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[SCHOOL NAME] Nursing Program Faculty Handbook 2010-2011 [Street Address] [City, State Zip] Phone: (XXX) XXX-XXXX Fax: (XXX) XXX-XXXX [Web Site] Nursing Program Faculty Handbook Published: MAY, 2010 TABLE OF CONTENTS WELCOME ………………………………………………………………………………….3 INTRODUCTION …………………………………………………………………………...4 ORGANIZATIONAL STRUCTURE ……………………………………………………….4 FACILITIES …………………………………………………………………………………5 FACULTY SUPPORT RESOURCES AND INFORMATION …………………………….7 FACULTY STATUS AND WORKLOAD ………………………………………………….8 FACULTY EXPECTATIONS AND COMPETENCIES …………………………………...9 TEACHING – LEARNING ………………………………………………………………..15 The Learning Environment Academic Integrity Student Conduct Faculty Student Interactions Critical Thinking, Case Studies and Concept Maps Course Syllabi Classroom Advisement ADVISING PROGRAM ……………………………………………………………………19 STUDENT EVALUATION ………………………………………………………………...20 PROGRAM EVALUATION ……………………………………………………………….21 FACULTY EVALUATION ………………………………………………………………..22 NURSING PROGRAM FACULTY COMMITTIES ………………………………………22 APPENDICES A. NURSING FACULTY ORIENTATION CHECKLIST B. ORGANIZATIONAL CHARTS C. FACULTY ORGANIZATION BYLAWS D. PRESEPTORSHIP POLICY E. ESSENTIAL SKILLS AND FUNCTIONAL ABILITIES FOR NURSING FACULTY F. WORK REQUISITION FORM G. STUDENT ADVISEMENT FORM H. KEY PHONE NUMBERS I. KEY JOB DESCRIPTIONS J. FACULTY DEVELOPMENT PLAN K. GENERAL EDUCATION MISSION AND OVERARCHING GOALS L. CURRICULUM DOCUMENTS M. EVALUATION TOOLS N. CLINICAL POLICIES AND FORMS O. SYSTEMATIC PLAN FOR EVALUATION (SPE) P. RECEIPT OF FACULTY HANDBOOK 2 Nursing Program Faculty Handbook Published: MAY, 2010 Welcome We would like to take this opportunity to welcome you to the team of education professionals at [School Name]. At [School Name], we believe that strong professional relationships that are student focused and quality driven provide for both positive educational outcomes and professional fulfillment. It is our hope that you join us in our quest to establish [School Name] as a respected and valued part of the community. This handbook is meant to provide guidelines and information to ensure that you, the faculty, can be integrated into our team and be successful in your role. It is not meant to replace the employee manual, School / College catalog, or student handbook. It is recommended that you familiarize yourself with the catalog, employee manual and student handbook. In the event that there are discrepancies between this handbook and the previously mentioned documents, the other documents take precedent. Best Wishes ____________________________________ ___________________________________ [Campus Director] [Director of Nursing] 3 Nursing Program Faculty Handbook Published: MAY, 2010 INTRODUCTION [School Name] is owned and operated by Education Affiliates, Inc. Education Affiliates, Inc. is located at 5024-A Campbell Boulevard, Baltimore, Maryland 21236, phone: 410-633-2929 and fax: 410-633-1844 and is a privately held corporation providing career education through a variety of diploma, degree, and certificate programs. Education Affiliates’ schools and School / Colleges are located in Alabama, Arizona, Colorado, Florida, Georgia, Indiana, Louisiana, Maryland, Pennsylvania, New Jersey, New York, Ohio, Tennessee, Texas, Utah, and Virginia. Duncan Anderson is the President/Chief Executive Officer, and Stephen Budosh is the Chief Financial Officer of Education Affiliates, Inc. [Insert School History from Catalog] [SCHOOL NAME] PROGRAMS AND SERVICES Diploma Programs [School Name] offers the following diploma programs: Associate Degree Programs [School Name] offers the following associate degree programs Baccalaureate Degree Programs [School Name] offers the following associate degree programs ORGANIZATIONAL STRUCTURE The nursing program at [School Name] is supported by the EA corporate nursing division which provides assistance and guidance in meeting program goals and achieving quality outcomes. The organizational charts found in the Appendices identify the position of nursing within the EA and [School Name] structures 4 Nursing Program Faculty Handbook Published: MAY, 2010 FACILITIES [School Name] (Individualize as needed) Faculty are asked to help maintain a clean, neat, and professional environment by enforcing no eating or drinking policies in the classrooms and ensuring that classrooms are picked up and restored to order at the end of a class session. Laboratory equipment and supplies should be stored in proper locations and locked as indicated. Please notify the [receptionist] or a campus administrator if broken equipment or conditions requiring housekeeping is needed. [Insert campus policy re: building access] [Insert Building Layout (Landscape)] Offices Each full-time faculty person has office space with a desk, locking cabinets, phone and computer. Part-time faculty members have an assigned shared office spaces. Facilities for printing and copying are located in the faculty office area. Student conference rooms are available for additional privacy. Parking Faculty, staff and students at [School Name] share a large parking area with other tenants of the facility. There is no reserved parking. Each person is asked to respect the posted signs for disabled parking and traffic rules. Break Areas Vending machines are available in the Student Lounge. A refrigerator and microwave are available in the Staff Lounge. Please be respectful of these shared spaces and clean up after use. Items placed in the refrigerator should be marked with name and date and removed after one week. Mailboxes Faculty mailboxes are located in the Faculty Workroom. The rosters will be kept in the mailboxes except during class. Please see the roster section for more details. Smoking Policy Smoking is only allowed in designated outdoor areas of the school building. Faculty and students in the nursing program are not permitted to smoke in their uniforms or at clinical sites. Learning Resources Center (LRC) The LRC is available for many activities with the assistance of the LRC manager. The faculty should communicate with the LRC manager about assignments and resources to ensure that students obtain the most effective assistance possible. New faculty members would benefit by spending time with the LRC manager and reviewing the online, electronic, book and periodical resources. 5 Nursing Program Faculty Handbook Published: MAY, 2010 The LRC offers twenty-two (22) print journal subscriptions and provides access to numerous electronic periodical and resource indexes that are full-text. In addition to the databases, the LRC has several NCLEX-PN and NCLEX-RN preparation materials, supplemental materials related to the basic math skills required for dosage calculations, and access to the Elsevier/HESI Testing and Remediation program. Many learning Library Resources can be accessed online from home. The Nursing Resources website consists of Online Journals, Research and Associations and Organizations that are user friendly. The website is: http://www.lrc-online.com/lrc . Learning and Information Resources Network (LIRN) Learning and Information Resources Network (LIRN) database is found under the research section on the Nursing Resources website. The website for LIRN is: http://www.lirn.net and the Code is: XXXXX. [School Name] Nursing Program subscribes to the following databases found in LIRN: Info track: Business, computer science, criminal justice, general academic, health and wellness, law, literature, newsletters, newspapers, opposing viewpoints, and reference with student resource center, Gale Virtual Reference Library and the InfoTrac OneFile Proquest: Health, Medical, Nursing, Allied Health, Psychology Journals, and Newspapers. E-Library: Selected periodicals, reference books, maps, pictures, and newspapers from around the world, along with transcripts of news and public affairs broadcasts. Books in Print: Information on books and audio and video materials searchable by availability, author, title, keyword, publisher, language, and awards won, and series title, and sources where reviewed. RCL Web: Resource guide for librarian’s features recommended titles in 58 curriculum-specific subjects selected for academic libraries by subject specialists and bibliographers. Note: Does not include full text of listed titles. Ebscohost: Free database from Ebscohost on key education topics such as Assessment, Continuing Education, Current Pedagogical Research, Curriculum Development, Instructional Media, Language Arts, Literacy Standards, Science and Mathematics, and more. 6 Nursing Program Faculty Handbook Published: MAY, 2010 FACULTY SUPPORT, RESOURCES AND INFORMATION Clerical Support Assignment of clerical work is the responsibility of the [[Director of Nursing] title]. Submit a Work Requisition Form (found in the Appendices) with a minimum of a [10 day notice]. It is suggested that each faculty member make copies of the requisition form. Class Cancellations If the Campus Director cancels scheduled classes due to inclement weather or other emergency, there will be an announcement on ________________ (radio) and / or _______________ (television). [Insert other method if appropriate]. This will be the official notification; however the [DON] will attempt to communicate instructors through an established communication channel. If an instructor is unable to attend a class or clinical session, he or she is required to contact the [DON] as far in advance as possible in order to make arrangements for a substitute teacher, if possible. In the event that inclement weather makes travel to the clinical site potentially treacherous and classes have not yet been cancelled, the instructor is to contact the [DON] to determine if a specific clinical experience is to be cancelled. Make-up for missed instructional time may be required. Failure to attend class without proper notification is subject to disciplinary action. It is recommended that clinical instructors create a communication or phone tree in the event that a clinical experience must be cancelled. It is important to note that due to the typical start time of clinical experiences and potential travel distances, the official decision for cancelling classes may not be made until after a student is traveling to the site. Initial Period of Employment The faculty and staff at [School Name] are committed to assisting every student to reach his or her goals and to achieve the highest educational outcomes; therefore every faculty member must demonstrate a strong foundation in their clinical specialty. A Faculty Orientation Checklist is located in the Appendices to assist in the process of becoming acquainted with the school and the program. During the first term, you will be evaluated using feedback from your peers, classroom assessments, and student evaluations. Adjustments may be valuable and necessary during this time in order to allow you to be successful in this role. Please utilize your faculty mentor or [Director of Nursing] to help you during this time of orientation. Catalog, Student Handbook, EA Employee Handbook Every faculty member should read the School / College catalog and Nursing Student Handbook in order to become familiar with the policies and procedures that make up the teaching environment. These documents contain contractual obligations with students and each faculty member is responsible for adhering to and supporting their content. This information is important to preparing yourself to teach and advise students. 7 Nursing Program Faculty Handbook Published: MAY, 2010 The EA Employee Handbook contains personnel policies for all personnel. Faculty members should familiarize themselves with the information and policies contained within the Handbook. FACULTY STATUS Full-Time Exempt Faculty Full-time faculty members are defined as employees who are regularly scheduled to work approximately 40 hours per week. Exempt employees are classified as such if their job duties are exempt from the overtime provisions of the Federal and State Wage and Hour Laws. Such employees are not eligible for overtime pay and are expected to adjust their schedules to meet the job expectations. All full-time faculty members are expected to participate in faculty and committee meetings, maintain office hours, participate in professional development activities, involve themselves in scholarship, and actively engage in student advising. Teaching assignments may include day, evening, or weekend didactic, clinical, or lab classes. Full-time faculty members are expected to schedule a minimum of  office hours per week to be available for student advisement and assistance. Office hours are to be posted and scheduled at a time convenient for students. Part-Time Exempt Faculty Part-time faculty members carry out the role of full-time faculty [____] terms/modules per year. Pay is distributed over 12 months and the faculty member maintains benefits throughout the year. Although the school will attempt to accommodate faculty wishes, the term schedule is based upon curriculum needs and may vary from year to year. Part-time faculty members are expected to schedule a minimum of 3 office hours per week when scheduled to teach in order to be available for student advisement and assistance. Office hours are to be posted and scheduled at a time convenient for students. Adjunct Faculty Adjunct Faculty members are primarily assigned direct teaching responsibilities. They are expected to be available to students  hours each week. Adjunct faculty members are invited to participate in nursing program committees and are required to attend at least ½ of scheduled all- faculty meetings. Faculty Workloads The academic calendar contains four (4) quarters each year. Each quarter is 12 weeks in length and may include two (2) 5 or 6-week modules or one lasting 11 weeks. Time between quarters varies. The [Director of Nursing] is responsible for faculty assignments which are based on student centered academic expectations within a 40-hour week. Weekly schedules may fluctuate based on course or committee responsibilities. Full time faculty members are generally scheduled for up to 28 hours of face to face teaching time (contact time) per week in RN programs and 32 contact hours in PN/VN programs. Student advising, tutoring, class preparation, grading, and committee work account for the remaining hours. Faculty members are expected to work primarily on campus and be available to students. 8 Nursing Program Faculty Handbook Published: MAY, 2010 Adjunct faculty members are scheduled for up to 32 hours a week, depending on clinical shifts and other responsibilities. Two (2) - 4 hours per week are allotted for preparation, grading, and meeting with students, depending on the number of classes assigned. Adjunct faculty members are expected to attend at least 50% of the scheduled all-faculty meetings. Office Hours Full-time and part-time faculty members are expected to be available for student appointments during four (4) posted, regularly scheduled weekly office hours. Adjunct faculty must post at least two (2) office hours weekly. Hours should be accessible to most students in the classes being taught by the faculty member. Students are also expected to make reasonable accommodation to available hours when academic necessity dictates. Faculty members who are engaged in academic advising are expected to meet with their advisees at least twice each term. Group meetings are acceptable for only one meeting. FACULTY EXPECTATIONS AND COMPETENCIES Qualifications of Faculty – Please refer to job descriptions in the Appendices In addition to the qualifications listed in the job description, faculty must provide: Copy of current CPR certification Copy of fingerprint check Pre-employment drug and alcohol testing Verification of HIPAA training Proof of negative TB status Physical Requirements of Faculty: To perform the essential competencies and responsibilities of the position, the faculty member is frequently required to: sit, bend, kneel, reach, stand for long periods, walk, talk, hear, use hands and fingers to operate computers and/or audiovisual equipment. The faculty member may also occasionally be required to lift, push, pull, carry, or support patients or materials up to 50 pounds in weight. (See the Appendices for the Essential Skills and Functional Abilities for Nursing Faculty). Faculty Competencies Faculty members perform a number of roles and functions, each of which reflects the core competencies of nursing faculty. These competencies and responsibilities are adapted from The Scope of Practice for Academic Nurse Educators (National League for Nursing, 2005). They include the responsibility to: facilitate learning, facilitate learner development and socialization, use assessment and evaluation strategies, participate in curriculum design and program evaluation, function as a change agent and leader, pursue continuous quality improvement in the educator role, engage in scholarship, and functions within the educational environment and within the community the [School Name] nursing program serves. 9 Nursing Program Faculty Handbook Published: MAY, 2010 Facilitate Learning Faculty members are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. Facilitate Learner Development and Socialization Faculty members recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role. Use Assessment and Evaluation Strategies Faculty members use a variety of strategies to assess and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning. Participate in Curriculum Design and Evaluation of Program Outcomes Faculty members are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment. Function as a Change Agent and Leader Faculty members function as change agents and leaders to create a preferred future for nursing education and nursing practice. Leadership may include mentoring or supervision of new and/or adjunct clinical faculty members. Pursue Continuous Quality Improvement in the Educator Role Faculty members recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence in the role and to life-long learning is essential. Engage in Scholarship Faculty members acknowledge that scholarship is an integral component of the faculty role and that teaching itself is a scholarly activity. Function within the Education and Community Environment Faculty members are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role. In order to carry out these competencies, faculty members are responsible for activities in four major areas: Instructional Role: Instructional Delivery Creating an effective learning environment for students which are motivating and appropriate to course content. Accomplishing outcomes of syllabus and content guide. Utilizing current resources in the delivery of courses. 10 Nursing Program Faculty Handbook Published: MAY, 2010 Teaching assigned classes at the scheduled time and place, in accordance with catalog descriptions, curriculum content guides, and content standards. Conducting appropriate evaluations of student performance, assigning and submitting grades based upon the results of such evaluations. Instructional Design Developing and organizing innovative and effective approaches to learning. Collaborating with other faculty in the discipline in developing and maintaining content guides for all courses taught which reflect the curricular strands of the program. Providing syllabi with specific statements of course requirements at the beginning of the semester to students and archival files. Content Expertise Maintaining current knowledge in the assigned teaching field. Providing current evidence based content applicable to the courses assigned. Course Management Maintaining and posting the teaching schedule, regular meetings, and office hours. Maintaining student last date of attendance and other records and grades in a timely manner. Maintaining inventory, if appropriate, of equipment, tools, supplies, and storage/disposal of hazardous materials required for classes. Requesting appropriate equipment repair if needed. Advising Maintaining scheduled office hours for consultation with students. Assuming an active role in the student advising process and assisting in registration, recruitment, and orientation of students assigned. Complying with academic progress notification procedures and initiating appropriate follow- up contacts with students. Assisting with the review and recommendation for appropriate action on advisees’ program completion plans. Professional Development: Gaining Knowledge Maintaining currency and competence in assigned teaching field. Maintaining necessary educational credentials and professional skills appropriate to the teaching assignment and consistent with Education Affiliates policy. Maintaining appropriate credentials in accordance with [School Name] Practical Nursing Program and Education Affiliates regulations. Collaborating with colleagues for instructional improvement. Sharing knowledge Promoting professional development of peers/colleagues Participating in sharing knowledge with peers through presentations at conferences, papers, and/or publications. Department Service: Identifying budgetary needs and priorities. Participating in the formulation and implementation of programmatic initiatives. Assisting in the preparation of class schedules and School / College catalog. 11 Nursing Program Faculty Handbook Published: MAY, 2010 Reviewing and recommending program textbooks and/or materials. Assisting with the assessment of credit for prior learning as applicable. Identifying advisory committee members, if appropriate, and working with advisory committees. Assisting in program articulation with other School / Colleges and schools. Evaluating and revising program offerings on an ongoing basis and developing new curricula as needed. Participating in instructional master planning, the assessment of student academic achievement and program reviews. Monitoring institutional effectiveness and accountability according to Board of Nursing, ACCSCT and other applicable regulatory and accrediting policies. Providing leadership and instructional integrity through mentoring, supervising, and evaluating adjunct-time faculty (didactic, laboratory, and/or clinical) as assigned. Participating as a contributing team member of the program area and School / College. School / College/Community Service: Assisting in the recruitment and interview of potential faculty members. Assisting in maintaining a safe and secure instructional environment. Serving as faculty advisor to student clubs and activities. Participating at orientation and graduation. Assuming an active role in promoting and marketing the School / College, the programs and/or course offerings of individual teaching areas. Serving on state-wide task forces as appointed. Participating in job placement and community outreach services. Responsibilities and Expectations for Clinical Teaching Clinical faculty members are responsible for organizing and carrying out structured learning processes for students in the learning laboratory or clinical setting. They possess and apply knowledge of professional standards and state guidelines relevant to the performance of nursing instruction in patient care areas where they have maintained competence. The nursing program generally uses an 8:1 ratio of students to nursing faculty while involved in the care of patients; however a ratio of up to 10:1 may be necessary on occasion. New clinical faculty are provided mentoring by the [Director of Nursing] or a seasoned faculty member and all clinical faculty spend a minimum of one day on clinical site orientation prior to the first clinical day. It is essential that the clinical instructor maintains clear, accurate, and timely communication with representatives of the clinical agency, the lead course instructor, the clinical coordinator and / or [Director of Nursing], and clinical students. The agency is to be given a copy of course objectives and weekly clinical goals, objectives, and assignments. Regular communication with the lead instructor ensures that learning is transferred from the classroom to the practice setting and at risk students are identified early. Critical incidents are to be reported to the clinical coordinator and agency representative. A Critical Incident Report form is located in the Appendices. Students are directly responsible and accountable to the clinical instructor. The clinical instructor reserves the right at any time to remove a student from a clinical setting if the student is deemed to 12 Nursing Program Faculty Handbook Published: MAY, 2010 be a threat to patient or personnel safety and/or not in compliance with the clinical practice guidelines or institutional policies. Faculty and students must remain within the clinical facility for the duration of the clinical shift unless otherwise directed by the clinical instructor. Students are not to attempt any procedure or administer any medications without being checked off for that specific procedure, or unless they are provided specific direction on how to proceed from the clinical instructor. Critical Incidents In the event that a student conducts him or herself in a manner that endangers the student’s grade, the school’s relationship with the clinical agency or the school’s legal status, the faculty member is expected to contact the [Director of Nursing] as soon as possible to determine, or confirm necessary actions. Details of any critical incident should be documented in writing within 24 hours of the incident and submitted to the [DON]. Faculty Development This manual contains the program philosophy, educational outcomes, and curriculum sequence in the Appendices. It is important that nursing faculty become familiar with these curriculum basics prior to beginning the first day of class. The faculty is encouraged to become “master teachers” through participation in several available professional development programs. All faculty members are required to complete the first module of “Fast Tracks” www.eateachertrain.com and receive feedback from a teaching mentor during the first six months of employment. The corporate owner, Educational Affiliates (EA), holds monthly training updates for faculty using teleconferencing and these schedules are published each quarter. EA faculty has access to The Teaching Professor, which offers online resources to assist faculty to become effective teachers. Register at http://magnapubs.com/aboutus/grouponlinereg.html, with the voucher code: EDAFF and the group PIN number: [XXXX]. Once registered, you will receive regular notices. Full-time faculty members are eligible to request school or corporate funds available for continuing education training or professional and association fees related to maintaining competence and credentials in areas of teaching responsibility or to achieving the quality outcomes identified by the nursing department. All reimbursements must have prior approval. Faculty members interested in applying for professional development funds should talk to the [Director of Nursing]. Faculty members are advised to make requests during the budget planning cycle when possible. [School Name] supports academic improvement and will reimburse up to $3000 per year for coursework leading to advanced degrees related to teaching responsibilities at [School Name]. Reimbursement is subject to EA guidelines for application, eligibility, types of degrees supported, and scope of the program. A commitment to continued employment may apply. (Refer to the EA Employee Handbook). [School Name] encourages faculty to obtain a master’s degree in nursing or a doctorate degree in nursing or a related field. 13 Nursing Program Faculty Handbook Published: MAY, 2010 Faculty Scholarship Activities Faculty members are encouraged to participate in professional scholarship activities. They are responsible for maintaining documentation of scholarship activities in portfolios or faculty profile updates. Teaching This institution supports the scholarship of teaching and the propositions presented by Boyer, E. (1990) in Scholarship Reconsidered, Priorities of the Professoriate. Therefore it is expected that the faculty and administration will be actively involved in updating their knowledge in their field by reading periodicals, reports and books to maintain competency so as to be able to think, communicate, learn and disseminate knowledge. This scholarly activity may be accomplished by: Preparing of a new syllabus for a course, Development of examination questions requiring higher order thinking skills with a reflective assessment of the learning, Development of a set of lectures, learning activities, or class plans for a new course, Maintaining a reflective journal on day-to-day teaching activities, Introduction and faculty presentation on some topic or outcome related to teaching pedagogy, or classroom activity, Construction of a novel examination or testing process, Continuing education and training on teaching and classroom issues. Application / Service The primary definition for application is that faculty provides a service to others in the community and looks for ways to be active good citizens. It is also the application of disciplinary knowledge and skill used to help address important societal and institutional problems. It has often been called the scholarship of engagement and practice. Some of the activities include: Serving on academic program, accreditation, or curriculum committees, Serving on community committees and boards Participating in a study conducted to solve departmental problems, creating a policy, or improving accreditation outcomes, Engaging in consultation off campus, Providing expert testimony Developing an innovative technology, Developing a new process for improving systems outcomes, Discovery/ Research It is possible for faculty to engage in aspects of discovery as their scholarship activity. This could be accomplished in a variety of ways such as: Participation in seminars or workshops where there is collective new knowledge being generated, Classroom assessment and analysis strategies for the understanding of what has happened and why, Publishing articles, books, or providing poster sessions at conferences. 14 Nursing Program Faculty Handbook Published: MAY, 2010 TEACHING - LEARNING The Learning Environment [School Name] believes that learning environments are consciously planned and developed, spontaneously occur, and/or emerge through association with the overall School / College and clinical learning environments. Spontaneous learning environments allude to both formal and informal settings, may include any or all School / College constituencies, and often involves the idea of seizing the teachable moment. All learning, like nursing care, occurs within the context of relationships. The roles of teacher and student require mutual respect, honesty, hard work, and tolerance. Each brings something valuable and unique into a relationship that changes as the process of learning occurs. Students learn to communicate and interact appropriately with clients and health care team members first through the experiences within the interdisciplinary educational environment. [Individualize] Faculty members are expected to arrive prepared at the class or clinical location BEFORE the learning activity is scheduled to begin. In the unexpected event that a faculty member will be late or unable to meet the commitment, the [Director of Nursing] is to be contacted as early as possible. Nursing faculty serve as role models for professional dress and behavior for nursing students. As such, faculty members are to adhere to dress and behavior standards at both campus and clinical sites. In addition to the guidelines provided in the EA Employee Handbook, faculty members are to comply with agency uniform standards and wear a lab coat or scrubs in the Nursing Skills Laboratory. Instructors Have The Right To Expect The Following: To be treated respectfully by students, fellow faculty members, and school staff and administration. To be paid in accordance with the institutional employment polices To be accorded the opportunity to provide input into the educational effectiveness of the institution To be able to suggest improvements in and/or criticize current practices and policies following the proper chain of command in order to provide a better educational environment for all faculty, staff, and students. Instructors Have The Responsibility For The Following: Treating students, fellow faculty members, and school staff and administration with respect. Careful preparation for all classes. Prompt attendance for all classes and required meetings Maintenance of academic standards, policies and associated records of the nursing program and [School Name] as written in the School / College catalog and Student Handbook. Delivery of theoretical and clinical instruction to all enrolled students in accordance with the approved curriculum and professional standards. 15 Nursing Program Faculty Handbook Published: MAY, 2010 Supervision and grading of student work according to evaluation criteria and fair standards. Contribution to the development, evaluation, and revision of program curriculum and polices. Assisting the program director, or other faculty members and staff of the institution in order to facilitate the smooth educational operation of the program. Represent the program and the School / College in a positive manner. Maintain a current perspective on the subject matter being taught and on teaching-learning strategies. Obtain an Evolve account and password, take advantage of faculty development opportunities, and become familiar with resources on the Evolve student site. Clinical Instructors Have The Responsibility For The Following: Operate, manage and assume overall educational responsibilities for the educational program at the assigned clinical site. Assure that students meet qualifications of the clinical site. Orient students to clinical facility and policies. Select and supervise educational experiences that are consistent with the course objectives and student abilities. Evaluate student performance and conduct in accordance with program and clinical site policies, approved curriculum, and accepted standards of conduct and practice. Communicate performance expectations and evaluation clearly with students, providing guidance and opportunities to improve. Remain on site and available to students during clinical experience. If preceptors are used in the clinical experience, the instructor must be available by phone during the entire clinical experience. Communicate with [DON], lead instructor, and facility contact concerning progress of learning, needs, concerns, and critical incidents. Academic Integrity As representatives of [School Name] and the nursing profession, faculty members are expected to demonstrate professional and academic integrity at all times. This includes, but is not limited to: citing references for work, adhering to the class and clinical schedule, adhering to school/college and clinical agency policies, protecting the security of examinations and other proprietary materials, using professional language, maintaining student and patient confidentiality, and communicating appropriately with school/college and agency administration or representatives. Student Academic Integrity Policy: All academic assignments are to be the work of the individual student. The following are examples of dishonesty, or unethical and unprofessional behavior: 16 Nursing Program Faculty Handbook Published: MAY, 2010 Plagiarism- Using another person’s words, ideas, or results without giving proper credit to that person, giving the impression is a student’s own work Any form of cheating on examinations Altering academic or clinical records Falsifying or inventing information for any assignment Partly or wholly completing an assignment for another student or submitting assignments partially or wholly completed by another student Charges of academic dishonesty brought against a student are serious and shall be made in writing by the faculty member and submitted to the [Director of Nursing] for investigation and consequences. Addressing Student Conduct Students are expected to abide by the student conduct policy found in the Nursing Student Handbook. This policy addresses behavior, dress, and academic integrity for every school setting. The didactic and laboratory classrooms and clinical environment require a mutual respect for the learning to be effective. Any disruption of the learning environment is to be addressed by: Warning: written or verbal notice that any further misconduct may result in further disciplinary actions Failure or forfeiture: loss of all or part of the credit for work conducted in association with academic dishonesty Suspension: removal from the School / College for a determined period of time Dismissal: permanent removal from the School / College Faculty- Student Interactions The learning environment requires that the faculty demonstrate behaviors consistent with a positive professional role model. Expectations should be clearly communicated in writing and evaluations consistent with syllabi and stated expectations. In order to encourage critical thinking, [School Name]’s Nursing Department believes that students should be encouraged to introduce new ideas or question established ideas in a respectful manner and supported by evidence. A relationship that resembles mentor to mentored is encouraged. As a student progresses through the program, this relationship shifts to an expert to novice relationship. In order to maintain the requirements of a professional relationship, students are to address faculty members by title and last name. Students have the right to request the same. Faculty members may not enter into social or personal relationships with students while enrolled. If a faculty member has a relationship with a student established prior to the student’s admission to the school, the faculty member is accountable for bringing this to the attention of the [DON] for the identification of potential conflicts of interest. As in all relationships at [School Name], respect for all is foundational. Refer to the EA Employee Handbook for more information on policies related to relationships between faculty and students. 17 Nursing Program Faculty Handbook Published: MAY, 2010 Communication [School Name] has an open door policy for all communication; however, as a matter of both respect and efficiency, it is strongly recommended that issues be resolved at the level of most immediate involvement and responsibility. A list of key phone numbers is included in the Appendices. Faculty members are expected to maintain communication with the [DON] and other relevant parties concerning student progress, identified needs of the curriculum or other areas of the program, and areas that may put the program or School / College at risk. Course Scheduling Faculty members should contact the [Director of Nursing] if interested in teaching a specific class being offered in the upcoming term. Assignments of faculty to the courses scheduled to be taught each term is based on availability, fulltime status with the school, student feedback, and attention given to administrative procedure. A final schedule indicating course teaching assignments is issued about a month before the new term begins. First time - a verbal warning Second time - the faculty member meets with the student to review a written corrective action plan. The meeting and action plan is to be documented in the student file Third time - the student is dismissed from the classroom and is not to return until the student meets with the [Director of Nursing] and is given a clearance to return. In instances of serious misconduct, a student may be dismissed immediately from the classroom and be subject to administrative action, up to and including The faculty member should document what happened or verbally present this information as he/she immediately walks the student to administration so the issue can be addressed. Many distracters can occur and need to be managed while offering alternatives for students to address such issues outside class time. If a student is not able to wait, they can be dismissed from the room until the issue can be addressed. Critical Thinking, Case Studies, and Concept Maps The [School Name] Nursing Curriculum anticipates the use of a variety of methods to promote critical and creative thinking. The faculty is encouraged to use concept maps to convey the interrelatedness of the steps of the nursing process and to present and discuss case studies. Since many clinical agencies use pre-developed care plans, students should be required to contribute to the plan of care in whatever format is used by the agency. Case studies and related critical thinking questions can be accessed on the Evolve/HESI Testing and Remediation Program web site. Assistance in the development of concept maps is available on the Evolve learning site. Course Syllabi Faculty must submit drafts of all syllabi to the [Director of Nursing] for approval at least [one week] prior to the class start. All syllabi must be in the uniform syllabus format which is available from the nursing program office administrative assistant. Faculty members can modify the student guide portion of the syllabus, which includes contact information, the lecture and assignment calendar, testing matrix, and any specific for the students. Do not change, or add to the course description, course outcomes, or policy portions of the syllabus. A copy of the template can be found in the 18 Nursing Program Faculty Handbook Published: MAY, 2010 Appendices of this document. See the [nursing program office Administrative Assistant] for the templates and further assistance. Student Rosters [Individualize per campus policy] Class grading and attendance rosters provide critical documentation for monitoring student academic progress, retention efforts, and for compliance with financial aid programs. Instructors will call role and mark attendance, P (present) or A (absent) for each class on the roster on the scheduled date. Rosters are distributed prior to the first day of class and the instructor is to place the roster(s) into his or her school mailbox after class. They are not to be taken from the campus. As the rosters are related to several administrative functions, timely submission of the grading and attendance rosters is critical. Clinical attendance and status will be reported to [the Clinical Coordinator] on each clinical day. Notes regarding alternative clinical arrangements, such as a community based experience on a different day, will be kept and emailed to the registrar. Rosters for classes or laboratory sections with more than one instructor will be sent to one instructor only. It is the responsibility of the faculty member(s) providing instruction on any given day to complete the roster for that day. The first week of a term, faculty members should take the roster and note the weight of each graded assignment along the top boarder (see example in appendix). Faculty will use the Nursing program grading scale for all grades. A roster should not contain a blank for any graded assignment that has been due. Classroom Advisement The didactic instructor is expected to provide course advisement to students. This might include study strategies, how to focus or augment learning, or assist a student to develop a personalized plan for remediation. Faculty members are expected to meet with students who are at risk for being unsuccessful in the course, e.g. failing test grade or poor lab / clinical performance. Student consultation or advisement is to be documented on the Student Advising Form or in CampusVue. Ask the student to review what was discussed for accuracy, not agreement, and ask the student to sign the form. Students may add a comment to the form. If a student refuses to sign the form, the faculty member should document the refusal on the form before submitting it to the [Director of Nursing]. See the Student Advising form in the Appendices. Students do not review notes made in CampusVue. Advising Program The [School Name] Nursing Program provides for both formal and informal means of advisement. This advisement is delivered by faculty both full and part-time. The goal is to enhance the academic advising units at each campus to bring a more systematic, assessment driven, strength-based approach to academic advising. The primary purpose of the advising program is to assist students in the development of meaningful educational plans that are compatible with their life goals. The academic advisor is there to assist students by helping them identify and assess the consequences of decisions they make about their life goals and educational plans. 19 Nursing Program Faculty Handbook Published: MAY, 2010 EA and [School Name] believes that student advising is fundamental to achieving high levels of student satisfaction and positive student outcomes in terms of achieving graduation, licensure, graduation, and employment. The nursing program department at [School Name] has a systematic, strength‐based advising process, which includes clear goals, outcomes, roles and responsibilities of advisors, and student‐advisee responsibilities, as well as providing for ongoing assessment. Advising Program Goals Assist students in assessing their interests and abilities, by examining their educational goals, making decisions and developing short-term and long-term plans to meet their career objectives. Assist students in their consideration of life goals by relating interests, skills, abilities, and values to careers, the world of work, and the nature and purpose of higher education. Clarify institutional policies and procedures. Evaluate and monitor student academic progress and the impact on achievement of goals. Reinforce student self-direction, self-sufficiency, and accountability. Direct students with educational, career or personal concerns, or skill/learning deficiencies to other resources and programs when necessary. Advisor Role and Responsibilities: Monitor progress toward educational/career goals. Discuss and reinforce linkages and relationships between instructional program and career. Interpret and provide rationale for instructional policies, procedures, and requirements. Refer students when academic, attitudinal, attendance, or other personal problems require intervention by other professionals. Foster a one‐on‐one relationship with advisees that is on‐going and proactive. Inform students of special services available to them for remediation, academic assistance, and other needs. Student Evaluation Faculty members are responsible for the evaluation of student achievement of course outcomes. Instructors are responsible for reviewing the expected outcomes and measurements with students at the beginning of each course or clinical rotation. Formative evaluation of student performance is an ongoing process designed to provide the students with ongoing feedback and opportunities for learning and improvement. Summative evaluation occurs at mid-term and end of course to measure student performance in relation to meeting course outcomes. Summative evaluations are formal, have written documentation, affect the student’s grade, and should not be a surprise to the student. Grading The basis of grading of assignments is to be clearly communicated to students. At least 80% of a course grade must be calculated using objective testing. An approved grading rubric for evaluating non-testing assignments should be distributed to the students prior to the assignment. An average grade of 78% on objective testing measures and a satisfactory or pass on laboratory and clinical experiences are required for a student to satisfactorily complete a course. The first attempt on standardized tests usually counts for 10% of the grade using the HESI percentage equivalent. 20 Nursing Program Faculty Handbook Published: MAY, 2010 Remediation activities may be assigned points as part of the 20% of non-testing grade. Individual tests are calculated to the nearest hundredth. [School Name] does not round up final grades. A student who does not pass theory and/ or laboratory and/or clinical fails the entire course and must retake the entire course at the next available opportunity if eligible. The EA Grading Policy is located in the Appendices. The grading scale is as follows: A (Excellent) 100-94 B (Good) 93-86 C (Satisfactory) 85-78 D (Below Satisfactory) 77-70 F (Failing) Below 70 Testing Faculty members are responsible for the monitoring of the testing environment and for use of reasonable actions to prevent cheating. The testing environment is to be monitored by at least one instructor. If testing is scheduled for more than one cohort, different versions of the exam are to be used. Arrangement of student seating is at the discretion of the instructor. The student may not bring paper, books, cell phone, other electronics, etc. into the testing environment. Calculators are to be provided by the school, distributed prior to the exam and collected at the end of the exam. Instructions given at the beginning of each exam should include the time scheduled for each exam (allow approximately 1.38 minutes per question), instructions not to talk or make other deliberate noise, keep attention focused on own work space, and use bathroom facilities prior to the start of exam. Bathroom breaks are not permitted during a single exam unless arrangements have been made ahead of time for medical necessity. If possible, monitoring should be done from more than one location, such as the back of the room and/or walking around room and only questions related to the exam delivery may be answered. Monitors may not clarify an exam question or provide a definition of words. Program Evaluation The faculty participates in the systematic evaluation and improvement of the nursing program(s). Faculty members participate in the collection and evaluation of data related to measuring outcome achievement and meeting accreditation and regulatory requirement as well as in recommending changes to support quality improvement. A copy of the Systematic Plan for Evaluation (SPE) is found in the appendices. Students provide written feedback to the administration and faculty concerning their courses. Faculty members are responsible for working with the [[Director of Nursing]] and the [Director of Education] for the completion of student and clinical satisfaction surveys. Completion of surveys are to occur without the faculty member present and returned to a third party by one of the students. Results of the surveys are shared with the faculty. A sample student evaluation form is provided in the appendices of this document. 21 Nursing Program Faculty Handbook Published: MAY, 2010 Faculty Evaluations Frequency Evaluation of faculty is intended to guide, mentor, and correct the direction of the faculty member as a method of quality assurance and quality improvement. If specific improvements are necessary, these will be incorporated with a time line for completion. Classroom faculty evaluation by the [Director of Nursing] or other School / College administration will be conducted twice during the first year then annually. Evaluations are timed according to hire date. Additionally, clinical faculty will be evaluated through unannounced clinical site visits by the [Clinical Coordinator] or the [Director of Nursing]. The compensation review is not completed concurrently with the administrative evaluation. Compensation Compensation reviews are provided annually from the date of the last review. COMMITTEES The nursing department makes decisions based on current evidence and identified best practices as well as the input of both internal and external constituencies. The committee descriptions below demonstrate the consecutiveness of the process used to make the decisions that guide the nursing program. The full Nursing Faculty Bylaws can be found in the Appendices. The standing committees of the Faculty Organization shall be: Executive/Nominating Committee Admissions and Progression Committee Curriculum Committee Academic Resources Committee Evaluation/Outcomes Monitoring Committee Student Affairs Committee Executive/Nominating Committee Functions 1. Evaluate the School of Nursing's strategic plan annually and prepare a summary plan to guide the work of committees for the year. 2. Review bylaws of the Faculty Organization annually and make recommendations for revisions to the Faculty Organization. 3. Review the goals and annual reports of committees of the Faculty Organization, and make recommendations to committee chairs. 4. Plan and implement faculty retreats and in-service activities. 5. Prepare a ballot for committee membership for the subsequent academic year. 6. Appoint a faculty member to fill an unexpected vacancy if it should occur during the year. 7. Prepare an annual report of the accomplishments of the Faculty Organization. Membership 22 Nursing Program Faculty Handbook Published: MAY, 2010 The members of the committee shall be: 1. Faculty Organization Chair/[Director of Nursing] Education 2. Faculty Organization Secretary 3. Chairs of all standing committees of the Faculty Organization. Admissions and Progression Committee Functions 1. Formulate and implement policies and procedures used to recruit applicants. 2. Recommend to the Faculty Organization criteria, policies and procedures for admission of students. 3. Select students for admission, including the review of appeals for admission. 4. Recommend to the Faculty Organization academic policies and procedures related to student progression. 5. Make decisions related to the progression or reinstatement of individual students in the upper division nursing major. 6. Assure the collection and dissemination of formative and summative data for evaluation of admission and progression. Utilize relevant data for admission and progression decisions. Membership 1. The members of the committee shall be: 2. Faculty a. Four (4) faculty. b. Two of the four faculty must have a minimum of one (1) year teaching experience at the School of Nursing. 3. Two (2) students. 4. Faculty Organization Chair/[Director of Nursing] Education, ex-officio 5. One member from the health care community, if available. Term of Service 1. The term of service of members shall be: 2. Faculty: a. Two-year term. b. Two (2) faculty shall be elected in even years, two (2) elected in odd years. 3. Students shall serve until completion of their program of study, or until the student chooses to withdraw from the committee. Curriculum Committee Functions Develop the curricular design to reflect the philosophy and achieve the objectives of the programs by: 1. Coordinating broad content of courses. 2. Selecting and determining sequence of courses, including pre- and co-requisites. 3. Assessing the adequacy of course offerings. 4. Proposing revisions in existing courses and suggesting new courses. 5. Collaborating with community and campus resources. 6. Proposing methods for curricular implementation. 23 Nursing Program Faculty Handbook Published: MAY, 2010 7. Collaborate with other appropriate groups for formative and summative curricular evaluation. 8. Work with the Executive/Nominating Committee to plan and provide programs regarding curriculum for the faculty. 9. Recommend to the Faculty Organization matters pertaining to curricula for appropriate action. Membership The members of this committee shall be: 1. Faculty a. Four (4) faculty. b. Two of the four faculty members must have a minimum of one year teaching experience at the School of Nursing. 2. Chair of Faculty Organization/[Director of Nursing] Education, ex-officio, and shall coordinate staff support for the committee. 3. Two (2) students. a. Two (2) members of the health care community interested in the curricula of the Nursing Program. Term of Service 1. Faculty: a. Two-year term b. Two (2) faculty shall be elected in even years, two (2) elected in odd years. 2. Students shall serve a two year term, or until the student chooses to withdraw from the committee. 3. Community representatives shall serve a two-year term. Academic Resources Committee Functions Evaluate the School of Nursing's resources and make recommendations to the [Director of Nursing] Education. Resources areas evaluated include: 1. Practice laboratory equipment 2. Library holdings 3. Technology needs 4. Classroom and faculty office needs Membership The members of the committee shall be: 1. Two (2) faculty members 2. One (1) senior student 3. Faculty Organization Secretary 4. Faculty Organization Chair/[Director of Nursing] Education, ex-officio Term of Service Faculty 1. One-year terms Student shall serve a one year term, or until the student chooses to withdraw from the committee. Faculty Organization Secretary 24 Nursing Program Faculty Handbook Published: MAY, 2010 Evaluation and Outcomes Monitoring Committee Functions 1. Provide oversight of formative and summative evaluation of instructional program outcomes. 2. Recommend assessment tools for gathering outcome data. 3. Analyze aggregate data from formative and summative evaluations and make recommendations to the appropriate committee(s). 4. Recommend to the Faculty Organization matters pertaining to instructional program outcomes. 5. Assure appropriate review each year of elements of the "Systematic Plan of Evaluation" and report, as indicated, to the Faculty Organization. Membership The members of this committee shall be: 1. Chair, or chair’s designee of the following committees: a. Curriculum Committee b. Admissions and Progress Committee c. Academic Resources Committee 2. Faculty Organization Chair/[Director of Nursing] Education, ex-officio 3. Faculty Organization Secretary Term of Service The term of service of members shall be consistent with the time of elected service to the representative committees. Student Affairs Committee Functions 1. Act as a sounding board for listening to student issues and concerns. 2. Clarify issues for students where there is confusion or lack of understanding. 3. Make recommendations to the Faculty Organization, the [Director of Nursing] Education or to appropriate bodies regarding changes that should be considered or problems that need addressing. Membership The members of the committee shall be: 1. Two (2) faculty members 2. Two (2) students representing each of the nursing programs within [School Name] and elected by their classmates. 3. Faculty Organization Chair/[Director of Nursing] Education, ex-officio. Term of Service 1. Faculty a. Two-year term 2. One (1) faculty shall be elected in even years, one (1) elected in odd years. 3. Students shall serve one year terms, or until the student chooses to withdraw from the committee. 25 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX A NURSING FACULTY ORIENTATION CHECKLIST Name___________________________________ Campus_________________________________ Date Orientee’s Topic Preceptor’s Comments Initials Initials Basic orientation: New Hire Paperwork Campus history Mission and Philosophy How a non-profit environment differs Tour of facility Parking Copier machine Fax machine Keys and Codes ID Badge Pay Procedures Fire and Safety Procedures Catalog Campus orientation Policies and Procedures Adm resources Organizational Charts Educational resources Faculty and Staff Contact Lists In-service Education Meetings EA public folders Faculty resources Accreditation—federal, state and agency specific Text book distribution Classroom rules Working the classroom Technology LRC orientation Student Attendance Grade submission Outcome reports 26 Nursing Program Faculty Handbook Published: MAY, 2010 Evaluations Compliance Reporting # FERPA Confidential Student Records Teamwork Building Data Mark evaluation items Departments to meet: Administration Education Admissions: Admission process FA LRC manager: Learning resources Copy right law Technology utilization Virtual on-line library Registrar: Attendance Grades submission Career Services Teaching: Teaching Professor sign-up www.eateachertrain.com EA Monthly Tele-Training Faculty “Fast Track” LRC programs ADA regulations Elsevier Evolve Lab equipment including Simulation manikins Drug calculation exams Tutoring and Advising Academic Freedom Legal issues of teaching and it’s relation to the syllabus, student handbook and catalog Nursing Related: File completion: Transcripts License CV format CPR Vaccines 27 Nursing Program Faculty Handbook Published: MAY, 2010 Essential skills and functional ability Job description Professional development Mission and Philosophy Computer access Expected outcomes Job Description Phone access Nursing Public Folders Curriculum NLN Core Competencies Syllabi Test score machine Grading practices Test taking tips for students BON rules Examination Recommendations NCLEX blue print NCLEX Alternative Type Questions Systematic Plan of Evaluation Division of Nursing Orientation Policies and Procedures Nursing Student Handbook Nursing Faculty Handbook Student Clinical Evaluation Forms Nursing positional roles Clinical Requirements Schedules Team building Committee assignments Test item writing Future vision of nursing Evaluation components Adm. Asst. duties HESI Diversity policy Education: Classroom Evolve On-line Modules: 28 Nursing Program Faculty Handbook Published: MAY, 2010 Defining good teaching Planning a class Fundamentals of classroom success Questionning techniques Critical Thinking Clinical Education Modules: I-Role Development II-Managing the Clinical Day III-Clinical Instruction IV-Clinical Evaluation V-Resources VI-Policies Visit clinical site-orientation Weekly Nursing Education “At Risk Nursing Students” Academic Freedom Academic Dishonesty Individual: Professional development plan CV update Mentorship process/assigned 29 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX B ORGANIZATIONAL CHARTS INSERT ORGANIZATIONAL CHARTS CAMPUS EA EA NURSING 30 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX C FACULTY ORGANIZATION BYLAWS EDUCATIONAL AFFILIATES NURSING FACULTY ORGANIZATION BYLAWS ARTICLE I Title The official title is the Faculty Organization of the __________________ School of Nursing. ARTICLE II Purposes and Functions Section 1 The purposes of the Faculty Organization are to serve as the collective Purposes voice of the faculty in overseeing the educational mission of the school and in making recommendations to the [Director of Nursing] Education and appropriate administrative officials of the School / College on matters affecting the general welfare of the School of Nursing and its activities. Section 2 The functions of the Faculty Organization are to: Functions 1. Develop and evaluate the philosophy, objectives and outcomes of the academic programs, and the policies, standards and procedures specific to these programs. 2. Participate in the selection, progression and graduation of students. 3. Foster a level of excellence in teaching and service, to enhance the goals and support the professional development of the individual, the School of Nursing and the School / College as a whole. 4. Define the responsibilities of all standing committees. 5. Create ad hoc task forces as needed to accomplish specific goals of the Faculty Organization, beyond those of the standing committees. 6. Act on recommendations of the standing committees as they are brought to the Faculty Organization. 7. Assist in the orientation of new faculty. 8. Make recommendations to the [Director of Nursing] Education regarding needed resources and allocation of funds. Section 3 The objectives of the Faculty Organization shall be to: Objectives 31 Nursing Program Faculty Handbook Published: MAY, 2010 Maintain an organized group of faculty members whose efforts will lead to the comprehensive education of the nursing student. Afford faculty members the opportunity to participate in the development of educational policies which are in keeping with the philosophy and outcomes of the nursing program. Develop, implement and evaluate the program in relation to stated outcomes, current educational and societal trends as well as student needs. Foster leadership and professional growth and development of faculty members. Promote faculty-student communication and understanding of the educational program. ARTICLE III Membership Membership of the Faculty Organization shall consist of two classes: full membership and associate membership. Full membership includes: 1) faculty with administrative appointments, 2) faculty with continuing and term appointments assigned on a part-time or full-time basis, and 3) student representatives. Associate membership includes individuals in related positions within the School / College as well as representatives from cooperative agencies. Full members have both voice and vote while associate members have voice only. ARTICLE IV Officers and Duties of Officers Section 1 The officers of the Faculty Organization shall be the Chair and the Secretary. Officers Section 2 The Chair of the Faculty Organization shall be the [Director of Nursing] Education (or an individual elected from the senior faculty) for a term of one academic year, and shall: Chair 1. Preside at all meetings of the Faculty Organization Duties 2. Serve as chair of the Executive/Nominating Committee 1. Serve as an ex-officio member of all committees. 2. Create ad hoc committees to carry out specific functions. 3. Prepare agendas for Faculty Organization meetings by obtaining input from the committee Chairs and faculty. 4. Call special meetings of the Faculty Organization if the need arises. Share faculty concerns with the appropriate School / College administrators. Section 3 The Secretary shall be elected by majority vote per the election process described in these bylaws to serve for one year, and shall: Secretary Duties 1. Record the minutes of meetings of the Faculty Organization. 32 Nursing Program Faculty Handbook Published: MAY, 2010 2. Distribute the minutes of the previous Faculty Organization meeting at least five working days prior to the next meeting. 3. Prepare an annual report of the accomplishments of the Faculty Organization at the end of the academic year. 4. Maintain a current and complete file in the administrative area of the minutes and annual reports of the Faculty Organization, and annual reports of all standing committees of the Faculty Organization. 5. Serve on the Executive/Nominating Committee. ARTICLE V Elections Section 1 Elected positions are specified by these Bylaws and include the secretary Faculty and the faculty members on each of the standing committees. A ballot Organization with eligible candidates for the positions in the Faculty Organization shall be prepared and distributed by the Executive/Nominating Committee at the Faculty Organization meeting in April unless otherwise specified or deemed necessary by the Executive/Nominating Committee. Vacancies which occur during the academic year shall be filled for the remainder of the unexpired term by election as needed. Terms of service for elected positions shall be on an academic year basis, from August to May. Section 2 Student representatives, where specified for standing committees, shall be appointed Selection of by the chair of the committee with input from the student leadership. Student, and Committee representatives, where specified for standing committees, shall be Community selected by the given committees in order to meet their specified needs. Standing Committee Representa- tives Section 3 The preliminary ballot will be presented at the Faculty Organization Voting meeting in April. Members may nominate other individuals with their permission, self-nominate, or remove their names from positions on the ballot. The nominations shall be closed at that meeting. The final ballot shall be distributed to the voting members within five working days. Completed ballots shall be returned to the Executive/Nominating Committee who shall be responsible for a) collecting ballots within seven working days from the date of distribution, and b) making the results known to the Faculty Section 4 An individual must receive a simple majority of votes on the ballot in order Electorate to be elected to a position. Vote ARTICLE VI Meetings 33 Nursing Program Faculty Handbook Published: MAY, 2010 Section 1 Regular meetings of the Faculty Organization shall be held each month during the academic year. The agendas for the regular faculty meetings shall be distributed three working days prior to each meeting. The last meeting of the contract year shall be the annual meeting. Section 2 Special meetings may be called by the Chair, upon written request of at least three (3) members of the Organization. Section 3 A quorum for business transactions will consist of two-thirds of the total voting Quorum membership. Section 4 Voting members of the Faculty Organization shall include all full and part-time Voting faculty with regular appointments, and all faculty with fixed term appointments greater than one semester. All voting members may vote on all matters of Faculty Organization business. The Chair of the meeting shall vote only in the event of a tie in order to establish a majority. Voting on all motions shall occur during scheduled Faculty Organization meetings. By approved exception, an electronic vote (via email) may be taken. Recommendations regarding curricular, and admission and progression items, shall require a two- thirds affirmation of voting members present or of the completed ballots. One-half plus one of the voting members present or of the completed ballots shall constitute a majority vote in all other business. Section 5 The procedure for voting in Faculty Organization meetings is as follows: Procedure for Voting in 1. When possible, the motion shall be presented in writing to the Faculty Faculty Organization Chair and/or Secretary prior to the Faculty Organization Organization meeting. Meetings 2. The motion shall be presented and discussed in a Faculty Organization meeting. All motions made must include an effective date for implementation. Faculty shall indicate by consensus or a majority of voting members present whether they are prepared to vote on the motion at the meeting or wish the vote to be taken electronically. The Secretary shall determine that there are sufficient voting members present to allow a vote if it will be accomplished at the meeting. The Chair shall state the motion and ask that, by a show of hands, voting faculty members indicate they are in favor or opposed to the motion. Alternatively, the motion will be written and sent electronically with instructions for voting by the Secretary. The motion should be sent for vote within one week of the Faculty Organization meeting at which it was made and faculty will be given one week to complete electronic ballots. The Chair shall announce results to the Faculty Organization membership. Section 6 Minutes of meetings of the Faculty Organization shall be made available to all Minutes members at least five working days prior to the next meeting. 34 Nursing Program Faculty Handbook Published: MAY, 2010 One copy of the minutes shall be placed in the Faculty Organization file maintained in the administrative area. Section 7 The annual reports of the Faculty Organization and its standing committees shall Annual include a summary of the year’s activities, accomplishments, and recommendations Reports for the next year. All annual reports are to be distributed to members at least one week prior to the final Faculty Organization meeting of the academic year. Reports will be accepted during this meeting. One copy of each annual report shall be placed in the Faculty Organization file maintained in the administrative area. Section 8 Any actions taken by the Faculty Organization that do not include a specific Action implementation date shall commence the first day of the following academic year. Implementation ARTICLE VII Standing Committees Section 1 The standing committees of the Faculty Organization shall be: Committees 1. Executive/Nominating Committee 2. Admissions and Progression Committee 3. Curriculum Committee 4. Academic Resources Committee 5. Evaluation/Outcomes Monitoring Committee 6. Student Affairs Committee Section 2 Functions of each standing committee are delineated within the Functions appropriate sections of the bylaws pertaining to these committees. 1. Functions common to all committees are: 2. Evaluate membership and functions related to the committee. 3. Communicate and coordinate activities with other committees. 4. Direct recommendations to the Faculty Organization for action. Section 3 Criteria for membership and terms of service are designated for each Membership committee within the appropriate sections of the bylaws. Chairs of each standing committee shall be elected annually by the committee membership. Section 4 The quorum for standing committees shall be two-thirds of the committee Quorum membership holding School of Nursing faculty appointments. Section 5 Voting privileges are extended to all committee members, unless otherwise Voting specified within the bylaws related to the given standing committee. 35 Nursing Program Faculty Handbook Published: MAY, 2010 Section 6 Minutes from all meetings shall be recorded in standard School of Nursing format Minutes by a faculty member, designated by the chair of the committee to prepare, sign, and distribute these to committee members for approval at the subsequent meeting. Minutes from all standing committees will be made available to all faculty. Items of a confidential nature will be distributed to committee members only. Section 7 EXECUTIVE/NOMINATING COMMITTEE Functions 1. Evaluate the School of Nursing's strategic plan annually and prepare a summary plan to guide the work of committees for the year. 2. Review bylaws of the Faculty Organization annually and make recommendations for revisions to the Faculty Organization. 3. Review the goals and annual reports of committees of the Faculty Organization, and make recommendations to committee chairs. 4. Plan and implement faculty retreats and inservice activities. 5. Prepare a ballot for committee membership for the subsequent academic year. 6. Appoint a faculty member to fill an unexpected vacancy if it should occur during the year. 7. Prepare an annual report of the accomplishments of the Faculty Organization. Member- The members of the committee shall be: ship 1. Faculty Organization Chair/[Director of Nursing] Education 2. Faculty Organization Secretary 3. Chairs of all standing committees of the Faculty Organization. Section 8 ADMISSIONS AND PROGRESSION COMMITTEE Functions 1. Formulate and implement policies and procedures used to recruit applicants 2.Recommend to the Faculty Organization criteria, policies and procedures for admission of students. 3. Select students for admission, including the review of appeals for admission. 4. Recommend to the Faculty Organization academic policies and procedures related to student progression. 5.Make decisions related to the progression or reinstatement of individual students in the nursing major. 6. Assure the collection and dissemination of formative and summative data for evaluation of admission and progression. Utilize relevant data for admission and progression decisions. Member- The members of the committee shall be: ship 1. Faculty Four (4) faculty. 36 Nursing Program Faculty Handbook Published: MAY, 2010 Two of the four faculty must have a minimum of one (1) year teaching experience at the School of Nursing. 2. Two (2) students. Faculty Organization Chair/[Director of Nursing] Education, ex-officio One member from the health care community, if available. Term of The term of service of members shall be: Service Faculty Two-year term. Two (2) faculty shall be elected in even years, two (2) elected in odd years. Students shall serve until completion of their program of study, or until the student chooses to withdraw from the committee. Section 9 CURRICULUM COMMITTEE Functions Develop the curricular design to reflect the philosophy and achieve the objectives of the programs by: 1. coordinating broad content of courses. 2. selecting and determining sequence of courses, including pre- and co-requisites. 3. assessing the adequacy of course offerings. 4. proposing revisions in existing courses and suggesting new courses. 5. collaborating with community and campus resources. 6. proposing methods for curricular implementation. Collaborate with other appropriate groups for formative and summative curricular evaluation. Work with the Executive/Nominating Committee to plan and provide programs regarding curriculum for the faculty. Recommend to the Faculty Organization matters pertaining to curricula for appropriate action. Member- The members of this committee shall be: ship 1. Faculty a. Four (4) faculty. b. Two of the four faculty members must have a minimum of one year teaching experience at the School of Nursing. 2. Chair of Faculty Organization/[Director of Nursing] Education, ex-officio, and shall coordinate staff support for the committee. Two (2) students. 4. Two (2) members of the health care community interested in the curricula of the School of Nursing. 37 Nursing Program Faculty Handbook Published: MAY, 2010 Term of 1. Faculty Service a. Two-year term b. Two (2) faculty shall be elected in even years, two (2) elected in odd years. Students shall serve a two year term, or until the student chooses to withdraw from the committee. 3. Community representatives shall serve a two-year term. Section 10 ACADEMIC RESOURCES COMMITTEE Functions Evaluate the School of Nursing's resources and make recommendations to the [Director of Nursing]. Resources areas evaluated include: Practice laboratory equipment Library holdings Technology needs Classroom and faculty office needs. Member- The members of the committee shall be: ship 1. Two (2) faculty members 2. One (1) senior student 3. Faculty Organization Secretary 4. Faculty Organization Chair/[Director of Nursing] Education, ex-officio C. Term of 1. Faculty Service a. One-year terms 2. Student shall serve a one year term, or until the student chooses to withdraw from the committee. 3. Faculty Organization Secretary - by position. Section 11 EVALUATION AND OUTCOMES MONITORING COMMITTEE Functions 1. Provide oversight of formative and summative evaluation of 2. instructional program outcomes. 3. Recommend assessment tools for gathering outcome data. 4. Analyze aggregate data from formative and summative evaluations and make recommendations to the appropriate committee(s). 5. Recommend to the Faculty Organization matters pertaining to instructional program outcomes. 6. Assure appropriate review each year of elements of the "Systematic Plan of Evaluation" and report, as indicated, to the Faculty Organization. 38 Nursing Program Faculty Handbook Published: MAY, 2010 Member- The members of this committee shall be: ship 1. Chair, or chair’s designee of the following committees: 2. Curriculum Committee 3. Admissions and Progress Committee 4. Academic Resources Committee 5. Faculty Organization Chair/[Director of Nursing] Education, ex-officio 6. Faculty Organization Secretary Term of The term of service of members shall be consistent with the time of elected service to Service the representative committees. Section 12 STUDENT AFFAIRS COMMITTEE A. Functions 1. Act as a sounding board for listening to student issues and concerns. 2. Clarify issues for students where there is confusion or lack of understanding. 3. Make recommendations to the Faculty Organization, the [Director of Nursing Education or to appropriate bodies regarding changes that should be considered or problems that need addressing. B. Member- The members of the committee shall be: ship 1. Two (2) faculty members 2. Two (2) students representing each of the programs within the School of Nursing and elected by their classmates. 3. Faculty Organization Chair/[Director of Nursing] Education, ex-officio. C. Term of 1. Faculty Service a. Two-year term b. One (1) faculty shall be elected in even years, one (1) elected in odd years. 2. Students shall serve one year terms, or until the student chooses to withdraw from the committee. 39 Nursing Program Faculty Handbook Published: MAY, 2010 ARTICLE VIII Parliamentary Authority Robert’s Rules of Order, newly revised, shall govern the proceedings of the Faculty Organization in cases not otherwise provided for in these Bylaws. ARTICLE IX Amendment of the Bylaws These Bylaws shall be amended by a two-thirds affirmation of the voting membership present or completed ballots, provided that the amendment has been submitted, in writing, to all voting members five working days prior to the vote. 40 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX D NURSING PROGRAM PRECEPTORSHIP POLICY POLICY: Clinical preceptors may be used in the delivery of clinical experiences for students in the nursing program when the student has validated sufficient knowledge and skill as to benefit by a relationship that is more peer or mentor rather than teacher – student. A preceptor may also be used in circumstances where an entire clinical group would not be appropriate but the learning experience is beneficial for meeting course outcomes has a significant observation component, and the student has validated for a school instructor the skills that may be required as part of the experience. Clinical preceptor experiences can only occur within agencies with which [School Name] has an executed clinical agreement; there is a written and clearly understood understanding of the functions and responsibilities of [School Name] instructors, agency staff preceptor, and students. The instructor maintains the responsibility and accountability for the oversight and student evaluation of the clinical learning experience. The instructor will meet with the preceptor and the student prior to the learning experience to detail expectations, communicate learning objectives, provide contact information, and to plan the learning experience. The instructor will maintain contact with the preceptor on a weekly basis to guide the learning experience and evaluate student performance. Two of these contacts must be in person. The instructor must be available by phone or in person to both the preceptor and the student during the scheduled clinical experience. The preceptors must be employed by the clinical agency, have an unencumbered licensed to practice nursing as a registered nurse in Indiana, and have a minimum of three (3) years experience as a registered nurse. RATIONALE: Nursing students benefit from the experience of working closely with a professional nurse who is both invested in the profession and in agency where the clinical experience takes place. Often, experiences may not be available to students who are limited to working in groups of 8 – 10 due to the size of the facility or the complexity of the experience. PROCEDURE: Ensure that a clinical agency agreement has been secured and in effect with the agency where the experience is being sought. Discuss request with clinical site representative. Request that the clinical site recommend one (1) or more potential candidates to work with students. 41 Nursing Program Faculty Handbook Published: MAY, 2010 The instructor, course lead, or program administrator will interview the candidate(s) for appropriateness to the preceptor role and to provide an initial, written description of the roles and responsibilities for the instructor, student, and preceptor. The school representative will make a recommendation for preceptor from those interviewed or discuss the possibility of alternative candidates with the agency representative. Once agreement has been established, instructor will meet with the preceptor and the student (individually or together) to discuss course outcomes, desired learning experiences, role expectations of each, communication, and evaluation. The instructor must be available by phone during the times that the student is scheduled for clinical learning. The instructor will discuss student progress, questions, and learning experiences with preceptor and the student on a weekly basis. The instructor will meet with the preceptor at least twice in person; upon request from the preceptor, agency, or student; or upon need as identified by the instructor. The preceptor will provide input for student formative and summative evaluations. The final evaluation and grade will be determined by the [School Name] instructor. Originated: 8/2009 Revised: 3/2010 42 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX E ESSENTIAL SKILLS AND FUNCTIONAL ABILITIES FOR NURSING FACULTY [School Name] Nursing Program has adopted the following statement of essential skills required of all Nursing Program faculty in clinical courses involving direct client care. Faculty members must attest to being able to meet the standards with or without reasonable accommodations. Faculty requesting accommodation for a disability must contact and provide documentation to the ADA representative, Ms. Maryse Levy, Vice President of Education: 5024A Campbell Blvd., Baltimore, MD 21236. Voice (410) 513-8037; Fax (410) 633 1844. firstname.lastname@example.org Motor Abilities Standard: Physical abilities and mobility sufficient to execute gross motor skills, physical endurance, and strength, to provide patient care. Examples of Required Activities: Mobility sufficient to carry out patient care procedures such as assisting with ambulation of clients, administering CPR, assisting with turning and lifting patients, providing care in confined spaces such as treatment room or operating suite. Manual Dexterity Standard: Demonstrate fine motor skills sufficient for providing safe nursing care. Examples of Required Activities: Motor skills sufficient to handle small equipment such as insulin syringe and administer medications by all routes, perform tracheotomy suctioning, insert urinary catheter. Perceptual/Auditory Ability Standard: Sensory/perceptual ability to monitor and assess clients. Examples of Required Activities: Auditory abilities sufficient to hear alarms, auscultatory sounds, cries for help, etc. Visual acuity to read calibrations on 1 cc syringe, assess color (cyanosis, pallor, etc). Tactile ability to feel pulses, temperature, palpate veins, etc. Olfactory ability to detect smoke or noxious odor, etc. Behavioral/Interpersonal/Emotional Standard: Ability to communicate fluently in English (verbally and in writing) to colleagues, staff and patients with honesty, integrity and nondiscrimination within the appropriate boundaries to ensure safe patient care. Capacity for development of mature, sensitive, ethical and effective therapeutic relationships. Interpersonal abilities sufficient for interaction with individuals, families and groups from various social, emotional, cultural and intellectual backgrounds. Ability to work constructively in stressful and changing environments with the ability to modify behavior in response to constructive criticism. Capacity to demonstrate ethical behavior, including adherence to the professional nursing and student honor codes. Examples of Required Activities: Establish rapport with patients/clients and colleagues. Work with teams and workgroups. Accepts critique and feedback in a professional manner and integrates into practice. Emotional 43 Nursing Program Faculty Handbook Published: MAY, 2010 skills sufficient to remain calm in an emergency situation. Behavioral skills sufficient to demonstrate the exercise of good judgment and prompt completion of all responsibilities attendant to the diagnosis and care of clients. Adapt rapidly to environmental changes and multiple task demands. Maintain behavioral decorum in stressful situations. Safe Environment for Patients, Families and Co-workers Standard: Ability to accurately identify patients. Ability to effectively communicate with other caregivers. Ability to administer medications safely and accurately. Ability to operate equipment safely in the clinical area. Ability to recognize and minimize hazards that could increase healthcare associated infections. Ability to recognize and minimize accident hazards in the clinical setting including hazards that contribute to patient, family and co- worker. Examples of Required Activities: Prioritizes tasks to ensure patient safety and standard of care. Maintains adequate concentration and attention in patient care settings. Seeks assistance when clinical situation requires a higher level or expertise/experience. Responds to monitor alarms, emergency signals, call bells from patients, and orders in a rapid and effective manner. I understand these skills are essential to continue on and complete the nursing program as required by clinical agency contracts and to seek licensure in accordance with National Council of State Boards of Nursing guidelines. I will inform the nursing department immediately in writing of any changes in my status while enrolled in the program. ________________________________ ______________________________ _______________ Print Name Signature Date Comments: 44 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX F WORK REQUISITION FORM Work Requisition Nursing Program Name: _______________________ Course or Committee: ___________ Date of Request: _______________ Date Needed: _________________ Electronic File: Yes / No Copies Needed: ______________ Description (provide as much detail as possible): _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ [DON] Approval: _________________ Completion Date / Initials _________ Work Requisition Nursing Program Name: _______________________ Course or Committee: ___________ Date of Request: _______________ Date Needed: _________________ Electronic File: Yes / No Copies Needed: ______________ Description (provide as much detail as possible): _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ [DON] Approval: _________________ Completion Date / Initials _________ 45 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX G STUDENT ADVISING FORM [insert] 46 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX H KEY PHONE NUMBERS [INSERT] 47 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX I JOB DESCRIPTIONS Title: Nursing Full-time Faculty Job Code: TBD Reports To: [Director of Nursing] Program Exempt Status: Exempt Department: Nursing Department Employees Supervised: Location: Direct: Indirect: Purpose of the Job/Principal Responsibilities: The faculty member is accountable to the Nursing Program Director for the implementation of the approved curriculum and provides the learner with opportunities to acquire and practice the behaviors identified in the course objectives and uses varied and appropriate teaching methods. The faculty plan learning activities to meet course outcomes and meet the standards set by policies, legal and other regulatory requirements, and acceptable practice. The faculty also participates in the program’s evaluation and continuous improvement processes. It is expected that the nursing faculty willingly accepts the mission and philosophy of the nursing program and demonstrates behaviors consistent with the profession and a culture of caring. All faculty members will engage in the professional development process Key Job Activities Include Provide a caring learning environment that is conducive to student learning, provides positive professional modeling, emphasizes personal accountability and responsibility, and demonstrates the value of individuals. Demonstrate high quality teaching skills in a variety of settings and support students in meeting learning outcomes. Provide clinical instruction to students in approved health care settings, adhering to the policies of the clinical setting and the School / College. Through the faculty committee structure, participate in the development, implementation, evaluation, and revision of all aspects of the nursing program. Under the direction of the Program Director serve as local contact for assigned and faculty developed clinical sites Participate in ongoing program evaluation activities as needed and confer with the Dean of Nursing to ensure compliance with Education Affiliates and EA policies. When responsible for classroom learning in a clinical course, assist clinical instructors in the preparation for learning activities and evaluation of the learner’s knowledge. Communicate with the Program Director as necessary to resolve issues or concerns Participate in department and committee meetings, prepare for teaching responsibilities, advise students, grade papers, and document student grades. Assist in preparation of accreditation and self- study materials for school Participate in the budget process to identify resources needed to meet program outcomes Participate in professional activities and development. 48 Nursing Program Faculty Handbook Published: MAY, 2010 Professional and Education Requirements: The professional and education requirements for nurse faculty at [School Name] are: Current, active, unencumbered RN or APRN license or multistate privilege to practice nursing in Indiana. Earned graduate degree with a major in nursing from an accredited program or possesses a graduate degree in a related field. Faculty who do not have a MSN must enroll in a graduate level accredited nursing education program with a projected graduation from the program no later than three years from the date of appointment. Two years nursing experience in the clinical setting Teaching experience preferred Position Requirements /Scope of the Job/ Skills Required: Excellent written and oral communication skills and analytical skills. Excellent teaching and classroom management skills Functional abilities to carry out classroom, clinical and laboratory teaching responsibilities Competence in clinical skills in areas of teaching Competent in personal computer applications: word processing, spreadsheet, database, and email. Successfully complete criminal background check and drug screening, if required Measurement of Success: Course and program outcome measures Supervisor evaluation Student evaluation Feedback from clinical facilities and other program constituents NOTE: This is not necessarily an exhaustive list of all responsibilities, skills, duties, or requirements associated with the job. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or require that other or different tasks be performed when circumstances change. ______________ ______________________________ _____________________ Employee Signature Date _____________________________________________ _______________________ Supervisor Signature Date 49 Nursing Program Faculty Handbook Published: MAY, 2010 [Director of Nursing] Job Description Title: [Director of Nursing] Program Reports To: Direct: Campus Director Indirect: Regional Dean of Nursing Exempt Status: Exempt Department: Academics Employees Supervised: Nursing Faculty, Nursing Department Support Staff Location: Campus Purpose of the Job/Principal Responsibilities: The nursing program director is responsible for the implementation of the approved nursing program at a local campus, maintaining quality and regulatory standards, including oversight of faculty, nursing program policies, and curriculum development and implementation. The director serves as representative of the program to regulatory and accreditation bodies, Education Affiliates Nursing Division, and to other internal and external constituencies. Key Job Activities Include: Communicate with Campus Director and Regional Nursing Dean concerning operational, regulatory, and accreditation issues as appropriate. Hire, orient, supervise, and evaluate classroom and clinical nursing faculty. Enforce existing School / College and program policy. Monitor the implementation of the systematic plan of evaluation. Prepare, submit, and manage program budget Assist in the resolution of student and faculty issues Represent the program to the local advisory committee and the state board of nursing Participate in ongoing program evaluation activities as needed and confer with the Regional Nursing Dean to ensure compliance with Education Affiliates and EA policies. Assist faculty as needed in the preparation of lesson plans, learning activities and evaluation of the learner’s knowledge. Prepare program reports for the state board of nursing, regulatory and accreditation bodies, and Education Affiliates Conduct faculty meetings, assign faculty to committees, and serve as an unofficio member of program faculty committees Assist in preparation of accreditation materials for school Participate in professional development (i.e., continuing education, professional activities, conference presentations, scholarly publications, etc.) Participate in service activities at the school, in the community and at professional levels Other duties as assigned Professional and Education Requirements: Current, active, unencumbered RN or APRN license or multistate privilege to practice nursing in [STATE] 50 Nursing Program Faculty Handbook Published: MAY, 2010 A minimum of an earned graduate degree with a major in nursing from a nurse accredited education program. A doctoral degree is preferred. 2 years clinical experience 2 years experience in nursing education A minimum of 1 year experience in administration or management Position Requirements /Scope of the Job/ Skills Required: Excellent written and oral communication skills and analytical skills. Excellent teaching skill and ability to efficiently manage students’ clinical and skills lab activities. Competent in personal computer applications: word processing, spreadsheet, database, and email. Ability to manage people and projects. Current license in states specific to the school’s goals and regulatory standards Current Indiana license to practice as a registered nurse A minimum of two years’ experience teaching in pre- or post- licensure nursing programs. Measurement of Success: Course and program outcome measures Supervisor evaluation Student evaluation Feedback from clinical facilities and Indiana Board of Nursing NOTE: This is not necessarily an exhaustive list of all responsibilities, skills, duties, or requirements associated with the job. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or require that other or different tasks be performed when circumstances change. 8/23/2008 51 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX J FACULTY DEVELOPMENT PLAN [School Name] Faculty Development Plan Name Title Full-time or Part- Date of Employment time Credentials Held: Courses Taught: Period Covered by Plan To (Month/Year) (Month/Year) Indicate actions to be taken this year to help you reach your professional goals. Focus Areas (action items): 1 .Complete nursing faculty orientation checklist including Elsevier Master Teacher On-line and supplemental clinical faculty. educational modules. 2. Review weekly nursing educational topic content and integrate into my educational role. 3. Attend two faculty tele-trainings monthly and complete the assigned activity sheets. 4. Attend on-site educational in-services and apply what was learned into my educational role. PROFESSIONAL GROWTH AND DEVELOPMENT Continuing Education, Coursework: Writing NCLEX application oriented questions-2 CEU’s Critical thinking Lesson Planning-4 CEU’s 3. Grading the Important of Assessment-2 CEU’s Membership and Participation in Professional Organizations Meeting, Workshops, Seminars (Content Focus): Publications, Production (i.e. Portfolio), Research, Journals: 52 Nursing Program Faculty Handbook Published: MAY, 2010 Other Professional Growth Activities: -Concept mapping integration into the classroom, lab and clinical -NCLEX test blue print and it’s correlation to syllabi/exams -Student satisfaction measures/dealing with common complaints -Evidence-based content and instruction in everything we do -NLNAC standards compliance -Systematic Plan of Evaluation criteria and ongoing evaluation -Key approved EA Nursing Division standardized policies In-Service Training (Curriculum concepts, teaching techniques, use of media) Meetings Topics Date Other Educational Or Community Service Opportunities: PLAN’S OBJECTIVES Describe how this plan will improve competency in your present assignments. Describe how this plan relates to your educational and experiential background. Describe how this plan relates to your long-term professional goals. Signature (Faculty Member) Date Signature (Supervisor) Date 53 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX K GENERAL EDUCATION DEPARTMENT MISSION AND OVERARCHING GOALS The mission of the General Education department is to provide quality courses with educational outcomes, which help to cultivate critical thinking, an awareness of cultural diversity, and develop intellectual, social, and ethical skills and behaviors in our students. The courses offered by this department provide a foundation for life-long learning for our students, as well as those skills necessary for success in the workplace. Through the general education curriculum, students will: Acquire basic understandings of the humanities and cultural art, mathematics, the social and behavioral sciences, and an appreciation of their interrelatedness; Develop effective written and oral communication skills; Develop mathematical understandings and computational skills; Have a foundation of knowledge and skills sets needed for success throughout their program of study; Understand scientific methods and their application in decision making; and Develop critical thinking skills to make informed judgments in a variety of diverse contexts and situations. Our general education courses provide the core of what it means to be a well-educated individual. We have designed our courses to help enrich our student’s lives, and help them become grounded in the learning process. General education provides the foundation for critical and conceptual thinking and knowledge, which prepares our students for their chosen field of study. By the time our students have completed their general education coursework, we expect that they will be able to integrate knowledge and skills we have taught them with learning in their major area. General Education Department Description Our department offers general education courses in the following disciplines English Mathematics Arts and Humanities Social and Behavioral Sciences Natural and Physical Sciences Assessment and Outcomes of General Education Learning Objectives We have developed objectives for each core domain of knowledge (humanities, social sciences, mathematics, etc.). The objectives provide our students the opportunity to gain knowledge and skills across disciplines. Additionally, embedded generic skills such as effective writing, reading comprehension, speaking effectively, and thinking critically have been included across the general education curriculum. Incorporating Bloom’s taxonomy of cognitive learning objectives, in the development of course objectives lead to a sequence of increasingly difficult cognitive demands (identify to analyze). The knowledge students gain from the individual disciplines along with the generic skills, prepare our s for the rigor of their major courses. 54 Nursing Program Faculty Handbook Published: MAY, 2010 Our assessment program is twofold; the first part is to assess the effectiveness of the general education program. The five fundamental questions we ask when assessing our general education program’s stated mission and objectives are: How are our stated learning outcomes appropriate to our mission, programs, and students? What evidence do we have that students achieve our stated learning outcomes? In what ways do we analyze and use evidence of what and how well students learn? How do we ensure shared responsibility for assessment of student learning? How do we evaluate and improve the effectiveness of our efforts to assess and improve student learning? The answers we glean from the fundamental questions above provide us with the conceptual framework for assessing and improving our student learning. We as a team, then put this conceptual framework into actual practice. The second step in our assessment process is to assess whether or not student learning has taken place across the general education curriculum. Measures of student learning include formative and summative assessments. The course outline in each syllabus identifies where and when the evaluations take place. Required key assessments include chapter tests after the first full week of instruction, at mid-term, and comprehensive final examinations. Instructors may determine the frequency of other tests and quizzes. Additionally, a research paper presentation, topic to be determined, is required in all general education courses. The paper is a key learning assignment with a pre-set grading rubric. For our purposes, a “key learning assignment” is tied directly to two or more course objectives. Other key learning assignments and rubrics will be identified and developed at the beginning of each semester. In addition to key learning assignments, rubrics, summative and formative assessments, we provide our students the opportunity to comment and give feedback at the end of each semester via a student survey instrument. These surveys give students the opportunity to evaluate our courses (and campus operation). Specific questions given to each student address statements specifically related to the course in question. The following questions are part of the survey: This course utilized texts and materials that were up to date and sufficient for our needs. This course utilized equipment that was in good working order and sufficient for our needs. This course contained assignments that were helpful in my understanding of the subject matter. This course was interesting and related to the area in which I am training. This course supports my career goals. The class size was reasonable. Our method of assessment includes: Identification of key learning assignments in each course Development of rubrics for each key learning assignment Audit of key learning assignments across discipline Analysis of student survey results Curriculum mapping to ensure general education curriculum is integrated 55 Nursing Program Faculty Handbook Published: MAY, 2010 Analysis of grade distributions in each course We will use the combined results of these assessments to re-configure courses and / or curricular designs in the general education department. 56 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX L NURSING CURRICULUM DOCUMENTS [INSERT] PHILOSOPHY MISSION PROGRAM OUTCOMES SYLLABUS TEMPLATE OTHER 57 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX M EVALUATION TOOLS [INSERT EVALUATION TOOLS] COURSE STUDENT SATISFACTION CLINICAL SATISFACTION ADMINISTRATIVE EVALUATION 58 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX N Clinical Policies and Forms INSERT MEDICATION ADMINISTRATION POLICY STUDENT SUPERVISION POLICY STUDENT ASSIGNMENT SHEET INCIDENT REPORTING FORM PHONE TREE 59 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX O SYSTEMATIC PLAN FOR EVALUATION (SPE) [INSERT] 60 Nursing Program Faculty Handbook Published: MAY, 2010 61 Nursing Program Faculty Handbook Published: MAY, 2010 APPENDIX P RECEIPT OF NURSING FACULTY HANDBOOK I acknowledge that I have received a copy of [School Name] Nursing Program Faculty Handbook and that I have read it thoroughly. I agree that if there is any policy or provision in the Handbook that I do not understand, I will seek clarification from my school director, the [Director of Nursing] or the corporate HR department. I understand that [School Name] is an "at will" employer and as such employment with is not for a fixed term or definite period and may be terminated at the will of either party, with or without cause, and without prior notice. No supervisor or other representative of the company (except the Campus Director) has the authority to enter into any agreement for employment for any specified period of time, or to make any agreement contrary to the above. I understand that nothing contained in the Handbook may be construed as creating a promise of future benefits or a binding contract with [School Name] for benefits or for any other purpose. I also understand that these policies and procedures are continually evaluated and may be amended, modified, or terminated at any time. Please sign and date this receipt and return it to your [Director of Nursing] or HR Representative. Date: _______________________________ Signature: ___________________________ Print Name: __________________________ [Insert the following organizational charts] EA [SCHOOL NAME] EA NURSING 62
"Appendix H - Faculty Manual 9-23-10.doc - BSN-EA"