Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program and to
assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise
that each academic program reviews assessment data and uses these data to plan for improvement. The results of these annual cycles
provide data for a periodic comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final
form by 3/27/15)*
Nursing ,Registered
Date Submitted to Dean
3/29/2015
*Please note that you should work with your colleagues and dean to ensure that this report is completed, revised as needed, in its
final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
Mary Cousineau
Barbara Durham
Janeen Whitmore
Nancy Schur-Beymer
Title/Position
Assistant Director, RN Program and Faculty
RN Faculty
RN Faculty, Coordinator of LVN Program
Success courses instructor (NRN 225-228)
1
Dean’s Comments (required): The Associate Degree in Nursing program is integral to the success of Hartnell College. Its strong reputation is
a draw to many potential students. The program remains impacted with more than five times the number of applicants than academic
placements. The 2015 Comprehensive Plan is ambitious. Nine goals selected by the faculty are within reach if anticipated facility and physical
resources allocations are realized. Faculty recruitment remains a challenge. The faculty group is the program’s most valuable resource. A new
curricular model being constructed in Summer 2015 is expected to advance the goals of the faculty and strengthen the learning environment.
__Debra Kaczmar_________
Typed Name of Area Dean
_May 4, 2015___
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
2
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015.
Go to Section II for programs/disciplines scheduled for annual review in spring 2015.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.
•
•
•
•
•
•
•
•
•
•
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special
considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
How are students/employees served by the program?
Hartnell’s four-semester Associate Degree Registered Nurse (RN) Program enrolls approximately 75-80 students each year. Graduates
are eligible to take the NCLEX-RN national exam. If graduates pass the exam, they may be employed by a variety of acute and
community health care agencies locally and nationally. Graduates are prepared to pursue a Bachelor’s in Science Degree in Nursing at
upper division colleges and universities.
Students from the Hartnell Campus and other colleges may apply for admission to the Hartnell RN Program if they have completed the
prerequisite courses. There is no wait list for admission to the Hartnell RN Program. A new class of approximately 38-42 students is
3
admitted each spring to begin in the Fall Semester. Because of attrition, approximately 30-38 students are enrolled in the second year.
Two to four LVN-RN students are enrolled in the RN Program depending on space availability, placed in the appropriate semester
according to scores on national computerized tests. See Nursing and Allied Health Policies 2d & 2F for admission procedures and
“Unique aspects of the Program”.
Both full-time and part-time faculty members teach in the RN Program. Currently, six full time faculty members teach in the
RN and LVN Nursing Programs combined: three teach exclusively in the RN program, two teach in both nursing programs,
and one teaches exclusively in the LVN Program. A new full-time nursing faculty, hired in February 2015, will begin
teaching in April 2015. At the present time, 12 part-time faculty teach in the clinical and skills lab courses. A Program
Assistant, an Administrative Assistant, and a simulation lab technician, support the operations of all four programs (RN,
LVN, RCP, and EMT) within the Nursing and Allied Health Department.
What are the unique aspects of the program?
1. Interprofessional Education
In 2013, the ADN program began a philosophical shift to interprofessional education. Having vocational nursing, emergency medical
technician, and new respiratory care practitioner programs offered a unique opportunity for ADN students to learn with allied health
students. With support from faculty and clinical partners, Hartnell College created an interprofessional educational environment in
which nursing and allied health students learn together in selected seminars and simulated learning environments. Shared skill
certification opportunities help students gain desired soft and advanced technical skills, making graduates more marketable in an
employment environment unable to sponsor new nurse orientation programs. Each semester, Nursing and Allied Health hosts two
interprofessional education (IPE) sessions that are open to other nursing and allied health programs and Hartnell students interested in
healthcare careers. Keith Reicher (Keith RN) spoke on men in nursing, incivility, bringing theory to clinical, and topics relevant to
faculty and students. Mr. Reicher spent two hours with faculty reviewing clinical portfolio tools and discussing nation-wide educational
trends in nursing. The second IPE was the screening of Escape Fire, a documentary about healthcare systems and practices in the
United States. IPEs on resilience in healthcare providers and intimate partner violence are scheduled in Spring 2015. The emphasis at
Hartnell College on interprofessional education promotes optimal patient care with an emphasis on quality, collaboration, and
communication among new healthcare professionals.
2. High Fidelity Simulation Laboratory
In 2012, Hartnell College received a grant that partially paid for a high fidelity simulation mannequin. Coordinated by Dr. Barbara
Durham, the ADN students, in tandem with the vocational nursing and allied health students, use the simulation laboratory for skills
practice. Simulations experiences supplement lecture-format classes and allow students to rehearse or replay challenging clinical
scenarios in a safe environment. Only validated scenarios are used and only instructors who have training in simulation education may
participate. The greater focus on active learning has been well-received by students as evidenced in their evaluations of the
interprofessional simulation experiences. Anecdotally, the IPE experiences have been profoundly successful. Most notably, learning
4
how to communicate with each other in a team, knowing what can and cannot be delegated, and having authentic interprofessional
dialogues among students during pre-briefing and debriefing sessions are beneficial.
3. Standardized Assessments
Based on evaluation of NCLEX-RN pass rates, course grades, and attrition rates, the faculty chose to incorporate more standardized
assessments in the curriculum. In 2012, standardized assessments were embedded into the curriculum. The grant-funded assessments
remain free to students. Students take practice and proctored assessments that align with course work. Practice assessments help
students prepare for the proctored exams by identifying areas for review. Empowering students to be successful on NCLEX-RN
engages them in recognizing their abilities and learning needs. The goal is for students to assume greater accountability for their
success. Anecdotally, the faculty reports higher student test scores and confidence levels. Standardized assessment student scores are
used when evaluating course and program outcomes.
4. Multi-criteria Admission Process
In recent years, Hartnell College has received an increase in qualified applicants from outside the Salinas area. To better address the
mission of the college and need for culturally competent healthcare providers in Salinas, Hartnell College adopted components of multicriteria admission screening factors as recommended by the California Community College Consortium.
Starting in 2013, student selection became multi-faceted. Currently, the student selection process is based on criteria established by the
Hartnell College’s Nursing and Allied Health Admissions Committee and the California Community College Associate Degree Nursing
Prerequisite Model for Admissions to Nursing Programs. Qualities listed on the published multi-criteria screening list and final
comprehensive scores on the ATI Testing’s TEAS V are considered. Applicants who score below the cut scores on the Chancellor’s
Index Score or the nursing pre-readiness assessment are referred to academic counselors for individualized student success remediation
plans.
The multi-criteria selection process has resulted in an increase in the number of Latino nursing students, a goal of the ADN faculty.
Faculty understands the consequences of the current underrepresentation of racial and ethnic groups in California’s healthcare
workforce. According to state data, Latinos comprise more than 60% of the Salinas Valley population. However, Latinos comprise less
than 22% of local registered nurses, a serious risk to the large numbers of migrant workers and residents with limited English language
proficiency. (OSHPD, 2012).
5. Student Success Program
A series of academic courses was developed for students who are academically unsuccessful or who desire tutoring or extra time with
instructors. In addition to nursing science content, the student success courses include nursing skill instruction and study/learning
strategies. Mrs. Nancy Schur-Beymer, the full-time faculty member assigned to the student success program, provides case
management support for all nursing students and acts as a mentor and advisor. She works with faculty and students to identify potential
5
classroom and clinical problem areas that negatively impact student success. Mrs. Schur-Beymer supports students while they develop
successful strategies for academic success. Student success is accomplished through individualized remediation plans, course content
reviews, computer-assisted learning programs, and one-on-one academic interaction. Students are referred to the Nursing and Allied
Health academic counselor when necessary.
6. NRN-110
Incoming students take Foundations for Success for RN Students, a 1.5 unit course designed to introduce new nursing students to
professional behaviors, attitudes, and values that lead to academic and professional success. NRN 110 Foundations for Success for RN
Students, a health professions-adapted Academy of College Excellence course, is approved by BRN. It emphasizes experiential
learning, cohort building, personal “working” styles, and communication and conflict resolution strategies. Topics include effective
leadership and participation in teams, identification of opportunities and threats to success, test taking strategies, study skills, individual
learning styles, and stress reduction techniques. According to course evaluation results and personal accounts by students, NRN-110
has led to a strong sense of community and has been credited with strengthening students’ self-efficacy.
7. Collaboration with California State University (CSUMB), Monterey Bay, Maurine Church Coburn School of Nursing, Cabrillo, and
Gavilan Colleges
In 2011, the Hartnell ADN Program, along with Monterey Peninsula, Cabrillo, and Gavilan Colleges, joined a collaborative with
CSUMB to graduate ADN students at the BSN level. Students who met the admission requirements of CSUMB’s BSN Program were
dually enrolled at one of the consortium colleges. A grant advanced the collaborative efforts.
The CSUMB students dually enrolled in the Hartnell Associate Degree RN Program have had variable success. One of the four students
who began the first semester at Hartnell in Fall 2013 advanced. Two students who were academically unsuccessful completed a
remediation course and are scheduled to graduate May 2016. Eight CSUMB students attended Hartnell in the Fall 2014. One dropped
because of personal choice and one failed clinical. Eleven CSUMB students are scheduled to attend Hartnell College in Fall 2015 as
dually-enrolled students. In the future, students will only be able to enroll in a traditional upper division BSN Program at CSUMB.
The CSUMB Collaborative has enabled nursing faculty from the local community colleges to work together in new ways. Because of
CSUMB BSN planning meetings, ADN Faculties have become familiar with the unique aspects of each college’s RN Program. Also,
ADN faculties meet annually to discuss common issues. The faculty have discussed QSEN KSA’s, high fidelity simulation, program
evaluation, admissions procedures, clinical evaluations, medication administration procedures, informatics, external accreditation, and
curriculum revision, standardized testing, quality improvement, new nursing roles (2014). Currently, faculties from the four community
colleges collaborate by sharing teaching strategies and coordinating clinical placements in local agencies easily.
8. Clinical learning experiences in both acute and community-based settings
Hartnell is fortunate to have two outstanding local hospitals in which to provide the majority of clinical hours for acute care conditions.
Because both hospitals can only accommodate a specific number of students at one time, and knowing the importance of communitybased experiences, the faculty are piloting a clinic out-rotation with direct supervision of a clinical instructor. Three to four students
6
rotate to Clinica de Salud’s facilities located next door to each other. Other community agencies available for clinical experiences
include Coastal Kids Homecare, the Visiting Nurses Association, the Monterey County Health Department, Pacific Coast Cancer
Center, Pacific Coast Skilled Nursing Facility, and the Hartnell Child Development Center. Additionally, the students participate in
community-focused activities such as a “windshield survey” of a zip code area to determine access to health care, a home visit to
determine the family’s ability to follow hospital discharge instructions, and investigation of community agencies which serve the
elderly or mentally ill populations. (See also Service Learning under “How the Program relates to the community.”)
9. Accreditation Commission for Education in Nursing (ACEN)
In October of 2014, the ADN and VN programs at Hartnell College achieved candidacy status following the submission of the candidate
report in July of 2014. Achieving national accreditation has been a goal of the nursing programs for many years. However, the faculty
voted to postpone the pursuance of the national accreditation. Moving forward would require the replacement of extraordinary clinical
faculty who are not master’s degree prepared, a decision the faculty rejected. Plans are currently being made to restructure the
curriculum during the summer of 2015. Once the curriculum for both the associate degree and vocational nursing program have been
revised, and if the nursing faculty ratios meet ACEN standards without terminating valued instructors, Hartnell College will re-apply for
national accreditation.
10. Nurse Residency
The nurse residency program at Hartnell College began in 2011. Seven new graduates were selected for the six-month program. At the
completion of the program, two graduates were offered full-time positions at the agencies where they completed the residency program.
Within one year, all graduates were employed as nurses, but not necessarily on the same unit as their residency experience.
In the academic year 2012-2013, nine graduates were selected for the second cohort; and in the academic year 2013-2014, 12 were
selected for the third cohort. Within months of completion, all graduates were working as registered nurses in acute care settings. In
the academic year 2014-2015, 14 graduates were selected for the fourth cohort; all have been offered employment in acute care settings
as of March 15, 2015.
The feedback from the nurse managers at the partnering hospitals has been tremendously positive. Students believe the experience has
been very beneficial to their success as nurses and the nurse mentors have been excellent role models to students. Continuing education
hours (15 CEUs) are offered to the nurses who preceptor/mentor our nurse residents. Plans to continue this very successful program in
the Fall 2015 are underway.
How does the program relate to the needs of the community?
1. The program increases the number of culturally-compatible/competent RN’s for the region:
7
The multi-criteria selection process has resulted in an increase in the number of Latino nursing students, a goal of the ADN faculty. The
proportion of Latina/Latino RN student is the last three years has ranged from 15-27% with the greatest proportion in the current Class
of 2016.
The RN Program faculty is committed to teaching students to adapt nursing care based on the patient’s ethnic, cultural, and spiritual
needs across all four semesters of the program. Growth in this ability is measured in both course level student outcomes and links to a
program level outcome. (See SLO’s and PLO’s)
2. The program educates RN’s who work in local community:
The nurse residency has enabled Hartnell RN graduates to meet employment needs of local agencies, particularly for local hospitals (see
above “unique aspects of the Program). The Residency Program has been a “win-win” for RN graduates who had difficulty finding
employment during the recent recession and for hospitals that could employ nurses already oriented at a low cost.
Current employment trends suggest that employment opportunities are increasing even for graduates who are not participating in the
nurse residency. The majority of Hartnell RN graduates are residents of the Salinas Valley. Because they are unlikely to move to other
areas, they will continue to meet future needs for RN’s due to the improving economy, the Affordable Care Act health care expansion of
services, and vacancies due to retirement.
3. The program engages with community stakeholders:
The Nursing and Allied Health Program convenes an Advisory Board of stakeholders annually. Those attending include directors of
nursing and nursing educators from healthcare organizations, nursing directors from five nearby institutions of higher education,
Hartnell deans, full and part-time faculty, faculty who teach prerequisite courses, representatives from high school pathway programs,
counselors for high school health academies, and academic counselors. Each year, the list of members is updated and expanded as
necessary.
Stakeholders fill out a SurveyMonkey questionnaire about the graduates’ preparedness and performance so that the results can be
discussed at the meeting. Topics include updates for each program (NCLEX pass rates, enrollment, attrition, admissions process), RN
residency, newly adopted program activities such as interprofessional education, community outreach and service learning projects,
College and ADN accreditation/approval processes, current funding and grants, clinical agency needs, and job force trends.
Stakeholders share industry and community trends and needs.
Hartnell College ADN program benefits from the influence of the Healthcare Advisory Round Table (HART) and the Hartnell College
Respiratory Care Practitioner Program groups. These advisory groups and involvement in community organizations expand the nursing
faculty’s placement in the community.
4. The program promotes dialogue among nursing staff from academia and practice settings:
8
When nursing students are placed in the clinical agencies, the employees are asked by students to provide rationale for what they are
doing. Teaching students requires employees to role model best practices and to avoid “short-cuts and work-a-rounds.” In essence, the
willingness of any agency to allow students raises the level of care. Informally and formally, staff from both sides (academia and
practice) share information and challenge each other in a positive way. During the past three years, students have presented reports to
hospital staff and hospital staff have presented their evidenced-based research to the students. Also, one Hartnell faculty has been a
member of a committee on medication safety at a local hospital.
5. The program provides health services to the local community through Service Learning:
The Hartnell Nursing and Allied Health Department has been involved in serving the local community in various ways in the last three
years. Some examples are listed below:
1. Immunizations for homeless population at Dorothy’s Place in conjunction with the Salinas Rotary Club
2. Vision Screening at the Hartnell Child Development Center
3. Physical pre-screening and respiratory function assessment of Hartnell athletes (LVN’s, RCP’s, RN’s)
4. Community Health Fairs and Health Promotion for Hartnell community, Foster Parent Program, and Hartnell Child
Development Center (some in conjunction with MGSIG and other agencies)
5. Simulation Lab experiences for Natividad Hospital employees
6. Yearly Skills Competency Training for Clinica de Salud Medical Assistants
How does the program interface/collaborate with other programs on campus?
1. Interprofessional Collaboration within the Nursing and Allied Health Department:
The RN, VN and RCP programs have been collaborating with offering a variety of Interprofessional Education Seminars and
Simulation experiences. Fall 2013 was the first time we combined classes in simulation. The 1st and 3rd semester students worked
together during a scenario. From this experience the idea of developing truly interprofessional simulation experiences was generate.
Beginning in Fall 2014, the students were required to participate in a simulation experience with students from other disciplines. A
total of 8 spaces were available per simulation activity. The spaces were restricted to two from first semester RN, two from 3rd
semester RN, one from each level of Respiratory and one VN. The remaining 3 spots were open for anyone. (See above section
“Unique aspects of the program.”)
Nursing faculty shared teaching content on acute cardiac conditions for the RCP Program and RCP faculty demonstrated respiratory
devices in the RN program skills lab.
Inter-professional Skills days have previously been discussed.
LVN, RCP, and second semester students combined their theory classes to hear a speaker who has been placed on a ventilator. The
content addressed objectives of all three programs simultaneously.
9
The EMT instructor has worked with nursing faculty to create and implement emergency low and high fidelity scenarios for RN
students. He has taught Advanced Life Support courses to RN’s as elective courses.
The Student Nurses Association and the NRN 70/NVN170 (Growth and Development) and NRN 42.3 classes have been involved with
parent education and health promotion projects for parents of foster children. Education of foster parents takes place on the Hartnell
Campus through the Kinship Center.
2. Interprofessional Education involving other departments on campus and beyond the campus:
The Interprofessional event on Intimate Partner Violence, scheduled for April 15, 2015, has been a joint effort between the Nursing
and Allied Health Department and Hartnell’s Psychology Department.
RN and LVN faculty members are in frequent communication with the Early Childhood Education (ECE) department. RN students
observe preschool children in the Child Development Center and discuss preschool education, growth and development, and health
care needs of preschool children with ECE staff. Nursing students provide vision screening for these children.
A physics faculty has been involved in developing activities in the nursing skills lab involving respiration and circulation.
Theater students have been involved as standardized patients in scenarios in the Simulation Lab.
The RN Program has invited guest lecturers to campus to speak about breastfeeding from Women, Infants, and Children (WIC a
federally funded project), and about fetal monitoring from experts in the field. Other guest lecturers were a nurse, who is also a staff
educator, to speak about her experience being intubated and ventilated, another nurse who had multiple complications from surgery
and required a colostomy, and Dr. Katics, an expert on Palliative Care.
3. Links to co-requisite and prerequisite courses (see question below)
4. Nursing Faculty active on campus:
Nursing faculty are represented on all major committees on campus: The President’s Cabinet, Facilities, Curriculum, Academic
Senate, Faculty Professional Development (Flex Committee), and Outcomes and Assessment.
Nursing faculty have co-taught courses with other faculty on campus to faculty “at large.” Mary Cousineau and Nancy Schur-Beymer
have participated in the roll-out of elumen software for the tracking of SLO’s and PLO’s for the campus. Barbara Durham has cotaught a course for adjunct faculty on teaching strategies. Janeen Whitmore is a member of the Flex Committee that plans professional
activities for all full-time faculty.
10
The Dean of Nursing and Allied Health and one faculty member sit on the Campus-wide Curriculum Committee. Exposure to
conversations in this committee enables nursing faculty to be aware of changes in other disciplines that may affect the nursing program
or may be opportunities for collaboration (areas may include health promotion, nutrition education, cultural aspects of health care, and
growth and development across the lifespan).
What is working well in the program/discipline?
1. First attempt NCLEX-RN pass rates above 90% for the past five years. Most recent data: Class of 2014--97%, Class of 2013--97%
(reported as 100% for one reporting period), Class of 2012: 97%.
2. Increased number of students scoring Level 2 on ATI (national RN content benchmarking exams). Level 2 indicates content
mastery at a level consistent with passing the NCLEX Exam. (except Fall 2014—see SLO’s)
3. Student satisfaction with the RN Program consistently high on post-graduate surveys. Also agreement that Program Outcomes have
been met.
4. Effective administrative support of Program--no turnover of full-time personnel with (see #5).
5. Increased proficiency in program record keeping, data management, and evaluation processes which provided sufficient data for
ACEN candidacy eligibility (granted October 2014)
6. Minimal turnover of full-time faculty in the last three years (7/8 consistently employed), providing stability for further development,
innovation, and evaluation of the Program
7. Funding from general fund and grants allowed purchase of equipment for the Simulation Lab.
8. Funding from grants provides resources (ATI products and NCLEX review course) that foster success in the NCLEX-RN exam.
9. Collaboration of faculty within the Nursing and Allied Health Department promotes innovative teaching strategies and unique
experiences for all students (RN, RCP, LVN, EMT).
10. Only two grievances filed in the past five years.
11. Student Nurses Association and Image of Nursing Projects promote the RN Program in the community and beyond.
12. Excellent clinical sites and clinical learning opportunities in both acute and community settings, and the addition of new clinical
sites in the last three years.
If there is a sequence of courses in your program, what process or framework is used to ensure
alignment?
There is a defined sequence of courses in the RN Program.
The Board of Registered Nursing (BRN) dictates the prerequisite courses and hours of specific nursing content. Hartnell’s RN
Curriculum, which includes the required content, was last revised and approved by the BRN in August 2011.
See the RN Program Catalog for sequencing of required prerequisite and nursing courses.
How is consistency maintained between/among multiple sections of a single course?
11
Only a few courses have multiple sections because RN students enroll in defined courses as a cohort each semester. There are multiple
sections of clinical and skills lab courses. Usually the same faculty member will teach all sections of the skills lab courses, so
consistency is not an issue. In the clinical courses, students from all sections meet together during the first week of the semester. The
course coordinator (or level leader) explains expectations for the clinical course and the highlights of the syllabus to all students and
instructors at the same time. The course coordinator arranges clinical instructor meetings 2-3 times during the semester to discuss
student issues and ensure consistent expectations among all clinical instructors.
In the last three years, participation of part-time faculty in Program Evaluation meetings has increased since they are now being paid to
attend. As a result, part-time faculty members have a greater awareness of how course activities relate to course SLO’s and to the
Program Outcomes. They hold the students accountable with increased diligence because of their increased understanding of how the
entire program “fits together.”
Has the program explored alternative scheduling approaches?
Since RN courses, course sequences, clinical instructors, and clinical sites are approved by the BRN, there is limited flexibility. We
have altered the course schedules for Fall 2015 so that students can attend interprofessional events and interprofessional simulation lab
experiences without missing too much of their regularly scheduled courses. Clinical site requirements dictate the number of students
who can be accommodated at a time. Consequently, limited placement of students may require weekend and evening hours, especially
when clinical sites are shared with other colleges’ nursing programs.
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are
there special considerations regarding capabilities of incoming students?
The prerequisite courses that most directly link to the RN Program are located within the Psychology and Science departments.
Students do not report difficulty in completing social science courses or difficulty using this content in nursing courses.
The sections of Anatomy and Physiology, Physiology Lab, Chemistry, and Microbiology always fill up quickly with students seeking
a future in health careers. These courses are most directly linked to success in RN Programs according to research that set up criteria
for the “California Community College Associate Degree Nursing Prerequisite Model for Admissions to Nursing Programs.”
Faculty continue to review factors which led to attrition in the Hartnell RN program, which include inadequate knowledge of
science concepts, but also include English reading and writing deficits, and personal life issues. Hartnell RN students have taken
prerequisite courses at several different colleges; thus, addressing the quality of prerequisite courses at Hartnell is only one part of the
evaluation of prerequisite course preparation.
12
Hartnell Nursing and Science Faculty have met at least yearly to discuss common concerns. Hartnell Science Faculty also have
attended the RN Advisory Committee meetings. Nursing faculty have encouraged science faculty to increase the depth of critical
thinking so that students are better prepared for the “application level” content in the RN Program. Nursing faculty asked that
standards for science course be consistent, including courses offered during the summer session. Science faculty described pressure
they receive to “give” A’s to students seeking acceptance into the RN Program. Both faculty discussed topics of common interest
(e.g. fluid balance) that nursing students use in the clinical setting.
In the last year, science faculty considered adding a prerequisite general science course to Anatomy and Physiology because of
significant attrition. The situation prompted nursing faculty to protest because of national trends to lower the number of units in RN
programs. As a result of further conversation, the science faculty decided to establish eligibility for English 1A as a prerequisite
instead of adding another science course. English 1A is already a prerequisite course for the RN Program.
Success in English 1A and the ability to read and write proficiently in English continues to be a necessary skill for success in all
Nursing and Allied Health Programs. At times, a high grade earned in English 1A does not predict this ability. Fortunately, the use
of multi-criteria allows the Hartnell RN Program to emphasize ATI scores (Test of Essential Academic Skills) to mitigate grade
inflation and inconsistent preparation in prerequisite courses.
Since the RN students take a standard sequence of courses, the question about co-requisite courses does not apply, in regard to
campus-wide courses. Co-requisite nursing courses will be addressed in the context of SLO’s and PLO’s.
What professional activities have faculty recently (last three years) participated in?
Faculty members have completed required Flex Activities for Hartnell College yearly as well as clinical nursing and nursing
education continuing education courses and workshops. Over the past three years, four faculty members have earned the CNE
credential (certified nurse educator), one full-time faculty completed a Doctorate in Nursing Practice, and another full-time
faculty earned a Master’s Degree in Nursing. One part-time faculty member earned a Bachelor’s Degree in Nursing. One
faculty member is currently a PhD (in Nursing) candidate.
Refer to reports submitted to the Board of Registered Nursing in March 2015 regarding each faculty’s report on professional
activities and continuing education.
13
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your
program/discipline by term over the past several years.
Term
Spring 2015
Fall 2014
Spring 2014
Fall 2013
Spring 2013
Fall 2012
No. of Active Sections
22
26
25
26
22
22
Full-time Faculty*
7 (1 hired April 2015 to equal 7)
7
7
7
7
7
Adjunct Faculty
(RN Program only)
12
11
11
12
11
11
*Full-time faculty for both nursing programs (RN and LVN).
2. What staffing factors/challenges have influenced the effectiveness of the program?
Recruiting qualified clinical faculty with Master of Science degrees in Nursing remains a challenge because Hartnell College is located in
a designated Registered Nursing Shortage Area (California Office of Statewide Health Planning and Development, 2011). The Bureau of
Labor Statistics’ Employment Projections 2010-2020 released in February 2012 reported that the number of nurses with advanced degrees
in Monterey County is well below state and country averages and the RN workforce in Monterey and surrounding counties is the top
occupation in terms of job growth through 2020. Although Hartnell College maintains an aggressive faculty recruitment program, there is
considerable difficulty in finding qualified full-time nursing faculty. In the last year, applicants for an unfilled full-time nursing faculty
position lacked recent acute care generalist (medical-surgical) clinical experience and/or the required Master’s Degree. A remediation
plan is often needed for newly hired faculty in order to meet BRN requirements.
There is also difficulty is finding adjunct clinical faculty who have sufficient and recent clinical experience and the required degrees
simultaneously. Adjunct faculty must be willing to work for the comparatively low pay rates at the community college without benefits.
Pay rates are low when as compared to hospital or acute care setting nursing positions. These requirements limit the adjunct applicant
pool to those who already have another full-time job (for benefits) or whose financial situation allows them to work part-time at
14
comparatively low pay. If the adjunct faculty member has another full time job, he/she must arrange teaching responsibilities in addition
to full-time work hours. For example, one clinical instructor was available only because she started the day early and worked through the
lunchtime in her “day job” before beginning the clinical teaching at 3:00pm.
In summary, the qualified applicant pool is limited for both full-time and adjunct nursing faculty at Hartnell College. Also, a significant
amount of time is spent recruiting, interviewing, and mentoring adjunct clinical faculty, who comprise 2/3 of the total number of faculty.
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
NOTE: The RN Program is not designated as CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that
have occurred over the past two years. What information and/or data were presented that required or currently
require changes to be made to your program? Please attach copies of meeting minutes over the past two years and a
list of committee members and their respective industries/areas.
3. Does labor market data and/or the need for additional education indicate that changes should be made to
your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step
toward higher/additional education?
15
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will
contribute to the social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students
to reach academic goals in an environment committed to student learning, achievement and success.
RN PROGRAM GOALS
1. Develop and implement a plan that addresses physical space needs for the Nursing and Allied Health Programs.
a. Facility and physical space planning will include a “state of the art” simulation lab/center.
b. Skills lab space for each discipline
2. Fully integrate simulation into all levels and types of courses
a. Hire sufficient faculty, technicians, and support personnel to manage and supervise Skills Lab and Simulation
Lab.
b. Integrate simulation (high and low fidelity) at all levels and in all types of courses (including theory lecture and
clinical reasoning seminar).
c. Use “mobile” manikins for scenario-based learning (see b.)
d. Fully integrate medication bar code scanning and electronic medical record (EMR) in low and high fidelity lab
experiences.
3. Expand interdisciplinary or interprofessional experiences for all programs in the Nursing and Allied Health Department.
a. Expand interprofessional experiences and activities (Skills days, speakers)
b. Develop interdisciplinary courses (e.g., Fundamentals Skills Lab and/or pharmacology course)
c. Continue to integrate interprofessional simulation across the curricula
4. Maintain and expand community partnerships to
a. increase service learning experiences in the provision of health services.
16
5.
6.
7.
8.
9.
b. offer quality clinical experiences in community settings in at least 2 out of 4 semesters
c. offer quality clinical experiences in acute care settings
d. explore the concept of a dedicated education unit in a local hospital
Develop and implement a revised curriculum based on IOM Report recommendations, QSEN KSA’s, conceptual threads,
alignment with BSN curricular and transfer models, and leveling of clinical expectations by semester
Apply for national external accreditation after revising curriculum.
Foster student success in all levels of the program
a. Monitor attrition in the first semester and factors leading to withdrawal/failure
b. Evaluate effectiveness of Success courses in retaining and remediating students
c. Offer support outside scheduled classes for content-specific learning needs and emotional concerns
Expand and refine analysis of ATI content exam scores to
a. set benchmark scores for RN Program
b. evaluate course and program level outcomes
c. increase pass rates for first attempt on NCLEX-RN Exam
Recruit and retain qualified nursing faculty to fully support Program Outcomes and meet BRN, college, and external accreditation
standards/requirements.
a. When possible, hire qualified nursing faculty of diverse backgrounds
b. Provide salaries comparable to industry expectations
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2015.
A. COURSE DATA & TRENDS
1.
Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify
the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate
trends for each course every year.
Course Number
NRN 225, 226, 227, 228
Course Name
Success Strategies for RN students
Does the course have any DE (online or
hybrid) sections?
NO
17
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
225
# students (success)
# students (success)
# students (success)
# students (success)
# students (success)
# students (success)
Fall 11
Sp12
Fall 12
Sp 13
Fall 13
Sp 14
4 (75%)
10 (80%)
2 (50%)
4 (100%)
6 (83%)
6 (100%)
1 (100%)
4 (100%)
226
228
1 (100%)
3 (67%)
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
The Hartnell College RN Program admits well qualified students based on selection criteria from the Chancellor’s guidelines of GPA
on Science grades and the successful completion of a standardized exam (the Test of Academic Skills -TEAS). Despite these
qualifications, many students have difficulty passing the RN Program, especially in the first semester.
The NRN 225, 226, 227, and 228 courses may be taken concurrently to augment instruction or are required in order to re-enter the
program after a withdrawal or a failure for remediation. From the statistics above, it is clear that most students have enrolled in the
225 course related to first semester content. It is likely that students enrolled in the Spring 225 course offerings were required to take
the course for remediation. It is the course with the highest enrollment compared to the other three success courses. Most students
who progress to second year of the program, graduate, and pass the NCLEX-RN Exam thereby explaining the reason for a low number
of students enrolled in NRN 227 & 228 (courses related to the third and fourth semesters).
Most attrition* occurs in the first semester-- reported below simply as the students who did not continue, divided by the number in the
class at the start of the semester:
In Fall 2012: 6/32 students did not progress to the second semester-- one was a clinical failure, four were academic, and one didn’t like
nursing.
In Fall 2013: 9/36 did not progress to the second semester--three involved personal life issues, five were academic, and one didn’t like
nursing; 7/9 of the those who did not succeed were men. Note: five of these students returned in Fall 2014 and were successful.
In Fall 2014: 8/43 did not progress to the second semester-- three were academic, two were clinical failures, two were personal issues,
and one didn’t like nursing.
18
Family issues, financial responsibilities, and other interests are the top reasons why students withdraw or fail. Academic failure is
cited as a reason, but may actually be due to personal life situations that impede learning.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do
you make of these patterns or anomalies? What actions should be taken to ensure continuous
improvement?
In general, the majority of students who enroll in the success courses are “successful” in the 225, 226, 227, and 228 courses. However,
the best way to determine if the success courses are effective is to track students who return to the program after withdrawing or failing.
It is important to determine if they are successful the second time. In the past, faculty believed the returning students needed both
emotional support and semester-specific content. Further investigation is needed to track each student’s situation and which supportive
strategies were most valued by the student.
Actions that can ensure continuous improvement include:
1. Monitoring trends leading to withdrawal and failure, attrition rates, and ATI content-specific test scores
2. Using ATI critical thinking scores as a baseline for teaching critical thinking
3. Comparing student success rates to changes in admission policies
4. Making changes to improve the program based on post-graduate surveys or exit interview recommendations
5. Offering specific support groups for students having difficulty
The Dean of Nursing and Allied Health has been proactive in recruiting speakers to talk to students on self -care and finding a
balance with home, school and work. Another speaker addressed specific concerns of men in the nursing profession.
In the Academic year 2014-2015, at least two students have been referred to Crisis Counseling on campus. Many students seek the
DSP&S for extra types of support for the classroom courses based on individual learning needs. The Academy of College
Excellence course has been useful in developing a cohesive cohort, instilling an attitude of civility, and encouraging self-knowledge
and reflection, yet it has not reduced the attrition rate (Refer also to the Success and 110 courses under “Unique aspects of the
program). The unanswered question is whether the attrition rate would be even higher without this course.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of
achievement data, such as degree and certificate completions/awards.
19
Hartnell Associate Degree in Nursing graduates first time NCLEX pass rates have been above the national mean National Council of
State Boards of Nursing (NCSBN) for the past several years. The first time pass rates for Hartnell RN graduates range is between
97% and 100% compared to a national mean each year (the national mean has varied from 81-89% depending on the year).
The number of Hartnell students who graduate with the Associate Degree is influenced by the availability of clinical sites and number
of clinical faculty in addition to attrition and completion* rates. The number graduates has varied from 27-39 in the last three years. A
class of 32 is expected to graduate in Spring 2015. The number of graduates was temporarily higher in 2011 because of a grant funded
(additional) Night/Weekend cohort.
*Completion rates take into account students who return to the Program for a second chance and finish one year later than
expected.
B. TEACHING MODALITY—
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the
number of full-time and adjunct faculty.
NONE in the RN Program
Term
No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in
the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
20
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review during
AY 2014-15 as previously specified
Faculty member(s) responsible for
coordinating
(a) Was the course reviewed and
(b) taken through the curriculum
process?
Date of approval (or anticipated
approval) by Curriculum
Committee
NRN 50 courses
Mary Davis
a. no b. no
Course objectives broad enough to
allow different activities
n/a
Yes and yes
Not planned, but occurred when the
course was approved for the LVN
Program and cross listed for RN
Program
a. no
b. no
Needs comprehensive review
3/27/2014
3/27/2014
(50.41, 50.42, 50.43, 50.44)
NRN 99(Residency for RN graduates) Janeen Whitmore
NRN 70/NVN 170
Janeen Whitmore
(used to be listed as NVN131)
NRN 225, 226, 227, 228
Nancy Schur
11/17/20111 (at the time when
entire RN curriculum was approved)
21
Courses scheduled for review during AY 201415
Faculty member(s) responsible for coordinating
Target semester and year—Fa 2015 or Sp 2016
NRN 43 and 44 series
(revised curriculum for second year courses)
Barbara Durham/Mary Cousineau
Spring 2016
NRN 41 and 42 series
(revised curriculum for first year courses)
Mary Cousineau/Barbara Durham
Spring 2016
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level
program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that
particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
22
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled for assessment What changes have occurred in the
as previously specified
program/discipline as a result of dialogue?
1. communicate with clarity, purpose and
Improved use of clinical communication
sensitivity with patients, families, communities, portfolio tools in general.
and inter-professional team members.
Students will upload electronic portfolios
and compare communication tools across all 4
semesters; (second semester students will be
taught how to use electronic portfolios Sp15);
faculty to highlight significant communication
experiences in clinical setting;
Revised rubrics for better explanation of
expectations; Communication Tool example
uploaded for reference
Was the Program Outcome
Assessment Summary completed?
Completed 4/14; reviewed loop 1/15;
2. access information required to assess, plan,
implement, and evaluate patient care in
accordance with legal and ethical standards.
Introduction of Docucare simulated EHR and bar Planned for Spring 2015
coding (once)
3. utilize evidence-based practice and critical
thinking skills when applying the nursing
process to the nursing care of patients
throughout the lifespan.
Continued use of EBP in clinical reasoning
seminars throughout program; future goal to
integrate simulation as vehicle for clinical
reasoning and critical thinking
Draft Spring 2014—to be finalized
Spring 2015
4. integrate cultural competence when providing Easier use/acceptance of clinical diversity tool;
holistic nursing care across the lifespan based on
knowledge of physical, social, and behavioral Students will upload Diversity Interview on
electronic portfolio for comparison across all 4
sciences.
semesters (see PLO #1 above)
Completed 1/14; reviewed loop 1/15;
5. value lifelong learning, continuing education, Students intend to continue education; will
and accountability for professional practice and monitor with future graduate surveys
development.
Completed 5/14 (Eval committee
minutes) using SurveyMonkey data
23
6. advocate for patients, consumers, and the
nursing profession through involvement in
healthcare policy and nursing practice.
With curriculum revision, will modify (perhaps
advocacy for patients only at Associate Degree
level). Nevertheless, patient advocacy is a
critical component of each clinical evaluation
conference in all 4 semesters.
7. assume responsibility for the promotion,
maintenance, and restoration of health for
patients, families, and communities by utilizing
the nursing process and a variety of
teaching/learning strategies.
Redesign curriculum and describe how students Completed 8/14 Flex day
progress clinically semester by semester and a
refine methods to measure use of the nursing
process
8. use the principles of ethical decision-making
according to the Nursing Code of Ethics and
Patient Rights and Responsibilities when
planning care
9. demonstrate competence in nursing skills and
caring practice at an entry level into the nursing
profession in accordance to quality and safety
initiatives.
Not written, but faculty determined that
this PLO not fully addressed in current
curriculum in regard to advocacy to
consumers and healthcare policy.
Planned for Spring 2015-- concern how
to actually measure this PLO using
linked SLO’s
Improved tracking/inter-rater reliability of skills Draft 5/14; to be finalized in Spring
competency; agreement on 6-point grading rubric 2015
with “readiness for clinical” key concept and
rationale for use;
Students report satisfaction with this outcome on
post-graduate surveys;
Skills Lab committee attempts to provide
sufficient supplies and coordination of skills
lab—but need dedicated full time coordinator of
Skills Lab to complete all required tasks and a
technician to assist with inventory management
List Program level outcome(s) scheduled for assessment in AY 15-16
Have your course level SLOs needed for this program level
outcome been assessed or scheduled for assessment?
24
In the table above, note that selected PLO’s have been assessed, and some
partially assessed. The remaining PLO’s will be assessed in Spring 2015 to
provide guidance for curriculum revision.
All CSLO’s assessed Fall 2014; 95% elumen (43.1x1 sect.,
41.1-1 SLO); See chart below; The RN faculty plans to assess all
course SLO’s every year according to semester offered.
The original RN Curriculum was developed by a consultant in 2005, then revised
in 2011, and different Program Outcomes added in-between. Subsequent changes
in weekly objectives and differing emphasis in the first and second years
influence the linkage between SLO’s and PLO’s. Consequently, the faculty plan
to revise curriculum “from top down” so PLO’s direct SLO’ in Summer 2015
with a consultant.
2. Describe how program level outcomes were specifically addressed by the program/discipline during the
past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty
engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or
improvements in teaching and student learning?
As mentioned in previous PPA”s, Nursing and Allied Health faculty meet at the end of each semester to review course SLO’s and
corresponding PLO’s. During Summer Retreats, full time faculty members adopt a broader perspective to look at the curriculum as a
whole and to align the curriculum to the NCLEX-RN Test Program (updated every 3 years).
The most recent discussions occurred at the “end of Spring Semester 2014 ” SLO-PLO meeting in May 2014, the June Faculty Retreat
2014, the August 2014 Flex Day, the “end of Fall Semester 2014” SLO-PLO meeting, and the January 2015 Flex day. All faculty
members in the Nursing and Allied Health Dept. reported out regarding all levels of their program related to a specific focus. In the
May and June 2014 meetings, faculty discussed the evaluation tools in the Clinical Reasoning Seminars (NRN 41.2, 42.2, 43.2, 44.2)
and critical thinking/clinical reasoning evaluation methods. We also discussed how ATI scores predict success in the Program using
students’ scores on ATI proctored exams as theory course SLO’s (NRN 41, 42, 43, and 44) with linkage to PLO’s #2 and #7.
See the Table in the SLO section for students’ scores on ATI exams across the program. In December 2014 meeting, we discussed if
skills lab course outcomes (PLO #9) were met, and how this outcome relates to success in the clinical courses, that is, the transition
from learning a skill in the lab to performing the same skill on a “live” patient. Also in December 2014 and again in January 2015, we
reviewed the clinical Portfolio Tools and “closed the loop” on PLO #1 for communication.
In the last year, an average of 4-5 adjunct faculty members have attended most of the evaluation meetings. Adjunct clinical faculty
input is vital to analyzing outcomes since adjunct faculty teach 50-100% of the clinical course sections (varies according to semester).
See PLO Table above and the SLO section below for additional details.
25
In general, faculty have been more focused on reporting data related to assessment/analysis of course level SLO’s than linking the
course level SLO analyses to the Program outcome success measures. Evaluation of each Program Level Outcome, based on linkages
of a myriad of SLO’s to nine (9) Program Outcomes, continues to be a challenging task. This is one of the reasons why the faculty has
decided to start over with new a new curriculum in which the PLO’s truly ‘drive’ the SLO’s.
In the process of entering SLO information into elumen software, faculty members have had new insights about how to develop more
precise rubrics for assignments. With scores from detailed rubrics in elumen that correlate to actual rubric used, we will be able to
track students’ progress from semester to semester, and of particular interest to nursing faculty, improvement in clinical courses.
Additional data were collected and analyzed by individual faculty and then shared in the context of preparing for the ACEN Candidacy
Report and for the BRN approval visit. Data required by state regulatory agencies and external accreditation bodies also direct changes
in curriculum and teaching strategies in addition to the SLO-PLO insights. Reviewers of the 2015 PPA are referred to Standard 6 of the
ACEN candidacy report (July 2014) and the BRN 10 year approval report (March 2105).
CORE COMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) were specifically
addressed by the program/discipline during the past year. For example, were data gathered at the course level?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any
interventions conducted? Are there any plans to make changes to courses or improvements in teaching and
student learning?
The focus of faculty discussion has been on Program Level Outcomes, not institutional outcomes, as would be expected for a Program.
All nursing nurse SLO’s directly relate to all college core outcomes by way of the Program Level Outcomes. Outcome #4 on cultural
competence relates somewhat to Aesthetic appreciation. One example would be the use of poetry and music as stress reduction for
nursing students or for patients with serious medical conditions.
Nursing students have not been included in campus surveys of core competencies because the focus has been students enrolled in
general education courses.
How RN Program Outcomes link to Hartnell College Core
Competencies
1: Communicate with clarity, purpose and sensitivity with patients,
Hartnell College Core Competency
Communication: Students should read, write, speak, and verbally
26
families, communities, and inter-professional team members.
2: Access information required to assess, plan, implement, and
evaluate patient care in accordance with legal and ethical standards.
3: Utilize evidenced based practice and critical thinking skills when
applying the nursing process to the nursing care of patients throughout
the lifespan.
4: Integrate cultural competence in providing holistic nursing care
across the lifespan based on knowledge of physical, social, and
behavioral sciences.
comprehend at a college level.
Information skills: Students should define information needs, access
information efficiently and effectively, evaluate information critically,
and use information ethically.
Critical Thinking: Students should use quantitative and logical
reasoning to analyze information, evaluate ideas, and solve problems
Personal Growth and Responsibility: Students should develop
individual responsibility and personal integrity as well as contribute to
their well-being and that of others, their community, and the world.
Global awareness: Students should recognize and respect the cultural,
economic, social, and political, biological, and interdependence of
global life.
Aesthetic Appreciation: Students will acquire an appreciation and
involvement in the creation or performance of the work of fine
arts/music/culture.
5: Value lifelong learning, continuing education, and accountability for Personal Grow and Responsibility
professional practice and development.
6: Advocate for patients, consumers, and the nursing profession
Global awareness:
through the involvement in healthcare policy and nursing practice.
7: Assume responsibility for the promotion, maintenance, restoration,
Personal Grow and Responsibility
and optimization of health for patients, families, and communities by
utilizing the nursing process and a variety of teaching/learning
strategies.
8: Use the principles of ethical decision-making according to the
Personal Grow and Responsibility
Nursing Code of Ethics and Patient Bill of Rights when planning care.
9: Demonstrate competence in nursing skills and caring practice at an
Personal Grow and Responsibility
entry level into the nursing profession in accordance to quality and
safety initiatives.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
In what term was the course
assessed?
Was the Course Assessment Summary
Report completed?
27
All NRN 4
Fall 2014
Yes in elumen
All NRN 42 and NRN 44 courses
Spring 2015
Will enter into elumen by June 1, 2015
NRN 225-228
Fall 2014
Yes, all Fall 2014 courses in elumen
NRN 225, 226
Spring 2015
Will enter into elumen by June 1, 2015
NRN 50. 41, 50.43
Fall 2014
Yes, all Fall 2014 courses in elumen
NRN 50.42, 50.44
Spring 2015
Will enter into elumen by June 1, 2015
All NRN 43 courses
NRN 110 and NRN 30
List courses scheduled for SLO assessment in
AY 2015-16
All NRN 42 courses
Faculty member(s) responsible
for coordinating
Mary Cousineau
Target semester and year—Fa
2015 or Sp 2016
Spring 2016
All NRN 44 courses
Barbara Durham
Spring 2016
All NRN 41 courses, NRN 110, NRN 30
Mary Cousineau
Fall 2015
All NRN 43 courses
Barbara Durham
Fall 2015
All NRN 50.41 & 43 courses
Mary Davis
Fall 2015
All NRN 50.42 & 44 courses
Mary Davis
Spring 2016
All NRN 225, 226, 227, 228 courses
Nancy Schur-Beymer
According to semester offered
5. Describe course level assessments results and how they will influence your plans moving forward.
RN faculty members routinely assess their courses each time the courses are offered. They have determined ways to collect and analyze
28
data for specific courses. Faculty have made changes in the weekly objectives, order and depth of content, teaching strategies, and
evaluation methods (including rubrics) based on SLO’s. ATI scores were reported related to SLO’s for theory courses (see below).
A “closing the Loop” conversation about communication, cultural competence, and caring in the clinical SLO’s (NRN 41.1, 42.1, 43.1,
44.1) led to the further changes in clinical portfolio tools. Students will be asked to create an electronic portfolio to track their personal
and professional growth. Faculty members from all levels of the RN Program are being trained to explain the electronic portfolio to
students in Spring 2015. Conversations about meaningful student reflections in the clinical reasoning course SLO’s (NRN 41.2, 42.2,
43.2, 44.2) has prompted adoption of improved methods of evaluation based on reasonable expectations per semester level. Faculty
members agree that the Skills Lab Competency Checklists are valuable and that difficulty with skills competencies predicts clinical
failure (again)—This was predicted the early withdrawal of two students within the first semester of Fall 2014, however these students
are no longer listed in elumen because of early withdrawal. The capstone assessment in the first semester Skills Course is a valuable
SLO for NRN 41.3 as it paves the way for future success in clinical courses. In summary, faculty members are pleased with evolution
of clinical portfolio tools and skills lab activities, though “tweaks” will undoubtedly occur when the total curriculum revision occurs.
Student Learning Outcome Report
ATI reports were presented from 2009-2015; the class of 2011 was the first class to complete all selected components of the ATI program. O
Based on our SLO’s, (xx% will score > Level 2 on xxx)
29
Score Level II or greater
2009
Graduating Class of…
2010 2011 2012 2013
80.5% 93.3% 87.8%
2010
47%
66.7% 67.7%
2010
39.3% 40.5% 63.3%
2010
2014
2015
2016
Fundamentals
Form B (SLO for NRN 41)
RN Maternal Newborn
Form B (SLO for NRN 42)
Nursing Care of Children
Form B (SLO for NRN 42)
Community Health
Form A WEB
Nutrition
Form B
Mental Health
Form B (SLO for NRN 43)
Leadership
Form A WEB/Form B in 2015
RN Pharmacology
(SLO for NRN 43)
90.3% 46%
2010
∆2013
83.8%
∆2013
87%
∆2013
67.7%
2010
81.5% 73%
2010 ∆2013
51.3% 60.5% 86.7% 82.7% 87%
∆2010 2010 ∆2013
60%
76%
56%
2010
2010 ∆2013
66.7% 83.8% 53.8% 73.3% 79.3% 58%
∆2010 2010 ∆2013
Med/Surg
51.1% 45%
Comprehensive Predictor
Form B (% of class with >90%
probability of passing NCLEX)
First time NCLEX pass rate
60%
2007
87.1%
**
70.1% 66.7%
2010 2010
2017
85.7%
2010
85.7%
2010
74.1%
2010
90%
84%
∆2010 2010
70.1%
2010
90.9% 93.3% 96.9%
** Moved to NRN 44 instead of giving in NRN 43 as previously done
Examples of selected SLO’s, their analyses, and changes made in selected courses are provided in table below. Examples are from the
first semester because these courses will be reviewed in regard reviewing trends in first semester attrition.
NRN
Fall 2014 Update: Fewer Monday afternoons with longer time periods-- well received by faculty and students! Conflict resolution strategies less
30
110
redundant. Met SLO regarding conflict resolution (90% of students). Did not meet SLO for written strategies based on working styles because
students didn't follow rubric. (86% met SLO vs. expectation of 100%). Students who don’t follow rubric for reflection paper have been the same
students who eventually withdraw/fail from the first semester. May be a “red flag.”
NRN
41
Fall 2014 Update: SLO #1: 75% of students will pass the ATI exam earning a score of Level 2 or higher on the following proctored exams
(Fundamentals Exam)—only 46.8% of students reached Level 2. This is the first class not to meet this SLO since ATI testing started in the first
semester. Conferences with students who earned Level 1 occurred. Students counseled at the start of the Spring Semester 2015 that they are in
jeopardy of not passing NCLEX-RN if they don’t study for ATI exams. Many did not realize importance of the ATI exams and or how to interpret
what the question was really asking (its main idea or concept).
SLO #2 met—more than 70% answered instructor written quiz questions correctly on infection control.
Will need to keep a close watch on students’ scores in ATI exams in the Spring 2015 Semester.
NRN
41.1
Fall 2014 Update: Even though faculty plan to refine and revise clinical tools and evaluations according to level/semester—100% of students
submitted communication and diversity portfolio tools (SLO #2 & SLO #3); 90% submitted satisfactory care plans (SLO # #1)—the two who
didn’t meet the SLO did not progress to the second semester—one was a clinical failure and one was a theory failure.
NRN
41.2
From Fall 2013 to increase depth and complexity of scenarios; continue self-eval rubric.
Fall 2014: students met the SLO for weekly scores on contributions and reflection. Complexity of scenarios increased for selected weeks.
NRN
41.3
From Fall 2013--Continue sim lab experiences in skills lab; improve scenarios for competency testing; implement & evaluate various simulated or
actual (agency-specific) EHR’s in skills/sim lab;
Fall 2014 Update: All three SLO’s met. All students who did not withdraw in the first six weeks passed skills competencies within 2 attempts.
Change in simulated EMR—new product more user- friendly. Capstone assessment skill valuable experience. Simulation lab experiences less
frequent in Skills lab because of change in instructor.
NRN
30
Fall 2014 Update: SLO #1: 94.7% students had 80% accuracy on math calculation problems (Goal was 100%--all but 2 students who earned 79%).
SLO #2: SLO #2: Students will receive a score of 80% on test questions using drug reference guides and resources (74% met SLO). SLO #3:
Students will achieve at least 75% on questions related to safe administration of medications. 92% received a score of 75% on quiz questions
related to anticoagulants. If each question is reviewed separately, then 84% or higher answered each question correctly. This year we added online
31
Adaptive quizzing for the pharmacology textbook to offer additional practice of pharm NCLEX-style questions but will change the expectations
and the grading process for adaptive quizzing. Will plan to offer more practice using drug reference guide in Fall 2015.
NRN
225
SLO that measures progress with ATI Learning Systems questions will be implemented, a better predictor of student’s ability to answer NCLEXRN style questions. Will monitor trends in this SLO closely.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
[Begin response here]
Need for improvement in:
• Assessment of Success Courses (NRN 225, 226, etc.) GOAL FOR NEXT YEAR
• Completion of a “full” analysis of PLO’s using ALL linked course level SLO’s to a specific PLO (still in progress) according the
Final Program Assessment Plan dated 2013-2014 (incorporated into elumen course mapping).
•
•
•
•
Challenges in achieving these improvements:
Curriculum and program outcomes that have been modified over the years and may not link as well now-- compared to the original
plan
For Spring 2015:
The transition to using Elumen is a learning curve but may help overall process of keeping track of data and outcomes
Using a new format each year for the PPA report is confusing--sections on PLO’s and SLO’s are redundant/overlapping
Transitioning to and from the R drive with SLO reports adds to duplication of effort
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
32
Activity scheduled
Continuing Activity: Space Issues
In Nursing and Allied Health
Department:
Continued from 2013-2014 and
2014-2015
#1 Priority
What success has been
achieved to date on this
activity?
Solving space issues is a
long-term fix. In-between
solution providing additional
space in the B Building.
A college-wide solution is
needed. College Facility
Planning meetings need to
determine where the Nursing
and Allied Health Program
will be located in future years.
What challenges existed or
continue to exist?
With 120 students in all
programs and growing,
there is no ideal space that
will accommodate
instruction, skills
demonstrations,
simulation, and
interprofessional
collaboration. This is a
continued challenge.
Will activity
Will activity
continue into AY 15- continue into AY 1616?
17?*
Yes, Planning as we
Yes
anticipate a change in
location in 2017.
Students lack the
appropriate spaces to
practice their skills
competency. Each program
would benefit from a
dedicated skills lab.
There is not enough
storage space for all the
equipment and supplies
needed for the Nursing and
Allied Health programs
(i.e. ventilators, CPR
manikins, simulation
manikins, gurneys, hospital
beds, crash carts,
medication carts etc.).
Continuing Activity Incorporate Simulation has been integrated In addition to the space and
Yes
High Fidelity Simulation across all into the program in many ways-- curricular issues noted above
courses and disciplines Continued in clinical, skills lab; low fidelity in IPE, there are many
in clinical reasoning seminar;
challenges with simulation.
from 2013-2014
Also elective courses in Sim
Simulation is a
offered
Priority #2
supply/equipment intensive
commitment to provide a
Faculty have been trained
Yes
33
including adjunct faculty
Load assigned to one faculty in
Simulation Lab in lieu of a
clinical setting group for entire
AY2014-2015
realistic experience for
students. A full time sim tech
is critical to prepare, program,
inventory, and clean up. The
sim tech has his hands full just
maintaining the equipment as
well as preparing and running
the simulations. Additional
support is needed for inventory
control and maintenance. A
full time simulation
coordinator would be
beneficial to ensure operations
go smoothly, resources are
available, and simulations are
scheduled fairly for all
programs.
Offering more simulation
experiences will require more
space and equipment to have
multiple simulations running
simultaneously; with that,
comes more manikins, A/V
equipment (cameras,
microphones, computers,
servers etc.) and other supplies
(i.e. room furniture, head board
etc.).
NEW AY 2015-2016: Activity:
N/A (see next section)
Skills Lab organization
Priority #3
34
New AY 2014-2015: Activity:
Program Curricular Revision
Priority #4
Faculty Retreat in June 2015 will
focus on curricular revision;
Linda Caputi has been hired as a
consultant.
Will require BRN Major
Curriculum Change and taking
20+ courses to Campus
Curriculum Committee
Reduction of units less
Yes
compelling since minimal
emphasis on state level;
national accreditation bodies
mandate fewer units than
Hartnell’s Program, but
Hartnell decided NOT to
pursue ACEN candidacy until
after curricular revision
Yes - likely
Outcomes will be measured after
implementation.
Continuing Activity:
Interprofessional Education
Continued from 2013-2014 and
2014-2015
Priority #5
IPE Skills Day expanded to
include LVN students in Spring
2015 in addition to RN and RCP
students--Spring 2014 only RN
and RCP students participated.
Logistics of the skills day is a Yes
challenge to accommodate 120
students and 10-15 skills
stations. In 2015, we used
every room on the 2nd floor of
B-building and students were
IPE Simulation Lab experiences still “tripping over each other”
have been implemented in Fall and space was often crowded.
2014 and Spring 2015 for ALL
Nursing and Allied Health
Another challenge is
students.
rearranging the class schedules
for each program to allow for a
IPE education events:
“dedicated” time/day for IPE
Keith RN and Escape Fire Fall simulation to occur. A
2014; Self-care and Intimate
schedule change has been
Partner Violence in Spring 2015. made to allow all student to be
Shared speakers in RN, LVN, and available in AY 2015-2016.
RCP courses.
An IPE simulation course may
Faculty attitudes changing
be required to dedicate
indicated by a willingness to
time/day for interprofessional
adapt agendas and schedules to education once a month or
participate in IPE events.
more frequently as needed.
Yes
Written comments by students
indicated increased learning by
peer teaching (“I really need to
35
understand something to teach it
to someone else.”). Qualitative
data for PLO #9.
Continuing Activity: Foster
Student success in first semester
Continued from 2013-2014 and
2014-2015
Priority #6
Student workshops discussed (but 1st semester attrition
Yes, Plan nursing
Yes
not yet implemented) on the
continues; difficulty passing technology workshop
following topics using
math exam with 100%;
for Summer 2016
technology: etudes, ATI,
Summer Plans already in place
Plan math academy
Elsevier Pageburst and Elsevier for 2015- unlikely to offer
“day” Fall 2015, Sp
online resources and nursing
workshop Summer 2015
2016, Summer 2016
math “academies.” Students
Trends
identified;
intervention
describe difficulty learning many
Further research needed
computer programs and online implemented: Men in
to prevent attrition
learning platforms--a barrier to Nursing speaker, Self-Care
learning. Need a more research on workshop, Math tutor, Men’s Maintain current
support group)
attrition and how it relates to
support groups
admissions criteria.
mentioned
Continuing Activity: Mentor New Formal observation/evaluation of
faculty and develop/retain Master’s all adjunct faculty have been
completed. Adjunct faculty have
level faculty Continued from
attended the ACE course
2013-2014
simulation intensive course, and
online course (teaching strategies
Priority #7
in the clinical setting).
A Faculty Handbook specific Yes
to the Nursing and Allied
Health Dept. is being updated
in Spring 2015.
Yes, ongoing
Assistant Director has met with
all adjunct faculty regarding use
of texts and online resources.
Orientation meeting in Summer
2014 for new adjunct faculty.
One-on-one faculty mentoring
appts. with peer mentors, level
leaders, and Assist Director as
needed. Remediation plans have
been (and will be) implemented
to meet BRN requirements for
selected faculty.
36
A campus orientation for adjunct
faculty occurs at the start of each
semester.
Full-time faculty members follow
campus guidelines for tenure
review processes.
Outcome: Most adjunct faculty
have continued to teach over a
period of successive years.
Minimal turnover of adjunct
faculty.
Continuing Activity: Achieve
Candidacy Report submitted in Need clinical faculty with
ACEN accreditation and continued July 2014; Candidacy status
Master’s Degrees to meet
granted in October 2015 with
national standards
BRN accreditation approval
specified conditions; Decision not
Continued from 2013-2014
to continue with accreditation due Will put on hold until after
curricular revision
Priority #8
to lack of Masters’ prepared
faculty
AY 2014-2015 Activity:
Implement simulated Electronic
Medical Records
Priority #9
No, revisit this activity Yes
in 2 years for external
accreditation;
(Assume Hartnell RN
Program will be
approved by BRN
4/2015)
See above section on Bar Coding. See Bar Coding section above. Yes (scanners and
Docucare used for
computer stations on
Faculty attended a webinar on
documentation in Sim Lab
wheels)
Docucare (a simulated electronic scenarios and specifically
medical record) in Jan. 2015;
Students to pay for 18
interfaces with NLN Sim
Institutional purchase of
month online
scenarios. Its use can be
Docucare for LVN and RN
expanded in Sim Lab and also subscription Fall 2015
second semester students in
and in future years.
into seminar and theory
Spring 2015 after a free trial of courses, in addition to skills
product in Fall 2014 (first
lab.
semester students only).
Since students have access to
Incoming students will be asked Meditech at both local
to purchase 18 month
hospitals, Docucare has not
subscription of Docucare in Fall been used as part of clinical
2015; Students report Docucare reports on “live” patients;
simulated EMR more user
though it is option especially in
friendly. SLO’s involving
areas where not possible
37
electronic documentation in Skills (geriatrics).
Lab courses met using this
Docucare even with intermittent
use and PLO #2 (access of
information).
NRN 50 courses had broadly
New AY 2014-2015: Activity:
written objectives that allowed
Redesign NRN 50 courses for moreinterprofessional simulation lab
effective and efficient learning (andas part of these courses. With
lower units from 0.5 to 0.3)
more time in sim lab, less time
students spent “sitting around”
pretending to be useful;
Cost of Open lab instructors to No, linked to curricular No
competency test skills
revision)
Need for consistent
coordinator and manager of
skills lab and simulation lab
Exactly what “open lab” will
Discussion about skills that need be in context of curricular
revision--to be determined
to be competency tested in the
NRN 50 course (outside of the
regular Skills Lab course) which
influences number of required
hours in this course and
curriculum revision. Student
course evaluations indicated high
approval for sim lab as part of
NRN 50 courses—valuable use of
time for supervised practice hrs.
New AY 2014-2015: Activity:
Evaluation of Simulation
Selected IPE simulation
A full-time faculty has been No, will include in
No
experiences were evaluated
given load for a clinical section Activity “Incorporate
High Fidelity
qualitatively. Students were asked for clinical experience as
to report changes they will make simulation; she does not have Simulation across all
courses and disciplines”
in clinical as a result of the sim the role of Sim Coordinator
and is not able to evaluate
experiences. Additional
evaluation requires designated
simulation fully, but evaluation
faculty role and compensation. methods are being introduced
in students’ reflections
Some competency checklists for
New AY 2014-2015: Activity:
eMAR medication process
Revise Competency checklists and completed
scenarios to incorporate bar coding
and CPOE and increase critical
Bar coding and scanning
Having sufficient equipment
that interfaces: scanners,
computers, networks etc.;
place bar codes on medication
No, will include with
other Activities:
Implement simulated
electronic medical
38
thinking
introduced in Jan 2015 for one
packets
record (EMR)
medication experience (IV push)
Learning curve for faculty to
only.
introduce into lab classes and
Challenge: Need scanners, work into sim lab; also learning
curve for students to learn new
stations on wheels, and
software in beginning of RN
computers, and monitors to
program
interface; space problems for
storage of equipment;
Bar coding not available until
Only a few faculty have learned Jan 15, 2015 with Docucare.
to use equipment and eMAR with
Need to use this product in all
Docucare.
levels of the program to justify
added cost to students
--not all faculty focused on this
topic
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III
1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable outcomes were
achieved? Did the activities and subsequent dialogue lead to significant change in student learning or program success?
See comments in boxes above for progress and measureable outcomes (if applicable). Interprofessional Education (IPE) and simulation
experiences directly impact Program Outcomes #1 (Communication), #7 (nursing process), #8 (ethical-legal practice with this type of scenario,
including recognition of one’s own errors), and #9 (competence in nursing skills). However, we have not specifically studied changes in
students’ perception of meeting these outcomes as a result of IPE and simulation.
The ability of students to access information in the technological health care settings is improved by implementation of a simulated EMR in the
Nursing and Allied Health Department (PLO #2).
39
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many different aspects of
your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline area current. A new activity may or
may not require additional resources. Activities can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
40
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second activity
listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved until spring 2016 and
provided until FY 2016-17. Ongoing activities involving resources that will no longer be available from grant funds starting FY 201617 must be planned for appropriately.
Activity
#1 Space issues for
Nursing and Allied
Health—creation of
adequate learning and
working environment
#2 Incorporate
Simulation across all
courses and all
disciplines
Strategic
Related
Desired
Plan
Courses,
Outcome(s)
Goal(s)
SLOs, PLOs,
No. &
or goals
Letter
(e.g.,
5A)*
2A, 4B, 4C, All RN, VN,
Adequate and
4D
RCP, and EMT versatile
courses
classroom,
storage, and
office spaces that
meet needs of
students and
faculty
2A, 2B, 4B,
4C, 5A
NRN 41.3, 42.3,
43.3 and 41.1,
42.1, 43.1, 44.1,
and skills &
clinical courses
in RCP, LVN,
and EMT
Courses; also
expand to
selected seminar
and lecture
courses (41-44,
and 41.2-44.2
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more
than one year in
length)
Comments
Construction
Hartnell admini- 2 years
funds to
strators, facility
remodel Merrill planners,
Hall; to include architects, and
costs of moving space planners
including sim
lab to new
location, expand
Sim Lab
(requires AV
equipment,
servers etc.)
Previously requested
in Spring 2104 PPA;
to reconfigure
existing space; plans
suggested but not
implemented
All Program
Full time Sim
Full time Sim
2 years
Outcomes except Lab Coordinator coordinator or
5 (lifelong
Barbara Durham
Full time Sim
learning)
tech to assist
with Sim Lab
Sufficient number
operations,
of faculty trained
manage
to teach
supplies,
simulation
software,
maintenance of experiences
manikins
Previously requested
in Spring 2104 PPA
Now planning must
occur for move to
Merrill Hall or to
some other location
Expect new building
will have more sim
labs and need more
equipment,
hardware and
software
(See Activity
#1)
41
NEW ACTIVITY
AY 2015-2016
#3 Skills Lab
Organization
2A, 4A, 4B
All RN courses Coordination of Skills Lab
all skills lab
Coordinator
experiences,
supervision and Skills lab
mentoring open technician
lab instructors, (ordering
supplies and
Equipment
inventory
organized,
management)
maintained in
good repair;
Supplies
available when
needed with
tracking system;
competency
checklists
scenarios relevant
and appropriate
for courses
New Skills Lab
Coordinator or
designated
faculty
On-going
yes
Open lab
instructors for
competency
testing and more
practice to
supplement Skills
Lab and to
support students
having difficulty
#4 Curricular revision 2A, 2B, 5A
All RN courses To update using Faculty training Debra Kaczmar
QSEN KSA’s, and BRN fee for & Mary
conceptual
Cousineau
Major
threads, reduce curriculum
units and align change;
with BSN
Faculty leaders
programs,
interdisciplinary prep hours
courses; Increase
performance on
all Program
Outcomes and
maintain >90%
1st time NCLEXRN pass rates
2 years
Previously requested
in Spring 2104 PPA;
#5 Interprofessional
Education
Same courses as Increase
IPE events two Debra Kacamar
performance on per semester
and Mary
2 years--until
fully integrated
Previously requested
2A, 2B, 5A
42
priority #2
Program
which incur set- Cousineau
Outcome #1
up costs;
Communication
Need large
and decrease
errors in health meeting space
care caused by on campus;
increased use of
poor
communication sim lab for IPE
simulation
among health
care professionals experiences
(see priority #1);
into curricula of in Spring 2104 PPA
all disciplines in
Nursing and
Allied Health)
#6 Foster student
2A, 2B
success in 1st semester
SLO’s for NRN
41, 41.1, 41.2,
41.3, and 110,
and 30 courses
Decrease attrition Summer
Mary Cousineau 2 years
in first semester Workshop on
Nancy Schurto (less than 20%) nursing
similar average resources: ATI, Beymer
for state Assoc. Elsevier
Degree Programs; resources; Math
academy
80% completion nursing math;
rate for RN
maintain tutors,
Program to allow open lab
students a second instructors, and
chance if failure support groups;
in classroom
revise success
courses
courses based
on predominant
factors leading
to attrition.
#7 Mentor New faculty 2A, 2B, 3B
and develop/retain
Master’s level faculty
RN Program
Limited turnover
Outcomes and all of faculty
(retention).
RN courses
Faculty feel they
are valued; fulltime faculty
achieve tenure;
FELI for 2
Mary Cousineau yes
faculty in
Summer 2015;
Sim intensive
training for 2
faculty; training
faculty on
Previously requested
in Spring 2104 PPA
yes
43
faculty adopt new conceptual
teaching
models of
strategies;
curriculum
NCLEX-RN
Faculty
pass rights >90% compensation to
compete with
industry
expectations to
recruit younger
faculty
#8 External National
Accreditation
6A
All RN program Achieve national Accreditation Janeen Whitmore no
outcomes
accreditation
fees and team
visiting campus And all faculty
#9 Implement
simulated Electronic
Medical Records
throughout program
4C, 5A
PLO #1 and PLO Fully functional
#2 (SLO’s for and integrated
41.1, 42.1, 43.1, electronic
44.1, 41.3, 42.3, medical record in
43.3)
simulation and
skills lab;
Students report
user friendly
format;
5A, 6A
#10 AY 2015-2016
Activity: Develop and
expand community
partnerships for service
based learning and for
provision of health care
services to at risk
populations
Scanners,
software
interface with
simulation
scenarios;
workstations on
wheels at each
bedside in skills
lab; laptop
computers and
monitors
Yes after curricular
revision
Skills Lab
Coordinator
Simulation tech
Skills Lab tech
All RN Program Serve patients by Primarily
Debra Kaczmar
outcomes
providing
coordination
and Mary
immunizations,
Cousineau
Start
up
costs
health screening,
health teaching, for new services
and coordinator,
Increased
understanding of if needed
care of acute
conditions in the
home and roles in
community
setting
44
Start up of new
services (asthma
camp)
Discuss
feasibility of
designated
Education Unit at
local hospital
with
representatives of
local hospitals
New Scantron Machine 4C
(not related to an
activity )
All RN courses Accurate
Cost of new
Barbara Durham yes
that have exams interpretation of machine; faculty
and quizzes
exam statistics training
no
Updated
equipment
COADN conference
for Director and
Assistant Director
(not related to an
activity)
3B, 4A
All PLO’s
Directors up to
date knowledge
of regulations for
administration of
nursing program
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
45
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
46
1. Creation of adequate learning/working environment (Facilities)
a) Describe the new activity or follow-on activity that this resource will support.
The nursing and allied health department has outgrown the current location. We lack adequate space to provide interprofessional education to at least
120 students. The department has many large items required for teaching aids (i.e. manikins and mechanical ventilators) that do not have adequate
storage space. Faculty offices lack privacy for student faculty one-on-one meetings.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome) All PLO’s
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
#1 Goal: Develop and implement a plan that addresses physical space needs for the Nursing and Allied Health Programs.
Facility and physical space planning will include a “state of the art” simulation lab/center.
Skills lab space for each discipline
5) Strategic Plan Goal (list applicable strategic plan goal)
Adequate learning environment affects all courses and the Program as a whole. It supports student success by providing a comfortable working and
learning environment. (2A, 4B,4C, 4D) It is the main and most important goal of the RN program.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
At present time, Facilities Committee planning plan and timeline for move to designated location. Architects, space planners, and
construction crews hired to implement plan for remodeling (if Merrill Hall) or construction. State of the art Simulation lab included
d) What measureable outcomes are expected from this activity? List indicators of success.
Course scheduling of rooms possible without room conflicts; Simultaneous simulation lab experiences occur; students and faculty report
comfortable learning environment; large groups of 120 have a space to meet in; increased enrollment > 40 students in RN Program.
Students and faculty do not “trip over” equipment; Equipment can be located easily.
e) What are the barriers to achieving success in this activity?
Budget allocation for massive project and advance planning needs to be “in place” as soon as possible
2. Incorporate Simulation across all courses and disciplines (Equipment, faculty, staffing)
a) Describe the new activity or follow-on activity that this resource will support.
As an active learning strategy, simulation improves student-learning outcomes by applying critical thinking skills in evolving patient situations that
affect the majority of Program Outcomes (below).
b) Describe how this activity supports all of the following that apply:
47
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
#1. Communicate with clarity, purpose and sensitivity with patients, families, communities, and inter-professional team members.
#2. Access information required to assess, plan, implement, and evaluate patient care in accordance with legal and ethical standards.
#3. Utilize evidence based practice and critical thinking skills when applying the nursing process to the nursing care of patients throughout the
lifespan.
#4. Integrate cultural competence in providing holistic nursing care across the lifespan based on knowledge of physical, social, and behavioral
sciences.
#5. Value lifelong learning, continuing education, and accountability for professional practice and development.
#6. Advocate for patients, consumers, and the nursing profession through the involvement in healthcare policy and nursing practice.
#7. Assume responsibility for the promotion, maintenance, restoration, and optimization of health for patients, families, and communities by
utilizing the nursing process and a variety of teaching/learning strategies.
#8. Use the principles of ethical decision-making according to the Nursing Code of Ethics and Patient Bill of Rights when planning care.
#9. Demonstrate competence in nursing skills and caring practice at an entry level into the nursing profession in accordance to quality and safety
initiatives.
3) Course level Outcome (list applicable course level outcome)
SLO’s are written broadly and can be applied to low and high fidelity simulation and to “live” patients (all 41.1, 42.1, 43.1, and 44.1 SLO’s most
directly)
4) Program/Discipline Goal (list applicable program/discipline goal)
#2 Fully integrate simulation into all levels and types of courses
Hire sufficient faculty, technicians, and support personnel to manage and supervise Skills Lab and Simulation Lab.
Integrate simulation (high and low fidelity) at all levels and in all types of courses (including theory lecture and clinical reasoning
seminar).
Use “mobile” manikins for scenario-based learning (see b.)
Fully integrate medication bar code scanning and electronic medical record (EMR) in low and high fidelity lab experiences.
5) Strategic Plan Goal (list applicable strategic plan goal) (2A, 2B, 4B, 4C, 5A)
Simulation is a technological innovative teaching modality compatible with today’s students’ hands-on learning styles.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
The first thing that is needed is moving to a bigger space to increase access and use of simulation. Full time simulation coordinator and simulation
technicians are necessary to facilitate the coordination of simulation activities and inventory maintenance. Most faculty have been trained in simulation
but additional newly hired faculty will need training in simulation methods.
d) What measureable outcomes are expected from this activity? List indicators of success.
Success looks like: every course using simulation when they want/need it based on curricular needs, having the supplies, equipment, and space to
coordinate multiply simulations at the same time, collaborating with EMT to coordinate a bioterrorism/disaster drill, having the ability to fully evaluate
the impact of simulation on student learning outcomes, and more importantly, improving patient outcomes.
e) What are the barriers to achieving success in this activity?
48
Barriers are many: primarily cost and lack of space.
#3 Skill Lab Organization
a) Describe the new activity or follow-on activity that this resource will support.
Coordination of all skills lab experiences, supervision and mentoring open lab instructors; Equipment organized and maintained; all
accomplished by hiring a Skills Lab Coordinator and a Skills lab technician to manage supplies/ordering and a tracking system for
supplies. (could be shared with other Programs in Nursing and Allied Health Dept.)
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
#9. Demonstrate competence in nursing skills and caring practice at an entry level into the nursing profession in accordance to quality and safety
initiatives.
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
2A, 4A, 4B for effective use of facilities and resources; meet students’ learning needs
c) Does this activity span multiple academic years?
If yes, describe the action plan for completion of this activity.
☐ YES
☐ NO
Hire coordinator and skill Lab tech full time instead of relying on short-term solutions for improved coordination and maintenance of
supplies in good working order and in sufficient number for increasing numbers of students.
d) What measureable outcomes are expected from this activity? List indicators of success.
Coordination of all skills lab experiences, supervision and mentoring open lab instructors; Equipment organized and maintained in good
repair; Supplies available when needed with tracking system; competency checklists and scenarios relevant and appropriate for course
objectives
e) What are the barriers to achieving success in this activity?
Cost of personnel to maintain order; cost of tracking system for supplies
#4 Program Curricular Revision
a) Describe the new activity or follow-on activity that this resource will support.
Curricular Realignment with upper division BSN requirements, transfer model curricula, conceptual models, and national accreditation standards. All
RN courses last approved by Campus Curriculum Committee in Fall 2011--Due for revision by Fall 2016
b) Describe how this activity supports all of the following that apply:
49
2) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
All Program Outcomes affected by curricular revision.
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
Develop and implement a revised curriculum based on IOM Report recommendations, QSEN KSA’s, conceptual threads,
alignment with BSN curricular and transfer models, and leveling of clinical expectations by semester
5) Strategic Plan Goal (list applicable strategic plan goal)
2A, 2B, 5A Students will benefit from an up to date curriculum and a streamlined program that aligns with upper division nursing courses for the
BSN.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Begin process with consultant during Faculty Retreat in June 2015. To prepare for the retreat, a series of phone calls will occur to discuss
curriculum changes in curriculum meetings in Spring Semester 2015. Faculty assignments for writing curriculum to be completed during Fall
Semester 2015. Submit to campus curriculum committee in Spring 2016. Also Major curriculum change will be submitted to BRN at the same time.
Plan to implement the following 1-2 years.
d) What measureable outcomes are expected from this activity? List indicators of success.
Curriculum will include QSEN KSA’s, conceptual threads, reduce units and align with BSN programs, include interdisciplinary courses;
Will increase achievement of all Program Outcomes and maintain >90% 1st time NCLEX-RN pass rates
e) What are the barriers to achieving success in this activity?
Faculty workload and time; faculty lack of knowledge about latest curriculum models
#5 Interprofessional Education
a) Describe the new activity or follow-on activity that this resource will support.
Interprofessional education will support collaboration, appreciation, and understanding of the roles and responsibilities of the different professions
within the Nursing and Allied Health Department. All of the core competencies are addressed in various ways through interprofessional education.
Improving communication among healthcare team members will help to decrease errors in health care caused by poor/ineffective communication
which accounts for almost 66% of all errors in healthcare.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
50
2) Program level Outcome (list applicable program outcome)
#1. Communicate with clarity, purpose and sensitivity with patients, families, communities, and inter-professional team members.
#2. Access information required to assess, plan, implement, and evaluate patient care in accordance with legal and ethical standards.
#3. Utilize evidence based practice and critical thinking skills when applying the nursing process to the nursing care of patients throughout the
lifespan.
#4. Integrate cultural competence in providing holistic nursing care across the lifespan based on knowledge of physical, social, and behavioral
sciences.
#5. Value lifelong learning, continuing education, and accountability for professional practice and development.
#6. Advocate for patients, consumers, and the nursing profession through the involvement in healthcare policy and nursing practice.
#7. Assume responsibility for the promotion, maintenance, restoration, and optimization of health for patients, families, and communities by
utilizing the nursing process and a variety of teaching/learning strategies.
#8. Use the principles of ethical decision-making according to the Nursing Code of Ethics and Patient Bill of Rights when planning care.
#9. Demonstrate competence in nursing skills and caring practice at an entry level into the nursing profession in accordance to quality and safety
initiatives.
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
Expand interdisciplinary or interprofessional experiences for all programs in the Nursing and Allied Health Department.
Expand interprofessional experiences and activities (Skills days, speakers)
Develop interdisciplinary courses (e.g., Fundamentals Skills Lab and/or pharmacology course)
Continue to integrate interprofessional simulation across the curricula
5) Strategic Plan Goal (list applicable strategic plan goal)
2A, 2B, 5A This is the future of health care! Use the opportunity of having several disciplines in the same Dept.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Continue scheduling IPE sessions throughout the semester. Begin scheduling “joint lectures” on similar principles/concepts (i.e. oxygen therapy and
treatment modalities, tracheostomy care and suctioning etc.) with breakout sessions to focus on discipline specific roles and responsibilities during
shared/dedicated IPE day/time that has been integrated and built into the curriculum.
The activity will span at least two more years until this approach becomes the “usual” plan and fully integrated in to all disciplines curricula.
d) What measureable outcomes are expected from this activity? List indicators of success.
Indicators of success: students have a shared mental model for quality and safety in healthcare by improving communication and reducing error.
Applied to PLO #1 for communication in RN program.
e) What are the barriers to achieving success in this activity?
Barriers include: difficulty in coordinating schedules, time to plan and organize shared curriculum, location/space to have a class instruction for 120150 students. Individual faculty “giving up” their own agendas for teaching.
#6 Foster Student Success in First Semester
a) Describe the new activity or follow-on activity that this resource will support.
Nursing education is different than educational experiences that other students have had in the past. It is a conceptual approach at the
application level or higher. Many students have not taken a “full load” of academic coursework. Students are challenged by electronic
51
resources and informatics, math for nursing, application of scientific concepts, being in a female dominated profession, or distracted by
family concerns. The plan is to offer workshops on electronic resources prior to the start of the program, ½ day-long nursing math
academies, and offer tutors for special concerns (e.g., men in nursing, test review, math problems, mentoring for professional behavior,
etc.).
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
a. Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) SLO’s for NRN 41, 41.1, 41.2, 41.3, and 110, and 30 (all first semester courses). If students don’t progress to the second semester,
they will not met any Program Outcomes!
5) Program/Discipline Goal (list applicable program/discipline goal)
6)
7)
8)
9)
Foster student success in all levels of the program
Monitor attrition in the first semester and factors leading to withdrawal/failure
Evaluate effectiveness of Success courses in retaining and remediating students
Offer support outside scheduled classes for content-specific learning needs and emotional concern
10) Strategic Plan Goal (list applicable strategic plan goal)
11) 2A, 2B increase student success and allow for students with all types of learning styles to be successful
12) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
See above description of activities. Will plan Math academies as early as AY 2015-2016. First nursing technology workshop prior to
entry into program in Summer 2016. Plan for support groups in advance and have faculty in mind to lead these groups.
Review effectiveness of Success courses (NRN 225-228); have already delayed the start of Success course so that students who need these
courses can enroll when they perceive the need. More coordination between instructor for success courses and first semester instructors.
d) What measureable outcomes are expected from this activity? List indicators of success.
Decrease attrition in first semester to (less than 20%) similar average for state Associate Degree RN Programs; 80% completion rate
for RN Program to allow students a second chance if failure in classroom courses (completion one year later than expected is possible)
e) What are the barriers to achieving success in this activity?
Cost of faculty to offer workshops& support groups; finding the “right” faculty for these groups; early identification of students “at risk.”
#7 Mentor New Faculty and develop/retain Master’s level faculty
a) Describe the new activity or follow-on activity that this resource will support.
Training of faculty by peer mentors; training with specific courses (FELI, simulation intensive course at SJSU, Indiana University clinical teaching
online course; some courses are for full time faculty and some are for adjunct faculty; financial compensation equal to salaries paid by local acute care
hospitals to attract younger clinically-current faculty. Also includes cost of additional training needed for full-time faculty on conceptual models of
52
curriculum and content-specific clinical courses for “content experts”
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
a. Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) It affects all Program Outcomes (previously listed)
4) Course level Outcome (list applicable course level outcome) All course SLO’s because they depend on the faculty who teach the course.
5) Program/Discipline Goal (list applicable program/discipline goal)
6) Recruit and retain qualified nursing faculty to fully support Program Outcomes and meet BRN, college, and external accreditation
standards/requirements. When possible, hire qualified nursing faculty of diverse background.
Provide salaries comparable to industry expectations
7) Strategic Plan Goal (list applicable strategic plan goal)
2a, 3A, 3B attract and retain highly qualified nursing faculty of diverse backgrounds—both fulltime(tenured) and adjunct and create a supportive
learning environment
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
See a) above. Training/mentoring as new hires arrive or as needed for content or teaching strategies.
d) What measureable outcomes are expected from this activity? List indicators of success.
Limited turnover of faculty (retention). Faculty feel they are valued; full-time faculty achieve tenure; faculty adopt new teaching strategies; NCLEXRN pass rights >90%; Nursing faculty specific Handbook up to date and relevant
e) What are the barriers to achieving success in this activity? Cost of training and salaries, Faculty union regulations prevent creative solutions;
adequate time to mentor faculty
#8 Achieve External National Accreditation
a) Describe the new activity or follow-on activity that this resource will support.
Determine the national accreditation organization and review its standards for RN program. Determine if Hartnell is able to comply with
the standards. It is likely that we will use the same (or similar) organization for which we received candidacy approval in October 2014.
Prepare a candidacy report and once accepted, gather information to write full report proving the Hartnell RN Program meets the
standards.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome) All Program Outcomes
3) Course level Outcome (list applicable course level outcome)
53
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
6A—an innovative RN Program that will enable students to be employed anywhere nationally and be accepted to high ranking upper
division universities and colleges for BSN Degrees and higher
c) Does this activity span multiple academic years?
☐ YES
☐ NO
to accreditation process begin after curricular revision completed in 2016-2017
If yes, describe the action plan for completion of this activity.
d) What measureable outcomes are expected from this activity? List indicators of success.
Achieve national accreditation
e) What are the barriers to achieving success in this activity?
Accreditation fees and faculty workload and time to prepare reports and analyze statistics
#9 Implement simulated Electronic Medical Records throughout program
a) Describe the new activity or follow-on activity that this resource will support.
Students will use bar coding scanners with medication administration activities in skills lab and in sim lab instead of hard copy paper
medication records. Students will use EMR (Docucare) in skills lab and sim lab with patient care scenarios. The simulated “world” of
health care will resemble technology in health care settings.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
#1. Communicate with clarity, purpose and sensitivity with patients, families, communities, and inter-professional team members.
#2. Access information required to assess, plan, implement, and evaluate patient care in accordance with legal and ethical standards.
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
2d. Fully integrate medication bar code scanning and electronic medical record (EMR) in low and high fidelity lab experiences.
5) Strategic Plan Goal (list applicable strategic plan goal)
4C, 5A Electronic medical records (EMR) are used in almost all health care facilities in 2015—graduates need to be familiar and efficient with EMR
and be “tech savvy”.
c) Does this activity span multiple academic years?
Yes ☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Hartnell RN program already has some workstations, monitors, computers, and scanners—some do not interface and some do not work
54
with Docucare the EMR we have chosen to use. Need to update and repair equipment. Skills lab and Sim tech will check to be sure
equipment is compatible; Need to prepare medications for use with bar code scanners. Need to match medications with skills lab and sim
lab scenarios. Need at least 6 “ready to go” fully operational workstations (4 for skills lab and 2 for sim lab). Need to train skills lab and
sim lab faculty on how to use and integrate these into weekly objectives and activities
d) What measureable outcomes are expected from this activity? List indicators of success.
Fully functional and integrated electronic medical record in simulation and skills lab; Students report user friendly format;
e) What are the barriers to achieving success in this activity?
Cost of supplies and faculty learning curve; time for Skills lab and Sim lab technicians to set up software and hardware.
#10 Develop and expand community partnerships for service based learning and for provision of health care
services to at risk populations
a) Describe the new activity or follow-on activity that this resource will support.
Consideration of new services: 1) asthma camp for children as collaborative effort between RCP and RN/LVN disciplines—a
2-4
day day-camp for school aged children to learn to manage their own asthma symptoms; a combination of activities (swimming, hiking,
games, etc.) on Hartnell Campus and direct asthma education with application of self-care; may be funded in cooperation with Salinas
Valley Memorial Hospital Foundation and have medical back up by the local allergists.
2) Begin planning process for establishing a dedicated education unit—that is a unit in which teaching is a primary goal in an acute care
hospital
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
All Program outcomes using service learning experiences.
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
Maintain and expand community partnerships to increase service learning experiences in the provision of health services.
offer quality clinical experiences in community settings in at least 2 out of 4 semesters
offer quality clinical experiences in acute care settings
explore the concept of a dedicated education unit in a local hospital
5) Strategic Plan Goal (list applicable strategic plan goal)
55
5A, 6A increases partnerships with the community; provides pediatric experience which is difficult to find for nursing and for RCP
disciplines
c) Does this activity span multiple academic years?
If yes, describe the action plan for completion of this activity.
☐ YES
☐ NO
Assign faculty to spearhead each project—may involve a paid coordinator. Involve the community partner. Determine timeline. Plan
program and implement (asthma camp for Summer 2016 or Summer 2017)
d) What measureable outcomes are expected from this activity? List indicators of success.
Patients served by providing immunizations, health screening, health teaching, Increased understanding of care of acute conditions in the
home and roles in community setting
Start up of new services (asthma camp)
Feasibility of designated Education Unit at local hospital with representatives of local hospitals in process.
e) What are the barriers to achieving success in this activity?
Cost, planning time for faculty, barriers to innovation something that hasn’t been done before, finding space on Hartnell campus for
asthma camp
56
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost,
and that these resources and costs be considered through the College’s integrated planning (governance, budget development,
funding decision making, and resource allocation) processes. A resource is likely to be something needed to support an activity that
you have identified in IIIA above, in which case you must link the resource with a specific activity number (first column below). All
resource requests completed in the various columns of a specific row must be linked to the new or continuing
activity numbered on the first column of that same row. The first activity listed should be the most important; the second activity
listed the second most important, etc. A resource could also be something necessary for your program/discipline to function properly to
improve student learning, such as updated equipment in a classroom; in such case be sure to note that the resource is NOT tied to
a specific activity.
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
1.
2.
3.
4.
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
7.
8.
Travel
Smart classrooms
FT Sim Coord (F) $125,000 New manikin/s $175,000 Sim
servers(H), AVS
FT Sim tech (C) (E),
equipment and
cameras (H),
SimManager (S)
Skills lab coord Open lab instructors (F) Inventory
(C)
management
18 hours/week
k ll l b h ( )
Cost to
$5,000 Sim
apprenticeshi travel
p
$2000
Sim intensive
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
Move to &
$500,000
Remodel bldg.,
Skills labs (x3),
large classroom
for 120 -150
Move to &
$89,000 +
Remodel bldg. benefits
54,000 +benefits
=
$70,000 +54,000
+benefits
BRN fees
5.
6.
Training
Workshop/
“support” faculty
Accreditati
on fees
Faculty
training
Cost of
speakers
FELI (2) ;FT
training
$5000
$500
$2500
To courses
$10,000
15,000
57
9.
Hardware to
support EMR
$5000
10.
Coordinator (F)
11.
New Scantron
machine
?
12.
COADN Meetings
2X/yr
$6000
Student kits (asthma)
$2500
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
58
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
59 | P a g e
59
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with
Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
60 | P a g e
60