College of the Redwoods - Instructional Program Review
College of the Redwoods
Comprehensive
Instructional Program Review
Licensed Vocational Nursing
College of the Redwoods - Instructional Program Review
Signature Page
Programs of Study Licensed Vocational Nursing
Degrees:
Associate of Applied Science - Vocational Nursing
Certificates:
Certificate of Achievement - Vocational Nursing
Subject Areas Reviewed:
Vocational Nursing
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):
Melody Pope
Date: 03/03/10
Date:
Division Chair:
Dean / V. P.: Dr. Pat Girczyc
Date:
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 ..................................................................... 16
Section 1.03 Benchmarking Completions……………………………………………………16
Section 2. Learning Outcomes and Curriculum
Section 2.01. Program & Student Learning Outcomes ............................................................ 18
Section 2.02. Course Sequencing, Curriculum, Pre-requisites, Co-requisites, and Advisories on
Recommended Preparation
Section 3. Program Management
Section 3.01. Efficiency ........................................................................................................... 22
Section 3.02
Program Advisory Committees……………………………………………..…22
Section 4. Faculty
Section 4.01.
Section 4.02.
Section 4.03.
Section 4.04.
FTEF, Adjunct FTEF, and Full-Time/Part-Time Ratio ..................................... 24
Teaching/Service Time....................................................................................... 25
Projected Personnel Needs …………………………………………………..25
FT Faculty Development Activities .................................................................. 25
Section 5. Plans
Section 5.01.
Section 5.02.
Section 5.03.
Section 5.04.
Planning Assessment .......................................................................................... 27
Resources............................................................................................................ 29
Student Services Resources ................................................................................ 29
Budget ............................................................................................................... 30
Section 6. Program Review Process Assessment
Section 6.01
Section 6.02
Assessment of Self Study ................................................................................... 31
Assessment of Self Study ................................................................................... 31
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 Vocational Nursing (VN) Program at the Redwoods Community College District is offered at the
Eureka and Del Norte campuses. This program affords members of the local community and those
outside of the local community the opportunity to enter into the field of nursing at the basic entry level
of vocational nurse. The student can chose to pursue an Associate Degree or a Certificate of Completion
in this program and is eligible to take the National Council of State Boards of Nursing - Practical
Nursing (NCLEX-PN) exam after successful completion of the program. After taking the NCLEX-PN,
the student can pursue technical level of licensure as a vocational nurse, which is transferable to other
states as a vocational or practical license. This transferable licensure also allows the student to pursue a
professional education in a LVN-to-RN Completion Program.
The Vocational Nursing Program has a detailed philosophy that is reviewed and updated with each selfstudy completed for the California Board of Vocational Nursing and Psychiatric Technicians (BVNPT).
Contained within that document, the student and community find that "The goal for our students is to
give safe and empathetic nursing care to the patient and family and advocate for the client. The student
is responsible to the patient, the school, clinical facility and to vocational nursing. In total the program is
prepared to serve and enrich the community" (CR Nursing Program Handbook, p 61.). It is the VN
Program's Terminal Objective that the VN student will "graduate with the knowledge to successfully
pass the NCLEX-PN licensure examination, and, comply with the scope of practice as outlined in the
Vocational Nursing Practice Act, Division 2, Chapter 6.5 of the Business and Professions Code.
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
2004
2005
Early Morning
Prime Time
Late Afternoon
Weekend
TBA
Total
95
72
52
26
245
Enrollment
2005
2006
2006
2007
162
96
174
65
88
52
424
213
2007
2008
217
102
75
31
425
2008
2009
250
2004
2005
200
94
62
65
150
2005
2006
100
2006
2007
-
50
27
248
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
234
576
972
1,008
2,790
WSCH
2005
2006
2006
2007
1,431
1,152
774
594
1,755
1,161
3,960
2,907
2007
2008
1,170
576
1,422
504
3,672
2008
2009
648
162
1,665
666
3,141
2007
2008
2008
2009
2,000
2004
2005
1,500
2005
2006
1,000
500
2006
2007
-
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
5
3
3
2
13
Sections
2005
2006
2006
2007
9
5
8
4
6
3
23
12
12
11
5
4
4
4
4
1
21
2
14
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
82%
76%
87%
87%
81%
Fill Rates
2005
2006
2006
2007
84%
77%
89%
72%
98%
87%
2007
2008
73%
89%
88%
2008
2009
85%
67%
87%
78%
79%
87%
80%
120%
2004
2005
100%
2005
2006
80%
60%
2006
2007
40%
20%
89%
77%
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
9.78
23.00
36.74
24.96
94.48
FTES
2005
2006
39.85
36.85
50.89
2006
2007
29.10
16.67
36.88
2007
2008
35.59
16.50
51.05
2008
2009
21.44
4.37
46.99
60.00
2004
2005
50.00
2005
2006
40.00
30.00
2006
2007
20.00
10.00
127.58
82.65
29.76
132.89
30.41
103.2
2007
2008
0.00
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?
Overall, the enrollment remains the same based on the lottery admission to the Program. A new group of
30 students begin each Fall at the Eureka campus. The program is three semesters in length and
completion is at the end of the Summer semester. A new group of 30 students begin every other Fall in
the odd numbered years at the Del Norte campus. The program does not go through the Summer
semester at the Del Norte campus and, therefore, completion is at the end of the Fall semester of the
even numbered years.
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.
The enrollment in the Vocational Nursing Program at both campuses remains the same based on the
market need and clinical structure. While the VN program is a highly desirable program because of the
technical nature and relatively quick completion.
Times for courses that are clinical are based on the availablity and arrangement with local clinical
agencies. When the RN Program at the Redwoods Community College District has increased
enrollment, the VN program has minor shifts of times to allow for increased access to clinical settings.
Additionally, BIOL 8 is offered to non-science majors and future VN students who are not currently
enrolled in the VN Program, allowing for increased enrollment in those classes.
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
LVN-110A
97%
29
95%
57
75%
28
85%
60
87%
30
LVN-110B
91%
23
91%
53
72%
25
95%
55
96%
26
LVN-111
100%
28
98%
57
93%
28
88%
59
97%
30
LVN-114
74%
47
81%
73
62%
26
75%
67
82%
34
LVN-118
91%
23
98%
53
96%
23
100%
51
96%
25
LVN-121
97%
29
91%
58
77%
30
88%
60
93%
30
LVN-122
80%
25
94%
54
71%
24
98%
55
96%
26
LVN-123
98%
46
96%
27
100%
37
100%
31
100%
49
LVN-40
100%
1
Total
90%
250
92%
432
81%
221
90%
438
94%
251
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.
In evaluating the success rates in the Table 1.01F, it is advisable to compare the data every other year in
addition to comparing the yearly data. Because the Del Norte data appears only every other year, as that
is the graduation schedule, the numbers are increased by approximately 30%. The nature of the
progression of the VN Program is easily identified in the increase in success rates in subsequent
coursework of the program. For example, LVN 123 has higher success rates that LVN 110A as LVN
110A is offered in the first semester and LVN 123 is the last semester.
Comparing the success rates of the courses to the success rates of the program, the reviewers find that
the pass rates are consistent between the courses and the program. Consideration past the point of
graduation is also examined as the reviewers monitor pass rates for the students taking the NCLEX-PN.
The first-attempt pass rates for the Redwoods Community College District are consisently above 90%
for both campuses, indicating that success in the VN Program very likely leads to successfully passing
the NCLEX-PN on the first attempt.
College of the Redwoods - Instructional Program Review
Table 1.01G. Course Success Demographics
Health Occupations -- Licensed Vocational Nursing Success by Demographics
2005 - 2006
CR Overall
68%
Program Overall
92%
Ethnicity Group
African-American
0%
American Indian/Alaskan Native90%
Asian
100%
Hispanic
74%
Pacific Islander
0%
White
95%
Unknown
95%
Age Group
17 or less
#N/A
18 to 21
0%
22 to 25
84%
26 to 30
94%
31 to 40
94%
41 to 50
95%
51 and over
90%
Gender Group
Female
92%
Male
95%
2006 - 2007
68%
81%
2007 - 2008
67%
90%
56%
93%
0%
82%
50%
84%
74%
33%
94%
100%
94%
67%
90%
91%
#N/A
0%
87%
88%
76%
71%
92%
#N/A
0%
89%
92%
90%
90%
91%
79%
97%
90%
89%
Comment on data comparisons among the ethnic, age and gender breakdowns.
Nursing, as a profession, continues to be predominantly female. The profession is seeing an increase in
men entering it. Redwoods Community College District's Vocational Nursing Program breakdown of
gender groups is reflective of the trends within the larger profession. The lottery system prevents any
age group, gender, or ethnic group from being elminated from the applicants. Many students entering the
VN program are returning to college or pursuing nursing as a second career path. Because of this, we see
less students under the age of 25. Additionally, while we do have applicants from outside the Humboldt
and Del Norte counties, the majority of the students applying to the VN program are local individuals
making the ethnic distribution of the program similar to the local community's distribution. The VN
program has recognized the needs of English as Second Language (ESL) learners as unique. The faculty
of the program work to help these students with translations of medical terminology, encourage them to
engage in study activities with the Nursing Program's Retention Specialist, and make referrals to other
Student Services programs as appropriate.
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)
LVN-110A
LVN-110B
LVN-111
LVN-114
LVN-118
LVN-121
LVN-122
LVN-123
LVN-40
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
100%
29
98%
57
93%
28
95%
60
100%
30
91%
23
100%
53
96%
25
100%
55
96%
26
100%
28
98%
57
93%
28
95%
59
100%
30
96%
47
93%
73
92%
26
88%
67
97%
34
91%
23
100%
53
96%
23
100%
51
96%
25
100%
29
98%
58
93%
30
95%
60
100%
30
92%
25
100%
54
96%
24
100%
55
100%
26
100%
46
100%
27
100%
37
100%
31
100%
49
100%
1
97%
250
98%
432
95%
221
96%
438
99%
251
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.
As we did with the prior data, it is advisable when using Table 1.01H to compare the data every other
year in addition to comparing the yearly data. As the Vocational Nursing Program uses a lottery system
for admission, there is a lower rate of withdrawal after the census date. When a studen withdraws within
the first week of the program, the program allows for the next student on the waiting list to enter the
program.
Additionally, the nursing students have the opportunity for assistance with study skills, quiz and tests
reviews, and skills mastery through the Nurisng Skills Lab. There are Nursing Skills Labs on both
campuses and the Nursing Programs have recently had the addition of a high-fidelity Nursing
Simulation Lab in Eureka. The Vocational Nursing Program at the Redwoods Community College
District has submitted a proposal to the Board of Vocational Nursing and Psychiatric Technicians
(BVNPT) to increase the use of simulations in the clinical portion of the program. Development of this
proposal required an in-depth examination of course content and the Instructional Plan. The use of
simulation in nursing education helps with student retention as it fosters a safe environment for students
to learn without the potential for actual patient harm.
Retention rates by course reflect overall retention rates and are indicative of the patterns we see in
program completion and pass rates for the National Council of State Boards - Practical Nursing
examination.
College of the Redwoods - Instructional Program Review
Table 1.01I Overall Success Rate in Courses in Major by Students’ English and Math Level
LVN-110A
LVN-110B
LVN-111
LVN-114
LVN-118
LVN-121
LVN-122
LVN-123
LVN-40
Total
LVN-110A
LVN-110B
LVN-111
LVN-114
LVN-118
LVN-121
LVN-122
LVN-123
LVN-40
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
88%
26
87%
67
74%
34
100%
2
96%
46
94%
18
86%
49
88%
24
100%
2
90%
40
100%
26
94%
67
82%
34
100%
2
98%
45
80%
20
78%
60
63%
46
100%
4
86%
37
100%
17
100%
46
96%
23
100%
2
97%
39
92%
26
88%
68
75%
36
100%
2
96%
46
95%
19
96%
47
84%
25
100%
2
90%
40
100%
7
100%
18
100%
6
100%
2
100%
12
100%
1
93%
159
90%
422
79%
228
100%
18
94%
306
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
88%
16
89%
46
77%
62
100%
8
100%
2
95%
41
100%
11
86%
37
83%
42
100%
5
100%
2
92%
36
100%
16
96%
46
87%
62
100%
8
100%
2
98%
40
78%
9
85%
39
65%
68
86%
14
100%
2
86%
35
100%
11
97%
34
100%
40
100%
5
100%
2
97%
35
94%
16
89%
47
80%
64
100%
8
100%
2
95%
41
100%
11
92%
36
88%
42
100%
6
100%
2
92%
36
100%
1
100%
6
100%
19
100%
4
100%
2
100%
13
100%
1
95%
91
91%
291
82%
399
97%
58
100%
16
94%
278
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?
The Vocational Nursing Program requires eligibility for enrollment in English 150 and Math 380. Many
students choose to complete these courses while they wait for admission through the lottery system,
however, being vocational in nature, English 150 and Math 380 are not prerequisites. There appears to
be a correlation between success in LVN 110A (Pharmacology for the Vocational Nurse I), LVN 114
(Anatomy, Physiology, & Microbiology for the Vocationsal Nurse) and success in English and Math
courses.
2. How has the program responded to these patterns or changes, and how will the program respond in
the future?
The Vocational Nursing Program has not only examined English and Math success, they have looked at
how Science courses affect outcomes. To change the English and Math expectations and make
prerequisite coursework focus on these areas would change the nature of the vocational program to one
that was not vocational but professional. Changing the program in this manner could impact the program
admissions in that students who are seeking a vocational licensure would be reluctant to apply. To
assure that the graduate of the VN program is prepared for the LVN-to-RN Completion program,
additional English, Math, and Science courses are required at the Associate Degree level with English
and Science (specifically BIOL 2 and BIOL 7) being prerequisite courses.
While examining these aspects of the VN program, the Nursing and Biology faculty determined that
LVN 114 does not serve the nursing student as well as we would like. It would better serve the nursing
College of the Redwoods - Instructional Program Review
student if it were increased in hours and if the focus of the course content more aligned with the Science
courses required for the LVN-to-RN Completion. During the Spring 2009 and Summer 2009, Nursing
and Biology faculty worked on a new course, BIOL 8, which incorporates these goals. As a
colllaborative effort, changes to the Instructional Plan have been approved and the BIOL 8 course will
be offered instead of LVN 114 in the future.
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
Licensed Vocational Nursing
Award
CIP Code TOPS Code
51.1601
123000
NURS.AS.Licensed Vocational Nursing
Associate of Science
51.1613
123020
NURS.CA.Licensed Vocational Nursing
Certificate of Achievement
51.1613
123020
Licensed Vocational Nursing Completions By Year
20032004 20042005 20052006 20062007 20072008
AS
11
15
5
10
8
Certificate of Achievement
32
45
26
37
31
Total
34
52
30
38
34
50
40
20032004
30
20042005
20
20052006
10
20062007
0
20072008
AS
Certificate of Achievement
Given the enrollment, success and retention data, comment on the number of completions listed in the
data above.
The data above is perhaps missing one of the campuses, since the numbers in 2004, 2006, and 2008
should be approximately 30% higher if including the graduates of the Del Norte campus. Regardless,
given what we know about our program from our in-depth self-studies completed for the approval of the
Borad of Vocational Nursing and Psychiatric Technicians (BVNPT), the majority of the students
entering the Vocational Nursing program enter to attain the Certificate of Achievement in hopes of
finding employment. This is the primary nature of the vocational program. Anecdotal review, and
review of applications to the LVN-to-RN Completion program, reveal to us that students sometimes
work several years as a Vocational Nurse then return to CR for their Associate Degree at the Registered
Nurse level.
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
1. Comment on differences between CR completion rates and those expected by the State for Career
Tech Ed Areas.
The CR completion rates and the graduate success rates are higher than the average for the State of
California. The 2008-2012 California State Plan for Career Technical Education includes health care in
its focus groups based on projections of employment by industry. The Vocational Nursing program
recognizes this need and consistently works to raise the rigor of the program by aligning or integrating
strong technical content with academic content, thus providing students with the knowledge and skills
necessary for success in both the workforce and in higher education.
College of the Redwoods - Instructional Program Review
2. Describe any information you may have on employment of program graduates within this field.
Vocational Nurse graduates are highly desired and have employment opportunites in all of the health
care settings in the community. These include, physician offices, clinics, hospitals, and long term care
facilities. Anecdotally tracking individuals, we see that the majoriy of the graduates have gained
employment within 3 months of graduation. There is a short gap between graduation and employment
because the student must schedule and take the NCLEX-PN and then apply for and receive licensure.
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
The Vocational Nursing program allows for the graduate, after licensure, to continue his or her
education in nursing by applying to the LVN-to-RN Completion program. Currently, the LVN-to-RN
Completion program has a number of students on a waiting list. The LVN faculty and RN faculty have
recently initiated conversations considering ways of increasing enrollments to accommodate these
students.
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
The College of the Redwoods
graduate Vocational Nurse will
graduate with the knowledge to
successfully pass the NCLEX-PN
licensure examination.
The College of the Redwoods
graduate Vocational Nurse will
comply with the scope of practice as
outlined in the Vocational Nursing
Practice Act,
Division 2, Chapter 6.5 of the
Business and Professions Code.
Course (s) Addressing PLO
BIOL 8, LVN 110A, LVN 110B, LVN
111, LVN 118, LVN 121, LVN 122,
and LVN 123
LVN 121, LVN 122, and LVN 123
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.
The National Council of State Boards of Nursing - Practical Nursing (NCLEX-PN) examination scores
are recorded by the Board of Vocational Nursing and Psychiatric Technicians (BVNPT) and reported to
the College of the Redwoods Director of Health Occupations on a quarterly basis. This information is
also available to the public on the BVNPT website. The Director of Health Occupations distributes this
information to full-time and associate nursing faculty for monitoring of progress in how we are meeting
the needs of the student with regards to the ability to successfully pass the licensure exam. Pursuant to
the California Education Code, Section 94816, College of the Redwoods Vocational Nursing program is
required to disclose the passage rates of their "graduates in the program for the most recent calendar year
that ended no less than six months prior to the date of disclosure on any licensure or certificate
College of the Redwoods - Instructional Program Review
examination required by the state." The nursing faculty are aware of students who have not successfully
passed on the first attempt. When possible and desired on the part of the student, nursing faculty have
been available to assist students repeating the examination in developing a plan for studying for the
exam.
The BVNPT is also responsible for monitoring compliance with the Scope of Practice as determined by
legislation. The Director of Health Occupations is engaged with the BVNPT and local employers.
Empolyers are notified of disciplinary actions against individuals violating the Scope of Practice. This
information is also available to the public. The curriculum includes specific lectures and discussions
about the legal and ethical aspects of nursing care. The topic of legal and ethical priniciples and specific
details are included in the curriculum in the areas of: pharmacology, mental health nursing, nursing care
of the adult, and nursing care of the child.
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 syllabi (printed and electronic course outlines) are detailed and reviewed by the faculty. Each
course has a guided curriculum plan with each lecture topic described in detail. These are revised by
faculty, submitted to and approved by the BVNPT on a regularly scheduled basis. In searching for a
more objective means to assessing student learning outcomes for courses this past year, the Nursing
program faculty met several times and determined it was appropriate to utilize an assessment program
designed specifically for this purpose. The Vocational Nursing students engage in online, proctored
testing through the Assessment Technologies Institute (ATI). This program has been used for two years
by the RN Program. This is the first year it has been fully implemented on both campuses as part of the
assessment in the VN program. The Director of Health Occupations and the faculty will be gathering
data in specific courses that are assessed through this testing and using this data for decision making in
the revisions to the curriculum to be submitted to the BVNPT in 2011.
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.
The learning outcome assessments have been discussed within the program and addtion of the ATI
testing and changes from LVN 114 to BIOL 8 are a result of those conversations. These conversations
have taken place during regularly scheduled meetings of the Health Occupations Department, special
meetings devoted to a specific topic (like BIOL 8), and through asynchronous discussion on email. The
Del Norte faculty participate in meetings either by attending the meeting at the Eureka campus or via
conference call, making the conversations that of the District. Student representatives are also invited to
attend Health Occupations meetings where assessment and curriculm are discussed.
In the community, the Dean of Health Occupations and Public Services and faculty members engage in
discussions with at the clinical facilities to seek input on learning outcomes. For example, a faculty
member may sit on a committee within the hospital to discuss how the needs of the employers are being
met through our learning outcomes and curriculum.
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.
The program has benefitted from VTEA funding and Measure Q funding that have resulted in updated
facilities and equipment at the Eureka campus and updated equipment at the Del Norte campus. There
have been no requests for additional resources or staffing.
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
First
2.
Course Number
Course Title
LVN 110A, LVN
111, BIOL 8, L
Units
Lecture
Hours
Lab
Hours
Pre or
Coreq.
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?
Several of the Vocational Nursing program courses are sequential, thus requiring that the student take
them in a specific order. If a student is not successful in the sequence the student can apply to complete
coursework at the other campus if there is space during the semester for which the student is seeking
readmission. For example, a student who did not pass the second semester of the program in Eureka was
able to be readmitted in the second semester in Del Norte as space was available there for him. This
happens across the campuses and faculty communicate anticipated readmissions during Health
Occupations meetings and via email.
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?
Changing the prerequisite courses or advisory courses would create a change within the program moving
it from a vocational nature to that of a longer program. While it could be argued that this could increase
the success rate, the design of the program is that of a vocational one and changing it to a longer
program or one with more prerequisties would inevitably increase the amount of time required to
complete the program. The relatively short completion time makes this course appealing to those
seeking admission and changing that would impact the program's overall purpose.
3b. Are there drawbacks to current prerequisites or advisories to any of the courses.
College of the Redwoods - Instructional Program Review
There are no drawbacks to the current prerequisites or advisories.
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.
There have been no changes to the prerequisite courses. The Vocational Nursing program faculty,
nursing and biology, collaboratively developed and submitted a proposal to the BVNPT to make a
curriculum change from offering LVN 114 to offering BIOL 8. Biology 8 increases the amount of units
in the sciences and is in better alignment with the overall goals of the program. The proposal also
included a specified amount of the use of simulation as a learning tool in the clinical area. Faculty are
currently working on implementing the plans for simulation. LVN 114 will not be deleted from the
curriculum until the faculty have had the opportunity to evaluate the effectiveness of BIOL 8, looking at
course retention and success rates.
Curriculum is reviewed on a regularly scheduled basis with revisions of the LVN Program Instructional
Plan as both a result of our assessment of student learning and trends within the profession. The
Instructional Plan was most recently revised in July of 2009 as a proposal to the BVNPT. Upon approval
from the BVNPT, the Dean and Faculty will seek the additional necessary approvals from the
Chancellor's Office and the College of the Redwoods Curriculum Committee as appropriate.
4b.Use the grid below to report recent additions, deletions, or revisions of courses.
Semester
1st addition
1st revisions
Course
BIOL 108
Year Course Outline
Last Updated
2009
Year Next
Update Expected
2011
LVN 121
2008
2010
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
930.39
625.3
810.76
627.68
34020
21816
26226
21753
12.14
8.13
11.18
8.63
76.64
76.91
72.52
72.73
Describe dynamics and developments related to the trends listed in Table 3.01A above.
The trends are directly related to the scheduling of the Vocational Nursing programs. The Eureka
campus offers the program annually starting in Fall with completion the following Summer. The Del
Norte campus offers the program every other year starting in the Fall of the odd numbered years and
ending in the Fall of the following year.
3.02. Program Advisory Committees
1. Describe how program advisory committee activities have helped to improve the program.
Student advisors have helped the faculty to evaluate the affectiveness of our assessments. The decision
was made last Spring to implement a standardized testing process using Assessment Technologies
Institute (ATI) testing. ATI testing is an online testing that mimics the NCLEX-PN and provides the
student with a detailed outline of areas of study in which they are weak or need further instruction. This
has helped the program to monitor student progress in the program. This is the first year the Del Norte
VN program is using ATI. The faculty are currently monitoring the proctored testing with ongoing
evaluation of how it will be used to improve the program.
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
2.23
44%
1.92
59%
2.43
45%
2.24
61%
Regular Staff/Non-Overld
1.89
56%
1.38
41%
1.93
55%
1.27
39%
Total
4.11
100%
3.31
100%
4.36
100%
3.50
100%
1. What do the program data indicate? Identify any important trends and explain if necessary.
Associate faculty are integral to the clinical courses because the students are placed in groups of no
more than 15 for clinical experiences. There appear to be no important trends in the ratio data. The
pattern seen follows every other year as expected across the campuses.
2. Does the FT/PT ratio affect the program? Are new faculty needed?
The FT/PT ratio does not affect the program. At this point there are no new additionaly faculty needed
in the LVN program. There is ongoing discussion regarding the need for clinical instructors. Clinical
instructors are difficult to recruit and retain due to the payscale which is lower than industry and lack of
benefits for part time faculty. This is not unique to CR. New associate faculty are actively recruited
because of the difficulty retaining associate faculty.
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 Retired
on leave
in last 2
(yes/no)
years
sabbatical no
no
no
FT Instructor Name
Roberta Farrar
Melody Pope
FT hired
in last 3
years
no
no
Load
Reduction*
no
no
*e.g. reassignment, etc.
1. Given the data, how have these activities impacted the program?
During the sabbatical a long-time Associate Faculty is teaching the courses historically taught by
Roberta Farrar. Because she has taught as an Associate Faculty and is experienced in teaching in other
Health Occupations programs, there has been no impact to the program.
2. Will these and any other activities affect the program in the future?
There is no indication these or other activities will affect the program in the future.
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.
There is ongoing discussion regarding the need for clinical instructors. Clinical instructors are difficult
to recruit and retain due to the payscale which is lower than industry and lack of benefits for part time
faculty. This is not unique to CR. Staffing is more of a challenge in the RN program as the VN program
has a number of assocaite faculty who have taught in the clinical for several years.
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.
College of the Redwoods - Instructional Program Review
Roberta Farrar is working on her Masters degree while on sabbatical. A portion of the work being
completed by Roberta surrounds the development of online courses in pharmacology and the use of
simulation in clinical. It is anticipated this will improve program access.
Associate Faculty Roberta Rheinschild attend a nursing conference regarding the quality of care, Magnet
hospitals, and how to bring a culture of excellence to the clinical setting. Working at the Del Norte
campus, Roberta Rheinschild and Melody Pope have included learning activities with simulation
promoting a culture of excellence on a smaller scale. These learning activities have been recently
included in the regular coursework and are being evaluated for effectiveness. This evaluation includes
qualitative feedback from the student participants.
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 Vocational Nursing program at the Redwoods Community College District remains a highly
desirable program. Its relatively short completion time and high success rates of graduates taking the
NCLEX-PN make it an attractive option as an entry level into nursing. Graduates are able to secure
employment after licensure and many choose to move to the next level of education, through the LVNto-RN Completion program at some point.
Another strength of the program is that the full-time and the part-time faculty have remained stable and
are therefore able to compare and contrast students from year-to-year, making reviews of the program
and the curriculum more accurate.
Describe the Program Weaknesses
The perceived weakness in the program is the very aspect that makes it a vocational program. There are
always students who are not successful in some semester of the program, leaving those seats empty in
the subsequent sequencing of courses unless filled by a student applying for readmission. There has been
much discussion surrounding this. It is a concern that is voiced by community members who do not like
the lottery system of admission and desire a acadmeically based criteria for admission, one that includes
additional prerequisites. To change the program by requiring more prerequistie courses or corequisite
courses would not be beneficial to the program overall and would change the nature of the program.
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 faculty have been engaged in discussion about how we teach critical thinking, the use of concept
maps, and the use of simulation in vocational nursing education. As we look at revisions of curriculum,
like the change from LVN 114 to BIOL 108 and simulation being added to LVN 121, we also are
considering which pieces of the curriculum can be taught in an online or distance education format. We
are searching out best practices and creative methods for improving our program with continued success
rates that are better than the State average.
b. What specific goals and objectives would you like to achieve to move you toward your vision?
The Vocational Nursing program Director and Faculty will continue to pursue approval of BIO 108.
In the next year, the program will engage in the BVNPT self-study due in May 2011.
Vocational Nursing program faculty will work on developing an online and/or distance education format
for the Pharmacology courses, including approvals and pilot testing of the course.
c. What support from the college or district is needed to help you achieve your goals and objectives?
When there are approval of revisions and/or additions received from the BVNPT, the program will seek
assistance and guidance from the appropriate College of the Redwoods committees.
d. What documentation/evidence will demonstrate that you are making progress toward achieving your
goals, objectives, and vision?
Documentation from the appropriate authorities, including the BVNPT (pass rates), Chancellor's Office,
and committees of CR.
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)
#1 - Evaluate the Assessment Technologies Institute (ATI) use in the Vocational Nursing program.
Specifically, does this assessment testing help students be successful in the voactional nursing courses?
Does it accurately predict student success on the NCLEX-PN?
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.
College of the Redwoods - Instructional Program Review
QIP Chart Format
Recommendation #
Recommendation
Planned Implementation Date
Estimated Completion Date
Action/Tasks
Measure of Success/Desired Outcome
Estimated Costs
Who is responsible?
Consequence if not funded
1
Evaluate the ATI use in the Vocational Nursing
program.
Use of the ATI testing began at both campuses in
Fall 2009.
May 2011
a) Monitor student success on proctored ATI
assesssments.
b) Compare student trends on proctored ATI with
success rates in the course in which the assessment
was given.
c) Compare student trends across the district to
determine if there are differences and/or gaps.
d) Compare actual student succecss on the
NCLEX-PN with the predicted student success
indicated by the ATI assessment.
Student success on the NCLEX-PN will be
increased as a result of faculty response to learning
needs indicated on the ATI assessments.
Students purchase the text and testing package.
Nursing faculty
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.
No resources are being requested at this time. The program has benefitted from VTEA funds and
Measure Q funds for the Nursing Skills Labs at both campuses.
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.
Students enrolling in the Vocational Nursing program typically seek out Financial Aid assistance.
Many of the applicants are from lower income families and individuals who are seeking a second
career (unemployed). Financial Aid is important to the student success.
Students in the Vocational Nursing program often choose to continue their education, seeking
assistance from Career Services with regards to plans for transition to the LVN-to-RN Completion
program.
Syllabi and faculty encourage students to seek assistance from available programs in DSPS, EOPS,
CalWORKS, Residence, and Upward Bound.
The Vocational Nursing program has a clear policy and procedures regarding student conduct. The
policy and procedures are aligned wtith the College of the Redwoods Student Code of Conduct and
the National Student Nurses' Association, Inc. Code of Academic and Clinical Conduct. The policies
and procedures are included in the Nursing Program Handbook.
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 current funding in these areas is adequate.
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?
Allowing for easier addition of information to Tables/Charts.
Allow formatting to include Tables or Charts with information the program Dean and Faculty are
gathering. For example, from ATI or anecdotal notes.
6.02. Optional Program Summary
1. This is an opportunity for you to comment on the overall value and health of the Program.
The Vocational Nursing program at the Redwoods Community College District continues to be a
successful program for students seeking the vocational level of entry into nursing. It remains in
demand and is offered on the Eureka and Del Norte campuses as appropriate to the local market and
clinical site availability.