ACADEMIC AFFAIRS
PROGRAM PLANNING AND ASSESSMENT
EXECUTIVE SUMMARY
2015-2016
I.
II.
III.
Nursing and Allied Health
Date of Review 4/15/2015
Mission
Hartnell College Nursing and Allied Health facilitates a learning environment in which students
become safe professional healthcare providers. Graduates provide competent, compassionate,
ethical, and culturally sensitive care. The faculty and students adopt an attitude of inquiry, where
ideas are generated and the art of investigation is prized.
Vision
The Hartnell College Nursing and Allied Health Program is an influential resource for the
health and well-being of the community. Faculty and students embrace excellence and accept the
responsibility for advancing the art and science of the nursing and respiratory care professions.
Values The mission and vision for the Hartnell College Nursing and Allied Health Program
encompass the core values of caring, competence, collaboration, and curiosity:
Caring is defined as providing compassionate, empathetic, and sympathetic care, exemplified by
these behaviors: attentive listening, comforting, honesty, patience, responsibility, providing
information so the patient can make an informed decision, touch, sensitivity, respect, calling the
patient by name (Larsson, 1998).
Competence means accountability for all actions, exercising judgment in accepting responsibilities,
delegating within the scope of practice, and acting under a code of ethical conduct that is moral,
truthful, and respectful of the dignity, worth and self-determination of patients (ANA[MD1] ,
2008).
Collaboration is the concerted effort to attain a shared goal, addressing the health needs of the
Academic Affairs Program Planning and Assessment – Executive Summary Page 1
patient and the public. Collaboration requires mutual trust, recognition, and respect among all
(ANA Code of Ethics, 2012).
Curiosity is necessary to pursue life-long learning. The skills of inquiry, essential to practice and
research, must be taught and directed (Benner, 2010). Evidence-based practice is best practice,
and curiosity is the tool of discovery.
In addition to the four C’s, the Hartnell College Nursing and Allied Health Program values the interprofessional learning environment for healthcare providers. Inter-professional competence
continues to gain importance in an ever changing and increasingly complex healthcare
environment. In 2011, the American Association of Colleges of Nursing, American Association of
Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental
Education Association, Association of American Medical Colleges, and Association of Schools of
Public Health identified competencies for inter-professionals that built on the framework of the
five core competencies for all health professionals established by the IOM in 2003 (IEC Expert
Panel, 2011).
IV.
Service Area’s key duties, responsibilities, functions, activities, and tasks
Hartnell College Nursing and Allied Health provides a learning environment in which students
participate in optimal didactic and clinical learning experiences. Students complete educational
programs that meet or exceed standards established by Board of Registered Nursing, Board of
Vocational Nursing and Psychiatric Technicians, and Commission on Accreditation for Respiratory
Care, and the Monterey County Emergency Medical Services Agency. Four healthcare programs
are offered:
Associate Degree in Registered Nursing
The Hartnell College Registered Nursing (RN) Program is a 4-semester course of study
consisting of classroom, high-fidelity simulation, and clinical experiences. The RN students
are prepared for entry level nursing positions within acute and community health care
settings. Graduates are eligible to take the National Council Licensure Examination
(NCLEX-RN). After passing, graduates may practice as registered nurses in a variety of
acute and community-based settings.
Vocational Nursing Certificate
The Hartnell College Vocational Nursing (VN) Program is a 12-month, year-round
course of study consisting of classroom and clinical experiences. Vocational Nurses
perform essential nursing services under the supervision of a registered nurse or
physician. Graduates receive a Certificate of Completion and are eligible to take the
National Council Licensure Examination for Practical Nurses (NCLEX-PN). After passing
the NCLEX-PN, graduates may practice as licensed vocational nurses (LVN).
Associate Degree in Respiratory Care Practitioner
The Hartnell College Respiratory Care Practitioner (RCP) Program is a 4-semester course of
Academic Affairs Program Planning and Assessment – Executive Summary Page 2
study consisting of classroom, high-fidelity simulation, and clinical experiences. Graduates
are prepared to demonstrate competence in the cognitive, psychomotor, and affective
learning domains of respiratory care practice as performed by registered respiratory
therapists. Graduates are eligible to take the National Board for Respiratory Care (NBRC)
credentialing examination. After passing, graduates may practice as Registered
Respiratory Therapists (RRTs) in a variety of acute and community-based settings.
Emergency Medical Technician
The educational requirements for emergency medical technicians (EMT) include 7.5 units
of classroom, skills laboratory, acute care, and ambulance ride-along educational
experiences. Students who pass the course and complete the required clinical hours are
eligible to take the EMT certification examination. Certified EMTs may work as first
responders or work within healthcare systems.
Nursing and Allied Health is responsible for maintaining college, state, and licensing approval and
accreditation standards. In addition, policies and practices pertinent to student experiences at the
28 clinical teaching facilities must be integrated into orientation programs for students and
faculty. Business associate agreements and contracts with clinical partners must be updated
annually, and state and statistical analyses are submitted quarterly to accrediting agencies.
Coordinated community outreach activities for healthcare educational paths are scheduled with
educational and industry partners on a regular basis. Advisory board members suggest
modifications based on industry and community need. In exchange, faculty and students
influence professional practice through their leadership and participation.
Nursing and Allied Health programs have separate admission processes. The programs receive
more than 500 applications per year that must be processed and evaluated prior to the selection
process. Student transcripts, health records, immunization histories, background checks, drug
screening reports, and American Heart Association Healthcare Provider BLS certifications must be
validated and tracked for currency throughout the student’s educational experience.
Clinical classes are scheduled seven days per week. Placements for each student are determined
by educational and facility need. Each program lead instructor assumes responsibility for the
coordination of clinical sites, hours, faculty placements, and learning environments.
V.
Greatest strengths and most significant accomplishments during the past three years
The most significant accomplishments for Nursing and Allied Health during the past three years
are the following:
• Creation of new respiratory care practitioner program
• Continued accreditation approval without deficiencies for the
Academic Affairs Program Planning and Assessment – Executive Summary Page 3
•
•
•
•
•
•
•
•
VI.
vocational nursing program by the California Board of Vocational Nursing and
Psychiatric Technicians
•
emergency medical technician program by the Monterey County Emergency
Medical Services Agency
•
registered nursing program by the California Board of Registered Nursing
Adoption of an interprofessional model of instruction for respiratory care practitioner,
emergency medical technicians, and registered and vocational nursing students
Integration of interprofessional high fidelity simulation experiences in every program
Creation of a nursing education consortium with Monterey Peninsula College, Gavilan
College, Cabrillo College, and California State University Monterey Bay.
Membership in the Greater Bay Area Region RCP consortium
Interprofessional Nursing and Allied Health student program to verify clinical skills of
Clinica de Salud medical assistants
Creation of peer-led mentoring and tutoring program
Consistent NCLEX-RN and NCLEX-PN pass rates above California and national averages
Major challenges during the past three years—that is, the aspects that are most in need of
improvement
The RN, VN, and RCP PPAs list lack of faculty as an area most in need for improvement. Recruiting
staff and faculty remains a major challenge. Hartnell draws from a small population of qualified
healthcare professionals. Faculty vacancies are left unfilled despite aggressive recruitment efforts.
Academic salaries, which are significantly below industry salaries, complicate the search. For
example, a respiratory therapist earns more working part-time at an acute care setting than the
respiratory therapist educator who works full-time, and a relatively new registered nurse’s
starting salary is higher than that for an experienced faculty member with advanced degrees. As
of April 29, 2015 two part-time nursing positions and one part-time respiratory care practitioner
positions remain unfilled. Four classes scheduled for Fall 2015 are unstaffed.
Classroom, storage and meeting space is listed as a critical need on every program’s PPA. On a
regular basis, multiple classes are held in the same classroom. The skills lab cannot accommodate
classes with more than 32 students and the simulation lab is too small for clinical classes greater
than six. Class space is limited, causing classes to be held off campus, on weekends, and late into
the evening. One hundred twenty full-time students and more than 100 part-time students use
the 6,000 square foot classroom and lab spaces. Room conflicts are common occurrences,
stressing faculty, students, and staff members who are expected to rectify a difficult situation.
Class sizes have been capped because of lack of resources. Conducting interprofessional classes
has been stalled. Six tenured and tenure track instructors share a converted classroom that offers
no privacy or space for student conferences. Each has a cubicle with partitions that provide no
opportunity for confidential conversations with students or peers. Three instructors have desk
Academic Affairs Program Planning and Assessment – Executive Summary Page 4
spaces in storage areas. Maintaining a quiet productive work environment is not possible. Lack of
facility space is detrimental to student learning, faculty performance, and program advancement.
High attrition in the RCP program in 2013 and 2014 caused the new program to be placed on
probation by the Commission on Accreditation for Respiratory Care (CoARC). Students are
underprepared for the rigors of the science-based program. Scores on the ATI Test of Essential
Academic Skills for Allied Health (TEAS AH) standardized tests are below national benchmark
standards for incoming students. A 2015 improvement plan was accepted by CoARC.
In 2013, the RN and VN programs did not meet Accreditation Commission for the Education for
Nursing, Inc.’s accreditation standards. Hartnell lacked sufficient masters and doctoral prepared
nursing instructors and instructional space. If the nursing programs can rectify the two
deficiencies, the faculty plans to resubmit the accreditation application in July 2016.
VII. Brief summary of continuous quality improvement actions to be taken that will help to build
upon strengths and address challenges
Nursing and Allied Health programs participate in accreditation approval processes required by
regulatory bodies. Annual reviews are conducted and program resulting in modifications. Faculty
attends professional conferences and participates in professional practice opportunities to
maintain clinical competence.
Participation in governance councils and facility planning experiences address current challenges.
Nursing and Allied Health faculty have two-hour staff meetings every Monday. The standing
committees include Faculty, Curriculum, Evaluation, Admissions/Selection, and Policy and
Procedure. Student representatives from each academic program are active members on all
committees with the exception of Admissions/Selection. Proactive “huddle” meetings with
assistant directors, lead faculty, and administrative staff occur every Tuesday. Communication is
direct and timely. Additional committees are the Admissions/Selection Committee, Skills Lab, and
Simulation Lab Committees. Each committee is strengthened by the inclusion of administrative
staff.
Cross-training on contracts, data bases, and facilities scheduling has helped the administrative
staff balance the complicated and ever-changing workload. Increased participation at collegesponsored education and training workshops and the use of shared Google folders for documents
and correspondences has improved office efficiency. Retrieval of accreditation and clinical facility
documents has improved.
The RN and RCP programs administered the standardized TEAS V or TEAS AH test to incoming
students. Baseline assessment scores are tracked. Correlations and relationships between TEAS
V/TEAS AH scores, along with GPAs, scores on examinations and course assignments, are tracked.
Results direct admission criteria and are used for student success educational plans.
Academic Affairs Program Planning and Assessment – Executive Summary Page 5