed to serving the educational and           We believe that every client has worth and
cultural needs of its constituency. The            dignity vested by the creator.
dedication to quality fosters our commitment
to excellence in our administrative leadership,
faculty, staff, and programs.                      We believe that the role of the associate             1. Function at an entry level staff position…
                                                   degree registered nurse lies within the scope
COLLEGE MISSION                                    of nursing practice as a provider of care,            8.B.2 Assist peers and other HC providers in
The mission of Southeast Arkansas College is       manager of individual client care and a                     the management and delivery of
to provide comprehensive community college         member within he discipline of nursing. We                  quality client care.
education and services, with an emphasis on        further believe that the scope of practice of the a
technical education and workforce development,     associate degree registered nurse focuses on          8.C.2. Participate in continuing evaluation to
for the citizens of Jefferson, Cleveland, Desha,   nursing skills, knowledge, attitudes, and                    ensure quality care while working
Drew, Grants, and Lincoln counties. These          behaviors required to function in structured                 within the policies of the H.C. agency.
educational programs and services include:         settings, including managing and directing the
technical career education, workforce              care delivered by ancillary staff.                    8D.1. Practice within the profession‟s legal
development, university transfer education,                                                                    and ethical framework.
general education, adult education, continuing
education, and community services.

COLLEGE PURPOSE
To provide level career courses and programs
of up to two years in length to prepare students
for mid-level employment as skilled workers,
technicians, and paraprofessionals.




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        Southeast Arkansas College is an open-access institution. The

application/admission procedures, published in the Catalog are applied in the

same manner to all applicants. Applicants to the program are required to meet

more rigorous standards for admission than are required for admission to the

College due to the nature of the profession. The College provides access to a

quality college education at a reasonable cost for all individuals within its service

area. In keeping with this initiative, the College offers affordable tuition at $33.00

per credit hour, the lowest rare for any public or private college of university in

Arkansas. The low tuition, availability of financial aid, and employer funded

training have allowed some students access to an education who might otherwise

not have had the opportunity.

        Accessibility issues arise for students who are employed, commute, or

who have not obtained a high school diploma. The College endeavors to resolve

these issues by offering many scheduling alternatives: day, evening, Friday only

or Saturday only on-campus courses. The College also offers courses on the

campus of Great Rivers Technical Institute in McGehee, Arkansas, reaching

further into the southeastern segment of the service area. Commuting students

have the opportunity to learn at a distance through the College‟s Telecourses,

internet courses, and Compressed Interactive video (CIV) course delivery.

Currently, the program does not offer an alternative format for any portion of the

nursing curriculum, but recognizes the College‟s commitment. The College‟s on-

campus Adult Education Program makes it possible for individuals to receive

their General Education Diploma (GED) and therefore satisfy the College‟s



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entrance requirements. The program incorporates interdisciplinary educational

activities. Students collaborate and are involved with other disciplines as they

meet the program objectives. These experiences are varied and include general

studies faculty in prerequisite courses , nurse practitioners and dietitians with

public health, social workers in geropsychiatric centers, respiratory therapy

technicians, anesthesiologist, and surgeons during the operating room

experiences. The interdisciplinary approach allows students the experience of

working within various internal and external systems as they provide nursing care

that is coordinated with other health care professionals. Through coordinating

these interdisciplinary learning experiences, faculty and students become more

aware of commonalities which result in using teaching learning strategies which

foster coordinated, cost effective activities. These activities are all supported by

the philosophy and objectives of the program. These experiences are also

consistent with the College‟s philosophy of general education as it strives to

emphasize the integration of academic and technical education I the experiences

of students in order to make general and technical education more relevant.

       Southeast Arkansas College is committed to a policy of equity for all

students and employees. The College‟s position statements regarding equal

opportunity/affirmative action, sexual harassment, and being a drug-free campus

and workplace are found in the Catalog. The Catalog also states that the

College is in compliance with Titles VI and VII of the Civil Rights Act of 1964;

Title IX of the Educational Amendments of 1972; Section 504 of the

Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of




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1990. The Catalog provides information to assist students with special

need/disabilities. To the greatest extent possible, the students are mainstreamed

into student life. The program encourages students with special needs to make

this fact know at the time of application for admission so that necessary

accommodations can be made. Students are also made aware that because of

the nature of the profession, it may not always be possible to accommodate

students with severe disabilities. Construction of new facilities strictly adheres to

ADA standards.

       The Catalog outlines the procedures for resolving non-academic disputes.

Currently, there are no complaints of sexual harassment, impediments to

accessibility/equity, or Civil Rights infractions filed with the EEO Officer.

       The College strives to attract both employees and students who reflect the

diverse population in population in Southeast Arkansas. The College has been

successful in meeting its affirmative action goals as established by Administrative

Bulletin No. 9 published in the 2000-2002 Southeast Arkansas College Faculty

and Staff Handbook and Administrative Bulletins. Thirty-six percent (36) of the

population residing in the College‟s service area are minority. The College

exceeded its goal of student enrollment approximating the serviced area‟s

minority population. In the spring of 1999, 42% of the total student body were

minority, while 50% of the program student body are minority.

       The College overall has achieved, to a lesser degree, success in a similar

goal in the recruitment of faculty. In the Fall of 1999, 32% of the total faculty

were minority. In the program, 50% of the full-time faculty are minority. In




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considering all full-time employees, 28% are minority. Recruitment of minority

faculty, staff, and students continous to be a priority with College leadership.




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         Criterion 2: Faculty, administrators, and students

                              participate, as appropriate, in

                              governance of the parent organization

                              and the nursing unit.



       The faculty, administrators, and students participate in governance of the

College through the College‟s council, committee, and senate structure. The

basic goal of the College‟s council, committee and senate structure is to enhance

the administrative decision-making process of the College by providing a forum

for two-way communication and input into the governance system. Thus, all

councils, committees and senates are intended to be supportive to the

administrative organizational structure of the College by assisting the designated,

appropriate people to make and implement decisions consistent with their

responsibilities.

       The Senate bylaws and organizational structure of the College determine

the responsibilities and membership of these councils and committees. The

SEARK College council, committee, and Senate Handbook details the function

and membership of each group. A copy of the 2000-2001 membership roster for

the College‟s councils, committees, and senates, is provided in the Resource

Room as Exhibit 2-1a.

       Both full-time nursing faculty are assigned to one or more of these

governing groups on a one year (rotating) basis. The exception is membership in

the Faculty and Student Senates, in which members are elected according to the




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By-Laws. Each Fall semester, faculty assume responsibility for committee

assignments. Each group‟s membership is multidisciplinary, with members from

each academic division included. Program faculty participate in governance

through voting privileges on all assigned college councils, committees, and

senates.

      Nursing faculty participate in the governance of the division through

membership in the Nursing & Allied Health Division Faculty Committee. The

NAH Division faculty sets policies regarding curriculum, students and policies,

and procedures of the program. The Division Dean serves as the committee

chair. The NAH Division faculty serves as a “Committee of Whole.” This

arrangement is necessitated due to the program having only two (2) full-time

faculty members. All activities related to the program are decided by the

program faculty. Decisions related to the curriculum are carried forward by the

Division Dean to the College‟s Instructional Affairs (IAC) Committee prior to

implementation. Membership for the Division faculty committee also includes a

student representative from the program who has voting privileges. Students are

notified of meeting times and dates in advance of meetings. Student attendance

for faculty meeting have been poor. This may be attributed to the fact that

meetings are scheduled on Thursday afternoon at 3:00 P.M. This is at the end of

the clinical day for program students. Student representatives are allowed to

read minutes of missed meetings. The NAH Division faculty meets once per

month. Minutes of the NAH Division Faculty meetings are available for review in

the Resource Room as Exhibit 2-2.




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             Criterion 3:     Nursing Unit is administered by a nurse

                              who is academically and experientially

                              qualified and who has authority and

                              responsibility for development and

                              administration of the nursing program.



       The administrator for the nursing program is the Dean of Nursing & Allied

Health Technologies Division. The Dean is academically and experientially

qualified and has authority and responsibility for development and administration

of the nursing program. See Appendix A College‟s Organizational Chart.

       The Dean earned the technical certificate in practical nursing from Pines

Vocational Technical School (now SEARK College) in 1974 and a Bachelor‟s

degree in nursing from the University of Arkansas at Pine Bluff (UAPB), in 1979.

Further academic preparation was completed at Saint Louis University (SLU) with

the Master‟s degree in nursing earned in 1984. In the Masters program, the area

of focus was Medical Surgical Nursing/Nursing and Education. In 1993-94, an

additional six (6) hours were completed towards the doctoral degree in Higher

Education Administration with the University of Arkansas - Fayetteville.

       Clinical experiences of the Dean include several years in the acute

hospital setting as well as long term care. The Dean has practical experiences in

the role of staff nurse, charge nurse, and assistant director of nursing.

       The Dean‟s tenure in nursing education spans eighteen (18) years. While

appointed to the facility of a diploma program in St. Louis Missouri, the Dean




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taught areas of the diploma curriculum including fundamentals, medical-surgical

nursing, and leadership/management in nursing. In addition to teaching,

educational experiences also included evaluation and revision of the curricula.

During the early to mid-eighties, the trend was moving toward improving the

“education” of nurses through the phasing out of diploma programs in nursing.

While employed as Assistant Professor of Nursing for Deaconess Hospital

School of Nursing, the nursing faculty took on the challenge of developing an

LPN to RN associate degree program, while studying the feasibility of phasing

out the diploma program. The faculty developed a very successful LPN to RN

transition curriculum and program which received accreditation by the NLN.

       In 1989 the Dean accepted an appointment as assistant professor of

Nursing at UAPB. During the Dean‟s tenure at UAPB, a major revision of the

curriculum was undertaken in order to remedy the concerns of the faculty and the

State Board of Nursing. The curriculum was revised and resulted in one that was

consistent, articulate, and well organized. The Dean also contributed to the

gathering of data and the writing of the 1994 self study report that resulted in

NLN accreditation of the program at UAPB for eight (8) years.

       In 1992, the Dean was appointed to a four year appointment with the

Arkansas State Board of Nursing by then Governor Bill Clinton (President Bill

Clinton). While serving on the Board of Nursing, the Dean served on the

Education Committee and provided review and consultation to nursing programs

seeking approval by the Board of Nursing.




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       In January 1994, the Dean accepted the appointment of Division Chair of

Nursing & Allied Health Technologies at SEARK College. The growth of the

College has necessitated the expansion of current programs and addition of new

programs. From the gathering of initial data for the need survey, Initial Approval

by the Arkansas State Board of Nursing, and through conducting and writing this

self study report, the Dean has provided the leadership and guidance to the

Division and the program. See Appendix B Curriculum Vitae-DWilliams, RN,

MSN.

       The Dean has the authority and responsibility for development and

administration of the nursing program. The program is administered under the

Division of Nursing & Allied Health Technologies, (See Appendix B

Organizational Chart NAH). The function of the Dean is to plan, organize,

supervise, and implement all program goals and activities. (See Appendix C Job

Description, Dean of NAH)

       In addition to serving as head of the program, the Dean also has

leadership and administrative responsibilities for ten (10) other allied health

programs. Each of the programs have a program coordinator and/or faculty who

report to the Dean. The teaching workload of the Dean is limited to the number

of hours that are sought in order to maintain expertise in the area of instruction.

During the Summer semester the Dean has a teaching load of 8-12 hours per

week. This is permissible because only one other Allied Health program is in

session during the summer and administrative duties are at a minimum.




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                Criteria 4:    Policies of the nursing unit are consistent

                              with those of the governing organization,

                              or differences are justified by nursing unit

                              purposes



       The nursing unit abides by the policies of the College. All College policies

are publicly accessible and non discriminatory. Upon appointment all faculty and

staff receive a copy of the Southeast Arkansas College Faculty/Staff Handbook

and Administrative Bulletins. Changes in policies are initiated and approved in

the appropriate committee. Once policies have received approval, they are

distributed to faculty for implementation. A copy of the document containing

faculty policies is available for review. (See Exhibit 4-1)




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                                  II.    Faculty

       The program has qualified and credentialed faculty appropriate to

accomplish its purposes and strengthen its educational effectiveness.

                Criterion 5:   Faculty members (full-and part-time) are

                               academically and experientially qualified,

                               and maintain expertise appropriate to

                               teaching, service, and scholarly

                               responsibilities.



Full-time faculty for the program are required to possess the minimum of a

Master‟s degree in nursing. The program has a Dean and one full-time

Instructor/Coordinator who hold the Master of Science in Nursing. The program

utilizes two part-time clinical instructors and one (1) adjunct theory Instructor. All

program faculty meet the requirement of the ASBN. The two part time clinical

instructors possess the bachelors degree in nursing. Both clinical instructors are

currently enrolled in graduate programs pursuing the master‟s degree in nursing.

(See Exhibit I-5 - Curriculum Vitaes S. Turner and P. Brown)

       The shortage of Masters prepared nurse educators is well documented in

the state. The Nurse Administrators of Nursing Education Programs (NANEP)

group has collected data extensively which indicate that the shortage of MSN‟s is

near critical proportions. This data is documented in A White Paper – Arkansas

Nurse Educator Shortage and Its Impact on Registered Nurse Workforce

Shortage (1999). The chief researchers for the project are Dr. Linda Hodges,



                                                                                    22
Dean of Nursing, University of Arkansas for Medical Sciences School of Nursing –

Little Rock and Dr. Barbara Williams, Chair, Department of Nursing, University of

Arkansas-Conway. (See Exhibit 5-1 “Nursing Shortage White Paper”) Data from

the White Paper has been presented to the Arkansas State Legislature and

resulted in the appropriation of funds to support scholarships for registered nurses

who are willing to pursue the master‟s degree in nursing with a focus on nursing

education. While the nursing educational scholarship appropriation has allowed

nurses the opportunity to return to school to pursue the master‟s degree, there

continues to be a shortage of educators. Neither of the clinical instructors who

are pursuing completion of the Master‟s degree have accepted the state

scholarship funds, primarily because it requires that they attend school full-time.

Both instructors have retained their employment and are attending class on a

part-time basis. This scenario is not uncommon in the state as many schools and

colleges of nursing have adopted by necessity the “grow-your own” philosophy.

       The expected completion date of one of the instructors is December, 2001

and the other instructor is expected to graduate in December, 2002. Each

instructor is clinically competent and provides excellent instruction and is a role

model for students. These faculty members also meet the College and ASBN

requirement that instructors possess the minimum of a bachelor‟s degree in

nursing. The College further requires a minimum of three (2) years of clinical

experience. Evidence of instructor competence is demonstrated through student

evaluations of clinical instructor and evaluation by the Dean.




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       Both full-time and part-time faculty bring to the program a variety of

educational experiences and backgrounds. The program goals and objectives

are designed to prepare generalists. However, the use of adjunct faculty for

instruction in the specialty areas provides additional diversity and gives students

the benefit of the best qualified faculty in these areas i.e., psychiatric/mental

health and maternal/newborn nursing. As part of orientation, adjunct instructors

are provided with the course and unit objectives and textbooks in order to provide

consistency in the flow and progression of the content. Adjunct instructor are

also provided with copies of the College Faculty/Staff handbook and the program

student handbook.

       While continuing education credits are not required for license renewal in

Arkansas, faculty members embrace the expectation of maintaining expertise

within their specialty area through practice and/or continuing education activities.

The College supports these continuing education activities through allocated

funds and leave time for professional development. Faculty members are also

encouraged to engage in community service oriented activities through

participation in civic and social committees.




                                                                                    24
               Criterion 6:   Number and utilization of full-and-part-time

                              faculty meet the needs of the nursing unit

                              to fulfill its purposes



       The number and utilization of the nursing faculty are adequate to meet the

needs of the nursing unit to fulfill its purposes. There are two (2) full-time faculty

employed in the program (Coordinator/Instructor and Dean of Nursing & Allied

Health). Part-time/adjunct faculty have been hired to meet program clinical

needs and to provide expertise instruction in specialty areas. Two (2) instructors

teach only specialty content in psychiatric/mental health nursing. These adjunct

appointments are “theory only.” The current number of program faculty, meets

and exceeds the Arkansas State Board of Nursing requirement to maintain a

1:10 faculty to student ratio in clinical. The ASBN nor the Arkansas Department

for Higher Education (ADHE) have a stated standard for instructor to student

theory ratio for nursing programs. The Division maintains a maximum of 1:20

ratio for all NAH theory classes. This ratio allows the quality of student-instructor

interaction that facilitates the learning process. See Table II.B (Full & Part-time

Faculty Utilization).

       The current number of faculty for the program are adequate considering

enrollment. The program admitted 19 students to the first class and will only

admit one class per year. As the program evolves and there is demonstrated

need to increase enrollment, additional full-time faculty will be hired




                                                                                      25
                                              Table II.A

                                           Faculty Profile

                                          Full Time Faculty



Name          Degree            Area of Specialization       Appointment   Course Assignment   Date of Hire

D. Gordon     ADN-Odessa         Family-Community            Instructor/      NURS 2218            08/00
              College, TX        Critical Care-(CCRN)        Coordinator      NURS 2224
              BSN-U.T.,          Med Surg                                     NURS 2318
              Arlington          Peds/Women‟s Health                          NURS 2324
              MSN-UCA
              Post Masters
              Med Surg
              (6 cr hrs)



D. Williams   BSN-UAPB              Med Surg                  Dean/          NURS 2116             01/94
              MSN-St. Louis         Educ Focus                Instructor     NURS 2122
              Univ.                                                          NURS 2318
              Post Masters
              Higher Ed. Adm.
               (6 cr hrs)




                                                                                                              26
                                                Part-Time Faculty Profile


Name         Degree           Area of Specialization    Appointment         Course Assignment   Date of Hire


P. Brown     AAS, BSN          Med Surg/Geriatrics      Clinical              NURS 2116            06/00
             MSN in                                     Instructor            NURS 2212
             progress
             (12/01) UAMS


M. Knight    MNR Sc-UAMS      Psych-mental Health       Adjunct               NURS 2218             09/00
               Oncology                                 Theory                NURS 2318



S. Turner    BSN-UAMS        Med Surg                   Clinical              NURS 2122             06/99
             MSN in progress                            Instructor            NURS 2224
              (12/02) UA                                                      NURS 2324



K. Jenkins   BSN-SIU           Psychiatric              Adjunct              NURS 2218              09/00
             Edwardsvill,IL    Nursing                  Theory
             MSN-SIU




                                                                                                               27
                                                    Table II.B


                                      Faculty Utilization Profile
                                             2000-2001
                                         Full-Time Faculty


Name                      % Theory    % Clinical         Advising/Tutorial % Administration

Brown, Patricia              40           50                10                   0
(Summer ‟00)

Gordon, Debra                45           40                10                   5
(Fall & Spring ‟00)

Williams, Diann
 (Summer ‟00)                60           20                10                  10
 (Fall „00 & Spring‟01)      10            0                10                  80




                                      Faculty Utilization Profile
                                             2000-2001
                                         Part-Time Faculty


Name                       % Theory    % Clinical       Advising/Tutorial   % Administration

Brown, Patricia                0          90                     10               -
(Summer ‟00)

Knight, Melanie              100            -                    -                -
(Fall ‟00 & Spring 01)

Turner, Shirley                -          90                     10               -
(Fall ‟00 & Spring 01)

Jenkins, Karen               100            -                        -            -
(Fall ‟00 & Spring 01)




                                                                                          29
             Criterion 7:   Faculty performance is periodically

                            evaluated to assure ongoing

                            development and competence.



      Program faculty performance is evaluated via the College‟s established

process which includes student evaluations each semester and an annual

evaluation by the Division Dean. All evaluations are conducted using the

standard evaluation tools of the College. See Appendix D. Each semester after

midterm, students evaluate the classroom and clinical performance of the faculty.

The data is tallied and results are provided to the Dean. If there are immediate

issues of concerns identified from the student evaluations, the faculty member is

immediately made aware and assisted with a corrective action plan. Otherwise,

all evaluations are discussed during the yearly performance evaluation

conference with the Dean. This conference which is conducted March through

April, includes data from the student evaluations and the evaluation conducted by

the Dean. The Division recognizes the merit of the peer evaluation system. As

the program grows with a subsequent increase in the number of students and

faculty, the peer evaluation process will be further explored and implemented.

      The evaluation process for faculty is not intended to be punitive or

threatening for faculty. The process is viewed as an opportunity for professional

development and growth for faculty. The evaluation tool is designed to assure

that faculty demonstrate competence in their designated area of instruction. The

performance evaluation conference includes an overall assessment in the areas



                                                                                   30
of teaching and scholarship. Individual personal/professional goals are

established with a timeline to be accomplished prior to the next evaluation period.




                                                                                 31
           Criterion 8: The diversity of talent among faculty demonstrates

                          recognition of the function of scholarship through

                         teaching, application, and integration and discovery

                         of knowledge.*



      There is diversity of talent among the faculty which demonstrates

recognition of the function of scholarship through teaching, application, and

integration and discovery of knowledge. The program coordinator holds a master

degree in nursing and has 24 years of nursing experience, 10 years of which

have been dedicated to nursing education. The Coordinator‟s years of experience

in nursing education have been spent in various types of nursing programs

including diploma and baccalaureate degree. The coordinator‟s earned degrees

and experiences in nursing also are from diverse areas of the country, Texas and

Arkansas. The program coordinator has expertise in the area of medical surgical

nursing with several sub specialties which include CCRN and eligibility for CNS

certification through AANC in Medical Surgical Nursing and in Family or

Community Nursing. The Coordinator‟s teaching experiences are varied and

diverse as well. The Coordinator has ten (10) years teaching experience in junior

and senior level medical surgical nursing courses in diploma and baccalaueate

degree programs. Seven (7) years of instruction were in pediatrics/women‟s

health (maternal/newborn) nursing. Practical teaching experiences in pediatrics

were conducted at Medical Park Hospital, Arkansas Children‟s Hospital and


                                                                                  32
Baptist Medical Center. The Coordinator‟s varied experiences provide the

expertise needed to instruct the associate degree registered nurse as a generalist

rather than from a specialist perspective. The Coordinator is also able to access

specialists as needed, to embellish content and provide students with the

specialist practice orientation. See Exhibit I-5 for curriculum vitae of program

coordinator – D. Gordon.

        The Dean of NAH also has a diverse background including 26 years of

nursing experience, with 17 years dedicated to teaching and administration of

nursing education programs. The Dean has experience teaching at all

undergraduate levels of nursing education i.e., practical nursing, diploma,

associate degree, and baccalaureate degree programs. Clinical and teaching

experiences for the Dean have been obtained in Arkansas and Missouri. See

Exhibit I-5 for the curriculum Vitae for the Division Dean – D. Williams.

        Part-time and adjunct faculty provide further diversity through the engaging

in scholarship activities, evidenced through varied clinical specialist roles. Part-

time theory faculty possess specialization in their area of instruction i.e.,

psychiatric/mental health and oncology nursing. One of the part-time program

faculty members who is enrolled in graduate school is pursuing the Masters

degree in nursing – advance nurse practitioner – Womens Health, with an

education focus. The faculty member expects to complete the degree in Spring

2002.

        All faculty maintain expertise in their area of teaching responsibility as

evidenced by recent practice experience. All faculty have experience in areas in


                                                                                     33
which they teach. This experience comes from past and/or current clinical

practice; attendance at workshops or CEU credits; and/or community service

activities. Faculty members are involved in community based organizations

including board membership and voluntary participation in community activities.

       Faculty credentials meet the Arkansas State Board of Nursing (ASBN)

requirements. The ASBN requirement states that “Full-time faculty members shall

have at least a baccalaureate degree in nursing with additional preparation and/or

experience in the area of teaching” (ASBN) Rules & Regulations Ch 6-13). It is

further stated that “Faculty serving as course coordinators shall have at least a

Master‟s degree in nursing.”




                                                                                    34
                             III.     Students


The program assures teaching and learning environments conducive to

student academic achievement and life long learning.

             Criteria 9. Student policies of the nursing unit are

                         congruent with those of the governing

                         organization, publicly accessible,

                         non discriminatory, and consistently

                         applied; differences are justified by the

                         nursing units’ purposes



Student policies of the Southeast Arkansas College Division of Nursing & Allied

Health Technologies are public, accessible, non discriminatory, and consistently

applied. Some student policies set forth by the NAH Division differ from those of

the governing organization. The following differences have been identified along

with rationale for the differences.

       1.     SEARK College is an open access institution. However, specific

criteria above the college‟s requirements must be met prior to admission into the

program (See admission requirements). These requirements supersede the

College‟s requirements for admission, yet they are consistent with area nursing

programs and are applied to all program applicants. The nursing faculty believe




                                                                                  35
that the higher admission standards are conducive to student success in the

program and ultimately success on the NCLEX-RN.

      2.     In order to be admitted into the program, students must complete an

application process separate from the College‟s admission process. The

application process requires successful completion of a core of general education

courses with a grade of “C” or above. Completion of the required prerequisite

courses provide a strong behavioral and physical science background for entry

into nursing practice. Successful completion of this core of general studies

courses provides indication that students have mastered basic skills in English

and Math and have a solid science background on which nursing concepts build.

It also serves as an indicator that students are academically capable of pursuing

the ADN curriculum.

      3.     The passing score for all nursing courses is 75%, whereas the

College considers scores above 60% passing. The faculty believe that the higher

passing score facilitates achievement of program objectives by the student. This

passing score is also consistent with other schools in the area.

      4.     Progression standards for the program require that students

achieve a minimum grade of “C” in each nursing and general education course.

The College on the other hand, allows students to progress with a grade of “D”.

The nursing faculty believes the higher standard assures that nursing students

will attain the necessary knowledge base required to make appropriate

judgments in delivering quality nursing care.




                                                                                  36
       5.     Policies governing attendance for program students are strict with

regard to clinical make-up. All clinical absences are required to be made up.

The profession is a “practice” discipline and it is the belief of the faculty that all

required clinica hours are needed in order to meet clinical outcomes.

       6.     The nursing program restricts the number of times a student may

repeat nursing courses. The College holds no such restrictions, however,

program policy allows students the opportunity to repeat course twice or to

repeat two (2) courses in the curriculum. At the time of the second failure,

students are counseled or advised to investigate another major. These higher

standards assure that students will be able to meet the demands of the

profession by demonstrating entry level competence as required for success on

the NCLEX-RN.

       7.     The program requires all admitted students complete a Health

History, CPR certification, and provide evidence of being free of tuberculous

(PPD or Chest x-ray). The later coincides with the requirements of clinical

agencies and is not a college wide requirement.

       Student participation in establishing and revising policies for the NAH

division and the College is achieved through membership in the NAH Division

Faculty Council and Student Senate. Table 9.1 depicts access to College &

Nursing Division Policies. Changes in policies are communicated to students

through the Division faculty meetings where the students are encouraged to have

input. The student representative is able to report back to the class. Policy




                                                                                         37
changes are also communicated through posting of notices on bulletin boards

and through regular meetings with assigned faculty advisors.




                                                                              38
                    Table 9.1 Access for College and Nursing Division Student Policies




                        CollegeCatalog/     NAH        Syllabus   Program    Admissions   Program
                        Student Handbook   Division               Brochure    Packet      Student
                                           Policies                                       Handbook
                                            2000

Nondiscrimination       p. 8                                         +           +
Admissions**            p. 17                                        +           +           +
Academic                pp. 30 & 31                       +                                  +
Progression**
Grading**               p. 29                 +           +                                  +
Attendance**            p. 28                 +           +                                  +
Returning Student                             +                                              +
Policy*
Dismissal/              p. 31                 +                                              +
Suspension**
Validation and          pp. 19-22
Articulation            Transfer – p. 18      +                                  +           +
                        CLEP – P. 22
Graduation              pp. 34-35             +                      +                       +
Requirements
Academic Calendar       pp. 6 – 7                         +
Grievance/Appeal        pp. 32 & 33           +
Cost                    pp. 24 -25            +                                  +
Maintenance of
Educational &           p. 52
Financial Record
Health Requirements     p. 106                +                      +           +
& CPR


                ** College and Nursing policy differ




                                                                                              39
             Criterion 10: Student have access to support services

                             administered by qualified individuals that

                             include, but are not limited to: health,

                             counseling, academic advisement, career

                             placement, and financial aid.



       Students have access to support services administered by qualified

individuals. The College is a commuter campus and therefore does not provide

health services to students. In an emergency situation all offices are advised to

use the “911” emergency system. Students are advised to carry their own health

and accident insurance. All program students are required to purchase

Malpractice Insurance under the Division of NAH‟s blanket policy.

       A professional counselor is available to advise students regarding course

and program selection. The Counselor can further assist students with

transferring to a senior college, improving study skills, developing self-

understanding, and resolving personal problems. For problems that extend

beyond the scope of the on campus counselor, referrals may be made to local

agencies to provide more in-depth diagnosis and follow-up treatment. The

College Counselor is qualified to carry out assigned functions.

       Once the student has declared nursing as a major they he/she is referred

to a faculty advisor in the NAH Division. Program faculty serves as advisor and

is available to advise students regarding program admission and progression.


                                                                                  40
The academic advisor also refers students to developmental and tutorial services

that are available, based on the needs of the student. All students are

encouraged to confer with the academic advisor during registration, at midterm

and at any point when there is a need.

       The Career Center/Job Placement office, located in Technology Center-

North, provides students with career planning assistance and job placement

services, computer-assisted guidance and information on selected careers,

related occupations, educational opportunities and job seeking skills. Videos,

books, pamphlets, individual assistance, and workshops are available to

strengthen the students‟ employability skills in the areas of interview preparation,

resume development and job search skills. The Career and Job Placement

Officer holds a BS degree and is qualified to administer this office in that she

meets established job criteria.

       The College offers a wide range of financial assistance programs which are

administered by a qualified Financial Aid Officer who holds a B.S. degree.

Financial assistance is made available to eligible students through federal, state,

and local programs. For a complete listing of the College‟s financial aid programs

see the College Catalog pages 34-44.

       The above described student services are administered under the Office of

the Vice President for Student Services. Student service hours are Monday

through Friday with morning and evening hours, based on the needs of the

College. Students are made aware of available Support Services via the College

Catalog and campus postings.


                                                                                   41
                 Criterion 11: Programs or Institutions have a policy

                               regarding maintenance of educational and

                               financial records.



       Student educational and financial records are according to the Family

Educational Rights and Privacy Act (FERPA). These policies are stated in the

College Catalog pages 39-44 and p. 5




                                                                               42
           Standard IV: Curriculum and Instruction


        The Program Accomplishes its Educational and Related Purposes

               Criterion 12:   Curriculum developed by the faculty

                                has an organizing framework from which

                                course objectives/competencies and

                               learning activities flow in a logical

                               progression over the length of the program



       The Philosophy of the program is consistent with the mission, goals, and

value statements of the College and serves as the foundation for curricular

development. The organizing framework for the program is eclectic,

incorporating concepts from various nursing and scientific theories i.e.

adaptation, human need, and systems. The faculty believes that the educational

background of the LPN/LPTN provides the rationale for incorporating several

theories into framing the educational experiences. The varied concepts also

fulfill the hierarchical learning need of the LPN/LPTN.

      The curriculum is designed to achieve very specific educational outcomes

for the LPN/LPTN through incorporating a variety of experiences. Direct student

outcomes that lead to entry level skills as an AD nurse are guided by program,

course and unit objectives. These outcomes are achieved through the

curriculum design of 65 credit hours that includes 32 nursing and 33 general

education hours. In the curriculum, general studies credit hours exceed the



                                                                                  43
number of stated nursing credits by 1 credit hour. This is by design in order to

accentuate the fact that the LPN/LPTN has validated, through licensure and the

program admission standards, that he/she possess the core of nursing

knowledge that is shared by all nursing education programs. In the program

philosophy, the faculty indicate that we believe that educational experiences

should build upon this core of knowledge and skills already acquired by the

LPN/LPTN.

      The SEARK College Catalog p. 109, outlines the program of study for the

Associate of Applied Science Degree – LPN/LPTN Transition program. Course

descriptions for the program are found in the College Catalog on pages178-179.

The curriculum flows from an eclectic framework which offers a logical

progression of competencies and learning activities which focuses on content

from nursing theories. This progression extends through the length of the

program. Within the general education component of the curriculum, the

prerequisite biological sciences courses provide the student with a knowledge

base of the anatomy and physiology of the human body and the impact of

microorganisms on clients. College Algebra strengthens mathematical concepts

that enhance the student‟s ability to mathematically compute pharmacological

problems within the health care environment. The English Composition courses

enhance the student‟s ability to communicate effectively both verbally and in

writing. The course work within the social sciences promotes knowledge related

to the physiologic and psychosocial condition and the organization, relationships,

and change within our environment and culture. Students who verbalize interest




                                                                                   44
in furthering their education in nursing are advised to take elective course work

including chemistry and sociology. The general education component of the

nursing curriculum provides a foundation for the nursing courses to build upon

and assists the student in meeting educational and program outcomes. The

curriculum is designed to incorporate interdisciplinary activities in support of the

College‟s mission, philosophy, and values. Commonalities within many of the

general studies courses provide the basis for many nursing theories. Aware of

the commonalities among disciplines, faculty‟s teaching/learning stategies are

designed to effect high level learning which results as students and faculty

collaborate in classroom and clinical settings. This collaboration extends beyond

the general education area. Students are also exposed to learning experiences

which require understanding of various internal and external systems in order to

provide coordinated care with other health care professionals. Some of the

interdisciplinary activities of the College and program include sharing of laboratory

and classroom spaces, i.e. Nursing/Surgical Technology, Nursing/Emergency

Medical Technology and Nursing/Health Information Management. This approach

to interdisciplinary education provides evidence to our constituency that funds

used for education are receiving maximal benefit and usage.

       During the first 8 week summer semester, students enroll in Nursing

Process I (NURS 2116 – 6 SCH) and Nursing Practicum I (NURS 2122 – 2 SCH).

Nursing Process I validates fundamental knowledge and skills for the LPN/LPTN

and introduces the student to curricular concepts, role responsibilities of the

Associate degree nurse. The major concepts of nursing process; health – illness;




                                                                                       45
wholism and human need; stress and adaptation; safety; communication; and

growth and development across the lifespan are the focus for this transitional

semester. In addition, a beginning knowledge base of health assessment,

pharmacology, and roles of the ADN is formed. This transition course introduces

the LPN/LPTN to concepts related to transition and socialization toward AD

registered nursing practice. Nursing Process I focuses on normal client

responses and on the skills required for the successful transition to the AD nurse

role. Nursing Practicum I is corequisite to Nursing Process I. In Nursing

Practicum I, the student is required to practice and apply critical thinking and

decision making skills in simulated and actual patient care situations in the

nursing laboratory, community and acute care settings. Faculty provide a variety

of clinical assignments in which students interact with various health care

professionals caring for individuals with physical and or psychosocial needs.

These experiences encourage students to use nursing skills and procedures as a

means of stimulating critical thinking and decisions making skill and begin the

transition to the role of ADN. This course provides the bases upon which

remaining courses are built. Client care focus is on clients who are well or with

limited or alterations in health.

       During the second semester of the nursing program of study, students

enroll in Nursing Process II (NURS 2218 – 8 SCH) and Nursing Practicum II

(NURS 2224 – 4 SCH). Nursing Process II focuses on the identification and

clustering of client responses in order to implement the nursing process in

selected medical-surgical situations with clients across the lifespan. During this




                                                                                    46
course, the students‟ focus progresses to selected altered and chronic client

responses that are examined in relation to the curricular concepts. Nursing

Practicum II continues to require students to practice critical thinking and

decision making skills in simulated and actual medical-surgical client care

situations in acute and community settings. The second semester courses

requires progressive knowledge and skill mastery as content focuses on clients

with responses that are commonly occurring or chronic in nature.

       The final semester of nursing courses include Nursing Process III (NURS

2318 – 8 SCH) and Nursing Practicum III (NURS 2324 – 4 SCH). Nursing

Process III focuses on nursing care in relation to acute or complex alterations

across the lifespan. Curricular concepts and threads continue to increase in

complexity as the student acquires the knowledge and skills to provide

preventative, acute, and restorative care in a variety of settings. Content also

covers nursing trends and issues designed for the exploration of topics pertinent

to successful transition to ADN practice. Content related to the roles of manager

of care and member of the profession health care team is targeted for

discussions. Nursing Practicum III continues to stress the progressive

application, proficiency, and mastery of skills, knowledge, and behavior of the

ADN. Incorporation of leadership skills are required as the student focuses on

the role of manager of care and as a member of the health care team. An

overview of the curriculum plan showing credit an clock hour distribution for each

course is found in Table IV.A. Figure 12.2 provides a visual model of the

organizing framework of the SEARK College nursing curriculum.




                                                                                   47
                                                      Table IV.A

                                      SOUTHEAST ARKANSAS COLLEGE
                                   Nursing & Allied Health Technologies Division
                                      LPN/LPTN Transition Program Option
                                                  Course Schedule


                                   Crs   Hrs/Wk   Hrs/Sem   Monday      Tuesday     Wednesday   Thursday   Friday
      Prerequisites
Semester I 8 weeks (June)
 NURS 2116 Nursing Process I        6      12       96      5:00-8:35   5:00-8:35   5:00-8:35
 NURS 2122 Nursing Practicum I      2      16       128                                         7-3:00     7-3:00
                                                                                                  or         or
                                                                                                3-11:00    3-11:00
 TOTALS                             8               224
Semester II (August)
  NURS 2118 Nursing Process II      8       8      120      1:00-4:35   1:00-4:35
  NURS 2224 Nursing Practicum II    4      16      240                                           7-3:00    7-3:00
                                                                                                   or        or
                                                                                                3-11:00    3-11:00
  TOTALS                           12               360
Semester III (January)
  NURS 2318 Nursing Process III     8       8       120     1:00-4:35   1:00-4:35
 NURS 2324 Nursing Practicum III    4      16       240                                          7-3:00    7-3:00
                                                                                                   or        or
                                                                                                3-11:00    3-11:00
 TOTALS                            12               360
PROGRAM TOTAL                      32               944
          Theory Hour = 50 minutes of instruction
          Theory to Clinical Ratio = 1:4
         *Based on 15 weeks of instruction
         *Week of testing not included in totals




                                                                                                      48
      A variety of learning experiences are utilized to impart knowledge. Specific

learning experiences include but are not limited to lecture, independent study,

research papers, critical thinking exercises, Computer Assisted Instruction (CAI),

simulated client care situations, role play, small group work, demonstration/return

demonstrations, games exam reviews, observation, and a number of various

clinical experiences in acute, extended, and community based settings.

Community based settings include community mental health centers, outpatient

clinics, the health department, daycare centers, recuperative care units, and the

home. Various modes of technology are utilized as learning experiences.

Technological learning strategies include use of audio-visual materials such as

instructional videos, computer aided instructional program, and CD-ROM

interactive programs. Powerpoint presentations are incorporated as an

instructional methods. All students have been assigned email addresses in order

to have direct communication with faculty from other sites. Although the College

has the technology for implementation, there are no nursing courses currently

being taught using the Compressed Interactive Video (CIV).

      Traditionally, many classroom and clinical learning experiences have

focused on nursing activities and decision making within an acute care setting.

National and state trends now demonstrate a shift toward more community based

practice settings for students learning experience, since nurses are expected to

practice in non-acute care settings. Various community-based learning

experiences have been incorporated into the curriculum to enhance the

graduates‟ knowledge of the various components of the continuum of health care




                                                                                   49
delivery options. In addition, community-based learning experiences provide

opportunities for students to apply core knowledge and skills to a variety of

practice settings and with a variety of health care practitioners. This provides the

student nurse the opportunity to apply learning to a various settings. The

experiences also provide the opportunity for students to transfer theory content

into clinical practice (Cognitive Interactionist).




                                                                                   50
      Criterion 13:    Length of the program is designed so that

                              students can achieve program objectives

                              and acquire knowledge, skills, values,

                              and competencies necessary for the

                             provision of health services



      The length of the program is designed so that students can achieve

program objectives and acquire knowledge, skills, values, and competencies

necessary for the provision of health services. The program curriculum is

designed with an 8 week summer term followed by two (2) 16 week semesters.

Prerequisites for admission to the program are required in order that students will

have the science and liberal arts background required for success in the

associate degree curriculum. All students admitted to the program are licensed

and practicing as practical/psychiatric technician nurses. It is the philosophical

belief of the faculty that educational experiences offered by the program should

build upon the fundamental nursing knowledge and skills already acquired by the

LPN/LPTN. Aware of the prerequisite knowledge and skills of the LPN/LPTN to

RN student, the major content focus is on comprehension and application of

nursing concepts. The program curriculum integrates the concepts and principles

of professional nursing as well as the natural, behavioral and social sciences in

order to allow students to achieve the program objectives.

      The 8 week summer (transition) course, focuses on introducing the

curriculum concepts and threads that are basic to professional nursing. The




                                                                                    51
eclectic framework provides exposure to various nursing and scientific theories

that are basic to formulating a workable concept of the discipline of nursing.

       Using the eclectic approach to developing the curriculum, the faculty

incorporated concepts from two (2) major nursing theorists. The works of Sister

Callister Roy, Roy, C.S. (1984) An Introduction to Nursing: An Adaptation Model

and the adaptation theory is congruent with the faculty‟s belief that the clients‟

environment must be assessed and manipulated through the appropriate

responses by the nurse. Roy‟s work provides the framework for incorporation

and synthesis of the different theories that give rise to the curricular concepts.

Roy identifies the human (client) as biopsychosocial beings who exist within an

environment. The environment according to Roy, provides the stimuli that

creates needs. Therapeutic nursing interventions are required to assist clients

to adapt when needed.

       Betty Neuman‟s model, Neuman, B. (1995). The Neuman Systems Model

(3rd ed) is incorporated into the curriculum framework through the use of stress

and systems theory. Neuman conceptualizes the total person approach to client

care and views health as a continuum of wellness to illness that is dynamic in

nature and constantly subject to change. Neuman‟s concept of systems theory

incorporates individuals, families, and groups and identifies the nurses role in

assisting clients with attaining and maintaining optimal levels of wellness. The

SEARK College conceptual model demonstrates the fact that the client‟s health

is not static, but constantly moves along a continuum of health-illness.




                                                                                     52
       Theories from the physical and social sciences are also incorporated into

their conceptual framework. These theories are human need, and growth and

development. These major content strands flow through the curriculum at all

levels. Growth and developmental theories provides the perspective that human

need spans the life cycle.

       During the 8 week transition course the student is able to internalize and

solidify the concepts as well as behaviors characteristic of the associate degree

registered nurse. The roles of provider of care and member of the health care

team are further expanded as the student adopts skills and behaviors necessary

to manage client care.

       Figure 12.2 represents the model of the faculty‟s organizing framework for

the associate degree curriculum. The model consists of interrelated concepts

and processes that provide guidelines for curriculum, development, evaluation

and revision. The model identifies the client as the recipient of all therapeutic

actions of the nurse. The integration of the concepts display the significance of

the role of the nurse in meeting the ever-changing needs of the client during

times of health-illness throughout the stages of life.

       Content in the curriculum increases in difficulty and complexity as the

student progresses. The progressive nature of the curriculum is further

expressed in the statement of course objectives for successive courses. The

transitional course is by and large introductory as well as evaluative related to

skills possessed by the LPN/LPTN. Level II of the curriculum provides theory

and skills in the chronic phase of illness throughout the life span. By the third




                                                                                    53
and final level in the curriculum, the associate degree nursing student is prepared

to carry out therapeutic nursing interventions for clients in critical care settings

and to demonstrate leadership abilities through progressive responsibility in a

variety of clinical settings. With the emerging trend of moving health care from

the acute setting to home/community, the associate degree nurse experiences

must be adapted to provide a well rounded practitioner.

       The eclectic curriculum reflects the ideals described in the National

Organization of Associate Degree Nursing to document Educational

Competencies for Graduates of Associate Degree Nursing Programs, (2000) NLN

Press. This document identifies the competencies expected of the associate

degree graduate. These competencies have been incorporated into the

curriculum and serve as a guideline for program development and maintenance.




                                                                                       54
                   Criteria 14: Practice learning environments are

                                 selected and monitored by the faculty

                                and provide opportunities for a variety

                               of learning options appropriate for

                               contemporary nursing.



       Learning experiences within the program are designed within the

framework of meeting client needs in five human (multidimensional) dimensions

to develop caring intervention, critical thinking skills, and to use the nursing

process to address health promotion, maintenance, restoration, or the peaceful

alleviation of suffering. Learning experiences are also developed to expand the

nursing knowledge base of the LPN/LPTN in the areas of pharmacology, nursing

process, health assessment, and communication in relation to AD RN roles and

competencies.

       Teaching/learning strategies within the program are often eclectic and

reflect a variety of learning theories/concepts. However, most of the learning

experiences are framed from Adult Learning Theory and Cognitive Interactionist

Learning. Both of these theoretical bases are congruent with several

philosophical beliefs of the faculty: 1) “Learning is evidenced through a change in

behavior.” 2) Learning is most successful when the learner and teacher have a

mutual commitment and the learner perceives relevance of the content to

everyday life.” 3) “Structural learning experiences are developed with regard to

the learners needs and abilities.” 4) “Faculty is responsible for structuring




                                                                                   55
learning experience and serving as a role model and facilitator.” (Program

philosophy - Appendix E).     The Cognitive Interactionist expects students to be

interactive in relation to the learning environment. Cognitive-Interactionist

teaching/learning is characterized by exploratory learning comprised of

investigative behavior and reflective thinking (Bigge & Shermis, Learning

Theories for Teachers, 1992). The steps of reflective thinking problem

identification, hypothesis formulation, examination of implications, testing, and

conclusions) are congruent with the five steps of the nursing process:

assessment, analysis/diagnosis, goal/outcome identification, implementation, and

evaluation. Cognitive-Interactionist theory supports student efforts to go beyond

the information given to manipulate knowledge to fit new tasks and situations

(critical thinking). The Cognitive-Interactionist theoretical base supports the

belief that students are purposive beings who exercise situational choice.

Eclectic learning experiences and strategies support the cognitive belief that

there are different ways of conveying information. Social Cognitive Theory

supports the acquisition of cognitive and behavioral skills, as well as the

knowledge of what leads to what. The team approach to teaching theory and

clinical content is supported by Social Cognitive and Linear-Interactionist theory

in the premise that students can learn from the experiences of others without

having to have the same experience (Bigge & Shermis, 1992). A team

instructional approach provides differing experiences and role modeling from the

full time and part time faculty and clinical agency staff.




                                                                                    56
       Cognitive-Interactionist theoretical learning experiences promote

attainment of educational outcomes in that students are provided opportunities to

demonstrate the ability to apply the nursing process, implement scientifically

based nursing care, employ critical thinking behaviors, synthesize knowledge in

order to make decisions, and utilize resources to carry out therapeutic nursing

activities. This theoretical base also promotes attainment of program outcomes

in that teaching/learning is accomplished in a manner that will enhance the

graduate‟s ability to think critically, communicate effectively, implement theory-

based nursing activities, graduate, be employed as a registered nurse, and be

successful on the NCLEX-RN licensing exam.

       Each course syllabus outlines the classroom and clinical evaluation

methods for the course. In addition, each practicum course syllabus contains the

respective clinical evaluation tool and an explanation of the clinical evaluation

process. The course syllabus is discussed the first class day of each semester in

each nursing course. At this time and as needed, students are encouraged to

ask for clarification of unclear expectations.

       Within the theory courses, evaluation of student achievement in relation to

course objectives is primarily through multiple choice examinations. Multiple

choice examinations is consistent with the NCLEX-RN format. However, given

the Cognitive-Interactionist theoretical base and the faculty‟s belief in critical

thinking, attempts are made to increase the testing level to the application,

analysis, and higher levels of Bloom‟s taxonomy. All units of study includes the

application of the nursing process. Exam questions, at the application level, are




                                                                                     57
included in relation to client need categories and the five steps of the nursing

process. Item analysis (difficulty and discrimination indices and Kuder

Richardson - 20) are used to confirm exam reliability. Adding to the formative

evaluation process, during the second semester, students are required to take a

series of computerized exams (HESI Specialty Exams). Benchmarking for these

exams has been established at 50%. This low percentage benchmark takes into

consideration that students have remaining a significant portion of the curriculum

at the time they are tested. The results of student performance on these exams

provides data for use in program development as it identifies pockets of

weakness in the curriculum. The data also provides a guide for structuring

theory and clinical learning experiences for the remaining semester. Finally,

remediation can be established for students who may be identified as “at risk”

based on low performance on the specialty exams.

       Within clinical (Practicum) courses, student achievement is measured

through various written testing strategies and competence in relation to

performance of critical behaviors. In developing and evaluating skill competence,

students have access to procedure check off sheets, texts, and videos. Students

are stimulated to think critically rather than memorizing steps in skills and/or

procedures. To further stimulate critical thinking, students are required to

randomly select client care situations in which they are observed carrying out

nursing care activities.

       Evaluation of clinical performance is accomplished through the use of the

clinical evaluation tool. The clinical evaluation tool is designed to refect clinical




                                                                                        58
objectives which enable the student to meet the course objectives. Each

practicum course utilizes a clinical evaluation tool that is reflective of the

respective clinical objectives. The NURS 2224 Clinical Evaluation Tool (2nd and

3rd semesters is included as Appendix F. The clinical evaluation tools identify

behaviors that reflect that learning has taken place. The faculty contends that

behavioral clinical objectives remain consistent with a cognitive-interactionist

theoretical base in that Cognitive-Interactionist study observable behaviors

(Bigge & Shermis, 1992). While the students are often provided some form of

weekly feedback, formal evaluation of clinical performance is conducted at

midterm and at the end of the semester‟s clinical experiences. This process also

includes opportunities for the student to evaluate themselves clinically. The

clinical courses are graded according to the same numerical grading scale as the

theory courses. (75% passing)




                                                                                   59
                     Standard V:           RESOURCES


The program has effectively organized processes and human, fiscal, and

physical resources necessary to accomplish its purposes.

                  Criterion 15: Fiscal resources are available to

                                 support the nursing unit purposes

                                 commensurate with resources

                                 of the governing organization.



      The Program has the full support and commitment of the College

administration which assures the adequacy of resources to accomplish its

purposes. This commitment is evident in the fact that the first new construction on

the campus since the College was chartered, was dedicated to the Nursing &

Allied Health Division and the Library/Distance Learning Center.

      The College, like all state agencies are experiencing the need to

streamline budgets. However, the program has received adequate funding for

initiation and maintenance. The fiscal needs of the program are offset by the fact

that classroom office space, and clerical support are already available for the

Division. The program is also conducted in conjunction with a well equipped

practical nursing program. At the time that the division moved into Founders

Hall, Spring semester, 1998, the Division of NAH received funding in the amount

of $34,000 from a grant written to the Helene Field Trust Foundation. This

funding allowed for the purchase of additional nursing laboratory equipment and



                                                                                  60
durable medical surgical supplies which are available to the program. Without

the need to expend funds on special program equipment, the otherwise needed

funds are available for salaries and program operations.

       With the initiation of the program, additional funding was budgeted in

anticipation of the NLNAC accreditation process. See Appendix C LPN/LPTN to

RN Transition Budget.

       To determine commensurability of the resources which are being provided

to the Division of Nursing, a comparison of Nursing Division was made with the

resources for the other instructional Divisions. Salaries of the three (3) Division

Deans and faculty salaries within instructional divisions were compared. The

results of the comparison are depicted in Figure V.A.

       The salary of the Dean of General Studies is greater than salaries of the

other Deans. This is because the individual currently in this position was hired at

a higher level of responsibility and salary. On July 1, 2000, the College

underwent an organizational change in which all, then Deans, were given the title

of Vice President. The current Dean of General Studies remained at the level of

Dean and the two Division Chairs took on the title of “Dean.”

       The operating budgets for the three instructional divisions are comparable.

The operating budget for the College will be on exhibit.

       Faculty salaries for the NAH division are greater than the average salaries

for technical or general studies faculty. The salary for the full-time faculty

member also exceeds salaries of other division faculty. Funding for adjunct and

part-time faculty is included in the VP of Instruction and Assessment‟s budget.




                                                                                   61
         The budget for the entire college will be on exhibit at the time of the site

visit.



                                    Figure V.A



                     Comparison of Faculty and Administrative Salaries

Position                       Number of FT       Mean Salary                Length of
                                 Faculty                                   appointment
Instructor
   NAH Division                      8             $36,375.00               9 months

Instructor
   Technical/Business                6             $28,250.00               9 months
    Studies

Instructor
     General Studies                13             $35,000.00                9 months

Dean
   NAH                               1             $53,000.00              12 months

     Technical                       1             $53,000.00              12 months

     General Studies                 1             $55,600.00              12 months




                                                                                        62
       The program is administered within the Division of Nursing & Allied Health.

The Division has one full-time secretary. The Division also has access to work

study students 20 hours per week, who are able to assist with responsibilities of

answering the telephone, scheduling appointments, typing, filing, completing

purchase orders, and meeting secretarial/receptionist needs of the Division.

Student workers are not permitted to carry our academic tasks for faculty which

include typing and copying exams.

       All faculty offices are equipped with personal computers and printers. All

offices also have access to the world wide web. Faculty are encouraged to

maximize the use of these resources.

       Funds have allocated to support faculty development. The College is in

process of formalizing a plan for faculty development as a result of the self study

data obtained in the process of requesting reaffirmation by the NCA. Faculty are

encouraged to attend professional conferences and workshops that enhance their

instructional techniques and to participate in practice. If needed, adjunct faculty

are provided by the College to conduct classes during the faculty professional

development activities. Faculty professional development opportunities are also

made available on campus. Training in faculty advisement, use of the POISE

system, and Microsoft migration are some of the most recent on campus

educational activities that have been offered.

       Faculty are encouraged to engage in practice and community/public

service activities. This practice is carried out through faculty memberships in Red

Cross Board of Directors, Alumni of Leadership Pine Bluff, Church memberships,




                                                                                  63
speaker for Quawannas‟ volunteering with Chamber of Commerce, alumni

organizations, and Kappa Rho and Delta Chapters of Sigma Theta Tau

International. Plans are being made to present an educational program in the

Spring 2001 semester, to introduce the Nursing Intervention Criteria (NIC) an

Nursing Outcome Criterion (NOC) model to schools of Nursing in Southeast

Arkansas. Debbie Gordon, RN, MSN, (program faculty) and Dr. Kathleen Bondi,

chief author of the concept, will be the presenters.




                                                                                64
        Criterion 16:   Physical facilities are appropriate to

                               support the purposes of the nursing unit



       The physical facilities of the Division of NAH are adequate to support the

purposes of the nursing unit. The program is housed in the most recent newly

constructed building on the SEARK College campus, Founders Hall. Founders

Hall is a 24,202 sq. ft. building situated on the southwest corner of the main

campus. Construction of the building was completed in April, 1998. The Nursing

and Allied Health Center includes three (3) classrooms, two (2) of which have

distance learning capability; three (3) laboratories for Nursing/Surgical

Technology, Nursing/Emergency Medical Technology, and a computer laboratory

for Health Information Management; Nursing Assistant (WITS) Room; Clara

Mitchel Browder Conference Room; Nine (9) faculty and administrative offices; a

copy/file room; and receptionist suite. Also included in the building are the

Library/Distance Learning Center, a Student Faculty Lounge and a 148 seat

lecture hall (Lyceum) equipped for distance learning and is available for large

group gatherings and faculty inservices.

       All classrooms used for the program contain state of the art equipment for

teaching/learning including computer and internet access, overhead projectors or

ELMO, projector screens and TV/VCR‟s. One classroom contains a 52 inch

presentation system. Capacity for each classroom is 35 students. These

classrooms are shared by other programs within the organization. However, the




                                                                                    65
nursing program has primary designation for all spaces in the Nursing & Allied

Health Center.

       The NAH division has its own copier, fax machine and Scantron.

Multimedia equipment that is not housed in the division may be obtained through

the library. At the present time there are no nursing classes being transmitted via

compressed interactive video (CIV). However, as program articulations evolve,

this method of instructional delivery will be more fully explored.

       The Division Dean and program faculty are assigned private office space.

Each office is well designed and lighted and contain ample workspace, a personal

computer, printer, and file cabinets. The private office provides the setting for

individual conferences with students and undistracted preparation time.

       The philosophy of the administration is to be utilitarian in approach to

resources. The nursing laboratories are shared with other NAH programs. The

ability to share supplies and equipment has been enhanced through the

classroom/laboratory scheduling process. The Division has been successful in

this endeavor through using creative scheduling which includes day, evening, and

weekend classes. The College schedules the majority of its classes Monday

through Thursday. The clinical/laboratory days for the program are Thursday and

Friday. Therefore, there has not been a conflict with classroom/laboratory usage.

       The skills laboratories are equipped to simulate the acute care unit of a

hospital. Infant, child, adult, and geriatric models are available for simulated

practice and demonstration. A variety of medical surgical supplies including drugs




                                                                                    66
and drug administration supplies are stored in locked closets. The medication

cart is locked at all times.

       The Computer/Health Information Management laboratory is equipped with

24 computers. The majority of the computers are internet accessible and contain

the Microsoft Office Suite. Printers are also available. Software packages are

loaded on selected computers which gives students opportunity to review for

NCLEX-RN, pharmacology and to practice clinical decision making/critical thinking

skills. Students are required to take the HESI Specialty Exams via computer. All

students in the program have been assigned email addresses and are

encouraged to communicate with the instructor via this route.

       Storage space for files, equipment, and instructional materials are

adequate at this time. In addition to the file room – each of the nursing

laboratories have three (3) storage closets. There are two storage closets on the

main hall that are being used to house textbooks and audiovisuals for the division.




                                                                                 67
             Criterion 17: Learning resources are comprehensive,

                             current, developed with nursing faculty

                             input, and accessible to faculty and students.



       The students have access to comprehensive, current learning resources

that have been developed with faculty input. The Library/Distance Learning

Center is located in Founder Hall adjacent to the NAH Division. The 10,000 sq, ft,

facility is modern, has updated collections, and is esthetically pleasing.

       The Library and Distance Learning Division consists of three (3)

departments/sections under the supervision of a Dean:

               The Library (or Learning Resource Center)

               The Distance Learning Division

                 The Learning Assistance and Development Laboratories (LAL)

       The LAL and Developmental Laboratory are located in Technology Center

North. The Library Division staff consists of a Dean, two Coordinators (for

Distance Learning and the Learning Assistance Laboratories), a Library Academic

Technician II, two Library Academic Technicians I and a varying number of work

study students. The Division Dean reports to the Vice President for Instruction

and Assessment.

       Program faculty have input into selection of library resources. Faculty

participate in the process through evaluation of CAI program and videos,

providing input on establishing priorities for materials, evaluating and selecting

books for stacks and reference, and participating in the deletion process.



                                                                                     68
       Policies, and some procedures, for the Division are included in the

Library/Learning Resource Center Policy Manual approved October 1993. A

draft revision of the Manual has been prepared and is under going the approval

process. It is expected to be in place early in 2001. Copies of the policy manual

are on exhibit. (See Exhibit 17-1) Following its approval, copies of the revised

manual will be distributed to all instructional divisions.

       The Library‟s current collection includes:

               6,923 (6,287 print and 636 audio-visual) titles equaling 8,794
                (7,587 print and 1,207 audio-visual) volumes. Approximately
                14% (983 titles/1202 volumes) of which are classified in the
                areas of biology, human anatomy and nursing.

               53 pieces of AV equipment which are available for in-library use
                by students. This equipment may be checked out by faculty
                or staff members for in-class or off-site use.

               12 subscription electronic databases (3 CD-ROM, 9 Internet
                 based) purchased with library funds or acquired via the library‟s
                 participation in state wide cooperative programs. The First
                 Search Database, alone, provides access to over 80 databases
                 or information sources, including CINHAL and Medline. The
                 Health Reference Center – Academic, and InfoTrac product,
                 indexes 388 health and medical journals with full text retrieval
                 for 80% (310) of references.

                 88 print periodical subscriptions with 22 (25%) related to
                  nursing, allied health or science. Back issues of all journals and
                  magazines are kept for 5 to 10 years. Newspapers are kept on
                  hand for 3 months.

                 Shortcuts to useful Internet resources (both free and fee-based)
                  have been created, gathered into a desktop folder entitled
                  “Medical Information Sources” and copied onto the public
                  access computers in the Library, Learning Assistance
                  Laboratory, and the computer laboratory in the Nursing & Allied
                  Health Division. These shortcuts are updated on a regular
                  basis. (A printed listing giving the URLs and necessary codes
                  for all sites for which library shortcuts have been created is



                                                                                   69
                 available to allow users to access the sites from their personal
                 computers.)

       The Library‟s operating funds, including electronic information resources

and print subscriptions for the library, come from the College‟s supplies budget.

In addition, Arkansas‟s Carl D. Perkins Vocational and Technical Education Act

of 1998, provides support for the Learning Assistance and Development

Laboratories and the Distance Learning Program. Print and audio-visual, but not

electronic, library materials are purchased through the College‟s

capital/equipment budget.

       The library‟s 2000-2001 budget for library material is $25,000 with $9,000,

or 36% allocated for Nursing & Allied Health material. Copies of all requisitions for

library materials and spreadsheets tracking library expenditures by subject area

including nursing are maintained in the library. Funds for print and electronic

subscription come from the library operating expenses and supply budget which is

$38,000 for the 2000-2001 fiscal year.

       The Library (Learning Resource Center) and the Learning Assistance and

Development Laboratories are open six (6) days a week when classes are in

session:

              7:30 a.m. – 8:00 p.m. Monday through Thursday

              7:30 a.m. – 5:00 p.m. Friday

              8:00 a.m. – 12:00 p.m. Saturday for the Learning & Development Labs

              9:00 a.m. – 1:00 p.m. Saturday for the Library

       Library resources are classified and arranged using the Library of

Congress Classification system. Information on the library holdings are



                                                                                    70
contained in the Online Public Access Catalog (OPAC). The OPAC can be

searched in the library or through a link on the College‟s web site

http://www.seark.org. Material not owned by the Library can be borrowed from

another library using the Interlibrary Loan service. Circulation and use policies

are detailed in the Division‟s Policy Manual.

       Group classes or individual sessions on library use and bibliographic

instruction are available for faculty and students. Training in research techniques

is incorporated in most responses to reference questions. Informational and

instructional handouts are available on the Library of Congress Classification

system, methods of searching the Library‟s Online Public Access Catalog

(OPAC), the difference between a journal and a magazine as well as SEARK

Library‟s circulation policies and procedures and the American Library

Association‟s Library Bill of Rights. Subject bibliographies and list of new

material are prepared and distributed by library staff on a regular basis.

       Ample individual study spaces are available in the library. The two (2)

group study rooms may be reserved for scheduled classes, outside programs or

for use by students wishing to study or work together. TV/VCRs and audio

cassette players are available for „in- library use‟ in the Media Room. Additional

audio-visual equipment is available for use in the Library and in the Learning

Assistance laboratory and for check out by faculty and staff.

       The nursing computer lab, library, and Learning Assistance and

Development Laboratories provide access to computer workstations, twelve (12)

computers in the nursing division lab, public access computers in the library, and




                                                                                    71
two (2) of the Learning Assistance Laboratories machines have dedicated

Internet access. The Library computers are restricted to reference and Internet

communications use. Students needing word processing, or other applications

software are directed to the Learning Assistance Laboratory. The nursing

division computer lab provides software that further supports the goals of the

program. (critical thinking – pharmacology and NCLEX-RN review)

      Developmental English and Math courses using the PLATO software are

taught in the Development Laboratory, although students are able to use both

labs for outside class work with this excellent program. Subject specific software

programs, such as ADAM Interactive Anatomy and Mosby‟s NutriTrac, are also

loaded on the Laboratory computers.

      SEARK is a state leader in the provision of distance education courses.

Self paced Internet courses, multi-site courses distributed via compressed video,

and Telecourses are offered in a variety of subject areas. Coordination and

support for the distance education program is provided by Division staff.

      Students have access to the library resources and services that are

offered through the Area Health Education Center (AHEC). AHEC is affiliated

with the University of Arkansas Medical Sciences campus (UAMS). The AHEC-

PB is located on the campus of Jefferson Regional Medical Center which is

approximately 2 miles from the SEARK College campus.

      Technical support for all computer hardware and software programs is

provided through the Technical Studies Division. The Technical Studies Division

has a full time computer technician and employs several work study students




                                                                                  72
who are majoring in computer technology. The nursing computer lab and faculty

office computers are serviced and maintained through the Technical Studies

Division. Recently, the Technical Studies Division set up a “Help Desk” which is

manned from 8:00 a.m. - 4:00 p.m. daily. All requests for computer maintenance

are routed through the Help Desk staff.

       The College has an established Technology Committee. The Technology

committee is an across-institution committee which is responsible for establishing

policies and procedures to govern the Colleges use of technology. Members of

the committee include the computer network coordinator, Deans of the three (3)

instructional divisions, and library, and faculty and support staff members as

appointed.

       The nursing skills laboratories are spacious and contain state of the art

equipment and supplies for teaching/learning. The combined labs contain a total

of nine (9) simulated client care stations, an examination table, infant care crib,

an open surgical suite and hand washing stations. Each lab has its own TV/VCR

and computer for independent study while practicing skills. The labs are open for

practice from 7:30 a.m. to 9:30 p.m. Monday – Thursday and until 5:00 p.m. on

Friday when classes are not in session or by appointment with faculty.

       The skill labs are also furnished for large group instruction. Each lab

contains tables, chairs, lectern, projector screen, and an overhead projector.

Additional information concerning the adequacy of the nursing skills lab is

referenced in Criterion 16.




                                                                                      73
              VI.     EDUCATIONAL EFFECTIVENESS


STANDARD: The program has an identified plan for evaluation and
          assessment of educational outcomes.

                Criterion 18. Written systematic plan for program

                               evaluation and assessment of outcomes

                               includes the following elements:

                        • definition of criteria, and required and selected
                          outcomes;
                        • defined levels of achievement (decision rules for
                          action);
                        • time frames for assessment of all plan components;
                        • person(s) responsible to assure all components of
                          the plan;
                        • methods and/or instruments to assess each
                          criterion and outcome;
                        • reliability, validity, ad trustworthiness of methods
                          and instruments used;
                        • data are collected, analyzed, aggregated, and
                          trended; and
                        • verification that findings are used for decision
                          making in program development, maintenance, and
                          revision.

        The NAH division systematically evaluates the effectiveness of the

program in nursing. The written plan for systematic evaluation and assessment

of outcomes was developed and is being implemented by the program faculty.

Due to the recent initiation of the program, the evaluation and assessment plan

has not had the opportunity to be fully implemented. However, the division will

measure program effectiveness by collecting data within the major topical areas

of program outcomes, student achievement, and compliance with accreditation

criteria.   The nursing program‟s evaluation and assessment plan addresses:



                                                                                  74
1) major components of the program, 2) definitions and levels of achievements,

3) where documentation is found, 4) who has the responsibility, (5)

time/frequency of evaluation, 6) assessment methods with rationales, 7)

reliability, validity, and trustworthiness of method when applicable, 8) the report

of data and, 9) actions resulting from analysis of the data. The Systematic Plan

for Evaluation and Assessment document is found in Section Four of this

document.

       Possible actions resulting from the analysis of the evaluation and

assessment data will be used for the purpose of program development,

maintenance, and revision. Based upon evaluation findings, course content,

teaching strategies, and clinical experiences will be developed or revised to

facilitate achievement of the particular outcome. Strategies that are evaluated as

successful will be maintained and monitored. In addition, measurement

tools/methods will be evaluated and revised as indicated. Examples of such

revisions might include outcomes, benchmarks, and any other component of the

evaluation plan. As data is collected and analyzed, the resulting actions will vary,

therefore many of the development, maintenance, and revision columns are

without entrees on the initial master plan. The plan was discussed, finalized, and

approved by faculty.




                                                                                      75
        Criterion 19. Required and elective outcomes as

                               they relate to the program type, are

                               evaluated



       As outlined in the Systematic Plan for Evaluation and Assessment of

Educational Outcomes, the required program outcomes reflecting graduates‟

abilities in the areas of critical thinking, communication, and therapeutic nursing

interventions (theory-based nursing interventions) are evaluated. The patterns

and rates of employment and performance on NCLEX-RN of the program

graduates cannot be assessed at this time. The nursing faculty has identified

outcomes related to program satisfaction (graduate) and employer satisfaction as

elective measurements of educational effectiveness. The definitions and

benchmarks for each required and optional outcome are found within the

systematic plan. Faculty is collecting data for analysis in order to evaluate

whether the established benchmarks are realistic.

       The total systematic evaluation of program effectiveness contributes to the

achievement of educational and program outcomes. Through the evaluation and

assessment process, findings will continue to be analyzed and used to improve

the effectiveness of the various components of the nursing program.




                                                                                      76
                                   VII.   INTEGRITY



      The program demonstrates integrity in its practices and relationships.

               Criterion 20:    Information about the program intended

                               to inform the general public, prospective

                               students, current students, employers

                               and other interested parties, is current,

                               accurate, clear, and consistent.



      The NAH division publishes an informational brochure, admission packet,

and program student handbook in order to disperse current information regarding

the program. These publications are available in the Division, Student Services

Office, and the Colleges information Booth. Information in these documents is

accurate and consistent. These documents answer general and specific

questions related to the program and include the degree plan, admission

information, and licensing requirements. The College Catalog contains

information that is more general that apply to the program including tuition and

fees, financial aid, graduation, academic calendar, student services, and general

academic policies. Academic policies that are specific to the program are

published in the Division Student Handbook and course syllabi. A separate

sheet has been published which details all program costs and fees. This sheet is

available within the Division. The College Catalog and Student Handbook and




                                                                                   77
the Division Student Handbook accurately reflect the mission, philosophy, and

purposes of the college and the program.

      All of the above described documents are used for advertisement and

recruitment. All published documents clearly and accurately represent the

program.

      Currently, the program‟s membership status with NLNAC is published in

advertising documents (College Catalog & Student Handbook and program

brochure). These documents will be revised to reflect the outcome of this self

study process.

      The executive assistant to the President is responsible for public relations

for the College. Program special notifications, news releases, and course

schedules are published through this office. See Exhibit 20-1 Program News

Releases.




                                                                                 78
       Criterion 21:   Complaints about the program are

                               addressed and records are    maintained

                              and available for review.



      NCA requires that written student complaints be address and maintained

by the Vice President for Student Services (See Exhibit 21-1 NCA Standard)

Requests for review of complaints may be made to this office. There are no

written complaints on file regarding the program.




                                                                             79
                Criterion 22:    Compliance with Higher Education

                                 Reauthorization Act Title IV

                                eligibility and certification

                                requirements is maintained.



       LPN/LPTN to RN students are eligible for financial aid programs which are

available to other students attending the College. SEARK College employs a

full-time financial aid officer who is available to assist students with any financial

aid needs. The office is housed with Student Services and is open Monday

through Friday, 8:00 AM to 5:00 PM. Policies which govern financial aid are

published in the College Catalog , pages 39-44. The college has a signed

agreement of “Program Participation Agreement “ with the U.S. Department of

Education Office of Student Financial Assistance Programs. Students are

encouraged to repay student loans through the discussion and acceptance of

the rights and responsibilities of accepting financial aid. These rights and

responsibilities are discussed during entrance and exit conferences with students

who apply for and receive financial aid. (See Exhibit 22.1 (Signed agreement).




                                                                                     80
                                     Summary

       The SEARK College LPN/LPTN to RN Transition program concluded its

comprehensive self study determining that the program meets the standard and

criteria set forth by the NLNAC. A number of strengths and challenges were

identified during the process. The challenges and opportunities identified are the

result of the recent initiation of the program. It is certain that as the program

evolves, the challenges that have been identified will emerge as strengths for the

program.

       The Strengths and Commendations, Challenges and Opportunities are

listed below.

Strengths and Commendations

       The Program is to be commended for:

       1.       strong administrative and fiscal support for the program.

       2.       state of the art physical facilities, library and learning resources.

       3.       highly qualified program administrator, coordinator, and clinical

                faculty.

       4.       a curriculum that is logically organized with established program

                outcomes.

       5.       the development and initial implementation of a comprehensive

                assessment and evaluation plan which monitors the overall

                effectiveness of the program.




                                                                                        81
6.   a strong continuous base of students – as the program is offered in

     conjunction with a long standing successful practical nursing

     program.

7.   strong community support due to the affordable cost of obtaining

     the associate degree in nursing.

Challenges and Opportunities

1.   The systematic plan for assessment and evaluation should be fully

     implemented. Revision will be done as the as the program evolves.

     These revisions should include a review of established

     benchmarks for program performance.

2.   As the program develops, consideration should be given to

     recruiting an additional full-time faculty member.

3.   Additional opportunities for program students to participate in

     overall governance of the College should be employed.




                                                                        82
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                                                            SOUTHEAST ARKANSAS COLLEGE
                             2000-2001 ASSESSMENT PROGRAM FOR ASSOCIATE OF APPLIED SCIENCE DEGREE – LPN/LPTN to RN TRANSITION

Institutional Mission:
The mission of Southeast Arkansas College is to provide comprehensive community college education and services, with an emphasis on technical education and workforce
development, for the citizens of Jefferson, Cleveland, Drew, Desha, Grant, and Lincoln counties. These educational programs and services include: technical career education,
workforce development, university transfer education, general education, adult education, continuing education, and community services.

Goal Statement:
To provide college-level career courses and programs of up to two years in length to prepare students for mid-level employment as skilled workers, technicians, and
paraprofessionals.

           Intended Outcomes/Objectives                                         Assessment Criteria & Procedures                         Results of Assessment         Use of Results
1.   Graduates of the LPN/LPTN to RN Transition program      1a. Graduates will score at the 85 percentile or better on the HESI        1a.                      1a. Course/program evaluation
     will successfully pass the National Council Licensure      Exit exam on first attempt.                                                                           and setting standard for
     Exam. (NCLEX pass)                                                                                                                                               satisfactory course
                                                                                                                                                                      performance. Provide
                                                                                                                                                                      data on readiness for
                                                                                                                                                                      NCLEX-RN.

                                                             1b. 85% of the graduates will pass the NCLEX-RN on the first attempt.      1b.                      1b. Shared with faculty –
                                                                                                                                                                     Used to evaluate all areas
                                                                                                                                                                     of the program (course
                                                                                                                                                                     objectives, teaching
                                                                                                                                                                     methods, acceptance
                                                                                                                                                                     standards, and
                                                                                                                                                                     progression policies)




                                                             1c. 80% of the respondents to an alumni survey will express satisfaction   1c.                      1c. To strengthen the
                                                                 with their entry level skills achieved through the program.                                         curriculum through
                                                                                                                                                                     receiving input
                                                                                                                                                                     regarding areas of
                                                                                                                                                                     weakness




                                                                                                                                                                            85
86
                                                              SOUTHEAST ARKANSAS COLLEGE
                               2000-2001 ASSESSMENT PROGRAM FOR ASSOCIATE OF APPLIED SCIENCE DEGREE – LPN/LPTN to RN TRANSITION

Institutional Mission:
The mission of Southeast Arkansas College is to provide comprehensive community college education and services, with an emphasis on technical education and workforce
development, for the citizens of Jefferson, Cleveland, Drew, Desha, Grant, and Lincoln counties. These educational programs and services include: technical career education,
workforce development, university transfer education, general education, adult education, continuing education, and community services.

Goal Statement:
To provide college-level career courses and programs of up to two years in length to prepare students for mid-level employment as skilled workers, technicians, and
paraprofessionals.

            Intended Outcomes/Objectives                                          Assessment Criteria & Procedures                                     Results of Assessment         Use of Results
2.   Graduates will be successfully employed in the field of   2a. 90% of the graduates will be employed in the field within six (6) months of                                 2a. Monitor the need to
      nursing.                                                     licensure                                                                          2a.                           continue current levels of
                                                                                                                                                                                    enrollment in order to
                                                                                                                                                                                    meet the needs of
                                                                                                                                                                                    employers in the service
                                                                                                                                                                                    area.

                                                                                                                                                      2b.                      2b. Program evaluation.
                                                               2b. 80 % of the respondents to an employer survey will express satisfaction with the
                                                                   graduate’s skills, knowledge, and abilities.                                                                   Pass on to instructors for
                                                                                                                                                                                  course evaluation and
                                                                                                                                                                                  revision.


                3a. Program objectives will adequately prepare students for 3a. 75 % admitted students who complete the first semester of the                    3a.                           3a. To target “at ris
                    the level of progressive skill development intended in      curriculum coursework will persist to graduation.                                                                  students and p
                    the AAS Degree curriculum                                                                                                                                                      treatment to as
                                                                                                                                                                                                   them to succes

                ________________________________________________ _____________________________________________________________                                   ______________________        ________________

                3b.                                                            3b. 80% of the students admitted into the program will successfully complete      3b.                           3b. For advisemen
                                                                                   all requirements fro the AAS degree within three (3) semesters.                                                  revision of pro
                                                                                                                                                                                                    acceptance c
                                                                                                                                                                                                    and progress
                                                                                                                                                                                                    policies.




                                                                                                                                                                                          87
       their General Education Diploma (GED) and therefore satisfy the

College‟s   entrance     requirements.       The     program     incorporates

interdisciplinary educational activities.   Students collaborate and are

involved with other disciplines as they meet the program objectives.

These experiences are varied and include general studies faculty in

prerequisite courses, nurse practitioners and dietitians with public health,

social workers in geropsychiatric centers, respiratory therapy technicians,

anesthesiologist,    surgeons during the operating room experiences.

These activities are all supported by the philosophy and objectives of the

program.    These experiences      are also consistent with the College‟s

philosophy of general education as it strives to emphasize the integration

of academic and technical education in the experiences of students in

order to make general and technical education more relevant.

       Southeast Arkansas College is committed to a policy of equity for

all students and employees. The College‟s position statements regarding

equal opportunity/affirmative action, sexual harassment, and being a drug-

free campus and workplace are found in the 2000-2002 College Catalog

and Student Handbook.       Also in    the Catalog, the College states its

compliance with Titles VI and VII of the Civil Rights Act of 1964; Title IX of

the Educational Amendments of 1972; Section 504 of the Rehabilitation

Act of 1973, and the Americans with Disabilities Act (ADA) of 1990. The

College Catalog and Student Handbook provides information to assist




                                                                           88
students with special needs/disabilities. To the greatest extent possible,

the students are mainstreamed into student life. The program encourages

students with special needs         to make this fact know at the time of

application for acceptance so that necessary accommodations can be

made. Students are also made aware that because of the nature of the

profession, it may not always be possible to accommodate students with

severe disabilities. Construction of new facilities strictly adheres to ADA

standards.    The College Catalog and Student Handbook outlines the

procedures for resolving non-academic disputes. Currently, there are no

complaints of sexual harassment, impediments to accessibility/equity, or

Civil Rights infractions filed with the EEO Officer.

       The College strives to attract both employees and students who

reflect the diverse population in population in Southeast Arkansas. The

College has been successful in meeting its affirmative action goals as

established by Administrative Bulletin No. 9 published in the 2000-2002

Southeast    Arkansas     College    Faculty   and     Staff   Handbook   and

Administrative Bulletins.     Thirty-six percent (36%) of the population

residing in the College‟s service area are minority. The College exceeded

its goal of student enrollment approximating the service area‟s minority

population. In the spring of 1999 42% of the total student body were

minority, while 50% of the program student body were minority.

       The College overall has achieved, to a lesser degree, success in a

similar goal in the recruitment of faculty. In the Fall of 1999, 32% of the




                                                                           89
total faculty were minority. In the program, 50% of the full-time faculty are

minority.   In considering all full-time employees, 28% are minority.

Recruitment of minority faculty, staff, and students continues to be a

priority with College leadership.




                                                                          90
91
92
93
94
95
                                          HESI Sample NLN Accreditation Criterion on Critical Thinking
                                          EACH CRITERION FOR ACCREDITATION AND EACH OUTCOME
Each Accreditation Criterion or                  Definition: (including level of achievement &/or decision rule for action where applicable)
Required Outcome or Optional Outcome
                                                 Critical Thinking: “The art of thinking about your thinking while you are thinking in order to make your thinking better: more clear
                                                                                    1                                                                                               4
Critical Thinking                                more accurate, more defensible.” “The process of analyzing and understanding how and why we reached a certain conclusion.”

                                                                                                                                                                TM
                                                 Outcome: 100% of graduating senior students will achieve an 85% probability score on the HESI Exit Exam
                                                                                           Assessment       Report of the
                                                     Time/                                        of             Data        Possible Actions Resulting from the Assessment
                                                   Frequency                                  Method
                  Where is        Who Has                        Assessment Method                           (Name & to
Component                                              of
                Documentation   Responsibility                       & Rationale            (Reliability,       whom
                   Found                          Assessment
                                                                                              Validity,       addressed)      Development      Maintenance        Revision
                                                                                            Specificity)




                                                                                                                                                               96
97
98
                       SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                                   PROGRAM EVALUATION PLAN
Criterion #1                           Definition: The statement that describes the nursing program faculty‟s beliefs, values and
                                                    concepts of nursing which gives rise to the program‟s curriculum framework.
Nursing Philosophy                                                                                                                                        RESULTS
                                       Level of Achievement: 100% of the faculty agree that the philosophy of the nursing program is
                                                              congruent with the mission of the parent institution.

                                                                                                                       Report of the     Actions Resulting from Analysis of the Data
                                                           Time/                                                          Data                 Documented in Faculty Minutes
                                                         Frequency                                     Reliability,
                    Where is             Person                           Assessment Method             Validity,        Including
Component                                              of Assessment
                  Documentation        Responsible                                                  Trustworthiness    actual level of
                     Found                                                                                             achievement        Development     Maintenance      Revision

Nursing        Nursing program         Division       3 years           Method:                     Reliability:       Report to         Open dialogue    Monitor flow    None
Philosophy     philosophy statement.   Dean                             Nursing faculty will        Inter-rater        Division Dean     regarding        of program
               College Mission,                                         perform comparative         (Vice President    and Faculty       faculty belief   and             Document
               Philosophy and Value                                     analysis of the             for Instruction,                     systems          curriculum      analysis
               Statements.                                                                          faculty, and       100% of           related to       content.        serves as
                                                                        nursing philosophy          Division Dean)     faculty agree     nursing                          baseline
               NAH Faculty Minutes.                                     with the College‟s                             that initial      education.                       data.
                                                                        Mission, philosophy         Validity:          assessment
College        Student Handbook        Faculty                          and value                                      of the            Developed and
Mission                                                                 statements.                                    program           implemented
                                                                                                                       philosophy        Program
                                                                        Rationale:                                     demonstrates      Philosophy
                                                                        Analysis will identify                         congruence
                                                                        consistency and/or                             with the          Developed and
                                                                                                                       mission of the    approved a
                                                                        disagreement                                   College.          Comparison
                                                                        between the Mission                                              chart of
                                                                        Statement philosophy                                             selected
                                                                        and value statements                                             statements
                                                                        and the nursing                                                  that
                                                                        philosophy.                                                      demonstrate
                                                                                                                                         congruence




                                                                                                                                                                     81
                SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOME

                                                               PROGRAM EVALUATION PLAN
Criterion # 2                                      Definition: The process by which faculty, administrators and students participate in the development and execution of policies
                                                                and procedures that direct activities of the College and the program.

Governance                                         Outcome: 75% of faculty and students will express satisfaction with the level of involvement in College and program decision
                                                             making process.
                                                                                               Assessment of      Report of the
                                                       Time/                                      Method               Data               Possible Actions Resulting from the
                                                     Frequency                                                                                       Assessment
                    Where is        Who Has                         Assessment Method           (Reliability,        Including
Component                                          of Assessment
                  Documentation   Responsibility                        & Rationale               Validity,       actual level of
                     Found                                                                       Specificity)     achievement         Development      Maintenance      Revision


Faculty         Institutional     Institutional                      Method:                    Reliability        Division Dean    Establish         Monitors         Data to be
                Research Office   Research                           Analysis of Faculty        Comparative                         baseline data     degree of        use to
                                  Officer                            and student surveys        analysis           Executive        for future        open access      suggest
                                                                                                between tools      Committee        policy            for student      changes
                NAH Faculty                        Annually          - Faculty                  and survey                          development.      and faculty      in the
                Minutes           Division                           - Student Satisf Survey
                                                                                                data.              Faculty                            involvement.     process or
                                  Dean                               - Graduate Survey
                                                                                                                   Senate           Use data to                        tools used
                                                                                                Validity                            establish tools                    to collect
                                                                     Rationale:                 Content            1998 data        to collect data                    data.
                                                                     Analysis will              analysis           54.9% of total   that is more
                                                                     demonstrate actual                            students         specific to the
Students                                                             degree of satisfaction                        indicated        Division.
                                                                     as compared with the                          satisfactory
                                                                     expected level of                             with voice in
                                                                     agreement. Will                               student
                                                                     provide data that                             policies.
                                                                     might suggest areas                           Faculty have
                                                                     for improvement in                            not been
                                                                     the process or tools                          surveyed.
                                                                     used to gather data.




                                                                                                                                                                  82
                  SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                                   PROGRAM EVALUATION PLAN
Criterion # 3                     Definition: The degree to which the Division Dean is academically and experientially qualified
                                              and prepared to establish, maintain, and oversee the program of nursing.
                                                                                                                                                        RESULTS
Administrator Qualifications      Level of Achievement: 100% of Executive Cabinet agree that the Division Dean is qualified
                                                        academically and experientially, and has authorized responsibility to
                                                        develop and administer the nursing program.
                                                                                                                 Report of the          Actions Resulting from Analysis of the Data
                                                     Time/                                                           Data                     Documented in Faculty Minutes
                                                   Frequency                                    Reliability,
                   Where is         Person                         Assessment Method             Validity,         Including
Component
                 Documentation    Responsible of Assessment                                  Trustworthiness     actual level of
                    Found                                                                                        achievement            Development    Maintenance        Revision

Division        Faculty           Vice            Annually          Method:                   Reliability:        Vice President                       Division       Analysis will
Dean            Handbook          President                         Discussion of job         Inter-rater         for Instruction                      Dean is        suggest
                                  for                               requirements by           (Vice President                                          qualified to   qualifications to
                Job Description   Instruction                       Vice President for        for Instruction     Reported to                          develop        be developed
                                                                                              and Division        President.                           and            in current
                                                                    Instruction, Division     Dean)                                                    administer     Dean and/or
                Faculty           Division                          Dean, and faculty
                Professional                                                                                      Dean meets                           the nursing    incorporated
                                  Dean                              along with the            Validity:           qualifications                       program.       into future
                Preparation                                         academic                                      identified in job                                   hiring
                Form                                                credentials and                               description.                         Ongoing        practices.
                                                                    experience of                                                                      annual
                Curriculum                                          Division Dean.                                Organization                         evaluation
                Vitae - Dean                                        Compare the above                             chart reflects                       scheduled
                                                                    with position                                 level of authority.                  for April
                                                                                                                                                       2001.
                                                                    requirements and
                                                                    job responsibilities.
                                                                    (Search committees)

                                                                    Rationale:
                                                                    Comparison &
                                                                    discussion will
                                                                    establish actual level
                                                                    of Division Dean‟s
                                                                    qualifications and
                                                                    responsibilities
                                                                    compared with
                                                                    expected levels at time
                                                                    of hiring.




                                                                                                                                                                         83
                          SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                                     PROGRAM EVALUATION PLAN
Criterion 4                           Definition: Policies which guide the operation and decision making process of the nursing
                                                  program.
                                                                                                                                                              RESULTS
Nursing Policies                      Level of Achievement: > 80% of the faculty agree that policies of nursing program are congruent
                                                            with the policies of the governing institution or are identified with rationale
                                                            for variances.
                                                                                                                            Report of the     Actions Resulting from Analysis of the Data
                                                          Time/                                                                  Data               Documented in Faculty Minutes
                                                        Frequency                                     Reliability,
                      Where is           Person                         Assessment Method               Validity,             Including
Component                                                   of
                    Documentation      Responsible                                                 Trustworthiness          actual level of
                       Found                           Assessment
                                                                                                                            achievement       Development     Maintenance         Revision

Faculty and Staff   College           Division          Annually in      Method:                   Reliability:          Report to IAC                        Annual          Future
Policies            Catalog/Student   Dean              May,             Nursing faculty           Inter-rater                                                review of       feedback
                    Handbook,                           Continuous       establish, discuss        (Vice President of    *100% of faculty                     policies has    may result
                    Faculty Manual                                                                 Instruction           agree the                            been            in recom-
                    and
                                                        review           and compare
                                                                                                   Division Dean,        policies of the                      established     mendations
                    Administrative                                       nursing program‟s         and faculty)          nursing program                      for May.        for
                    Bulletins.                                           policies with the                               are congruent                                        revisions.
                                                                         policies of the           Validity:             with the policies
                    Instructional                                        College.                                        of the governing
                    Affairs                                                                                              institution.
                    Committee                                            Rationale:
                    Minutes                                              Identifies                                      No variance
                                                                         congruency and/or                               identified.
                    Nursing
                    Division
                                      Nursing                            incongruency
                    Minutes           Faculty                            between the
                                                                         policies of the
                                                                         nursing program
                                                                         and the College.




                                                                                                                                                                             84
                      SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                                PROGRAM EVALUATION PLAN
Criterion # 5                     Definition: The level of knowledge, ability, and competence a faculty member possesses to
                                              teach effectively.
Faculty expertise                 Level of Achievement: 100% of full time faculty will hold a minimum of a Masters Degree                             RESULTS
                                                           and have 3 yrs experience
                                                            100% of part time faculty will hold a minimum of a BSN and have 3
                                                           yrs of clinical experience.
                                                                                                                  Report of the     Actions Resulting from Analysis of the Data
                   Where is           Person             Time/                                    Reliability,        Data                Documented in Faculty Minutes
Component        Documentation     Responsible        Frequency                                    Validity,        Including
                                                                        Assessment Method Trustworthiness        actual level of
                    Found                                   of
                                                     Assessment                                                   achievement       Development       Maintenance     Revision

Faculty          Professional     Division          Ongoing         Method:                  Reliability:       Division Dean       Aid in            Continue
expertise        Resumes,         Dean, Search                      Review hiring                                                   determining       current        Data will
                 Nursing          Committee,        Every           practices compared       Validity:          100% of FT &        level and type    hiring         support
                 Licenses, Job    Nursing           semester        to job description in    Meets              PT faculty are      of faculty        practices,     request for
                 descriptions,                                      SEARK College            requirements for   qualified.          development       encouraging    additional
                 Faculty
                                  Faculty                           Faculty & Staff          the position.                          activities that   and            faculty as
                 Handbook                                           Manual.                                     Two part-time       need              assisting in   student
                                                                    Encourage and                               faculty who do      administration    faculty‟s      admissions
                                                                    support faculty                             not currently       and financial     completion     increase.
                                                                    participation in                            hold master‟s       support.          of master‟s
                                                                    Professional                                degrees are in                        degree and
                                                                    Development.                                the process of                        professional
Utilization of   Theory and       Division                          Assess & align                              obtaining this                        development
Faculty          clinical                                           faculty.                                    degree.
                                  Dean
                 assignments of                                     Assignments to                              Hiring of an “all                     Student
                 faculty                                            areas of expertise.                         master‟s”                             admission
                                                                                                                prepared                              does not
                                                                    Rationale: Review                           faculty is                            exceed
                                                                    will provide data                           difficult due to                      faculty‟s
                                                                    concerning actual                           shortage of                           ability to
                                                                    level of faculty                            master‟s                              meet student
                                                                    expertise & diversity                       prepared                              needs.
                                                                    as compared to                              nurses in the
                                                                    expected level as                           state.
                                                                    well as adequacy of
                                                                    faculty members &
                                                                    utilization.




                                                                                                                                                                        85
                      SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                              PROGRAM EVALUATION PLAN
Criterion # 6                   Definition: The practices of assigning faculty in order to meet the needs of the program to
                                            fulfill its purposes.
Faculty Utilization                                                                                                                               RESULTS
                                Level of Achievement: ASBN required faculty to student ratios will be maintained adhered
                                                      to.
                                                                                                              Report of the      Actions Resulting from Analysis of the Data
                  Where is         Person           Time/                                   Reliability,          Data                 Documented in Faculty Minutes
Component       Documentation    Responsible      Frequency                                  Validity,          Including
                                                              Assessment Method Trustworthiness              actual level of
                   Found                              of
                                                 Assessment                                                   achievement        Development      Maintenance      Revision

Faculty to      Clinical        Division          Each            Method:                  Reliability:       VP of              Data used to     Data used to
Student         Assignment      Dean              Semester        Review of faculty                           Instruction and    justify need     make
Ratios          Schedules                                         workloads.               Validity:          Assessment         for additional   adjustments
                                Faculty                                                    Based on ASBN                         faculty as       in workload
                                                                  Rationale:               Rules and          Current ratio is   enrollment in    if indicated.
                                                                  Workloads reveal         Regulations        1:7-8              the program
                                                                  the effectiveness                                              increases.
                                                                  of current
                                                                  practices related
                                                                  to use of faculty
                                                                  resources.




                                                                                                                                                                     86
                SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                               PROGRAM EVALUATION PLAN
Criterion # 7                    Definition: The level of achievement exhibited by nursing faculty related to their teaching
                                             responsibilities.
Faculty Performance                                                                                                                                RESULTS
                                 Level of Achievement: Students will rate faculty > 4.35 on College evaluation tool.
                                                       Administration will rate faculty as overall satisfactory on College
                                                       evaluation tool.
                                                                                                                 Report of the     Actions Resulting from Analysis of the Data
                                                     Time/                                                           Data                Documented in Faculty Minutes
                                                   Frequency                                  Reliability,
                   Where is         Person                             Assessment              Validity,           Including
Component                                              of
                 Documentation    Responsible                            Method            Trustworthiness      actual level of
                    Found                         Assessment                                                                      Development     Maintenance       Revision
                                                                                                                 achievement


Faculty          Student and     Students         Each              Method:                Reliability:        Reported to        Tool needs to                   Provides
performance      Dean                             semester          Annual                 Comparative         Division Dean      be                              data to focus
                 evaluation                                         evaluation by          analysis of         and Faculty        administered                    faculty and
                 forms.          Division         Annually          Division Dean .        students, and       Members.           for clinical                    professional
                                                                                           Dean‟s                                 faculty each                    development
                                 Dean             March-April       Student                evaluation of       Summer 2000        semester                        activities.
                 Job                                                evaluation every       performance         Faculty
                 descriptions.                                      semester. Faculty      with expected        4.65
                                                                    self-evaluation.       level of             4.62 &
                                                                    Classroom              performance.         4.45
                                                                    observation by
                                                                    Dean.                                      Fall 200
                                                                                           Validity:           Student
                                                                    Rationale:             Content             evaluation
                                                                                                               rated.
                                                                    Analysis of                                Faculty 4.54
                                                                    evaluations will
                                                                    establish actual
                                                                    level to expected
                                                                    level of
                                                                    performance.
                                                                    Identify areas of
                                                                    outstanding
                                                                    performance,
                                                                    areas for
                                                                    improvement,
                                                                    agreement and
                                                                    disagreement.




                                                                                                                                                                      87
                SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                                PROGRAM EVALUATION PLAN
Criterion # 8                    Definition: The variety of educational and experiential qualities that exist within the faculty.

Faculty Diversity                Level of Achievement: 100% of full time and part time faculty backgrounds are appropriate                           RESULTS
                                                       to their primary teaching responsibilities as evidenced by
                                                       involvement in scholarly academics or other form of external
                                                       appointment or recognition.
                                                                                                              Report of the          Actions Resulting from Analysis of the Data
                                                     Time/                                                        Data                     Documented in Faculty Minutes
                                                   Frequency                                 Reliability,
                   Where is         Person                            Assessment               Validity,        Including
Component                                              of
                 Documentation    Responsible                            Method          Trustworthiness      actual level of
                    Found                         Assessment                                                                        Development     Maintenance       Revision
                                                                                                              achievement


Diverse          Faculty         Dean              Annually          Method:                 Reliability:         Dean              Data used to    Data used to
academic         Resumes                           April-May         Review of hiring                                               structure a     assess
and                                                                  practices in                                 100% of FT &      tool for more   budgetary
experiential     Record of       Faculty           At time of        relation to job                              PT faculty        accurate        needs in line
                                                                                             Validity:            have evidence     recording of    with
preparation.     Professional                      hiring.           description.                                 of involvement    activities.     professional
                 Development                                                                                      in scholarly                      development
                 activities.                                         Review of Annual                             academics                         activities.
                                                                     Professional                                 and/or have
                                                                     Development                                  received other
                                                                     activities.                                  forms of
                                                                                                                  external
                                                                     Rationale:                                   recognition
                                                                                                                  (See Resumes
                                                                                                                  & Prof Data
                                                                                                                  Forms)




                                                                                                                                                                        88
                SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                                PROGRAM EVALUATION PLAN
Criterion # 9                    Definition: Policies that guide the student through the operation and decision-making process
                                             of the nursing program.
Student Policies                                                                                                                                      RESULTS
                                 Level of Achievement: 100% of the faculty will verbalize that admission, progression, and
                                                       graduation policies of the nursing unit are congruent with the College
                                                       policies and/or agree with justification of differences statements.
                                                                                                                    Report of the     Actions Resulting from Analysis of the Data
                                                     Time/                                                              Data                Documented in Faculty Minutes
                                                   Frequency                                      Reliability,
                   Where is        Person                           Assessment Method              Validity,          Including
Component                                        of Assessment
                 Documentation   Responsible                                                   Trustworthiness      actual level of
                    Found                                                                                                             Development     Maintenance       Revision
                                                                                                                    achievement

Congruency       College         Division        Annually            Method:                   Reliability:           Reported to     Developed       Used to         Provide a
of student       Catalog/        Dean            May                 Review of admission,      Inter-rater Division   Division Dean   and             monitor         baseline
policies with    Student                                             progression and           Dean, Faculty          and Faculty     implemented     acceptance      for policy
parent           Handbook        Vice                                graduation policies for                                          student         criteria in     revision
                                                                     relevancy and                                    100% of         policies.       order to        when
institution                      President                                                     Validity:              faculty agree                   select          needed.
                                                                     compare with College
policies         Program         of Student                          policies, Arkansas                               that policies   Developed a     students
                 Student         Affairs                             State Board of                                   are congruent   chart of all    who able to
                 Handbook                                            Nursing regulations,                             and agree       policies that   successfully
                                                                     ADHE regulations                                 with            are different   complete the
                 Faculty                                             and NLNAC                                        justification   from College    program.
                 organization                                        regulations.                                     statements.     policies.
                 minutes
                                                                     Rationale:
                                                                     Evaluation of
                                                                     admission,
                                                                     progression and
                                                                     graduation policies
                                                                     and student
                                                                     competencies
                                                                     indicate the
                                                                     student‟s ability to
                                                                     achieve the
                                                                     program outcomes.




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Criterion #10                    Definition: Services available that assist in the educational experience and academic
                                             achievement of the students, including, but not limited to: health, counseling,
Support Services,                            academic advising, career placement, and financial aid.                                                 RESULTS
Educational and Financial
Records                          Level of Achievement: 100% of program students will have access to support services
                                                         provided by the institution as evidenced by published policy
                                                         statements.
                                                                                                                Report of the        Actions Resulting from Analysis of the Data
                                                    Time/                                                             Data                 Documented in Faculty Minutes
                                                  Frequency                                     Reliability,
                   Where is        Person                         Assessment Method              Validity,          Including
Component                                             of
                 Documentation   Responsible                                                 Trustworthiness    actual level of
                    Found                        Assessment                                                                          Development     Maintenance      Revision
                                                                                                                 achievement

Support          College         Division        Annually        Method:                    Reliability:        Division Dean        Used to         Monitors       Data used
Services         Catalog/        Dean,                           Review of available        Inter-rater                              recommend       how well       as rationale
                 Student         Vice                            services by faculty,       (Division Dean,     100% of students     needed          student        for request
                 Handbook,       President                       Vice President for         Faculty, Vice       have access to       services that   needs are      for changes
                                                                                            President for       support services,    are not         being met.     in services.
                 Student         of Student                      Student Affairs, and       Student Affairs,    educational and      provided.
                 Affairs         Services,                       Registrar of support,      Registrar           financial records.
                 Committee       Registrar                       educational, and
                 Minutes                                         financial services
                                                                 available to program       Validity:
                                                                 students as                Content
                                                                 compared to
                                                                 expected level of
                                                                 availability and
                                                                 utilization.

                                                                 Rationale:
                                                                 Analysis will provide
                                                                 data concerning
                                                                 actual student
                                                                 access to support,
                                                                 educational, and
                                                                 financial services as
                                                                 compared to
                                                                 expected level.




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Criterion #11                     Definition: Procedures for maintenance of educational and financial record.

Educational & Financial Records   Level of Achievement: The College will have published procedures for maintenance of                              RESULTS
                                                        educational and financial records.

                                                                                                                  Report of the    Actions Resulting from Analysis of the Data
                                                     Time/                                                           Data                Documented in Faculty Minutes
                                                   Frequency                                 Reliability,
                    Where is        Person                        Assessment Method           Validity,            Including
Component                                              of
                  Documentation   Responsible                                             Trustworthiness        actual level of
                     Found                        Assessment                                                                       Development     Maintenance      Revision
                                                                                                                 achievement

Educational      Office of        VP of          Every 10        Method:                  Reliability:                                                            Changes in
and Financial    Student          Student        years or at     Review of Policy                               Written policies                                  policy will
Records          Services         Services       time of         related to College                             are in place.                                     be reflected
Maintenance                       and            NCA             Practices.                                                                                       in
                                                                                          Validity:                                                               published
                 Student          Registrar      Accreditation
                                                                                                                                                                  documents
                 Transcripts                                     Rationale:                                                                                       i.e. catalog.
                                  Student                        To determine level
                                  Services                       of compliance.
                                  Staff




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                                                               PROGRAM EVALUATION PLAN
Criterion # 12                                    Definition: The organized orderly progression of teaching/learning experiences which result in students meeting the stated
                                                              program objectives.
Curriculum
                                                  Outcome: 100% of the faculty will agree that the program curriculum and organizing framework flow in a logical progression
                                                             over the length of the program.
                                                                                           Assessment of      Report of the
                                                     Time/                                     Method              Data             Possible Actions Resulting from the
                                                   Frequency                                                                                   Assessment
                   Where is        Who Has                       Assessment Method           (Reliability,       Including
Component                                              of
                 Documentation   Responsibility                       & Rationale             Validity,       actual level of
                    Found                         Assessment
                                                                                             Specificity)     achievement       Development Maintenance            Revision

Organizing       Faculty         Division         Annually       Review and                Reliability        Program Faculty     Developed        Provides        No
Framework        organization    Dean and                        discussion among                                                 and              data for on     revisions
                 minutes         Faculty                         Faculty & Dean.                              Program             implemented      going           resulted
                                                                                                              Advisory            framework        program         from review
                                                                                                              Committee           and              maintenance     and
Course           Program                          Every          Rationale:                                                       curriculum.                      discussion
Objectives       Student                          semester       Provides opportunity                         100% of faculty
                 Handbook                                        for faculty exchange                         agree that
                                                                 of ideas on how the                          curriculum and
                                                                 program is                                   framework flow in
                                                                 executed.                                    a logical
                                                                 NCLEX results                                progression over
                                                                 provides data on                             the length of the
                                                                 validity of the                              program.
                                                                 curriculum




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Criterion # 13                   Definition: Period of time allotted to teach students so that program objectives are met and
                                             students achieve knowledge, skills, and abilities of an entry level associate degree
                                             registered nurse                                                                                       RESULTS
Length of Program
                                 Level of Achievement: 100% of faculty agree that the length of program is adequate to meet
                                                        the educational needs of students.
                                                                                                                 Report of the      Actions Resulting from Analysis of the Data
                                                    Time/                                                             Data                Documented in Faculty Minutes
                                                  Frequency                                      Reliability,
                   Where is         Person                         Assessment Method              Validity,        Including
Component                                             of
                 Documentation    Responsible                                                 Trustworthiness     actual level
                    Found                        Assessment                                                                         Development     Maintenance        Revision
                                                                                                                        of
                                                                                                                 achievement
Length of        College         Division        Annually at Method:                        Reliability:         Division           Executed                         Future
Program          Catalog/        Dean,           end of         Faculty perform             Inter-rater          Dean               program                          analysis of
                 Student                         academic       comparative analysis        (Division Dean,                         curriculum                       data will
                 Handbook,                       year           and review of current Faculty)                   100% of                                             provide
                                                                                                                 faculty agree                                       rationale for
                 and Division                                   program policies and        Validity:            that length of                                      recommend-
                 Faculty                                        objectives, and             Content              program is                                          ation in
                 Committee                                      professional                                     adequate                                            program
                 Minutes,                                         standards.                                                                                         length.
                 Program
                 Application                                      Rationale:
                 Packet                                           Analysis will provide
                                                                  data to show that
                                                                  students have
                                                                  opportunity to
                                                                  achieve program
                                                                  objective and acquire
                                                                  knowledge, skills,
                                                                  values, and
                                                                  competencies
                                                                  necessary for the
                                                                  provision of health
                                                                  care expected of an
                                                                  entry level associate
                                                                  degree nurse.




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Criterion # 14                   Definition: Facilities chosen to provide clinical learning experiences for students to achieve
                                             stated program and course objectives.
                                                                                                                                                       RESULTS
Practice Learning Environments   Level of Achievement: 100% of faculty, > 75% of students will rate clinical facilities as agree
    (Clinical Facilities)                              to strongly agree in ability to provide opportunities for students to
                                                       achieve program and course objectives.
                                                                                                                     Report of the     Actions Resulting from Analysis of the Data
                                                    Time/                                                                Data                Documented in Faculty Minutes
                                                  Frequency                                       Reliability,
                   Where is         Person                         Assessment Method               Validity,           Including
Component                                             of
                 Documentation    Responsible                                                  Trustworthiness      actual level of
                                                 Assessment                                                                           Development     Maintenance     Revision
                    Found                                                                                            achievement

Clinical         Faculty         Faculty          Annually         Method:                     Reliability:         Division Dean     Data used       Determines    Provides data
Facilities       Committee                        and/or at        Discussion and              Inter-rater                            for             continued     to support
                                                                                               Measures by a        Clinical          evaluation of   use or need   recommendation
                 Minutes,                         the end of       analysis of student,
                                                                                               comparative          Agencies via      current tools   to contract   for additional
                 Student                          each             Clinical Agency                                                                                  agencies or
                                                                                               analysis of          PAC.              used to         with
                 Clinical                         semester         Evaluation Forms            faculty and                            collect data.   additional    discontinuance
                 Agency                                            and faculty                 student              100% of                           agencies.     of current
                 Evaluation                       As needed        evaluations of clinical     evaluation data      students          All agency                    agencies
                 Forms                            when             facilities as               with expected        agree that        data was
                                                  reviewing a      evidenced in faculty        clinical             clinical          clustered.
                                                  new              minutes.                    objectives.          experiences
                                                  agency for                                                        aligned well      New tool in
                                                  possible         Rationale:                  Validity:            with course       process of
                                                  use or a         Analysis will establish     Content              and program       being
                                                                                               Analysis             objective.        developed
                                                  problem          actual level of                                                    that requests
                                                  has been         agreement and                                                      specific data
                                                  identified at    compare it with the                                                from each
                                                  a current        expected levels.                                                   agency.
                                                  facility.        Identify areas of
                                                                   agreement and
                                                                   disagreement within,
                                                                   between, and among
                                                                   faculty and student
                                                                   evaluations. Will also
                                                                   provide data to
                                                                   identify areas for
                                                                   improvement in
                                                                   clinical facilities
                                                                   and/or evaluation
                                                                   tool(s).




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                                 Definition: Adequacy of fiscal resources allocated to the program as compared to other
Criterion # 15                               instructional units.
                                                                                                                                                 RESULTS
Fiscal Resources                 Level of Achievement: 100% of faculty will verbalize involvement in the budgetary process.

                                                                                                                Report of the   Actions Resulting from Analysis of the Data
                                                     Time/                                                         Data               Documented in Faculty Minutes
                                                   Frequency                                    Reliability,
                   Where is        Person                          Assessment Method             Validity,        Including
Component                                              of
                 Documentation   Responsible                                                 Trustworthiness     actual level
                    Found                         Assessment                                                                    Development      Maintenance          Revision
                                                                                                                      of
                                                                                                                achievement
Adequacy of      Office of VP    VP of           Annually        Method: Discussion &                           VP of           With data        Data will          During
Fiscal           of Finance      Finance                         review of program                              Finance         input –          allow for          accreditation
Resources                                                        needs in February.                                             priorities for   continuance        cycle –
                                                                                                                100% of         the program      of program         lesser
                 Budget          Dean                                                                                                                               priority
                                                                                                                faculty had     were             goals.
                 Report                                          Submission of budget                           input into      established to                      needs may
                                 Faculty                         along with forms.                              budgetary       include                             be deferred
                                                                                                                process in      funding for                         until
                                                                 Rationale:                                     Feb 2000.       NLNAC                               funding
                                                                 Discussion of needs                                            accreditation                       becomes
                                                                 and submission of                              Budget          and                                 available
                                                                 requests provide                               request         membership.
                                                                 avenues for                                    forms were
                                                                 prioritization of                              submitted.
                                                                 Division resources.




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Standard V - Resources           Definition: Adequacy of physical facilities at the program site to accomplish program goals.

Criterion # 16                   Level of Achievement 100% of faculty and students will agree that the physical facilities are                     RESULTS
                                                       adequate to meet program needs.
Physical Facilities

                                                                                                                  Report of the    Actions Resulting from Analysis of the Data
                                                     Time/                                                           Data                Documented in Faculty Minutes
                                                   Frequency                                     Reliability,
                   Where is        Person                           Assessment Method             Validity,         Including
Component                                              of
                 Documentation   Responsible                                                  Trustworthiness      actual level
                    Found                         Assessment                                                                       Development     Maintenance        Revision
                                                                                                                        of
                                                                                                                  achievement
Classrooms/      Institution     Dean             Annually        Method:                     Reliability:        College          Developed                        Baseline
Laboratories     Research                                         Student                                         Council, VP      tools to be                      data
                 Office          Institution      Ongoing         Satisfactory                                    of Instruction   used for data                    established
Conference                       Research                         Survey                                                           collection.                      will be
Space                                                                                                             100% of                                           reviewed to
                 Dean            Officer                                                                          Faculty                                           determine if
Office Space                                                      Graduate Survey             Validity:           agree that                                        current
                 Faculty         Faculty                                                                          current                                           facilities are
                                                                  Faculty Discussion                              facilities on                                     adequate.
                                                                                                                  campus are
                                                                  Rationale:                                      adequate.
                                                                  Analysis of
                                                                  student data                                    Student
                                                                  will delineate                                  Satisfaction
                                                                                                                  and
                                                                  areas of                                        Graduate
                                                                  concern and                                     Survey tools
                                                                  needed                                          have been
                                                                  improvements.                                   developed.
                                                                  Faculty discussion
                                                                  will provide data an
                                                                  adequacy of
                                                                  resources to meet
                                                                  program goals.




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                                                               PROGRAM EVALUATION PLAN
Standard V – Resources                            Definition: Adequacy of learning resources that are available at the program
                                                             site to accomplish program goals.
Criterion # 17
                                                  Level of Achievement: 80% of the faculty and students will agree that the                       RESULTS
Learning Resources                                                      learning resources are adequate to meet program
                                                                        needs .
                                                                                            Assessment of       Report of the     Actions Resulting from Analysis of the Data
                                                      Time/                                    Method               Data                Documented in Faculty Minutes
                   Where is        Who Has         Frequency       Assessment Method
Component                                              of                                     (Reliability,       Including
                 Documentation   Responsibility                       & Rationale              Validity,        actual level of
                    Found                         Assessment
                                                                                              Specificity)      achievement       Development     Maintenance      Revision

Library          Institution     Dean             Annually         Method:                Reliability          College            Developed       Data will       Baseline
                 Research                                          Student                                     Council, VP of     tools to be     provide         data
Learning         Office          Institution      Ongoing          Satisfactory                                Instruction        used for data   knowledge       established
Resource                         Research                          survey                                                         collection.     of needed       will be
                                                                                          Validity:            Dean of                            areas of        reviewed to
Center           Dean            Officer                                                                       Library &                          improvement     determine if
                                                                   Graduate Survey                             Distance                           in resources.   current
                 Faculty         Faculty                                                                       Learning                                           resources
                                                                   Faculty Discussion                          Division                                           are
                                                                                                                                                                  adequate.
                                                                   Rationale:                                  100% of
                                                                   Analysis of                                 Faculty agree
                                                                   student data will                           that current
                                                                   delineate areas of                          learning
                                                                                                               resources on
                                                                   concern and                                 campus are
                                                                   needed                                      adequate.
                                                                   improvements.
                                                                   Faculty discussion                          Student
                                                                   will provide data                           Satisfaction
                                                                   on adequacy of                              and Graduate
                                                                   resources to meet                           Survey tools
                                                                   program goals.                              have been
                                                                                                               developed.




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Criterion # 18                   Definition: The written plan for determining overall program effectiveness.

Systematic Plan for Program      Level of Achievement: The entire plan will be reviewed annually and revised as needed.                             RESULTS
Evaluation and Assessment
of Educational Outcomes.
                                                                                                               Report of the     Actions Resulting from Analysis of the Data
                                                    Time/                                                         Data                 Documented in Faculty Minutes
                                                  Frequency                                     Reliability,
                   Where is        Person                           Assessment Method
Component                                       of Assessment                                    Validity,       Including
                 Documentation   Responsible
                                                                                             Trustworthiness   actual level of   Development        Maintenance     Revision
                    Found                                                                                      achievement

Plan             Systematic      Dean           Annually          Method:                    Reliability:      Dean              Developed                        Data
                 Plan                           (May)             Review of                  Comparison of                       and are                          doesn‟t
                                 Faculty                          discussion among           plan with         VP for            implementing                     support
                 Faculty                                          faculty.                   NLNAC criteria    Instruction &     the initial plan                 need to
                 Minutes                                                                                       Assessment                                         revise at
                                                                  Comparison with                                                                                 this time.
                                                                  NLNAC Criteria                               The initial
                                                                                                               Plan was
                                                                  Rationale:                 Validity:         approved by
                                                                  Discussion among                             faculty
                                                                  faculty provides
                                                                  open dialogue
                                                                  related to NLNAC
                                                                  standards for
                                                                  program
                                                                  maintenance.




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Criterion 19                     Definition: The ability to collect and analyze data in order to maker competent and safe
                                             clinical decisions/actions.
Required Outcome #1                                                                                                                                RESULTS
                                 Level of Achievement: All graduating students will achieve an overall average > 85% on
Critical Thinking                                      tools used to measure critical thinking abilities.

                                                                                                                Report of the     Actions Resulting from Analysis of the Data
                                                    Time/                                                          Data                 Documented in Faculty Minutes
                                                  Frequency                                     Reliability,
                  Where is         Person                          Assessment Method
Component                                       of Assessment                                    Validity,        Including
                Documentation    Responsible
                                                                                             Trustworthiness    actual level of   Development      Maintenance     Revision
                   Found                                                                                        achievement

Client Care     Clinical         Faculty,      Each               Method:                   Reliability:        Critical          ESRI crit        Ongoing
                evaluation       Students      semester,          Review of Minutes,        Inter-rater         thinking          Thinking         analysis
                tools, Care                    at completion      Clinical Evaluation                           outcome data      Exam results     using
                Plans,                         of curriculum      Tools, Care Plans,        Validity:           reported to       revealed         Scantron.
                                                                                            Content and         Division Dean     students who     Updating
                Committee                      and 6 months       Exam Questions,           Criterion           and faculty       may be at risk   items after
                Minutes,                       past               Graduate Survey,          Measures                              for program      each test.
                Student Self                   graduation,        Presentations,                                Complete          failure.         Develop new
                Evaluation,                    Dec.               Clinical Simulation                           analysis of                        items using
                HESI Exit                                         Exercises, and ESRI                           data in                            four criteria
                Exam,                                             Critical Thinking                             progress.                          for
                Graduate                                          Exam Results.                                                                    developing
                Survey                                            HESI                                                                             critical
                                                                                                                                                   thinking
                                                                                                                                                   exams.
Presentations   Oral             Faculty,                         Rationale:
                Presentations,   Students                         Analysis will provide
                Poster                                            data concerning
                Presentations                                     actual level of
                                                                  achievement when
Clinical        Post             Faculty,                         compared with
Simulation      Conferences,     Students                         expected level:
Exercises       Clinicals                                         areas of
                                                                  inconsistency in and
                                                                  among the tools will
                                                                  be identified.




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Criterion # 19                   Definition: The process of interaction, consciously or unconsciously, planned or
                                             spontaneous with the goal of therapeutic intervention.
Required Outcome # 2                                                                                                                             RESULTS
                                 Level of Achievement: 100% of all graduating students will achieve an overall satisfactory
Communication Abilities                                 rating on tools used to measure communication abilities.

                                                                                                                Report of the    Actions Resulting from Analysis of the Data
                                                    Time/                                                          Data                Documented in Faculty Minutes
                                                  Frequency                                   Reliability,
                   Where is        Person                         Assessment Method            Validity,         Including
Component                                             of
                 Documentation   Responsible                                               Trustworthiness     actual level of
                    Found                        Assessment                                                                      Development     Maintenance      Revision
                                                                                                               achievement
Communication    Clinical        Program         With each       Method:                   Reliability:       Periodic           The tool may    Review of      Tool
Skills           Evaluation      Faculty         clinical        Analysis of clinical      Comparison of      reporting of       need revising   usefulness     revised
                 Tool                            evaluation.     evaluation tool data      two sets of        data to faculty.   to delineate    of tool        based on
                                                                 and Employer              graduate data                         levels of                      need
                                                                                                              100% of            communication
                 Employer                        6 months        survey data.              as a measure                          i.e. client
                                                                                                              students are
                 Survey Tool                     post                                      of reliability     graded as          report vs
                                                 graduation,     Rationale:                                   satisfactory on    ability to
                                                 December        Analysis will reveal      Validity:          the                interact with
                                                                 the level of                                 communication      team.
                                                                 performance as                               element on the
                                                                 compared with the                            clinical
                                                                 established                                  evaluation tool.
                                                                 standards.
                                                                                                              No employer
                                                                                                              data is
                                                                                                              available.




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Criterion 19                    Definition: Theory based nursing activities which allow the nurse to provide assistance in
                                            the support, maintenance, and/or restoration of equilibrium as individuals strive
Required Outcome # 3                        to satisfy unmet needs along the health-illness continuum                                           RESULTS

Therapeutic Nursing             Level of Achievement: 100 % all graduating students will achieve an overall average >
Interventions                                           75% or satisfactory on tools used to measure therapeutic
                                                        interventions.
                                                                                                             Report of the        Actions Resulting from Analysis of the
                                                   Time/                                                         Data             Data Documented in Faculty Minutes
                                                 Frequency                                  Reliability,
                  Where is        Person                          Assessment Method          Validity,         Including
Component                                            of
                Documentation   Responsible                                              Trustworthiness     actual level of
                   Found                        Assessment                                                                      Development     Maintenance      Revision
                                                                                                             achievement

Written and     Case Paper      Faculty,        Annually in     Method:                   Reliability:        Reported to       Clinical        Data
Group                           Students        December,       Analysis of Case          Inter-rater         Division Dean     evaluation      provides
Presentations                                   and each        Presentation theory                           and faculty       tool has been   evidence of
                                                semester        exams, care plans,        Validity:                             developed       students‟
                                                                                          Content             94% of current    and being       readiness to
                                                                PR‟s, clinical tools.                         group were        used to         progress in
                Theory                                          Graduate Employer                             satisfactory      evaluate        curriculum
Exam            Exams                                           Survey
Questions                                                                                                     (75%) on          student
                                                                                                              therapeutic       performance
                                                                Rationale:                                    intervention.
Client Care     Care Plans,                                     Analysis will
                Process                                         provide data
                Recordings,                                     concerning actual
                and Clinical                                    level of
                Tools                                           achievement when
                NIC/NDC                                         compared with
                                                                expected level;
                                                                delineate areas of
                                                                inconsistency in
                                                                and among the
                                                                tools.




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Criterion 19                     Definition: The percentage of graduates that are placed in jobs related to their field of
                                             study.
Required Outcome # 4                                                                                                                              RESULTS

Patterns & Rates of Employment   Level of Achievement: 95% of all graduate students will find job placement within six (6)
                                                       months of graduation
                                                                                                              Report of the       Actions Resulting from Analysis of the Data
                                                    Time/                                                          Data                 Documented in Faculty Minutes
                                                  Frequency                                   Reliability,
                  Where is          Person                       Assessment Method              Validity,       Including
Component                                             of
                Documentation     Responsible                                              Trustworthiness actual level of
                   Found                         Assessment                                                                      Development     Maintenance        Revision
                                                                                                              achievement

Surveys         Post-Graduate    Dean of          Annually; 6      Method:                    Reliability:       Report to                       Use 6 month
                Surveys          Planning &       months           Analysis of graduate       Comparative        Division Dean                   post
                                 Assessment       Post-            and employer surveys       analysis           and faculty                     graduation
Graduate        Employer         and Faculty      Graduation       of healthcare facilities                                                      and
Surveys         Surveys                           in December      to determine available     Validity:          No data                         employer
                                                                   employment                 Content            available                       surveys to
                                                                   opportunities.                                                                evaluate job
                                                                                                                                                 placement
                                                                   Rationale:                                                                    rates,
                                                                   Analysis will provide                                                         monitor and
                                                                   data concerning                                                               evaluate for
                                                                   actual level of                                                               identification
                                                                   achievement when                                                              of needed
                                                                   compared with                                                                 program
                                                                   expected level;                                                               change.
                                                                   delineate areas of
                                                                   inconsistency in and
                                                                   among the surveys.




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Criterion 19                   Definition: The degree to which the program graduates meet the workforce needs of
                                           the service are.
Required Outcome # 4 cont‟d                                                                                                            RESULTS
                               Level of Achievement: 90% of graduates will report employment within six (6) months
Patterns of employment                               after graduation.
                                                                                                      Report of the    Actions Resulting from Analysis of the Data
                                                  Time/                                                    Data              Documented in Faculty Minutes
                                                Frequency                              Reliability,
                 Where is         Person                         Assessment             Validity,        Including
Component                                           of
               Documentation    Responsible                         Method          Trustworthiness    actual level
                  Found                        Assessment                                                             Development     Maintenance       Revision
                                                                                                             of
                                                                                                      achievement

               Graduate        Coordinator,    Annually; 6    Method:              Reliability:       Report to                       Use 6 month
               Surveys         Institutional   months         Analysis of those    Comparative        Division                        surveys to
                               Research        Post-          employed 6           analysis           Dean and                        evaluate
                               Officer         Graduation     months after                            faculty.                        patterns of
                                               in December    graduation.          Validity:                                          employment.
                                                                                   Content                                            Monitor and
                                                              Rationale:                              No data                         evaluate
                                                              Analysis will                           available.                      results for
                                                              provide data                                                            identification
                                                              concerning actual                                                       of needed
                                                              level of                                                                program
                                                              achievement                                                             change.
                                                              when compared
                                                              with expected
                                                              level; delineate
                                                              areas of
                                                              inconsistency
                                                              within the tools.




                                                                                                                                                        103
               SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                           PROGRAM EVALUATION PLAN
Criterion 19                                    Definition: The level of competence demonstrated by graduates on the National Council Licensure Examination for
                                                            Registered Nurses (NCLEX-RN)
Required Outcome # 5

Performance on NCLEX-RN                         Outcome: 90% of program graduates will successfully pass the NCLEX-RN on the first write.
                                                                                 Assessment of       Report of the
 Possible                                                                            Method             Data        Possible Actions Resulting from the Assessment
                                                   Time/
  Actions                                        Frequency
 Resulting       Where is        Who Has                          Assessment          (Reliability,    (Name & to
               Documentation   Responsibility        of             Method
 from the                                       Assessment                             Validity,          whom
Assessment        Found                                           & Rationale         Specificity)      addressed)     Development         Maintenance     Revision


Licensure      Student File    Faculty          Annually       Method:              Reliability       Faculty         Provides data        Identifies     Results are
Results                                         July-Aug       Review of            Accepted by the                   needed to            area to        useful in
               NAH Division    Dean                            NCLEX-RN             ASBN              Dean            strengthen           target for     determining
                                                                                                                      identified weak      provision of   where
                                                               results              Validity          Institutional   areas of             support to     program
                                                                                    Evidence of       Research        instruction or       current        modification
                                                               Rationale:           licensure         Office          curriculum.          students.      are needed.
                                                               Results from the                                       Initial class will
                                                               ASBN provides                                          provide the
                                                               the official data                      No data         baseline and
                                                               on student‟s                           available       help establish
                                                               success on the                                         rationale for
                                                               NCLEX-RN.                                              the benchmark
                                                               Analysis of
                                                               results may
                                                               provide
                                                               information on
                                                               curriculum
                                                               strengths and
                                                               weaknesses




                                                                                                                                                           104
                      SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                            PROGRAM EVALUATION PLAN
Criterion #19                   Definition: The degree of satisfaction with work performance of program graduates.

Elective Outcome                Outcome: 90% of employers surveyed will rate graduates overall job performance as                         RESULTS
                                         good.
Employer Satisfaction

                                                                                                       Report of the      Actions Resulting from Analysis of the Data
                                                    Time/                                                 Data                  Documented in Faculty Minutes
                                                  Frequency                            Reliability,
                  Where is        Person                          Assessment            Validity,        Including
Component                                             of
                Documentation   Responsible                         Method          Trustworthiness     actual level
                   Found                         Assessment                                                             Development      Maintenance       Revision
                                                                                                             of
                                                                                                       achievement

Employers       Postgraduate    Dean            Annually        Method:            Reliability:        Division                          Determine the
                and Employer                    (6 months       Analysis of        Comparative         Dean and                          adequacy of
                Surveys tools   Institutional   after           employer           analysis            Faculty                           the current
                                Research        graduation)     survey data.                                                             survey tool.
                                                                                   Validity:           No data until                     To evaluate
                Institutional   Officer                                            Content             completion                        graduate
                Research                                        Rationale:                             of first class                    participation
                Office                                          Analysis will                          of graduates                      in
                                                                provide data                                                             professional
                                                                concerning                                                               development.
                                                                actual level of
                                                                achievement
                                                                when compared
                                                                with expected
                                                                level.




                                                                                                                                                           105
                    SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                               PROGRAM EVALUATION PLAN
Criterion 19                      Definition: The graduates and employers level of approval of the nursing program,
                                              including areas of educational outcomes, curriculum, policies, learning
Elective Outcome                              resources, environment, and support services.                                                RESULTS

Program Satisfaction              Level of Achievement: 80% of graduates and employers will express satisfaction
                                                        with the educational program.
                                                                                                       Report of the      Actions Resulting from Analysis of the Data
                                                     Time/                                                 Data                 Documented in Faculty Minutes
                                                   Frequency                           Reliability,
                 Where is            Person                        Assessment           Validity,        Including
Component                                              of
               Documentation       Responsible                       Method         Trustworthiness     actual level
                  Found                           Assessment                                                            Development        Maintenance       Revision
                                                                                                             of
                                                                                                       achievement

Surveys        Graduation and     *Chair of        6 Months        Method:            Reliability:         Report to    Will provide       Use 6 month      At appropriate
               6-month            Planning &       Post            Analysis of each   Comparative          Division     baseline data      graduate         times – may
               Graduate           Assessment       Graduation      item contained     analysis             Dean and     and allows input   and              use to modify
               Surveys,           Committee        (December)      in graduate and                         faculty,     from               employer         aspects of the
               Employer           and Faculty,                     employer           Validity:            Program      stakeholders,      surveys.         program.
               Surveys,           Institutional                    surveys using                           Advisory                        Monitor and
               Division Faculty   Research                         averages.                               Committee                       evaluate
               Council            Officer,                                                                                                 results for
               Minutes,           Division Dean                    Rationale:                              No data                         identification
               PAC Minutes                                         Analysis will                                                           of needed
                                                                   provide data                                                            program
                                                                   concerning                                                              change.
                                                                   actual level of
                                                                   satisfaction
                                                                   when compared
                                                                   with expected
                                                                   level; Will
                                                                   delineate areas
                                                                   of inconsistency
                                                                   in and among
                                                                   the tools used
                                                                   to collect data.




                                                                                                                                                             106
                   SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                                  PROGRAM EVALUATION PLAN
Criterion # 20                      Definition: Published documents which contain information intended to inform the
                                                public, students, employers, or other interested parties.
Program Publications                                                                                                                         RESULTS
                                    Level of Achievement: All published documents will be reviewed annually for content
                                                          and accuracy and revised as needed.
                                                                                                          Report of the      Actions Resulting from Analysis of the Data
                                                       Time/                                                    Data               Documented in Faculty Minutes
                                                     Frequency                             Reliability,
                   Where is            Person                         Assessment            Validity,        Including
Component                                                of
                 Documentation       Responsible                         Method         Trustworthiness     actual level
                    Found                           Assessment                                                             Development       Maintenance      Revision
                                                                                                                 of
                                                                                                           achievement

Program          Division           Dean            Annually or     Review                                                 Developed and
Brochures                           Faculty         as needed                                                              being
                                                                                                                           distributed

Program                                                                                                    Document is
Handbook         Division           Faculty         Annually
                                                                    Review and                             in initial      Developed and
                 Faculty Minutes    Dean                            Discussion                             publication     distributed for
                                                                                                           no data         student
College                                                                                                                    reference
Catalog          Division Faculty   VP of           Annually        Review and                             No updates
                 Minutes            Instruction                     update                                 needed for
                                    Dean                                                                   current
                 IAC Committee      Faculty                                                                catalog
                 Minutes                                                                                   revision




                                                                                                                                                              107
                       SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                              PROGRAM EVALUATION PLAN
Criterion # 21                     Definition: Written concerns expressing dissatisfaction with the program.

Program Complaints                 Level of Achievement: 100% of written concerns will be addressed according to                            RESULTS
                                                         College policy.
                                                                                                        Report of the       Actions Resulting from Analysis of the Data
                                                      Time/                                                 Data                  Documented in Faculty Minutes
                                                    Frequency                            Reliability,
                   Where is           Person                        Assessment            Validity,       Including
Component                                               of
                 Documentation      Responsible                        Method         Trustworthiness    actual level
                    Found                          Assessment                                                              Development      Maintenance      Revision
                                                                                                              of
                                                                                                        achievement

Complaints       VP of             Dean             Annually and   Method:                                 VP of           No data          No data        No data
                 Instruction and                    ongoing        FU and review                           Instruction &
                 Student           VP of                           of Log of written                       Student
                 Services          Instruction                     complaints.                             Services
                                   and Student
                                   Services                                                                Dean
                                                                   Rationale:
                                                                                                           No written
                                                                                                           complaints.
                                                                                                           When
                                                                                                           received –
                                                                                                           will be
                                                                                                           available for
                                                                                                           review by
                                                                                                           NLNAC




                                                                                                                                                              108
                      SYSTEMATIC PLAN FOR PROGRAM EVALUATION AND ASSESSMENT OF EDUCATIONAL OUTCOMES

                                                              PROGRAM EVALUATION PLAN
Criterion # 22                   Definition: Regulation which govern financial aide.

Compliance with Higher           Level of Achievement: The signed Program participation agreement will be on file                          RESULTS
Education Reauthorization Act                          with the VP of Student Services.
Title IV


                                                                                                         Report of the     Actions Resulting from Analysis of the Data
                                                     Time/                                                  Data                 Documented in Faculty Minutes
                                                   Frequency                              Reliability,
                   Where is        Person                           Assessment             Validity,       Including
Component                                              of
                 Documentation   Responsible                          Method           Trustworthiness    actual level
                    Found                         Assessment                                                             Development       Maintenance      Revision
                                                                                                               of
                                                                                                         achievement

Program          VP of Student   VP of Student    3-5 years       Review of                              Signed
Participation    Services        Services                         Financial aide                         Program
                                                                  Policies and                           Participation
                 Director of     Director of                      Comparison                             agreement
                 Financial Aid   Financial Aid                                                           on file in VP
                                                                  with                                   of Student
                                                                  Regulations                            Services
                                                                  Outlined in                            Officer
                                                                  Program
                                                                  participation
                                                                  agreement.




                                                                                                                                                            109
110
111
                                        SOUTHEAST ARKANSAS COLLEGE
                                           LPN/LPTN to RN Transition

                      Relationship of Program Goals and Objectives to Course and Objectives

GOAL: The SEARK College Associate of Applied Science Degree in nursing program prepares graduates who
       will demonstrate behaviors consistent with the role of the associate degree registered nurse in
       providing and managing care, and serving as a member of the interdisciplinary health care team.

Program objectives: Upon program completion the         Course            Course
graduate will be able to:                               Number            Objective           Structured Learning Exper

1. Function in an entry level staff                   NURS 2116       Obj 3,4
   position to assist individuals and                 NURS 2122       Obj 1,2,3,7,11,12
   significant others with unmet                      NURS 2218       Obj 2.3.6.9
   needs at any point along the                       NURS 2224       Obj 2,3,5,9
   health-illness continuum.                          NURS 2318       Obj 9
                                                      NURS 2324       Obj 1,2,5,9,10


2. Provide holistic nursing care for                  NURS 2116       ---------
   a group of clients in acute,                       NURS 2122       Obj 2,4
   episodic, or extended healthcare                   NURS 2218       Obj 3
   settings.                                          NURS 2224       Obj 3, 5
                                                      NURS 2318       Obj 1,3,5,8
                                                      NURS 2324       Obj 2,3




                                                                                                      112
Program objectives: Upon program completion the        Course
graduate will be able to:                              Number     Course Objective           Structured Learning Exper

3. Integrate concepts and principles of nursing and   NURS 2116   Obj 1                    Introduction and discussion of
   the natural, behavioral, and social sciences                                            SEARK College organizing
   into the practice of nursing.                                  Obj 5,7,8,9,10,13,       framework and concepts.
                                                                  14

                                                      NURS 2122   Obj 7,8, 9, 10
                                                      NURS 2218   Obj 1,2,4,6,7,8
                                                      NURS 2224   Obj 2,3,5
                                                      NURS 2318   Obj 4,5,7
                                                      NURS 2324   Obj 1,2,3,5,6


1. Utilize the nursing process as a framework         NURS 2116   Obj 7,9
   assisting clients with adaptation throughout the   NURS 2122   Obj 4,5
   life span.                                         NURS 2218   Obj 1,2,3
                                                      NURS 2224   Obj 3,5
                                                      NURS 2318   Obj 3
                                                      NURS 2324   Obj 1,3,5,7




Program objectives: Upon program completion the        Course
graduate will be able to:                              Number     Course Objective            Structured Learning Expe

2. Utilize the nursing process to formulate,          NURS 2116   Obj 9,12,14          .


                                                                                                       113
     maintain, and provide individualized care by:          NURS 2122   Obj 4,5,6,9,10
                                                            NURS 2218   Obj 2,3,4,6
     a. Assessing, diagnosing (evaluation), planning,       NURS 2224   Obj 2,3,4,5,6
        implementing, and evaluating nursing care           NURS 2318   Obj 2,3,4,5
        for individuals in relation to their needs within   NURS 2324   Obj 2,3,4,5
        identified nursing diagnoses and established
        nursing protocols.
     b. Formulating relevant nursing intervention
        based on scientific rationale.
     c. Individualizing nursing care and utilizing the
         multi-disciplinary approach.

     d. Developing, implementing, and evaluating
         teaching plans that are specific to the
        individual‟s need, developmental stage, and
        knowledge.




Program objectives: Upon program completion the              Course
graduate will be able to:                                    Number     Course Objective       Structured Learning Expe

3.   Demonstrate attitudes and behaviors of the                                            .
     associate degree registered nurse evidenced by:
     a. Accountability
        1. Being accountable and responsible for      NURS 2116         Obj 2
           one‟s own practice and actions.            NURS 2122         Obj 3,11,12
        2. Being open to constructive evaluation from NURS 2324         Obj 9,10
           others as well as practicing ongoing


                                                                                                       114
           self-evaluation.
        3. Assuming responsibility for self-develop-
           ment and continuing education.

     b. Collaboration
        1. Consulting with patient, significant others,   NURS 2212   Obj 10
           And other health team members.                 NURS 2224   Obj 5
        2. Assisting peers and other health care          NURS2324    Obj 2,5
           providers in the management and
           delivery of quality client care.
     c. Advocacy
        1. Assisting in the development and               NURS 2116   Obj 5
            implementation of changes to improve          NURS 2224   Obj 5,7
            the quality of health care.                   NURS 2318   Obj 9
        2. Participating in continuing evaluation to      NURS 2324   Obj 9
            ensure quality care while working within
            the policies of the health care agency.
     d. Professionalism
        1. Practicing within the profession‟s legal and
           ethical framework.




Program objectives: Upon program completion the            Course
graduate will be able to:                                  Number     Course Objective       Structured Learning Experi

6.                                                                                       .

     Professionalism                                      NURS 2116   Obj 2,3
        2. Supporting organizations in professional       NURS 2212   Obj 1
           nursing.                                       NURS 2318   Obj 9
        3. Maintaining confidentiality of information     NURS 2324   Obj
           regarding clients/patients.
        4. Recognizing the importance of nursing
           Research in advancing nursing practice.

4. Communicate effectively with clients, families,        NURS 2116   Obj 1


                                                                                                      115
   and interdisciplinary health team members.      NURS 2118   Obj 8
                                                   NURS 2122   Obj 10
                                                   NURS 2218   Obj 8
                                                   NURS 2224   Obj 8
                                                   NURS 2324   Obj 8

5. Demonstrate sound judgment in directing and     NURS 2116   Obj 4
   Delegating care to other health team members.   NURS 2212   Obj 9,11,12
                                                   NURS 2218   Obj 9
                                                   NURS 2224   Obj 7,9
                                                   NURS 2318   Obj 9
                                                   NURS 2324   Obj 9,10




                                                                             116
               SOUTHEAST ARKANSAS COLLEGE
          Division of Nursing & Allied Health Technologies
                         Organization Chart



                         College President
                          Dr. Phil Shirley


                         Vice President for
                     Instruction & Assessment
                       Linda Lewis - Interim


                     Nursing & Allied Health
                      Technologies Division
                      Dean, Diann Williams
               Secretary/Receptionist - Teresita Pyle


      Emergency Medical                    Practical Nursing
          Technology                   Sharon Cyrus, Coordinator
   Floyd Nutter, Coordinator        Stephanie Guy, Benita Pridgeon
       Program Faculty                      & Diana White

     Surgical Technology              LPN/LPTN to RN Transition
Clementine Wesley, Coordinator              AAS Degree
      Program Faculty                 Debra Gordon, Coordinator
                                          Program Faculty

 Medical Assisting Technology                Nursing Assistant
  Shirley Turner, Coordinator                  Coordinator
        Program Faculty


     Medical Transcription                Dietary Food Service
         Technology                           Management
         Coordinator                    Kim Phillips, Coordinator
      Program Faculty                       Program Faculty

    Radiologic Technology               Early Child Development
 Jennifer Thomas, Coordinator                  Technology
       Program Faculty                         Coordinator
                                            Program Faculty

                                                                     117
118
APPENDICES




             119

				
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