College of the Redwoods - Instructional Program Review
College of the Redwoods
Comprehensive
Instructional Program Review
Registered Nurse
College of the Redwoods - Instructional Program Review
Signature Page
Programs of Study AS- Registered Nursing;AS- LVN to RN upgrade
Degrees:
Certificates:
CA - LVN-RN upgrade
Subject Areas Reviewed:
We certify that this program review document represents the plans, goals, and critical analysis of this
instructional program. Please enter name and signature
Author(s):
K Dunleavy;J Gibbs, J Tatum,C Wolfsen,P Girczyc
Date: 03/08/2010
Date:
Division Chair: P Girczyc
Dean / V. P.:
Date: 03/8/2010
Validation:
College of the Redwoods - Instructional Program Review
Responding to Questions
The document includes questions to which programs respond. After each question is an answer box. If
you type your response in the answer box, it will expand to contain your complete answer. Any kind of
formatting can be included in the answer box, including different typefaces. Some formatting (such as
bulleted lists) can affect the borders of the answer box, but this can be cleaned up using the usual Word
formatting commands.
For information on Program Review:
If you have questions about the College of the Redwoods Program Review process or the Program
Review Word document, contact:
Marjorie Carson
Vice President of Instruction
marjorie-carson@redwoods.edu
For questions regarding data included in this document, please contact:
Martha Davis
Director, Institutional Research
707-476-4364
martha-davis@redwoods.edu
College of the Redwoods - Instructional Program Review
Table of Contents
The table of contents allows access to all pages of the document.
Overview
Program Overview ......................................................................................................................... 5
Section 1. Demand, Success, and Retention
Section 1.01. Demand, Fill Rates & Success ............................................................................. 6
Section 1.02. Degrees and Certificates Awarded ..................................................................... 17
Section 1.03 Benchmarking Completions……………………………………………………17
Section 2. Learning Outcomes and Curriculum
Section 2.01. Program & Student Learning Outcomes ............................................................ 20
Section 2.02. Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on
Recommended Preparation
Section 3. Program Management
Section 3.01. Efficiency ........................................................................................................... 25
Section 3.02
Program Advisory Committees……………………………………………..…25
Section 4. Faculty
Section 4.01.
Section 4.02.
Section 4.03.
Section 4.04.
FTEF, Adjunct FTEF, and Full-Time/Part-Time Ratio ..................................... 27
Teaching/Service Time....................................................................................... 28
Projected Personnel Needs …………………………………………………..28
FT Faculty Development Activities .................................................................. 29
Section 5. Plans
Section 5.01.
Section 5.02.
Section 5.03.
Section 5.04.
Planning Assessment .......................................................................................... 30
Resources............................................................................................................ 32
Student Services Resources ................................................................................ 32
Budget ............................................................................................................... 33
Section 6. Program Review Process Assessment
Section 6.01
Section 6.02
Assessment of Self Study ................................................................................... 34
Assessment of Self Study ................................................................................... 34
College of the Redwoods - Instructional Program Review
Overview
Please give a brief overview of your instructional program. Describe the relationship of your
program to the mission of the college.
College of the Redwoods Mission Statement
The Redwoods Community College District has a commitment both to our students and to our
community. We are committed to maximizing the success of each student with the expectation that each
student will meet her or his educational goal, achieve appropriate learning outcomes in his/her courses
and programs, and develop an appreciation for life-long learning. In partnership with other local
agencies, we are also committed to enriching the economic vitality of the community whom we serve.
The following are three equally important, primary missions of the Redwoods Community College
District:
1. Associate Degree and Certificate Programs
2. Academic and Transfer Education
3. Professional and Technical Education
Program
The Registered Nursing Program is strongly aligned with the Mission of the College. Throughout the
school year the RN Program students and faculty are interacting with community members six days a
week, in the emergency rooms, intesive care units and other hospital units, long term care, clinic and
home settings. The work of the Department is real time, real people based, an awesome responsibility.
Over 90% of students admitted to the Program meet the educational goals by achieving multiple
learning outcomes by course and Program. Continued learning is a requirement for on going licensure
as an RN. Seventy-five percent of Program graduates are hired before graduation. The PRogram works
closely with healthcare agencies in all aspects of the education, training and entry level work
expectations. Anecdotal reports estimate that anywhere between 75%-80% of all RN s employed locally
are graduates of our Program. All RN graduates receive Associate of Science degrees. In September
2009, the California Board of Registered Nursing unconditionally continued the Program's approval
through Fall 2016.
College of the Redwoods - Instructional Program Review
Section 1
Demand, Success, and Retention
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 4.
Goal 5.
Contribute to the economic, cultural and social well-being of the North coast community
Ensure student access
1.01. Demand, Fill Rates & Success
Analyze the enrollment and success data provided by Research & Planning and answer the following
questions.
Part 1. Enrollments
For the purposes of these charts here, course sections have been broken down by class start time. The
definitions for each start time are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher
weighted category. For example, if a section met on a Saturday and started at 10:30AM, it would be
considered a Weekend section.
Note: Tables are provided by Program for overall for non-AA programs. Data include all
Distance Education Courses.
Tables are provided on a district-wide basis for Liberal Arts Areas Of Emphases
Data from the 2008-2009 Academic Year is currently incomplete. This data will be
subject to change upon the completion of the 2008-2009 Academic Year. Due to data
factors, some of the tables in this document include data for that year, others do not.
College of the Redwoods - Instructional Program Review
Table 1.01A. Enrollments
Number of students enrolled at census date
Early Morning
Prime Time
Late Afternoon
Weekend
TBA
Total
2004
2005
163
170
50
33
416
Enrollment
2005
2006
2006
2007
167
147
143
33
40
86
48
44
1
398
311
2007
2008
273
19
19
20
331
2008
2009
294
47
18
359
350
300
250
200
150
100
50
-
2004
2005
2005
2006
2006
2007
2007
2008
Early Morning
Prime Time
Late
Afternoon
Weekend
TBA
2008
2009
Number of students enrolled at census date (total enrollment district wide)
Early Morning
Prime Time
Late Afternoon
Evening
Weekend
TBA
Total
2004
2005
8,107
13,631
4,775
5,645
587
6,641
39,386
2005
2006
7,468
12,702
4,127
4,671
441
6,944
36,353
2006
2007
6,602
11,520
3,588
3,968
320
5,366
31,364
2007
2008
6,426
11,526
4,801
4,579
238
5,912
33,482
2008
2009
5,812
11,667
5,002
4,926
477
5,584
33,468
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
2004
2005
2005
2006
2006
2007
2007
2008
Early Morning Prime Time
Late
Afternoon
Evening
Weekend
TBA
2008
2009
Table 1.01B. Weekly Student Contact Hours (WSCH)
Early Morning
Prime Time
Late Afternoon
Weekend
TBA
Total
2004
2005
1,890
288
522
1,368
4,068
WSCH
2005
2006
2006
2007
2,214
2,142
306
90
468
1,260
1,764
1,800
18
4,752
5,310
2007
2008
2,304
72
90
306
2,772
2008
2009
2,610
126
54
2,790
2007
2008
2008
2009
3,000
2004
2005
2,500
2005
2006
2,000
1,500
2006
2007
1,000
500
2007
2008
Early Morning Prime Time
Late
Afternoon
Weekend
TBA
2008
2009
Table 1.01C. Number of Section
2004
2005
Early Morning
Prime Time
Late Afternoon
Weekend
TBA
Total
10
6
3
4
23
Sections
2005
2006
2006
2007
10
10
6
3
2
5
5
5
1
23
24
9
2
2
1
14
12
10
4
2
16
10
2004
2005
8
2005
2006
6
4
2006
2007
2
2007
2008
0
Early Morning
Prime Time
Late Afternoon
Weekend
TBA
2008
2009
Table 1.01D. Fill Rate
Percentage of available seats filled (census enrollment divided by class size)
Early Morning
Prime Time
Late Afternoon
Weekend
TBA
Total
2004
2005
94%
88%
83%
83%
89%
Fill Rates
2005
2006
2006
2007
93%
85%
95%
37%
95%
96%
96%
90%
20%
94%
77%
2007
2008
97%
27%
24%
100%
73%
2008
2009
83%
47%
120%
2004
2005
100%
2005
2006
80%
60%
2006
2007
40%
20%
45%
73%
2007
2008
0%
Early Morning
Prime Time
Late
Afternoon
Weekend
TBA
2008
2009
College of the Redwoods - Instructional Program Review
Table 1.01E.
FTES
Early Morning
Prime Time
Late Afternoon
Weekend
TBA
Total
2004
2005
66.21
15.67
19.43
23.9
125.21
FTES
2005
2006
64.31
13.81
18.73
33.48
130.33
2006
2007
60.54
2.27
29.31
31.43
0.03
123.59
2007
2008
129.57
1.79
1.49
11.95
144.8
2008
2009
138.71
3.39
0.75
142.85
160.00
140.00
120.00
100.00
80.00
60.00
40.00
20.00
0.00
2004
2005
2005
2006
2006
2007
2007
2008
Early Morning Prime Time
Late
Afternoon
Weekend
TBA
2008
2009
Review and analyze the fill rate data (Tables 1.01 A-E) provided by Institutional Research and answer
the following questions:
1. Overall, is your enrollment increasing, decreasing, or remaining the same?
2.
The RN Program is fully subscribed with a substantial waitlist. There are, on average, 150 eligible
applicants per year for 45 seats in the first semester. The LVN-RN Career Mobility Program has
experienced an increase in applicants from 10 in 2005 to 35 in 2009 to fill 8 seats.
As a result of grant support from the State through the Community College Chancellor's office we have
been able to increase enrollment since 2005. Because clinical opportunties are finite further increased
enrollment is not feasible. Clinical resources and agencies are shared and negotiatied among programs
within CR and between CR and HSU. The clinical agencies in our community cannot accommodate
any more students. ( In 2008 HSU increased enrollments adding 50 additional nursing students.) The
Board of Registered Nursing allows RN programs to use simulated clinical excperiences for up to 25%
of clinical education. We are working to creatively and effectively incorrporate our newly established
Simulation Center to both improve SLOs and relieve some of the pressure hospitals and other clinical
agencies are experiencing. Some clinical lab sections are more popular with weekend clinical times the
least favorite; but all courses and sections run at capacity. Additionally, our RN students are asked to
travel to Crescent City for labs at Sutter Coast Hospital. The hospital has provided generous support for
this experience by covering travel, room and board for students and faculty in this clinical section.
NOTE: RN faculty met with IR staff in order to understand the supplied data and place it in the context
of our program and its needs. Data most valuable to us is based upon cohort information. All students in
various courses and sections are part of the RN Program ( except for one course NURS 60). Data based
upon number of seats is not very helpful for decision making or tracking through the four semesters of
the Program. IR is willing to run data based upon unduplicated head count so that we can look at
individual students as they progress through the Program. IR is also ready to add external data points
like State licensing exam pass rates and pre entry assessment test scores.
2. Is your enrollment growing/declining for sections scheduled at particular times, or is the growth
consistent? Review the detailed data by course to see if there are trends in specific courses.
3. THIS ANSWER IS INCLUDED ABOVE DUE TO DIFFICULTIES WITH FORMATTING
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
1.01F. Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
NURS-10A
93%
41
93%
41
93%
42
95%
44
93%
45
NURS-10B
93%
41
95%
38
97%
38
95%
43
89%
46
NURS-11
98%
49
NURS-199
81%
27
81%
27
85%
20
NURS-21
95%
40
90%
41
91%
44
91%
45
98%
45
NURS-22
92%
38
89%
38
95%
40
98%
43
93%
45
NURS-23
89%
45
96%
50
98%
46
100%
60
92%
59
NURS-24
100%
40
96%
48
100%
46
98%
60
96%
56
NURS-41
100%
2
100%
2
33%
3
76%
21
NURS-51
98%
40
98%
41
NURS-52
97%
38
95%
38
NURS-53
91%
45
98%
50
NURS-60
100%
11
80%
15
72%
39
83%
18
86%
29
Total
95%
430
94%
402
91%
325
95%
340
92%
366
Review the program success rates in the table above (1.01F) and use the text box below to answer
the following questions. Be thorough and be sure to touch on any significant change in the data.
1) Identify overall changes in success rates. To what do you attribute these changes?
2) How do course success rates compare to the overall success rates for the program?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in success and
retention. SLO and PLO assessment results might help to determine the required adjustments.
The Program success rates have remained stable according to the above data. This data does not take
into account students who fail or drop from the Program and are readmitted. All students are allowed
only two Program admissions. We look forward to a chohort report in order to have sufficient
information to be able to actually assess Program admission and retention rates. SEE APPENDIX D
FOR PROGRAM DATA AS REPORTED TO THE BOARD OF REGISTERED NURSING
College of the Redwoods - Instructional Program Review
Table 1.01G. Course Success Demographics
Health Occupations -- RN Success by Demographics
CR Overall
Program Overall
Ethnicity Group
African-American
American Indian/Alaskan Native
Asian
Hispanic
Pacific Islander
White
Unknown
Age Group
17 or less
18 to 21
22 to 25
26 to 30
31 to 40
41 to 50
51 and over
Gender Group
Female
Male
2005 - 2006 2006 - 2007 2007 - 2008
67%
68%
68%
95%
91%
94%
0%
89%
0%
95%
0%
94%
96%
100%
62%
0%
85%
0%
93%
94%
100%
40%
0%
94%
67%
95%
98%
#N/A
0%
89%
95%
97%
87%
100%
#N/A
0%
100%
92%
84%
98%
84%
#N/A
0%
98%
94%
92%
94%
100%
95%
89%
91%
89%
95%
92%
Comment on data comparisons among the ethnic, age and gender breakdowns.
Regarding the RN Program success rate 2005-2009 by demographics the above data shows low rates in
American Indian/Alaskan Native, Asian, and Pacific Islander student groups. In reality these numbers
may reflect one or two students per year in the above academic year. Required prerequisite completion
before program entry, a random-sampling pool to select from eligible applicants to fill open seats and
the community-wide census related to ethnic percentage all impact the students who enter the CR RN
Program track outreach to these student groups at the high school and pre-high school levels might
encourage more applicants who are prepared for the rigor of the Nursing Program. Due to the fact that
the RN Program requires a prerequisite track and a clear setting of academic goals, students in the
17 to 21 year age group rarely are admitted to the RN Program. Out reach to the local junior high and
high school students may facilitate younger program-ready students.
Over all retention rates in 22 to 30 year old students has remained consistently strong. The retention rate
dips in31 to 40 year olds and 51+ y ear olds improved in part due to the focus on retention (RAP
counselor) . More males have been admitted to the RN program with overall high completion rates.
Because this data is not based upon unduplicated head count it is impossible to confidently comment
on the information for use in planning or program changes.
Program faculty would like to have detailed information aobut successful and unsuccessful students by
demographics including, socioeconomic status and factors such as; displaced worker, single parent, first
time college, veteran etc. This would allow the Program faculty to fine tune it's retention strategies.
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
Table 1.01H. Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
NURS-10A
NURS-10B
NURS-11
NURS-199
NURS-21
NURS-22
NURS-23
NURS-24
NURS-41
NURS-51
NURS-52
NURS-53
NURS-60
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
98%
41
98%
41
95%
42
98%
44
100%
45
98%
41
100%
38
100%
38
100%
43
98%
46
98%
49
81%
27
81%
27
90%
20
98%
40
98%
41
93%
44
98%
45
100%
45
97%
38
100%
38
100%
40
100%
43
98%
45
91%
45
98%
50
98%
46
100%
60
100%
59
100%
40
100%
48
100%
46
100%
60
100%
56
100%
2
100%
2
100%
3
90%
21
98%
40
98%
41
97%
38
100%
38
91%
45
98%
50
100%
11
100%
15
77%
39
89%
18
97%
29
97%
430
99%
402
94%
325
97%
340
98%
366
Review the program retention rates in the table above (1.01H) and use the text box below to answer
the following questions. Be thorough and be sure to touch on any significant change in the data.
1) Identify changes in retention rates. To what do you attribute these changes?
2) Review retention rates by course. How do course retention rates compare to the program rate
overall?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in success and retention.
SLO and PLO assessment results might help you determine needs.
The course retention rates reported in these tables look very good. NURS 21 is the first course within
the RN program. Students who are not able to meet the challenge of the RN program typically do not
pass this first course, leading to 93-98% retention rate in the course. Once the student has successfully
adapted to the rigor of the program, retention rates only slightly varies from 98-100% in Nurs 22, 23 and
24.
Any students who fail or drop from any course must attend an Exit Interview with the Program Director
in order to be eligible for readmission in the next academic year. Beginning in 2008, these exit
interviews included a plan for success. If the difficulty is academic,the student is given a remdiation
contract developed by the course faculty and Director. This contract frequently includes additional
course work and learning assessments.
The data in this course retention report do not reflect the way SLOs and PLO s are evaluated in the
Program. In this way it is misleading and much more favorable to the Program. The MAJOR courses
are ( inorder of appearance on the above table) NURS 10A / NURS 10B / NURS 21 / NURS 22 / NURS
23 / NURS 24. The ADN Program looks at the successful retention and completion of all 6 of these
courses required for graduation. Program retention is reported annualy to the Board of Registered
Nursing. The ADN Program has had a retention rate of 11% in 2005 and 8% in 2008. These numbers
more accurately reflect our PRogram expectations and external evalautions.
The following is a listing of factors that has positively influenced course and Program retention rates:
A grant funded position; Retention Specialist was filled November 2007. This position
responsibilities included working with “at risk” students to develop successful study habits and testtaking strategies.
A section of GS 150- College Success was created and taught by the Retention Specialist. Focus
of this class included strategies for success in the Health Occupation Department, most specifically the
RN program. The course is also included in the remediation plans for at risk applicants.
College of the Redwoods - Instructional Program Review
A Chancellor’s Office (CCCO)Approved Assessment Instrument (ATI Test of Essential
Academic Skills (TEAS) was implemented and a state wide study resulted in a CCCO approved “cut
score” to determine ADN Program success was set. CCC ADN Programs with attrition rates below
15% were funded to implement this Assessment strategy. A pilot program was initiated in 2007
including C/R. Any student falling below a composite score of 67% was encouraged to complete a
remediation plan that included the GS 150 College Success for Health Occupations course. Formal
announcements were made via the HO website/ the Catalog/ and the Program applications notifying
constituents of the admission criteria changes. In 2008 & 2009, ATI TEAS Testing became mandatory
and students who had a composite score below 67% were provided with a remediation contract.
Successful completion of the contract which included the GS 150 course and individually agreed upon
coursework in Math and English resulted in program admission. Three student met this criteria and
remediated through this program.
An “early warning system” was set in place which includes course faculty meeting with at risk
students to review and refine successful study habits and test-taking strategies. An experimental course
NURS 188 was approved for Fall 2009, to accommodate student-learning needs.
Additionally, any student who does not demonstrates a competency in the clinical setting
receives a Skills Lab Referral. This referral precipitates the Skill Lab Instructor to work one-on-one
with the student to facilitate increased understanding of skills and gives the student the opportunity to
practice skills in the safely of the Skills Lab before going to clinical to then demonstrate skill
competency. SEE APPENDIX D for Program retention as reported to the BRN
College of the Redwoods - Instructional Program Review
Table 1.01I Overall Success Rate in Courses in Major by Students’ English and Math Level
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
NURS-10A
91%
74
93%
29
100%
1
97%
68
NURS-10B
98%
41
91%
22
96%
56
NURS-199
84%
25
78%
9
81%
32
NURS-21
91%
75
83%
30
100%
1
99%
69
NURS-22
98%
41
87%
23
95%
57
NURS-23
96%
78
95%
41
97%
96
NURS-24
100%
53
93%
30
99%
71
NURS-41
100%
1
50%
2
NURS-60
86%
22
71%
17
0%
2
100%
1
77%
30
Total
94%
410
89%
201
50%
4
100%
1
95%
481
NURS-10A
NURS-10B
NURS-199
NURS-21
NURS-22
NURS-23
NURS-24
NURS-41
NURS-60
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
94%
65
87%
47
100%
1
100%
1
98%
58
98%
41
90%
30
98%
48
83%
23
86%
14
79%
29
91%
66
85%
48
100%
1
100%
1
100%
59
98%
41
87%
31
96%
49
93%
61
95%
66
100%
5
100%
2
100%
1
99%
80
100%
39
96%
51
100%
1
100%
2
98%
61
100%
1
50%
2
80%
5
89%
18
62%
13
60%
5
100%
2
76%
29
94%
341
91%
306
76%
21
82%
11
100%
3
95%
415
1. What pattern can be identified in the program success rates based on the students’ skill level in
English and Math? Has the success rate changed since the last review?
All of the students enrolled in the ADN Program must be successful in degree level MAth and English
to complete the Program. The NURS 60 students are LVN students who are preparing to enter the
LVN-RN Career Mobility Program. This group are less likely to have had degree level Math while
enrolled in the N60 class. There are no other identifiable patterns to be addressed.
2. How has the program responded to these patterns or changes, and how will the program respond in
the future?
This information as reported is very good . There is a need for more meaningful data. In order to make
this happen,the faculty need to form specific questions that reflect their concerns with student
preparation in Math and English and present a request to IR for information.
Each course within the RN program NURS 21,22,23,24, as well as Pharm 10A & B has incorporated at
least one critical thinking assignment that includes writing a scholarly paper outlining a critical
component in nursing. For example, in NURS 21, each student must write a critical thinking assignment
outlining a client’s medical history and two nursing diagnoses. All critical thinking assignments are
graded based upon content and scholarly writing.
Within NURS 21,22 & 23, mathematical medication calculations concepts are incorporated into
the course structure. The student must achieve a 95% in the final mathematical medication calculations
examinations in order to progress within the program.
The RN program will continue to incorporate these components in each course.
College of the Redwoods - Instructional Program Review
College of the Redwoods - Instructional Program Review
1.02. Degrees and Certificates Awarded
(If the review is a program of study leading to a degree or certificate)
Title
NURS.AS.LVN to RN
Award
Associate of Science
NURS.AS.Registered Nursing
Associate of Science
51.1601
123010
NURS.CA.LVN to RN Upgrade
Certificate of Achievement
Certificate of Completion
Certificate of Achievement
Certificate of Completion
51.1601
123010
51.1601
123010
NURS.CA.RN
AS
Total
Registered Nursing Completions By Year
20032004 20042005 20052006 20062007 20072008
28
40
46
47
58
28
40
46
47
58
CIP Code TOPS Code
51.1601
123010
80
20032004
60
20042005
40
20052006
20
20062007
0
20072008
AS
Given the enrollment, success and retention data, comment on the number of completions listed in the
data above.
CIP Codes and TOP Codes match the ones currently files with our curriculum documents for
NURS.CA.RN, NURS.AS.Registered Nursing, NURS. CA.LVN to RN Upgrade
and NURS.AS. LVN to RN. The curriculum committee review process validates this codes before filing
them in the official campus curriculum
Over all, the averaged completion rate of students who enter the second year of the RN Program is
above 95%; generally students either withdraw from the program due to “life” circumstances, personal
choice or academic/clinical failure. The numbers in this table reflect increased enrollment between
academic year 2003-2004 (30 students), 2004-2005 (40 students), 2005-2006 and 2006-2007 (50
student) and 2007-2008 (60 students). The figures show RN program completion rates of 93%, 100%,
92%, 94% and 97% respectively. Academic year 2008-2009 continued with the increased enrollment
trend yielding a similar <5% non-completion rate during the final course in the RN Program sequence.
Each student who leaves the program for personal or academic reasons is given an exit interview and
recommendations of student action or remediation made to enhance the likelihood of subsequent reentry.
The over-all RN Program completion rate is high.
1.03. Benchmarking Completions
For Career Tech Ed Areas only: How does program’s completion data compare with the state target for
your program?
Career Technical CR
State
Area
Expectation
# of Degrees
# of Certificates
College of the Redwoods - Instructional Program Review
1. Comment on differences between CR completion rates and those expected by the State for Career
Tech Ed Areas.
Although the above table was not populated by IR, the Program can report the following:
Our attrition rates for the RN Program hover around 8%. The State uses an attrition rate of 15% as the
benchmark . The NCLEX ( National Nursing licensing exam) pass rate results for first time takers are
as follows:
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
# students/pass rate # students/ pass rate # students/pass rate # students/pass rate # students/pass rate
35 / 94.29%
35 / 82.86%
69 / 89.86%
43 / 88.37%
69 / 81.16%
The State benchmark is 75% for this group. Most students are successful on their second attempt,
making the overall pass rates for the Program at 98%. This infomration is available on the BRN
website. The above data is based upon a calendar year and does not directly reflect annual graduates.
Although the Program is performing above the benchmark level, faculty would like to have more
precise cohort data in order to make targeted curriculum and student support decisions.
2. Describe any information you may have on employment of program graduates within this field.
There has not been a formal post graduate emplyemnt survey completed for this Program for many
years. A Program generated survey of 2007 graduates showed that 75% had positions immediately
upon graduation. Annual salaries range from $40,000 to $70,000 throughout the State.
3. If applicable, complete the table below with the number of program students who have transferred to
a 4-year institution after being enrolled in this program. Also provide the number of those students who
ultimately graduated from the transfer institution.
Transferred
Graduated from
Transfer
Institution
Students who
completed
Students no longer
enrolled w/o
completion
4. Describe any information you may have on transfer of students enrolled in this program
For the last two years an infomral survey showed that 1/3 of the entering class possessed either a
Bachelor's or Master's degree in another area of study and 1/3 of the students planned on continuing on
College of the Redwoods - Instructional Program Review
to a baccalaureate orhigher degree. Students are encouraged to continue on to a Baccalalureate degree
in nursing, though this is difficult to do locally.
College of the Redwoods - Instructional Program Review
Section 2
Learning Outcomes & Curriculum
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Enable student attainment of educational goals
2.01. Program and Student Learning Outcomes
1. List program learning outcomes for each degree or certificate within this program area. Group
these by the specific degree or certificate, using the following table to align program student
learning outcomes with courses in which each program learning outcome is addressed.
Program Learning Outcome
SEE APPENDIX A: Student and
Program learning outcomes
Course (s) Addressing PLO
SEE APPENDIX A
2. Describe how program learning outcomes are being assessed, and how those assessments are
being documented and used to meet the program objectives. Attach annual update tables as an
Appendix to document your progress in this area.
SEE APPENDIX E for annual report information
3. Describe how program-specific course learning outcomes (Student learning outcomes for
courses) are being assessed, and how these assessments are being documented and used to meet
program objectives. Attach annual update tables as an Appendix to document your progress in
this area.
Course and Program Learning Outcomes are assessed in the following manner. Each semester the
student nurse is introduced to an increasingly complex notion of client. The student nurse also
masters the skills needed to develop a caring collaborative relationship that moves these clients
toward health. Role competencies are organized into three major categories as defined by the
National League for Nurses: provider of nursing care, manager of nursing care, and member within
the discipline of nursing.
In the first semester, the student provides one-to-one care to individual clients, who have commonly
occurring physiological conditions with predictable outcomes or who seek health promotion. In the
College of the Redwoods - Instructional Program Review
second semester, interactions are expanded to include care of the family as client, and care of two
individual clients who have conditions resulting in unpredictable outcomes with less defined
alternatives. In the third semester, the student expands the caring collaborative relationship to
include members of the health team. The student provides care to three clients with more serious
and complex conditions and those individuals or families who are dysfunctional and have long-term
needs. In the fourth and final semester, the student nurse-client interactions involve collaboration
and coordination with community resources. The student provides care to four clients with
increasingly complicated and critical conditions, and develops the skills needed to manage a group
of clients.
To summarize, program content and clinical experiences progress from simple to complex, normal
to abnormal, functional to dysfunctional nursing care situations. Concurrently, the recipient of
nursing care increases in complexity and number. New knowledge and skills are continuously
acquired while previous knowledge and skills are refined. At completion of the nursing program,
the successful student gains the knowledge, skills, and personal qualities necessary to be a
competent, caring, and effective Registered Nurse.
Course specific student learning outcomes and leveled objectives are summarized in the attached
documents, Leveled ADN Objectives and a summation of the ADN Curriculum (see attached).
Students are evaluated theoretically and clinically based upon these leveled objectives.
Documentation of achievement of these leveled objectives are reflected in each individual student’s
clinical evaluation and their ability to successfully pass each course.
Learning experiences and instructional strategies that lead to development of nursing competency
are described in each course packet. These include readings, collaborative learning projects,
seminars, written assignments and examination, videos, skills competency testing, clinical
simulations (including low- and high-fidelity manikins), actual clinical assignments, nursing care
plans, case studies, patient assessments, teaching plans, process recordings, internet assignments,
critical thinking projects with oral presentations, and community projects. These methods are
consistent with the faculty belief that students vary in learning styles and have different potentials
for growth, prior experiences, and levels of motivation and are designed to meet the learning needs
of our diverse student population.
Measurable evaluation criteria are used in all four semesters of clinical experience. Each course
packet includes a leveled clinical evaluation tool that facilitates the student’s successful profession
toward the achievement of the program’s outcome objectives and the capacity to function as an
entry-level registered nurse after passage of the NCLEX
SEE APPENDIX F FOR COURSE AND CLINICAL ASSIGNMENTS.
4. Describe how your learning outcome assessment results (both for PLOs and SLOs) are being
discussed within your program and within the wider district and community. This may include
methods to ensure there is input and feedback from Students, Faculty, Associate Faculty,
Administrators, and/or Advisory Groups.
Learning outcomes assessment results are reviewed at the course and program levels, as well as on a
national level as determined by the NCLEX pass rate and annual reports from the National Council of
State Boards of Nursing (NCSBN) detailing test plan performance of Program graduates. Revisions,
modifications and enhancements to the program are discussed and implemented with input from faculty,
associate faculty, students, local advisory committee and national nursing standards. Faculty, associate
faculty and students are given the opportunity to critique and make suggestions for course enhancements
at the end of each semester and during HO Department meetings. Enhancements to the curriculum are
made based upon this feedback and in alignment with changes in local and national nursing standards.
College of the Redwoods - Instructional Program Review
5. Describe how you have tied the results of learning outcomes assessments (both for PLOs and
SLOs) to requests for resources, including budgets, equipment, facilities, and staffing.
In 2005 California was ranked 50th in national nurse to population ratios.In recognition of this crisi, the
State legislature took action and implemented a $14 billion Nursing education initiative. In 2009
California increased the number of RN graduates by 27%, improving it's status to 47th out of 50 states.
During this time, C/R's program applied for and received over $500,000 to increase enrollments and
improve PRogram retention. The Grant applications requested funds for faculty to support increased
enrollments, change curriculum and learning strategies to include new technologies, student pre
admission assessments and retention policies. These requests were all derived from learning outcome
assessments and plans derived through faculty discussion. Funds were also used to support equipment
needs- identified through past Program Reviews- in pre requisite courses. Biology purchased a new
cadaver, supplies and recalibrated the lab microscopes, Arts, Language and Social Sciences purchased
instructional media . Additionally, technology resources for the District were supported including a
streaming web server, and computers for student services. The Measure "Q" bond funds were also
used to remodel and update the on campus classrooms, technologies and learning labs.
All of the grant objectives were designed to impact learning outcomes and support student success.
2.02 Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on
Recommended Preparation
1. Outline the curriculum as it is being implemented for a full-time student completing each degree or
certificate in this program. The outline should include course number, course, title, units, lecture
hours, and lab hours for each semester for the complete curriculum. Indicate if any of the courses
requires a pre- or co-requisite
Semester
SEE
APPEN
DIX B
Course Number
Course Title
SEE APPENDIX
B
Units
SEE
APPEN
DIX B
Lecture
Hours
SEE
APPEN
DIX B
Lab
Hours
SEE
APPEN
DIX B
Pre or
Coreq.
SEE
APPEN
DIX B
2. Comment on
availability of courses listed in the program curriculum outline. Are specific required courses only available during
specific semesters, days, or times. How does this influence a student’s ability to complete the program of study?
Yes, all of the core nursing courses have a fixed semester, with specific lecture dates and usually two
different clinical lab patterns (ie Mon afternoon/ Tues morning or Wed Afternoon/Thur morning).
There is only one admission of 45 students into the RN program for first-year entry generic students,
which occurs each fall semester. Those who do not gain admission the same year that they put their
application in are then placed on a wait list, guaranteeing eventual admission into the program.
Then, dependent upon available class positions in the second year of the nursing program, there is one
admission each fall for the LVN-to-RN Advance Placement nursing students. These LVN’s join in with
the on-going generic nursing students to complete the last two semesters of the RN nursing program.
These patterns and start limitations could pose challenges to students completing other co-requisites
and/or courses for their degree.
College of the Redwoods - Instructional Program Review
Other non-nursing courses, required for the degree/certificate, are offered over a variety of semesters
and days/times, thereby giving students choices to take their pre-requisites and other required degree
courses ahead of time. Many students choose to get these courses completed before entering into the
program to either help lighten the load and/or to create time to also work while attending school.
It is also important to note that N60 has been taught most years in the Spring semester, but may not be
offered annually in the future. This course-offering withhold may develop due to increasing fiscal
concerns and/or because of impacted waiting lists for LVN students wishing to advance place into the
second year and only a limited number of open spaces for entry.
3a. Refer to the curriculum outline in question #1. Would adding a prerequisite or advisory to any course within the program
increase the success rate within the course?
There is no evidence for a need to add any new prerequisites to the present curriculum pattern for the
nursing program. Although not a prerequisite, we do advise pre-nursing students to get their math
degree requirement completed before entry, as it may help them with medication calculation application
taught in the first semester and throughout the nursing program. It also seems helpful, to advise students
who are trying to get into the program (ie on a wait list) to complete as many of their degree courses as
possible to ease their load while in the nursing program. We also advise taking courses, such as
Nutrition (HO 15), PSYCH 1 or 11, and SOC 1,2 or ANTH 3, while waiting to get in, because these can
be very helpful in understanding the full scope of nursing content/practice.
3b. Are there drawbacks to current prerequisites or advisories to any of the courses.
No. Our prerequisites are in alignment with other successful nursing programs throughout the state of
California and are in compliance with Title V regulations.
4a. As part of your self-study, review and summarize the development of curriculum in the program, including any changes
in required prerequisites or corequisites.
Our nursing curriculum, including accurate re-assessment of appropriate prerequisites and co-requisites,
went through moderate revisions over the past five years. These changes were based on:
a.
a state-wide effort to create an alignment with other community college nursing programs to be
in compliance with Title V regulations and assist students in realistically achieving their nursing
educational goal within a reasonable timeframe, thereby creating more graduates eligible to take their
RN-NCLEX exams and enter the world of professional nursing, especially in such a time of nursing
shortage.
b.
the desire to integrate the separate nursing skills courses (N11, N51, N52, & N53) back into the
main theory-practicum nursing courses to promote better learning and application of critical thinking
within nursing practice.
c.
the need to ensure that our courses were currently in compliance with BRN (Board of Registered
Nursing) regulations and recommendations for current, safe practice.
4b.Use the grid below to report recent additions, deletions, or revisions of courses.
Semester
Course
Fall – 1st yr
NURS 10A
Year Course Outline
Last Updated
2008
Year Next
Update Expected
2013
College of the Redwoods - Instructional Program Review
Fall 1st yr
Spring 1st yr
Spring 1st yr
Spring
Fall 2nd yr
Spring 2ndyr
NURS 21
NURS 10B
NURS 22
NURS 60
NURS 23
NURS 24
2006
2008
2006
2005
2006
2009
2011
2013
2011
pending
2011
2014
College of the Redwoods - Instructional Program Review
Section 3
Program Management
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 2:
Goal 3:
Develop and manage human, physical and financial resources to effectively support the
learning environment
Build a culture of assessment
3.01. Efficiency (FTES, WSCH, FTEF, FTES per FTEF)
Instructions: Analyze the FTES, WSCH (Weekly Student Contact Hours), FTEF, and WSCH per FTEF
(Full-Time Equivalent Faculty) data provided by Institutional Research and answer the following
questions.
Table 3.01A. FTES, FTEF, and Efficiency
(Fall and Spring semesters only) (FTES: Full-Time Equivalent Students, WSCH: Weekly Student
Contact Hours, FTEF: Full-Time Equivalent Faculty)
FTES
WSCH
FTEF
FTES per FTEF
2005 - 2006
2006 - 2007
2007 - 2008 2008 - 2009
1893.2
2053.88
3621.92
3958.33
74340
89046
57294
64386
19.89
25.12
26.08
33.88
95.18
81.76
138.88
116.83
Describe dynamics and developments related to the trends listed in Table 3.01A above.
2005-2006 represents the last academic year for which no increased enrollment funding. The following
years represent increased numbers of students and therefore increased FTEF. 2007-2008 saw an
increase in the 2nd year LVN to RN Career Mobility students and the larger increase in 2008-2009
resulted from a change in TLU designation for nursing clinical laboratory TLU s from 1TLU/18 hours of
lab to 1.25 TL /18 hours of lab.
3.02. Program Advisory Committees
1. Describe how program advisory committee activities have helped to improve the program.
The RN Program has a formal Advisory Committee that meets annually in a joint meeting with HSU's
Nursing Department. Informamly, there is a pre and post conference meeting with teaching team
memers and clinical agencies. The findings from these meetings are reported out to the faculty, for
policy and procedure alignment. There is a continuos effort to address issues and improve the
fundtioning of the PRogram. Many of the issues identified result in changes to the Student Handbook of
Program policies and procedures.
College of the Redwoods - Instructional Program Review
2. Attach an appendix to this report that includes the membership, agendas, and minutes of
program advisory committee meetings.
College of the Redwoods - Instructional Program Review
Section 4
Faculty
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Goal 2:
Enable student attainment of educational goals
Develop and manage human, physical and financial resources to effectively support the
learning environment
4.01. FTEF, Associate FTEF, and FT/PT Ratio
Instructions: Analyze the data on FTEF, adjunct FTEF, and the full-time/part-time ratio provided by
Institutional Research and answer the following questions.
Table 4.01A. FTEF and Full-Time/Part-Time Ratio
(Fall and Spring semesters only)
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF
% of Total FTEF
% of Total FTEF
% of Total FTEF
% of Total
Associate Faculty
2.87
42%
2.42
24%
3.44
38%
4.35
38%
Regular Staff/Non-Overld
4.1
58%
4.1
76%
3.96
62%
5.17
62%
Total
6.98
100%
6.52
100%
7.4
100%
9.52
100%
1. What do the program data indicate? Identify any important trends and explain if necessary.
The increases in enrollment over the past three years and resulting ability through grant funds to hire AF
are the trends that inflence these numbers. In 2008-2009 a FT facutly was brought in through grant
funds. What is not shown here is the actual numberr of AF needed to achieve the FTEF. In Nursing it
is very difficult to find qualified nurses who are willing to flex their work hours inorder to teach as part
of the Program.
SEE APPENDIX F for lists of faculty and clinical assignments throughout the curriculum
2. Does the FT/PT ratio affect the program? Are new faculty needed?
AF are oriented to the curriculum and the Lead FT faculty is reponsible for orienting and mentoring
them. The addition of a grant funded FT faculty has aided the curriciular continuity for students.
The College does not currently have a process for allowing grant funded positions to transitioned into
the tenured faculty pool. This lack of process impedes the Program from being able to plan into the
future and does not allow the school to captilize on the benefit that grant funding provides.
The PRogram does need a tenure track facutly member for continuity and to sustain the enrollments in
the Program.This is a request that has been made in every Program Review document.
College of the Redwoods - Instructional Program Review
4.02. Teaching/Service Time
Instructions: Fill in the data below and answer the questions that follow.
Table 4.02A. Teaching/Service Time
Currently
on leave
(yes/no)
no
no
no
no
FT Instructor Name
J Gibbs
K Dunleavy
C Wolfsen
J Tatum
Retired
in last 2
years
no
no
no
no
FT hired
in last 3
years
no
no
no
no
Load
Reduction*
*e.g. reassignment, etc.
1. Given the data, how have these activities impacted the program?
There has been no impact, however if any answer above were to become a"Yes", the impact would be
profound.
2. Will these and any other activities affect the program in the future?
The average age of nursing faculty in California is 56 y/o. This represents a challenge for finding and
recruiting nursing faculty in the future. The current faculty have mentored six Master's in Nursing
Education students and remain committed to continuing this practice as an investment in the future of
nursing education.
4.03. Projected Personnel Needs
1.
Describe how faculty and staff availability impacts this program. Include in the impact statement,
how Program Learning Outcome assessments are linked to the program needs.
Recruiting AF, hiring and processing new AF, orienting and mentoring new faculty are expensive
time consuming activities that could be decreased with stable FT faculty. The Program is constantly
at risk of inadequate human resources. To help address this issue, the State Senate amended the Ed
Code to allow AF nursing faculty to be employed more than 67% in any semester, not to exceed an
average of 67% over 4 semesters through 2014.
The issue is two fold in Nursing. First, there is an inadequate pool of qualified and interested faculty
and second, the salary and benefits for AF and for FT faculty are below market standards for the
nursing profession.
College of the Redwoods - Instructional Program Review
The Learning outcomes are impacted by lack of FT faculty. Though the current Af are dedicated and do
a solid job of working with students, each AF is also working and committed to full time positions in
local health care agencies. The students benefit from AF familiarity with the local hospitals, but in
reality this alos means that the AF have a primary loyalty to their "real" workplace" Consequently, it is
difficulty for AF to attend Department meetings and College activities. They do not have the "big
picture" of the College or the curriculum. Students do not get the benefit of consistent and concurrent
lecture /lab integration. REFER TO APPENDIX F for an quick look at the staffing numbers
Note: New or replacement positions may be requested using the process described in the annual
update template (sections 6 and 7).
4.04. FT Faculty Development Activities
1. How have Faculty Professional Development Activities affected the program? Provide examples of
how these activities have improved program and course learning outcomes.
Faculty have been dedicated to taking on two new areas involving professional development. The use
of Human Patient Simulators in nursing education has taken hours and effort. The PRogram
implemented a learning strategy system through Assessment technoligies Institute (ATI). This
program has required course and grading adjustments, policies changes and multiple help sessions. It is
too early to know how learning outcomes will be impacted by these changes.
College of the Redwoods - Instructional Program Review
Section 5
Plans
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 1:
Goal 2:
Goal 3:
Goal 4:
Goal 5:
Enable student attainment of educational goals
Develop and manage human, physical and financial resources to effectively support the
learning environment
Build a culture of assessment
Contribute to the economic, cultural and social well-being of the North coast community
Ensure student access
5.01. Planning Assessment
Summary, Goals, and Recommendations
1. Summary
Describe the Program Strengths (Consider how these strengths can be marketed to the community and
provide suggestions to PR department)
The Program's greatest strength is the dedication of Program faculty and staff to student success.
Throughout the District, faculty and staff also provide wonderful support to potential and current
students in terms of energy, resources, quality knowledge in related disciplines and flexibility. Student
Services staff are consistently willing to give additional consideration to the needs of the nursing
students., from the Learning Resource and Testing Center staff ,and DSPS programs, to the financial
aid Department, counselors,advisors and admissions and records staff! Nursing education is a "high
stakes" program producing graduates who find secure, reasonably compensated employment with solid
career mobility potential.\
The availability of grant funds have allowed faculty to introduce new teaching technologies and
integrate theory and skills throughout the curriciulum. Increasing class size has contributed to the
College's overall FTEs and provided opportunities for innovation. The introduction of Simulated
clinical experiences is receiving positive student response.
Describe the Program Weaknesses
There is a need for improved use of available data to address retention and student performance. The
Program constantly struggles to meet the demands of the marketplace and the changes within the
Healthcare industry.
2. Vision and Goals
a. Based upon data from California 2025 and/or data from Institutional Research, briefly describe how
you would like your discipline to evolve in the next five years. In what ways does your current state
differ from your desired state?
College of the Redwoods - Instructional Program Review
The Program is in the midst of a movement to transform nursing education to meet the demands of the
21st Century. This education will be learner rather than teacher centered and will use technology to
create this learning environment. The faculty are dedicated to the creation of a seamless progression
from ADN to BSN education with the ultimate goal of increasing the numbers of nursing faculty for the
future.
b. What specific goals and objectives would you like to achieve to move you toward your vision?
The overall goal of the program is to provide quality nursing education that is current and relevant to
the needs of the commuity. In order to achieve this goal, faculty need to maintain current and relevant
knowledge in the rapidly evolving healthcare scene.
c. What support from the college or district is needed to help you achieve your goals and objectives?
The Program needs support for on going continuing education through attendance at state and national
conferences. The Program also needs to recruit and support new faculty to fill vacanicies that are sure
to occur over the next five years.
d. What documentation/evidence will demonstrate that you are making progress toward achieving your
goals, objectives, and vision?
Innovations in the classroom and increased incorporation of new technologies, including but not limited
to human patient simulation will be documented through student and faculty evalautions. The
documentation of continued mentoring for Master's degree students and the actual existence of a
semaless pathway for educational progression for ADN nursing graduates.
3. Recommendations
List recommendations for program improvement generated by this report in the box below. List these
by number and use these numbers in the Quality Improvement Plan described below. (copy and paste
one QIP grid for each recommendation)
The following QIPs are derived from this comprehensive program review document and from the
Program's response to it's 2009 BRN Self-Study and accreditation visit.
4. Completing the Quality Improvement Plan (QIP)
The Quality Improvement Plan (QIP) is intended to assist the program in thinking and planning for a
minimum of the next three years. The purpose of the QIP is to provide a format for translating both the
comprehensive review recommendations into actions for improving or maintaining the quality of the
program; it is also a mechanism for administrators to determine input to the planning process. Because
this document will be used to inform planning processes, it is very important that all the requested
information be provided.
QIP Chart Format
Recommendation #
Implement Data based decision making process
College of the Redwoods - Instructional Program Review
Recommendation
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcome
Estimated Costs
Who is responsible?
Consequence if not funded
SEE APPENDIX QIP FOR ADDITIONAL
OBJECTIVES.
January 2010
ongoing - first report September 2010
Complete Program reporting to include patterns
trends faculty analysis, outocme analysis ( change
resolution)
Develop report on student data including
TEAS/ATI scores
completion / retention
NCLEX pass rates
Demographic data for cohort graduates class
'09.'10 & '11
Identify patterns and trends
Establish Program benchmarks
revise semester by semester course evaluation and
program evaluation processes to include both
formative and summative evaluation
Action plan developed and implemented
$8000
IR staff, designated faculty
blind decision making
5.02. Resources
Resource requests may be included in the annual review only
1. Describe how resource availability impacts this program. Include in the impact statement, how
Program Learning Outcome assessments are linked to the resource needs. Resources may include
alteration or additions to existing facilities, as well as technology including computer equipment and
software, or any other equipment to support your discipline or program of study.
The Program is sufficiently funded for resources thorugh the various grants that have been received.
The Program is committed to sharing these resources with the College as appropriate.
Note: Requests for resources should be described through the processes described in the annual
update template (sections 8 and 9).
5.03. Student Services Resources
Student Services Resources include Admission & Records, Financial Aid, Career Services, DSPS,
EOPS, CalWORKS, Residence, Upward Bound and Student Conduct.
College of the Redwoods - Instructional Program Review
1. Describe how Student Services Resources availability impacts this program.
Student Services resources are adequate for the Program needs at this time. The Program has worked
extensively with the DSPS staff to improve suport for students with learning differences. Students
might be better served if there were advisors who specialized in the complexities of the Health
Occuaptions Programs. Crisis counseling is another need, as students learn to cope with personal
stresses and role transformation issues. One of the biggest issues impacting retention is personal
stress.
5.04. Budget
Budget Resources
Consider the following budget categories:
 Supply and Printing,
 Equipment Replacement, Repair and Maintenance
 Professional Development
 Work-Study
 Additional Items
1. Is the funding for these areas adequate? If not, describe the impact of unaddressed needs on your
discipline or program. If the program receives restricted funding, describe how this impacts the
program.
The discretionary budget for the Health Occupations Department goes almost entirely to support
Allied Health Programs other than Nursing. The RN Program relies mainly on external restricted
funding sources at this moment in time.
College of the Redwoods - Instructional Program Review
Section 6
Program Review Process Assessment
This section relates to the following goal(s) of the college
Strategic Master Plan:
Goal 3: Build a culture of assessment
6.01. Assessment of Self Study
1. What changes will make the self-study process more helpful to you?
The self study process for the RN Program is mandated by State Law ( The Nurse PRactice Act).
Much of the information requested in the College's process is redundant and does not inform the
internal Program planning and decision making. On the other hand, the details of course planning,
curriculum progression, budget, facilities and student services are helpful to assess the
interconnection of the PRogram with the College. We would like to be able to have a review that
would excused us from some reporting with the assumption that a clear accreditation from the
legislated oversight agency (BRN) met Program quality criteria. The opportunity to review
enrollments, scheduling, pre requisite course success, budget, facilities,student services etc. is
meaningful both programattically and as part of the District.
The PRC template was very difficult to use for this Program's review. It worked well for the other
Comprehensive Reviews.
6.02. Optional Program Summary
1. This is an opportunity for you to comment on the overall value and health of the Program.
As mentioned throughout this review, the current focus on the nursing shortage and the implications
for educational transformation are shining the spotlight on the work of this Program. The
opportunity to enhance and update the RN Program is upon us and the faculty and staff are working
to take advantage of the times. We recognize that this is a temporary state. We are constantly
working to keep the future needs of the Program, the College and the Community in sight.