MSN-Report-2007

Document Sample
MSN-Report-2007 Powered By Docstoc
					                                                                                          1


                                   Millikin University

                        Student Learning in the Nursing Major:
                      Master of Science in Nursing (MSN) Program

                             College of Professional Studies

                                    Cheryl Hilgenberg
                                      July 1, 2007

Goals
The master of science in nursing is a new program of study that accepted the first class of
students in fall 2006. Three program goals reflect the purpose of the program: (1) to
foster development of leaders committee to advancing professional nursing excellence,
(2) to prepare nursing leaders who integrate knowledge, skills, and values in their
professional practice within a global community, and (3) to achieve a community of life-
long learners who are able to actively shape the future of nursing and health care.

Derived from the program goals, three specific student learning outcomes have been
delineated: (1) demonstrate leadership that enhances patient centered outcomes through
management of the care environment and evidence-based practice; (2) develop advanced
nursing knowledge for quality improvement of patient outcomes in diverse populations
and health care delivery effectiveness through interdisciplinary teams; and (3) provide
nursing leadership through the health care delivery system including expanding the
independent role of the nurse, ensuring evidence-based educational outcomes, engaging
in political processes, and improving access to health care.

The three program goals guide the curriculum and provide the foundation for the student
learning outcomes. Both the goals and the learning outcomes are consistent with the
mission of Millikin University to prepare students for professional success, democratic
citizenship in a global environment, and a personal life of meaning and value.
Demonstrating leadership that enhances patient centered outcomes and developing
advanced nursing knowledge prepares master’s degree nursing students for professional
success. Working to improve patient outcomes in diverse populations prepares students to
be responsible citizens in a global environment. Educating nurses to shape the future of
nursing and health care through expanding the independent role of the nursing, applying
evidence-based knowledge, and improving access to care supports a life of meaning and
value in nursing.

Overview
In fall 2005, The Higher Learning Commission (HLC) granted approval for the Millikin
Master of Science in Nursing program to be offered. The first class of 8 students began
their studies in the fall of 2006. Based on the feasibility study conducted, two
concentrations were chosen to be offered in the master’s degree program: nurse educator
and clinical nurse leader. These two areas of concentration show promise to be in demand
by students and by employers.
                                                                                          2




Students who graduate from this program will be prepared to be nursing leaders by
demonstrating advanced knowledge in the ability to manage patient care and improve
patient outcomes directly through the CNL role or indirectly in the nurse educator role. In
both areas of concentration, evidence-based practice will be the foundation for providing
leadership in the health care delivery system and improving patient access to care.

Learning Story
MSN matriculated students must be graduates of an accredited baccalaureate in nursing
program, hold licensure as a Registered Nurse in Illinois, and meet certain other
academic requirements (see Bulletin 2006-2007 for details). Students are accepted into
the 38-credit program during the fall semester and may elect to attend on a full time or
part time basis. Classes are typically scheduled on Fridays in an effort to accommodate
the schedule of the working professional nurse. Full time students can expect to take 12
credit hours each fall and spring semester in addition to the 2-credit Project Seminar
course during the summer. For increased flexibility for students, most courses are offered
in 8-week blocks. For example, during the beginning semester one course will be offered
on Friday morning and a second course offered on Friday afternoon for eight weeks. The
third and fourth courses will be offered Friday morning and Friday afternoon respectively
during the second eight-week period. Full time students will be able to complete the
program in eighteen months; students will be accepted to enter the program only during
the fall semester. The master of science program leads to the MSN degree with a choice
of two concentrations: Clinical Nurse Leader or Nurse Educator.

Each course contributes to achieving the learning outcomes as shown in the curriculum
map below:

MSN Courses and Achievement of Student Learning Outcomes
Nursing Courses                            Outcome 1 Outcome 2                 Outcome 3
NU500 Ethics and Advocacy                               X
NU505 Advanced Topics: Evidence-Based         X
       Practice
NU510 Advanced Topics: Diverse                          X
       Populations
NU515 Nursing and Interdisciplinary Theory              X
NU520 Advanced Professional Role                                                  X
NU525 Project Seminar                                                             X
NU530 Health care Policy and Economics                  X
NU535 Curriculum, Pedagogy, and               X
      Evaluation
NU540 Knowledge and Resource                  X
      Management
NU550 CNL: Clinical Outcomes and Care                                             X
      Management
NU555 Educator Responsibilities and Roles                                         X
                                                                                               3


NU560 Research Methods                                               X
NU570 CNL Residency                                                                  X
NU575 Educator Residency                                                             X
NU590 Advanced Nursing Project                       X


In the first semester of the MSN program, students are scheduled to take NU515 Nursing
and Interdisciplinary Theory and NU560 Research Methods in the first eight-week block
followed by NU500 Ethics and Advocacy and NU540 Knowledge and Resource
Management the second eight-week block of the semester. These are important
foundational courses for more complex learning. In the second semester, students are
enrolled in NU505 Advanced Topics: Evidence-Based Practice and NU520 Advanced
Professional Role in the first eight-week block. In the second eight-week block of the
spring semester, students take courses in their chosen area of concentration. Those
choosing the CNL concentration will enroll in NU530 Health Care Policy and Economics
along with NU550 CNL: Outcomes and Care Management. Whereas students choosing
the Nurse Educator concentration will be taking NU535 Curriculum, Pedagogy, and
Evaluation along with NU555 Educator Responsibilities and Roles during that time
period.

During the summer, all students will enroll in NU525 Project Seminar. The focus of this
course is for students to identify a problem related to their area of interest and formulate
an intervention proposal. Students will work in a clinical or education-related practice
site with preceptors chosen collaboratively by the faculty and the student to identify a
valid problem of significant magnitude that requires data collection, data analysis, and
implementation of quality improvement processes.

The final fall semester, all students will take NU510 Advanced Topics: Diverse
Populations and also NU590 Advanced Nursing Project. In NU590 Advanced Nursing
Project, provides an opportunity to synthesize learning experiences by completing a
major terminal project. The terminal project includes the implementation and evaluation
of an approach to resolving the problem identified in NU525. In addition, students will be
required to fulfill a residency requirement as the culminating requirement of the program.
The residency consists of a minimum of 300 hours of practice time. Students in the CNL
concentration will enroll in NU570 CNL Residency, and those in the Nurse Educator
concentration will enroll in NU575 Educator Residency. The residency allows students
the opportunity to develop leadership skills and apply evidenced-based clinical and
educational principles while enhancing patient outcomes, improving the health care
delivery effectiveness and increasing access to care.

A distinctive community of learners will be established through the offering of core
courses as well as courses in the student’s area of concentration (CNL or Nurse
Educator). There is also interest in founding a chapter of Sigma Theta Tau International,
an honor society in nursing, on Millikin’s campus. To be a member of Sigma Theta Tau,
nurses must hold a baccalaureate or higher degree, demonstrate leadership characteristics
and meet minimum scholarship requirements.
                                                                                            4



Assessment Methods
Students for the MSN program will be accepted for the first time in the fall of 2006, and
assessment activities will commence with the initiation of the program. Systematic
assessment will be ongoing to determine the level of student achievement of learning
outcomes. Each course will have established learning outcomes for the course that
contribute to student achievement of the program learning outcomes. In addition,
assessment of overall program learning goals will be accomplished through the following
methods:
     Community Advisory Group
     Aggregate Data on Residency Outcomes
     Exit Interviews
     Alumni Surveys

Except for the Community Advisory Group, other systematic assessment methods will
enter the implementation phase beginning in fall 2007. Aggregate data on residency
outcomes and exit interviews will be conducted during the final semester of the program
(fall 2007), and alumni surveys will be distributed one year following graduation.

A formative evaluation was conducted with the first cohort of students midway through
the program in March 2007, to assess program quality. The evaluation was created by the
Master’s Advisory Committee and distributed to students at the end of the first eight-
week module in spring 2007. Students were asked ―to what degree at this point in the
program do you believe you have accomplished the three MSN learning outcomes?‖ The
mean score on the first outcome was 3.88, the mean on the second outcome was 3.88, and
the mean for the third outcome was 3.13. In analyzing the data, faculty recognized that all
means were above the ranking of 3.0 representing a moderate degree. Faculty believed
this to be an acceptable score for midpoint in the program. In responding to the question
―to what degree do you think these learning outcomes are appropriate and realistic?‖
students rated the item at 4.25. Furthermore, students believed that the curriculum
supported the achievement of the MSN learning outcomes (mean of 3.88), the elements
of the curriculum fit together coherently (mean 3.5), and that the students own
professional and personal goals were being met through the program (mean 3.88).
Similarly, Students believed they were achieving the three MSN goals and rated the first
goal at 4.25, the second goal at 4.0, and the third goal at 4.25. Students also indicated that
they believed that the MSN program was preparing them for professional success,
democratic citizenship in a global environment, and a personal life of meaning and value
(rated at 4.38, 3.88, and 4.37 respectively).

Additional formative evaluations are not planned at this time because ongoing systematic
assessment methods will be initiated in fall 2007.

       Community Advisory Group. The Community Advisory Group met in February,
2007 and for the first time included discussion of the new MSN program. Dr. Semenza,
Chair of the MSN program, addressed the group and encouraged their comments and
suggestions about the MSN program. No concerns were voiced by the group.
                                                                                            5


        Aggregate Data on Residency Outcomes. This assessment method will be
implemented for the first time in fall 2007. The residency is the culminating experience
of the MSN program and will provide evidence of student learning outcomes. Preceptors
working with graduates students will submit an evaluation of their performance in the
areas of leadership, application of evidence-based practice, and the ability to improve
patient outcomes in diverse populations. Students will also complete an extensive self-
evaluation related to each of the learning outcomes achieved as a result of the residency
experience. Data will be compiled and aggregate data will be evaluated regarding the
extent to which each learning outcome was achieved.
        Exit Interviews. Exit interviews will be initiated with the first group of graduating
students in fall 2007. Exit interviews from graduate students will provide useful
assessment data in shaping the future of the MSN program. Graduate students are highly
motivated, practicing professionals that understand the demands of today’s health care
system. Their views regarding the strengths and weaknesses of the program will be
important data to use in assessing learning outcomes.
        Alumni Surveys. Surveys will be sent to all alumni approximately two and a half
years after graduation from the program. The self-report surveys will ask alumni to rank
the degree to which they have accomplished the learning outcomes of the program. The
survey will also request data about professional accomplishments and leadership roles the
graduate has engaged in after graduation from the program. This data will provide
validation of student success in achievement of student outcomes.

Trend Data.
Except for the Community Advisory Group meeting held in February and the formative
evaluation conducted in March, no assessment data exists at this time. The first students
will be accepted into the program fall semester 2006 will be graduating in December
2007. Assessment data for the Aggregate Data on Residency Outcomes and Exit
Interviews will be collected fall semester 2007. Alumni Surveys will be distributed for
the first time after December 2009.

Initiatives for Change
No initiatives for change have been identified at this time.
                                                                                                                                     6


                                                           Appendix A



                          School of Nursing Rubric for Performance Assessment
                                      Master of Science in Nursing

Rating                          5                      4                      3                      2                      1
Demonstrate            Consistently goes      Demonstrates           Competently            Marginally             Unable to
leadership that        beyond                 strong leadership      demonstrates           demonstrates           demonstrate
enhances patient       expectations in        that enhances          leadership that        leadership that        leadership that
centered outcomes      demonstrating          patient centered       enhances patient       enhances patient       enhances patient
through                leadership that        outcomes through       centered outcomes      centered outcomes      centered outcomes
management of the      enhances patient       management of the      through                through                through
care environment       centered outcomes      care environment       management of the      management of the      management of the
and evidence-based     through                and evidence-based     care environment       care environment       care environment
care.                  management of the      care.                  and evidence-based     and evidence-based     and evidence-based
                       care environment                              care.                  care.                  care.
                       and evidence-based
                       care.



Develop advanced       Consistently goes      Demonstrates           Competently            Marginally able to     Unable to develop
nursing knowledge      beyond                 strong ability to      develops advanced      develop advanced       advanced nursing
for quality            expectations and       develop advanced       nursing knowledge      nursing knowledge      knowledge for
improvement of         demonstrates           nursing knowledge      for quality            for quality            quality
patient outcomes in    mastery in             for quality            improvement of         improvement of         improvement of
diverse populations    developing             improvement of         patient outcomes in    patient outcomes in    patient outcomes in
and health care        advanced nursing       patient outcomes in    diverse populations    diverse populations    diverse populations
delivery               knowledge for          diverse populations    and health care        and health care        and health care
effectiveness          quality                and health care        delivery               delivery               delivery
through                improvement of         delivery               effectiveness          effectiveness          effectiveness
interdisciplinary      patient outcomes in    effectiveness          through                through                through
teams.                 diverse populations    through                interdisciplinary      interdisciplinary      interdisciplinary
                       and health care        interdisciplinary      teams.                 teams.                 teams.
                       delivery               teams.
                       effectiveness
                       through
                       interdisciplinary
                       teams.
Provide nursing        Consistently goes      Provides strong        Provides               Marginally             Unable to provide
leadership through     beyond                 leadership through     competent              provides leadership    nursing leadership
the health care        expectations in        the health care        leadership through     through the health     through the health
delivery system        demonstrating          delivery system        the health care        care delivery          care delivery
including              masters of             including              delivery system        system including       system including
expanding the          leadership skills in   expanding the          including              expanding the          expanding the
independent role of    the health care        independent role of    expanding the          independent role of    independent role of
the nurse, ensuring    delivery system        the nurse, ensuring    independent role of    the nurse, ensuring    the nurse, ensuring
evidence-based         including              evidence-based         the nurse, ensuring    evidence-based         evidence-based
educational            expanding the          educational            evidence-based         educational            educational
outcomes,              independent role of    outcomes,              educational            outcomes,              outcomes,
engaging in            the nurse, ensuring    engaging in            outcomes,              engaging in            engaging in
political processes,   evidence-based         political processes,   engaging in            political processes,   political processes,
and improving          educational            and improving          political processes,   and improving          and improving
access to health       outcomes,              access to health       and improving          access to health       access to health
care.                  engaging in            care.                  access to health       care                   care.
                       political processes,                          care.
                       and improving
                       access to health
                       care.
                                                                      7


                                       Standards


Mean scores will be evaluated according to the following standards:

Green Light—
4.5 to 5 = Mastery
3.5 to 4.4 = Strong performance
3.0 to 3.4 = Competent

Yellow Light—
2.5 to 2.9 = Marginal performance

Red Light—
Below 2.5 = Not acceptable
                                                                                                                     8


                                             Appendix B

Curriculum Evaluation (Formative, March 2007)

Your feedback, comments, and suggestions about your experience in the MSN curriculum to this point can
be very helpful as the School of Nursing evaluates the strengths and areas for improvement of the program.
Please be as honest and informative as possible. If you need more space, please use the back side of each
sheet of paper. Thank you for your thoughtful participation.




                                                                                               To a moderate
                                                                         To little or no




                                                                                                                         To a great
                                                                            degree




                                                                                                   degree




                                                                                                                          degree
 Please respond using the following Likert scale.

 To what degree at this point in the program do you believe you
 have accomplished the following three MSN learning outcomes?

 1.     Demonstrate leadership that enhances patient                          1            2     3              4           5
                                                                                                111                        11
                                                                                                 1              1           1
        centered outcomes through management of the care

        environment and reliance upon evidence-based

        practice.


 2.     Develop advanced nursing knowledge for quality                        1            2      3             4           5
        improvement of patient outcomes in diverse populations and                                11            1          11
        health care delivery effectiveness through interdisciplinary                              11                        1
        collaboration.

 3.     Provide nursing leadership through the health care delivery           1            2      3             4           5
        system including expanding the independent role of the nurse,         1                   11            1           1
        ensuring evidence-based educational outcomes, engaging in                          1      1             1
        political processes, and improving access to health care.


 Please respond using the following Likert scale.

 4.     To what degree do you think these learning outcomes are               1            2       3            4           5
        appropriate and realistic for the MSN program?                                             1           111          1
                                                                                                                1          11
                                                                                9


Explain your rating.

(Nurse Educators)

These outcomes are relevant to promoting the changes in nursing. It is important to

incorporate these learning outcomes hoping that the healthcare system will be

supportive to the students’ learning. At first, The outcomes seemed overwhelming.

There is a lot of information in 8-week courses and big assignments at the end. But I

think that through those assignments I have achieved the outcomes. #1 and #2 are

very appropriate and realistic, #3 seems more focused on the CNL track. The CNE

group does not have a course for policy and political processes. These are ‘core

competencies’ of Master’s prepared nurses, who are viewed as nursing leaders. Not

all students; however, are in the position to exercise this knowledge/skills beyond

the program.

(Clinical Nurse Leaders)

These outcomes are realistic; however, it is difficult to effectively lead as a CNL

without current roles in the community to observe/shadow, etc. No comments. No

comments.
                                                                                     10

5.   To what degree does the curriculum support the achievement   1   2   3      4        5
     of the MSN learning outcomes?                                        1     1111      1
                                                                          1      1
     Explain your rating.

     (Nurse Educators)

     Curriculum is leading us to research needed changes and to promote nursing.

     Motivate nurses and inspire them in new leadership role. The courses that we have

     attended this far have been very detailed and the information very applicable to

     advanced practice. I have learned a great deal and changed my approach to

     nursing. Same as #4. Curricular order could use some restructuring and re-

     examination of the number of credit hours for certain courses. Otherwise,

     materials, texts, and resources are wonderful.

     (Clinical Nurse Leaders)

     At the end of the program, I feel the objectives listed above will be met. No

     comments. No comments.




6.   To what degree do the curricular elements fit together       1   2   3      4        5
     coherently (sequence, depth, & scope)?                               1    1111`
                                                                      1   1      1
                                                                               11


Explain your rating.

(Nurse Educators)

The Curriculum does progress in an orderly fashion building on previous courses –

sometimes not apparent until the end. The curriculum is fitting the program

average. There is not a clear delineation at the beginning of the two programs. The

evidence based practice course and research course seemed out of order. Many of

the techniques learned in EBP could be used to help with research. Also, the

research course contained an abundant amount of information to be covered in 8-

weeks. So far, each course has seemed to build upon the last. It’s been helpful in

getting through so much material in a short time. The only thing that might be

more helpful would be having ‘research methods’ first. See above. Informatics could

be totally online. Research should come first with theory. Ethics could be a

prerequisite (or ?elective?); and Evidence-Based Practice should not be (?elective?).

(Clinical Nurse Leaders)

So far, the class sequence has been adequate. Although the informatics course

would have been more beneficial at the beginning to lay foundation for research

and Evidence-Based Practice. Informatics should precede research. No comments.
                                                                                                            12




                                                                                       To a moderate
                                                                 To little or no




                                                                                                                 To a great
                                                                    degree




                                                                                           degree




                                                                                                                  degree
Continue to respond using the following Likert scale.

7.    To what degree have your personal and professional goals        1            2      3            4            5
      been met through the MSN program?                                                   11           1           11
                                                                                          1            11
      Explain your rating.

      (Nurse Educators)

      This program so far has given me a great background in order to begin my teaching

      experience. In my personal and professional goals, I feel satisfied and eager to learn

      more. I have been challenged to define myself more as a person and a nurse. I have

      expanded my interest not only in my specialty, but education as well. Instructors

      have been very supportive of individualized goals and projects. I’m on my way to

      becoming a nurse educator, but the curriculum and pedagogy course we’re

      currently in will really be a deciding factor on how I would rate this issue in the

      end. I selected this program specifically because the schedule, community, class size,

      faculty and curriculum matched my personal and professional goals. I have not

      been disappointed.

      (Clinical Nurse Leaders)

      No comments. No comments. No comments.
                                                                                                                                        13

 To what degree at this point in the program do you believe the
 goals of the MSN program have been met? They are:

 1.       To foster development of leaders committed to                                          1           2          3          4          5
                                                                                                                                  111        11
                                                                                                                                  111
          advancing professional nursing excellence.


 2.       To prepare nursing leaders who integrate knowledge, skills,                            1           2          3          4         5
          and values in their professional practice within a global                                                     1         111        1
          community.                                                                                                              111

 3.       To achieve a community of life-long learners who are able to                           1           2          3          4          5
          actively shape the future of nursing and health care.                                                                   111        11
                                                                                                                        1          1          1



 To what degree at this point in the program do you believe
 Millikin has delivered on its promise to prepare you for:

 1.       Professional success.                                                                  1           2          3          4          5
                                                                                                                        1          11        11
                                                                                                                                   1         11

 2.       Democratic citizenship in a global environment.                                        1           2          3          4         5
                                                                                                                        11        11         1
                                                                                                                                  111
 3.       A personal life of meaning and value.                                                  1           2          3          4          5
                                                                                                                                  111        11
                                                                                                                                  11          1




Finally, in regard to your clinical practice experience, please describe the advantages and/or disadvantages of completing your
practicum at an unfamiliar practice setting versus a familiar practice setting?



(Nurse Educators)

It pushed me to develop new methods of thinking – exposed me to new environments and methods of teaching and allowed me to see
that I can function out of my comfort zone. Advantages: Offer the opportunity to adjust to changes and develop more skills.
Disadvantages: Some settings were conducive to teaching the students and others not. I should be a clear delineation of what the
students need to accomplish the first practice experience. For example, the student will be required to teach the class or just observe. I
was impressed by the diversity I was able to see. Being able to see different education (al) styles allowed me to develop my own
interpretation of what I would like to do. I was glad to see how different institutions values influenced not only my preceptor but the
institution itself. I think I might have been more comfortable to take on a more challenging role had I stayed in one setting the entire
time, but I was allowed to explore my interests. Unfamiliar: (Advantages) = seeing things in a different light without bias.
(Disadvantages) = finding your way around and not knowing how things are done can impede your progress from the start. It might
not be as interesting as you thought it would be. Familiar: (Advantages) =- You can ―hit the floor running‖, you know that you are
interested in it. (Disadvantages) = Bias due to ―do it this way, because this is how we do it‖, a lack of diversity. I don’t feel any
practice setting is familiar from the nurse educator standpoint unless you’re already teaching or have an education department in your
respective work setting.
                                                                                                                                  14




(Clinical Nurse Leaders)

Advantages: ability to network, able to observe how roles function in other practice settings, observe the value of another role in a
different setting and be able to create that role in the familiar setting. Disadvantages: currently dedicated to practice setting and
majority of us would like to stay at current job. Advantage: Develop collegial relationships outside usual networking group. Barrier:
amount of time. Completing the practicum at an unfamiliar practice setting opens your eyes to ―what’s out there‖. A nurse can become
detached in his/her unit and loose touch with other resources.


Other comments and/or suggestions related to the curriculum?



(Nurse Educators)

This is going to develop into a good program for nurse educators. I am proud to have been part of the beginning. Probably,
organization and delivery of some lecture could be revised and learning materials such as books, etc. ..request with enough time. I am
a very structured person and I felt that some of the beginning courses did not have enough direction or expectations outlined early
enough. I know this is the first class in the program and understand the limitations that this implies. So far, it’s been a rewarding
experience. Although, it’s been challenging to fit so much work into 8-week courses – that aspect has actually helped us to stay on a
timeline for completing things in a short period of time. I do feel the clinical component needs further emphasis upon admission as it
must occur beyond the Friday commitment to class. The program prides itself on being friendly to nurse’s employed full-time; yet this
poses may challenges to students who are unable to adjust work schedules. I also feel clinical experiences are very limited during the
summer term when academic institutions are not in full swing.




(Clinical Nurse Leaders)

No comments. No comments. No comments.




Number of credit hours completed to date in the MSN Program (excluding statistics): 18, 18, 18, 18, 18;
18, 18, 18____________
                                                                                                       15


                                             Appendix C

                                   MILLIKIN UNIVERSITY
                                      School of Nursing
                                   Community Advisory Board
                                      February 7, 2007
                                          Minutes


Introductions:
    Dr. Slayton started the luncheon with the introduction of our guests from China Medical University:
Professor Shwu-Jiuan Liu, who is Director over their Department of Nursing, Associate Professor Li-Chi
Huang, and Associate Professor Xuan-Yi Huang. We proceeded around the room with self-introductions.
Members present: Virgina Shafter, Theresa Rutherford, Debbie Durbin, Lucy Acheson, Ann Disney,
Debbie Slayton, Isabel Ososki, Nancy Semenza, Jo Carter and Debra Jenkins . Guests: Cecelia Wendler,
Dianne Trosel, Linda Klemm, Karla Luxner, Steve Fiol, Mary Jane Linton, Sheryl Samuelson, Charlotte
Bivens, Phyllis McPherron, Rebecca Lemar, Kim Wenthe,

Agency Updates:
    St. Mary’s Hospital is expanding their programs. They have applied for certification for a Rehab
Unit.

    Memorial Medical Center received Magna designation in November 2006. Their trauma center will
be back in July. They would like for the students from China Medical University to come observe their
trauma center/hospital.

   Cancer Care Specialist will have a new facility by summer 2008. It will be set up for Medical
Oncology as well as complimentary medicine such as holistic medicine, yoga, etc.

School of Nursing Update of Programs (BSN, RN-BSN, MSN):
   PACE RN-BSN program is growing. We have students attending from as far as Springfield and
Champaign. Professor Ososki thanked the agencies present for supporting us.

    BSN program has the support from Administration and Arts & Sciences and are now able to offer
Organic Chemistry and A & P both semesters. This helps us accommodate more transfer students. We
project good growth over the next 2 to 3 years.

    MU SON employees the equivalent of 13 full time staff that are masters prepared. 46% of our
faculties have their doctorate.

     MU SON and St. Mary’s Hospital worked together to bring Florence Fliomi to our area. We will share
her as an employee. She was nurse prepared in Nigeria and later came to the USA to become a nurse here.
She will be speaking with the students coming from China Medical University in July on how to become a
nurse in the USA.

     MSN program has enrolled 3 new students this semester. The Board of Higher Education predicts that
by the year 2020 the shortage of nurses in our country will be 30% below demand. There is a need for
those who are masters prepared to lead.

    Dr. Semenza would welcome feed back from the community on any issues they may have. MU SON
wants to meet the changes that are occurring in health care.

Enrollment & recruitment:
                                                                                                         16

     MU SON’s paid enrollments are up 40%. Applications are up 10 – 15%. Wanted to let the
community agencies know that we have seniors graduating both December and May of each year. We had
12 seniors graduate this December and gained another 5 more students for the spring semester. We will
have 28 seniors graduate this spring and another 20 will graduate December 2007. The numbers are
increasing where we will have about as many students graduating in December as we do in the May.

Accreditation:
   The accreditation visit with CCNE will be October 10th – 12th, 2007. All three of our programs, BSN,
RN-BSN, and MSN, are certified by CCNE.

        The Director of the School of Nursing, Debbie Slayton, would like the members of CAG to e-mail
         her their suggestion(s) on how we can better implement our alumni assessment survey. There was
         talk of e-mailing the survey to each facility, but they would need to get the employees permission
         before filling out the survey. The survey information is important for the School of Nursing
         CCNE
        accreditation.
        Cecelia Wendler brought up the fact that the survey should go to the appropriate person for the
         best result.


CAG Meetings:
    Dr. Slayton announced that we would now meet once a year. We will try to get more people to come
to make better use of our time.

Presentation:
     Our guests, Shwu-Jiuan Liu, Li-Chi Huang, and Xuan-Yi Huang, from China Medical University gave
a presentation about their university and area.

    They are building a new Cancer Care Center that will bed 400 more patients. Their hospital currently
has more than 1700 beds.

    Taiwan people are very open-minded. The China Medical University is interested in doing a
student/faculty exchange. They want to do research collaboration as well as an exchange of information
with our country.

Adjournment: Meeting was adjourned at 1:40 pm.


Respectfully submitted by:



Kim Wenthe
Administrative Assistant
School of Nursing

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:8/19/2011
language:English
pages:16