NLNAC
SELF-STUDY REPORT 2011
College of DuPage
Associate Degree Nursing Program
Table of Contents
Section
Page #
Section I: Executive Summary
General Information
History of the College of DuPage
History of Nursing Unit
Summary of Standards and Criteria
Analysis and Summary of Strength and Areas Needing
Development
5
6
7
9
12
Section II: Standards 1-5
Standard 1: Mission and Administrative Capacity
Criterion 1.1
Criterion 1.2
Criterion 1.3
Criterion 1.4
Criterion 1.5
Criterion 1.6
Criterion 1.7
Criterion 1.8
Criterion 1.9
Criterion 1.10
13
13
16
19
21
24
24
25
27
29
29
Standard 2: Faculty and Staff
Criterion 2.1
Criterion 2.2
Criterion 2.3
Criterion 2.4
Criterion 2.5
Criterion 2.6
Criterion 2.7
Criterion 2.8
Criterion 2.9
Criterion 2.10
31
31
33
33
34
35
36
37
37
39
39
Standard 3: Students
Criterion 3.1
Criterion 3.2
Criterion 3.3
Criterion 3.4
Criterion 3.5
Criterion 3.6
Criterion 3.7
Criterion 3.8
41
41
45
48
48
49
49
50
50
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
1
Standard 4: Curriculum
Criterion 4.1
Criterion 4.2
Criterion 4.3
Criterion 4.4
Criterion 4.5
Criterion 4.6
Criterion 4.7
Criterion 4.8
53
56
59
61
75
76
78
80
81
Standard 5: Resources
Criterion 5.1
Criterion 5.2
Criterion 5.3
Criterion 5.4
85
85
87
88
92
Section III: Standard 6 Outcomes
Criterion 6.1
Criterion 6.2
Criterion 6.3
Criterion 6.4
Criterion 6.5
Systematic Evaluation Plan
95
96
110
111
111
114
Section IV: Appendices
1.2A
1.2B
1.2C
1.2D
1.3A
1.3B
1.5A
1.5B
1.9A
1.9B
2
College of DuPage Administration Organization Chart
Academic Affairs Staffing
Nursing Department Organizational Chart
Nursing Department Committee membership
Flyer for Clinical Faculty Academy
New Faculty Hire Checklists
Director of Nursing Job Description
Director of Nursing Résumé
Grade Review Form
Student Concern Form
2.3A
2.5A
2.6A
2.7A
2.7B
Laboratory Assistant Job Description
Professional Activities (of Full-time Nursing Faculty)
Administrative Assistant Job Description
New Faculty Hires Checklist
Faculty Mentor Checklist
3.1A
3.2A
3.2B
ADN Program Admission Policy
Academic Advising Policy
Academic Alert Policy and Communication Form (SBAR)
4.3A
4.3B
4.3C
4.5A
4.5B
4.5C
4.5D
4.5E
(Select) Clinical Performance Evaluation tools
Active Course Files
Syllabus Template
Laboratory Skills Checklist
A.D.N. Laboratory Policies
Clinical Contract
Suspension from Clinical Policy
Appeal Process for Unsatisfactory/Unsafe Clinical
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Performance
4.8.A
4.8B
4.8C
Clinical sites used for the Nursing Program
Template for Clinical Affiliation Agreements
Clinical Site Evaluation Survey
5.2.A
Health Sciences Building/Nursing Learning Space
6.1
6.2
Evaluation calendar
Systematic Evaluation plan
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
3
4
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Section I: Introduction
Executive Summary
General Information
1. Program Type:
Associate Degree Nursing
2. Purpose of Visit:
Initial accreditation
3. Date of Visit:
February 9-11, 2011
4. Name and Address of Parent Institution:
College of DuPage
425 Fawell Blvd
Glen Ellyn, Illinois 60137
5. Name of Regional/Instructional Accrediting Body and Accreditation Status:
North Central Association of Colleges and Schools
Date of most recent regional accreditation: 2008
6. Name, Credentials and Title of Chief Executive Officers of Parent Institution
Dr. Robert Breuder, President
Dr. Joe Collins, Vice President, Academic and Student Affairs
Tom Cameron, Dean, Health and Sciences Division
7. Name, Credential and Title of Nursing Administrator
Vickie Gukenberger, PhD, RN
Director, Nursing Programs
Telephone: 630-92-8425
gukenbergerv@cod.edu
8. Title, address and telephone number of State Board of Nursing
Illinois Department of Financial and Professional Regulation
James R Thompson Center
100 W Randolph Street
Suite 9-300
Chicago, IL 60601
312-814-4500
Nursing Coordinator: Michelle Bromberg
Program is in good standing
9. NLNAC Accreditation Status: Candidacy status granted in July 2010
10. NLNAC Accreditation Standards and Criteria Used: NLNAC 2008 STANDARDS AND CRITERIA:
ASSOCIATE DEGREE PROGRAMS IN NURSING
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
5
INTRODUCTION
History of the College of DuPage
Since its founding as a public, non-profit, non-residential community college in 1967, College of DuPage
(COD) has become the second largest post-secondary educational institution in Illinois. As a
comprehensive community college, COD has served as provider, partner, and advocate to over one
million taxpaying residents and businesses of Community College District 502. Technologically
sophisticated, innovative and forward thinking, the College offers a wide range of educational and cultural
programming to credit and non-credit students of all ages. COD maintains alliances with K-12 schools,
baccalaureate transfer institutions, businesses, industry, non-profit and community-based organizations,
and municipalities. A key focus of these alliances is advocacy for educational, workforce, and economic
development opportunities for currently under-represented and under-served groups within District 502.
Located 35 miles west of the Chicago Loop, Community College District 502 covers 357 square miles,
encompasses DuPage and portions of Cook and Will counties, includes 48 communities, 30,000
businesses, and comprises one of the largest suburban metropolitan areas in Illinois. It includes 24 public
and 11 private high schools, and 16 other post-secondary educational institutions. College of DuPage is
part of the 48-college Illinois Community College System. COD operates with a locally elected, sevenperson Board of Trustees, whose members serve staggered six-year terms, and a student trustee. The
Board includes seven members from Community College District 502 elected by the district at large and
one student trustee elected by students. In 1995, the Board adopted COD’s mission to be at the forefront
of higher education, serving the needs of the community. The College will be the first place residents turn
to for the highest quality education and cultural opportunities. The College will serve as a model of
distinction for community college education. The mission is predicated upon the College’s Core Values:
Integrity, Honesty, Respect, and Responsibility. In October 2009, the Strategic Long Range Plan
Advisory Committee (SLRPAC) was formed under the Vice President of Planning & Institutional
Effectiveness. The SLRPAC is responsible for evaluating and refining the current mission, vision and
values (MVV), and to develop by June 2010, a comprehensive strategic long-range plan (SLRP) for the
College.
Over the past 14 years, the College has devoted considerable time and energy to evaluation of its
strengths and opportunities for improvement. As an early participant (2000) in the Academic Quality
Improvement Program (AQIP) through the Higher Learning Commission of the North Central Association
of Colleges and Schools, COD is actively committed to institutional self-assessment, targeted planning,
and implementation of strategies leading to measurable results. The initial decision to participate in AQIP
was in response to consultant site visit observations that the College would benefit from a streamlined
planning process. AQIP provided the structure for the College to develop a comprehensive, systems
approach to improve institutional effectiveness. Participation in AQIP requires the College to
systematically and comprehensively plan, implement, monitor, and assess its processes and
performance. AQIP emphasizes helping students learn, which is consistent with COD’s belief in the
power of teaching and learning.
Each year the College of DuPage offers educational and cultural programming to approximately 83,000
credit and non-credit students of all ages, as well as to 100,000 patrons of the visual and performing arts.
6
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
The College has over 90 academic programs, with courses offered at approximately 100 different sites.
Seven degrees are granted – Associate in Arts, Associate in Science, Associate in Engineering Science,
Associate in Fine Arts-Art, Associate in Fine Arts-Music, Associate in Applied Science, and Associate in
General Studies – as well as many certificate options in approximately 50 areas of concentration. In
addition, the College of DuPage provides a wide range of non-credit programming.
COD’s educational services are designed and implemented to meet the basic education, developmental
education, English as a Second Language, transfer preparation, workforce development, cultural
awareness, general education, and lifelong learning needs of its communities’ residents. The College has
a strong commitment to community education and development. COD also offers a wide variety of
Continuing Education programs, an Adult Fast Track program, online courses, and special seminars and
workshops for community members with a specific interest in mind. The figure below summarizes the
educational opportunities and scope of offering within the College.
EDUCATIONAL OPPORTUNITIES
SCOPE OF OFFERING
First two years of baccalaureate education to prepare students
for transfer to upper division degree programs
Associate in Arts (AA), Associate in Science (AS), Associate in
Engineering Science (AES), Associate in Fine Arts (AFA) Art
Option, Associate in Fine Arts (AFA) Music Option
Career education to train or retrain students for entry into
vocational fields or to upgrade skills
Associate in Applied Science (AAS), Associate in General
Studies (AGS), 46 Certificate Programs, Cooperative Agreement
Instructional Programs
General studies to provide students with basic education and
recreational needs
Developmental Education: Writing, Reading, Mathematics;
Continuing Education: Non-Credit Classes, Lifestyle
Enhancement, Personal Enrichment, Institute of World
Languages, Scholars Academy, Youth Education, Older Adult
Institute; Business and Professional Institute: Center for
Corporate Training, Center for Workforce Development,
Suburban Law Enforcement Academy; ESL Program: Adult,
Academic ESL, English Language Institute, Family Literacy;
Adult Basic Education/Adult Secondary Education: Basic Skills,
Pre-GED, GED Preparation, Citizenship Program.
Services to fulfill educational, cultural, economic and
recreational needs
Student Affairs Division: Admissions and Information,
Registration, Records, Financial Aid, Career Services Center,
Student Activities, Counseling Transfer & Advising; International
Education; Forensics (Speech Team); Performing Arts; Athletics
Support services, including individual advising and counseling,
to motivate and nurture the success of all members of the
learning community in achieving personal goals
Counselors, Faculty Advisors, General Advisors working in the
Classroom, Advising and Transfer Center, Center for ESL
Studies, ESL Advising Office, Center for Adult Literacy and GED
Preparation, Honors Program
History of the College of DuPage Nursing Program
The College of DuPage Associate Degree Nursing Program opened in the fall of 1969 in response to an
Arthur Little study conducted in 1965, which demonstrated the community’s need for an associate degree
nursing program. In the fall of 1969, the first class of 45 students was admitted and 28 students
graduated in June, 1971. Having celebrated forty years in 2009, approximately 3,000 individuals have
been prepared to meet the healthcare needs of the community in a variety of settings: hospitals, clinics,
home health agencies, hospice, and long-term care.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
7
The associate degree nursing program received initial approval from the Illinois Department of
Registration and Education in 1971. The Illinois Department of Financial and Professional Regulation
(IDFPR) approved a major curriculum revision in September 2006. The last site visit conducted by the
Illinois Department of Professional Regulation was in June, 2009 and took place in the new nursing
program location of the Health Science Center. Copies of the letters will be available to the visitors.
The associate degree nursing program, operating continuously on the main campus (Glen Ellyn) since
inception, admits students each fall. The program requires two academic years or four semesters, with a
total of 80 hours: 42 credit hours of nursing courses and 38 hours of general education and science
courses. In 2010, the ADN program changed the admission rubric to include completion of both anatomy
and physiology courses and the CNA course prior to admission, based on the data obtained from the
previous year’s pool of applicants. Traditionally the ADN program admits a class in the fall of each year.
There are 117 available positions for the fall of 2011 class. In 2009, 108 students were admitted, to allow
space for transition students in the second year of the program. A second transition course was delayed
due to inadequate clinical facilities and clinical teaching faculty in the fall. The transition course is slated
for summer, 2010.
The ADN program was granted initial accreditation by the National League for Nursing (NLN) in spring
1981. The program was reaccredited in fall 1990 by NLN and fall 1998 by the National League for
Nursing Accrediting Commission (NLNAC) for five years. In 2002, with the upcoming conversion to
semesters, the ADN faculty decided there was insufficient time and resources to complete a self-study
and convert the curriculum from a quarter to a semester system simultaneously. The program coordinator
did contact NLNAC to request an extension but was informed that a maximum extension of six months
could be granted. NLNAC accreditation was delayed until the curriculum conversion was completed. The
curriculum was converted to semesters in early 2005, implemented in fall 2005 and revised in 2006. At
that time, the faculty turned its attention to the accreditation process. The ADN program sought and was
denied accreditation in 2008. Since 2008, the faculty has met regularly to address program needs as well
as those deficiencies identified in the self-study report by the NLNAC Board of Governors. In particular,
changes in laboratory staffing and development of a systematic evaluation plan have been addressed.
Responding to the nursing shortage and the increased number of qualified applicants, COD and the ADN
program developed an agreement allowing hospital based MSNs to teach in the ADN program. This
collaborative effort resulted in the graduation of 23 additional students in spring 2006 and graduation of
an additional 38 students in fall 2008. No additional cohorts are currently planned. However, in the
summer of 2009, the ADN program developed and gained approval for a transition course to facilitate
licensed practical nursing graduates through the associate degree nursing program. Twenty students
comprised the first cohort of LPNs, all of whom successfully completed the transition course.
College of DuPage currently enjoys affiliations with several area colleges and universities. Currently,
Benedictine University has offered their BSN completion program on COD’s campus. The eighth cohort
will begin in January, 2011. COD cohorts to date are as follows:




Jan 2007- Dec 2007
Jan 2008- Dec 2008, June 2008- May 2009
Jan 2009- Dec 2009, June 2009- May 2010
Jan 2010- will finish in Dec 2010; June 2010- will finish in May 2011
8
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
The cohort retention rate is approximately 95%. The Benedictine University MSN Program (completely
on-line), received full initial accreditation from CCNE in October, 2010. Benedictine hopes to explore an
RN/MSN bridge soon, thus students must hold BSN to be eligible for admission into the MSN program.
Northern Illinois University also partnered with College of DuPage in 2008 to offer a BSN completion
program. The first cohort was admitted in the fall of 2009 and will graduate in the spring of 2011.
Elmhurst College has indicated an interest in developing a partnership with College of DuPage and this
possibility will be explored in early 2011.
The ADN faculty has served as faculty preceptors for master’s students enrolled in a nurse educator
program for two area MSN programs. Upon their graduation, two of these individuals have taught part
time in the ADN program. In 2010, faculty development funds were made available to support part-time
faculty in their teaching roles via attendance at a clinical academy, which was sponsored locally.
In 2004 the first alumni dinner and continuing education activity took place as a combined fundraiser for
nursing scholarships, sponsored by the COD foundation. A typical award is 500.00 and as many as 30
scholarships have been awarded in one year, depending upon the proceeds of the alumni dinner.
Traditionally, the speakers for the event are alumni of College of DuPage. There have been five reunions
with, on average, more than100 attendees. In 2010, the event was suspended due to several factors, the
recent move to the new facility, the economic climate, and low response rate of potential attendees. The
alumni committee is currently looking at a different schedule for the alumni event. For the first time, a
picnic was held in the spring of 2010, sponsored by faculty, to which all students were invited. There was
no charge to the students and the event was well received. It is likely this activity will be continued.
SUMMARY OF STANDARDS AND CRITERIA
STANDARD 1
Mission and Administrative Capacity: The nursing education unit’s mission reflects the governing
organization’s core values and is congruent with its strategic goals and objectives. The
governing organization and program have administrative capacity resulting in effective delivery of
the nursing program and achievement of identified outcomes.
The mission/philosophy and outcomes of the ADN program are congruent with those of the governing
organization. The governing organization and ADN program ensure representation of students, faculty,
and administration in ongoing governance activities. Communities of interest have input into program
process and decision making. Partnerships exist that promote excellence in nursing education, enhance
the profession, and benefit the community.
The ADN program is administered by a nurse who holds a graduate degree in with a major in nursing.The
Nurse Administrator has authority and responsibilities for the development and administration of the
program and has adequate time and resources to fulfill the role responsibilities. With faculty input, the
nurse administrator has the authority to prepare and administer the program budget and advocates for
equality within the unit and among other units of the governing organization.
Policies of the ADN program are comprehensive, provide for welfare of faculty and staff, and are
consistent with those of the governing organization; differences are justified by goals and outcomes of the
nursing education unit. Records reflect that program complaints and grievances receive due process and
include evidence of resolution.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
9
Distance learning, as defined by the ADN program, is congruent with the mission of the organization and
the mission/philosophy of the nursing education unit.
STANDARD 2
Faculty and Staff: Qualified faculty and staff provide leadership and support necessary to attain
the goals and outcomes of the nursing education unit.
All full and part-time faculty, by declaration as faculty and teaching assignments hold a minimum of a
masters degree in nursing. The Associate Degree Nursing (ADN) program at College of DuPage (COD)
currently has ten full-time faculty members. With the current ten full-time faculty members, this is a fulltime faculty to student ratio of 1:23.4, Classroom instruction is primarily done by full-time faculty. Faculty
members are engaged in activities that maintain their professional and clinical expertise.
New full-time faculty members are oriented by the Director of Nursing as well as program faculty and
assigned mentors. The last four full-time faculty members hired previously served as part-time faculty
members; this eased their transitions into the COD full-time faculty role.
Part-time faculty members attend an orientation session presented by the Director of Nursing.
Responsibilities of the part-time faculty are reviewed at this time. Full-time faculty work to incorporate
part-time faculty into each course. Part time faculty members are evaluated by the DON. In addition, the
DON seeks feedback from the full-time faculty who work with the part-time faculty member.
STANDARD 3
Students: Student policies, development, and services support the goals and outcomes of the
nursing education unit.
Student policies of the nursing education unit are congruent with those of the governing organization,
publicly accessible, non-discriminatory, and consistently applied. The differences are justified by the
nature of the profession the students will be entering into, and in compliance with the clinical agencies’
policies. The rationale for the more stringent admission requirements and grades for course successful
course completion and matriculation for nursing as compared to the institution overall, are based on the
knowledge and skill needed to succeed within the classroom portion of the curriculum, pass the nursing
licensure exam, and to meet the health and safety needs of the consumers of health care.
Student services are commensurate with the needs of students pursuing or completing the associate
program, including those receiving instruction using alternative methods of delivery, as demonstrated in
the results of the Student Satisfaction Survey.
Student educational and financial records are in compliance with the policies of the governing
organization and state and federal guidelines. The college maintains meticulous records and safeguards
them against any breech of state and federal guidelines.
Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification
requirements is maintained. Students are made aware of their ethical responsibilities as they relate to
financial aid issues through multiple venues. Financial aid internal audits are conducted annually.
Integrity and consistency exist for all information intended to inform the public, through statements
available on the ADN website, the ADN admission packet, the college catalog, and the ADN student
handbook. The Associate Degree Nursing Program is approved by the Illinois State Board of Nursing,
and is in compliance with the Illinois Department of Financial and Professional Regulation. The program
also has NLNAC Candidacy Status at this time.
10
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
STANDARD 4
Curriculum: The curriculum prepares students to achieve the outcomes of the nursing education
unit, including safe practice in contemporary health care environments.
The curriculum prepares students to achieve the outcomes of the A.D.N. program as evidenced in the
program evaluation data. There is recognition of profession standards and Illinois Community College
Board requirements in the curriculum development and offering. There is an awareness of contemporary
nursing education and practice environments.
Faculty regularly reviews the curriculum, particularly at the course level. Strides have been made to show
leveling of student performance and threading of major concepts as noted in the curriculum map. A new
clinical evaluation tool also demonstrates the progression of student performance to attain graduate
outcomes.
While it promotes attainment of outcomes, the 80 credit program is in need of review based on credit and
length. Some of the additional credits were imposed by other academic departments adding prerequisites to program required coursework.
Practice environments, while growing in difficulty to secure, are appropriate for student learning. With
some new technology, student accessing it is difficult, i.e. electronic health records; automated
medication dispensing units. The acquisition of this technology in the campus lab in intended, in part, to
provide students with these experiences.
STANDARD 5
Resources: Fiscal, physical, and learning resources promote the achievement of the goals and
outcomes of the nursing education unit.
The fiscal resources are adequate to support the faculty development, instruction and the ADN
goals/objectives. Our fiscal resources are commensurate with the resources of the organization. A
merging of three programs into a department was created to increase efficiency and share resources.
The ADN program has maintained an exemplary retention rate. However, this placed a resource demand
on the ADN operational budget, with no additional monies provided for the merger. Two full-time ADN
positions were not replaced. A Director of Nursing was hired to oversee all three nursing programs. The
hiring of an Administrative Assistant has improved the function of operations of the Nursing Department.
The hiring of Masters prepared lab faculty has allowed the ADN Nursing Program to be in compliance
with the Illinois Department of Professional Regulation.
Classroom and laboratory instruction has been impacted by centralized scheduling, resulting in other
departments within the college that utilize nursing classrooms.
A designated “point person” has been established to facilitate efficient communication between the
Library and the ADN program. A procedure for weeding out old editions and obtaining newer editions in
the library has been established. When the library is closed, the Academic Computer Center has software
programs that can be utilized by students during the posted hours.
The Learning Resource Committee (a nursing department subcommittee) has been established to
develop a technology plan to improve student learning. The ADN program has recently reviewed several
electronic medical records and simulation programs, The Committee will forward recommendations to full
faculty to determine which program would be an appropriate purchase for our students.
Fiscal, physical, technological and learning resources are sufficient to meet the needs of the faculty and
students and ensure that students achieve learning outcomes.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
11
STANDARD 6
Outcomes: Evaluation of student learning demonstrates that graduates have achieved identified
competencies consistent with the institutional mission and professional standards and that the
outcomes of the nursing education unit have been achieved.
Evaluation of student learning demonstrates that graduates have achieved identified competencies with
the institutional mission and professional standards and the outcomes of the A.D.N. program have been
achieved, in some cases with action or follow-up
A systematic plan has been developed and operationalized, in large part through the committees of the
Nursing Department. The results of the data analysis required in this plan will inform decisions for
program improvement and student learning outcomes.
The A.D.N program achieved the program outcomes as defined in 6.5. Information about the program
outcomes and learners/graduates assessment is shared with the Nursing Department Advisory committee
and other internal and external communities of interest.
SUMMARY OF STRENGTHS AND AREAS NEEDING IMPROVEMENT
Strengths
 College overall support of the program.
 Recent hiring of a full-time administrative assistant for the nursing department.
 Department committee structure and guidelines that are functionally based.
 Qualified faculty, all masters prepared.
 Improved constituency, particularly student, communication and feedback processes.
 Contracted health services for student and faculty compliance with health requirements.
 Established curriculum, with mapping that demonstrates progression.
 Strong relationship with student learning resources providers in the college.
 New campus building for health sciences, including nursing.
 Improved efficiency in resource utilization and acquisition.
 Outstanding nursing lab staff.
 Achievement of program outcomes.
Areas needing improvement
 Engagement of part-time faculty in Department participation and policy compliance
 Adopt contemporary nursing practice and education models, i.e. QSEN, IOM Future of Nursing,
NLN Core Competencies based on educational program.
 Increase adoption of simulation across the curriculum.
 Expanding ideas for clinical instruction, particularly with increase attention on geriatrics and
community care.
 Faculty assignment process to promote continuity and accountability.
 Advance process for data maintenance and mining to be more electronic and shared.
 Comprehensive adoption of the academic advising model, and the appropriate recording needed.
12
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Section II: Standard 1
Standard 1 MISSION AND ADMINISTRATIVE
The nursing education unit’s mission reflects the governing organization’s core values and is
congruent with its strategic goals and objectives. The governing organization and program have
administrative capacity resulting in effective delivery of the nursing program and achievement of
identified outcomes.
1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with
those of the governing organization.
The mission, philosophy, and outcomes of the Associate Degree Nursing Program (ADN) are congruent
with those of the College of DuPage (COD). Through its mission statement and philosophy, COD strives for
the highest standards in academic excellence and community service that best serve the residents of
District 502. The mission of COD is congruent with the mission of the ADN program. Concepts listed in
each of these missions address the importance of serving the needs of the community, providing the
highest quality education (by ensuring excellence in nursing and teaching), and by providing cultural
opportunities to meet the community’s diverse learning needs. The Congruency of the Mission Statement of
COD and the ADN Program is noted inTABLE 1.1A.
TABLE 1.1A: CONGRUENCY OF THE MISSION STATEMENT OF COLLEGE OF DUPAGE AND
THE ASSOCIATE DEGREE NURSING PROGRAM
MISSION STATEMENT OF COLLEGE OF
DUPAGE
ASSOCIATE DEGREE IN
NURSING PROGRAM MISSION
The mission of COD is to be at the forefront of higher
education, serving the needs of the community. The
college will be the first place residents turn to for the
highest quality educational and cultural
opportunities. The college will serve as a model of
distinction for community college education.
In keeping with the mission of College of DuPage
(College of DuPage Catalog 2009-2011, p. 12), the
COD ADN program serves the needs of the
community. The COD ADN program supports
excellence in learning and teaching, fosters an
instructional climate that welcomes innovation, is
open to change, and targets continual improvement
and accountability. The COD ADN program ensures
diverse learning needs with a comprehensive,
dynamic curriculum and varied educational delivery
systems. The COD ADN program promotes critical
thinking and academic honesty while preparing
students to qualify for and succeed in further
educational endeavors and to prosper in the work
environment. The ADN program supports personal
and academic success of students. The ADN
program broadens learning opportunities for the
community by creating alliances in the college district.
Source: COD Mission and Priorities
Source: ADN Handbook, p.4 (EXHIBIT 1.1A)
The College of DuPage and the ADN Program believe in the power of teaching, learning, and education.
As a result of the education obtained from the COD ADN Program, graduates become life-long learners
and positively contribute to the profession of nursing. The ADN Program fosters the mission of the college
through success in learning. The COD philosophy is congruent with the philosophy of the ADN program,
as demonstrated in TABLE 1.1B.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
13
TABLE 1.1B: CONGRUENCY BETWEEN THE COD PHILOSOPHY AND THE ADN PHILOSOPHY
COLLEGE OF DUPAGE
PHILOSOPHY
College of DuPage believes in the
power of teaching and learning.
ASSOCIATE DEGREE NURSING PROGRAM PHILOSOPHY
The ADN faculty fosters the mission of the college primarily thru
educating our students to provide nursing care. We believe:

We endorse the right of each person
to access opportunities to learn and
affirm the innate value of the pursuit
of knowledge and its application to
life.

Our primary commitment is to
facilitate and support student
success in learning.


Source: College Catalog, p. 11
(EXHIBIT 1.1B)




Nursing care is based on assessment of the total person with
consideration for diversity; nursing care looks at the total patient
and transcends specific tasks; to understand, respect, and
accept any differences and similarities of patients.
Care is delivered by applying knowledge to practice by
incorporating critical thinking, clinical reasoning, effective
communication and therapeutic interventions.
We integrate research-based therapeutic interventions to
provide optimal healthcare delivery, utilizing evidence-based
practice with the faculty’s clinical expertise.
The registered nurse provides a unique, comprehensive
assessment of the health status of the patient (individual, family,
or group), acknowledging that diversity is a factor in the delivery
of care.
The nurse then develops and implements a specific plan of
care. This is done with therapeutic interventions and caring.
The nurse assists patients in the promotion of health, coping
with health problems, in adapting and recovering from the
effects of disease or injury, and supporting the right to a
dignified death.
Students are encouraged to utilize information systems to
gather data and evaluate their nursing interventions.
The registered nurse is accountable for abiding by all applicable
federal, state, and territorial statutes related to nursing practice.
Our program is based on the Illinois Nursing Practice Act.
Standards of the American Nurses Association are utilized in the
development of the curriculum.
The goal of our program is to educate our students to become learners
who then will assume the role of leaders and add to the profession of
nursing.
Source: ADN Handbook, p. 4
The COD General Education Outcomes and the ADN program outcomes are congruent. The COD General
Education Outcomes and the ADN program outcomes are displayed in TABLE 1.1C. Note that the ADN
graduate outcomes are repeated between the COD General Education Outcomes. This is because the
faculty believes that the ADN graduate outcomes influence and are related to more than one COD General
Education Outcome.
TABLE 1.1C. CONGRUENCY OF COLLEGE OF DUPAGE LEARNING OUTCOMES AND ASSOCIATE
DEGREES NURSING GRADUATE OUTCOMES
14
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
ADN GRADUATE OUTCOMES
COD GENERAL EDUCATION OUTCOMES
Critical thinking
a. Identify and challenge assumptions, including one’s
own
b. Develop alternative solutions
c. Evaluate practical and ethical implications
d. Present solutions to problems or issues
e. Provide a researched, logically structured argument
(ALIGNMENT WITH COD GENERAL
EDUCATION OUTCOMES)
Utilize critical thinking skills in the application of
the nursing process to provide safe, quality care.
Demonstrate knowledge of
professionaldevelopment and incorporate
evidence-based practice in the nursing profession.
Information Literacy
a. Explain the need for information
b. Develop alternative solutions
c. Locate information effectively and efficiently
d. Evaluate information and is sources critically
e. Use information effectively, ethically, and legally to
accomplish a specific purpose
Demonstrate and utilizeinformation systems in
the health care system.
Knowledge Integration
a. Evaluate contemporary social issues in scientific,
historical, ethical, or aesthetic terms
b. Make connections between subject areas
c. Critically evaluate opinions
d. Use interdisciplinary thinking in everyday life
Utilize critical thinking skills in the application of
the nursing process to provide safe, quality care.
Utilize data to ensure quality improvement and
support of evidence-based practice.
Utilize data to ensure quality improvement and
support of evidence-based practice.
Demonstrate knowledge of basic delegation and
leadership management skills.
Effective Communication
a. Use the appropriate written convention to critically
evaluate and discuss ideas
b. Listen actively to a speaker’s message and argument
c. Identify the context and background or your audience
d. Formulate coherent, well-supported arguments
e. Use language and rhetoric appropriate to the setting,
purpose, and audience
Mathematical Reasoning
a. Calculate values using arithmetic operations and
perform algebraic tasks
b. Discover the validity and invalidity of mathematic
arguments
c. Employ strategies to model and find the solution to a
problem
d. Identify the limitations of mathematical models
e. Use appropriate terminology to clearly communication
solutions to problems
Scientific Reasoning
a. Use generally accepted scientific means such as lab
or field methods to collect data or conduct controlled
experiments
b. Use generally accepted scientific procedures and
tools to analyze data
c. Make inferences by synthesizing analytical results
with fundamental concepts and theoretical
perspectives or integrate existing knowledge based on
scientific evidence
d. Use appropriate terminology to clearly communicate
Demonstrate effective communication utilizing
technology, written documentation, and verbal
expression.
Utilize critical thinking skills in the application of
the nursing process to provide safe, quality care.
Utilize data to ensure quality improvement and
support of evidence-based practice. Demonstrate
and utilize information systems in the health
care system.
Utilize data to ensure quality improvement and
support of evidence-based practice.
Demonstrate and utilize information systems in
the health care system.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
15
solutions to problems
ADN GRADUATE OUTCOMES
COD GENERAL EDUCATION OUTCOMES
Cultural Comprehension
a. Demonstrate an understanding of events, values, and
ideas rooted in human experience
b. Critically analyze issues from a cultural, historical,
artistic or philosophical context
c. Make informed aesthetic judgments of works of art.
Social Awareness
a. Apply historical, ethical and scientific reasoning to
social concerns
b. Recognize social responsibilities, ethics and individual
rights of others in a global society
c. Identify causes and variations of social diversity
(ALIGNMENT WITH COD GENERAL
EDUCATION OUTCOMES)
Demonstrate professional nursing care that
incorporates sensitivity to culturally diverse clients
across the lifespan.
Incorporate empathetic, compassionate, caring
interactions and behaviors.
Demonstrate knowledge of basic delegation and
leadership management skills.
Demonstrate effective communication utilizing
technology, written documentation, and verbal
expression.
Demonstrate professional nursing care that
incorporates sensitivity to culturally diverseclients
across the lifespan.
Demonstrate knowledge of
professionaldevelopment and incorporate
evidence-based practice in the nursing profession.
The mission, philosophy, and outcomes of COD are congruent with the mission, philosophy, and
outcomes of the ADN.
1.2 The governing organization and nursing education unit ensure representation of students,
faculty, and administration in ongoing governance activities.
The College of DuPage and Associate Degree Nursing Program ensure representation of students,
faculty, and administration in ongoing governance activities. The Director of Nursing (DON), faculty, and
students have the opportunity to participate in program, department, and college committees.
Participation in various committees may be defined by position held, appointment, and/or as a volunteer.
To better clarify, an overview of the various COD Organizational Structures can be found in Appendices
1.2 A, B and C.
The College of DuPage Board of Trustees establishes policy for the College of DuPage. The 2010 (July
22) College of DuPage Board Policy Manual is accessible online and in the Learning Resource
Center. Seven members are elected at large from voters in Community College District 502 (EXHIBIT
1.1C). A student representative selected at large is a non-voting member of the board. The president of
the college reports to the board.
The College President heads the COD Cabinet whose membership are the Vice-Presidents as noted in
the Administrative Organizational Chart (APPENDIX 1.2A). The College Deans report directly Vice
Presidents. The Nursing Department (subdivision) is part of the Health Sciences division. The Director of
Nursing reports to the Dean of Health Sciences (APPENDIX 1.2 A and B).
The COD Faculty Agreement 2007-2011 specifies that the entire full-time faculty will participate in
committee work (EXHIBIT 1.1D; p. 20, section D 6.4). Currently, a majority of full-time faculty members
are on college-wide and division committees. One faculty member was recently hired and will serve on
college committees when non-tenure status is complete. Faculty members serve on committees as
16
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
highlighted in TABLE 1.2A.
TABLE 1.2A FACULTY MEMBER AND MEMBERSHIP ON COLLEGE WIDE AND DIVISION
COMMITTEES
FACULTY NAME
Linda Barkoozis
COLLEGE COMMITTEES
Bob Berry
Faculty Senate
Faculty Academic Leave
(semester/sabbatical)

Member of the committee

Contact faculty for HS division.
Student Grievance Ad hoc Committee
Faculty Search committee 2009
Rosa Colella-Melki
Non-tenured faculty member
Larinda Dixon
Committee on Committees
Lynn Engelmann
Dilyss Gallyot
Janice Miller
Kim Oosterhouse:
Carol Stewart:
Maureen Waller
YEARS ON COMMITTEE
2004-2007
2005-present
Ongoing
2009
Alternative Credit Committee
Faculty Search Committee
Administrative Search Committee
Communication Committee
Native American Committee
College Wide Scholarship Committee
Faculty Search Committee
Faculty Senate
PACE-Committee on Formal Influence Study
Commission and the Organizational Structure
Study Commission
Striving for Excellence ad hoc Committee
Instructional Committee
Career Pathways Committee
Scholarship Committee
Long-Term Care Advisory Board
Social committee
Faculty Technology Advisory Committee
Distance Learning Advisory Committee
Assessment Subcommittee
3D Committee (college-wide development)
Shared Governance, Community and
Outreach Community-Chair
Earned Compensation
Pandemic Flu Subcommittee
Alternative Credit Committee
Wellness Advisory Committee
2004-2006
2009-present
2010-present
2009
2009
2008-present
2004-present
2004-present
2009
2010-present
2010-present
2010-present
2010-present
2008-present
2009-present
2005-present
2008-present
2008-present
2008-present
2008-2009
2008-2009
2009-2010
2010-present
2010-present
2010-present
2006-present
2009-present
2004-2007
Additionally, the DON serves on several College committees, including Program Evaluation, Centers of
Excellence and the Student Learning Committee, a sub-committee of the Shared Governance Council.
The College recently adopted a Shared Governance model. The College believes shared governance is
essential to the health and growth of an academic institution and embraces it as an important and
effective way to ensure that decisions that impact the college community reflect the perspectives,
expertise, and best interests of its collective stakeholders, including students, faculty, trustees,
administrators, staff, and citizens.
Shared governance at the College of DuPage is a communication and collaboration process designed to
ensure that institutionally important topics are broadly approached by engaging the appropriate people
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
17
with the necessary skill sets and knowledge. It provides opportunities to plan strategically, employs
checks and balances, and ensures feedback and rationale in response to committee recommendations or
College decisions. (EXHIBIT 1.2A will provide information on the Shared Governance Council and the
relationship with the existing College committee structure.)
The Nursing Department recently underwent “reorganization” of its committee structure and membership.
The Nursing Department Guidelines of Operation and Structure were approved in May 2010,
and put into motion with the start of the 2010-2011academic year (APPENDIX 1.2D). The organization of
the Nursing Department committees is represented in the graphic that follows. Information about the
previous ADN Committee Structure and its membership from 2008-2010 will be EXHIBIT 1.2B)
Along with the intent of creating a “department of nursing” as opposed to three separate programs, the
committee structure was designed to address the Nursing Department’s main functions required to
provide quality teaching and learning. Note that these committees also align with NLNAC Standards.
Committees now include representation from Full and Part-time faculty across all three programs, as well
as the Nursing Department Laboratory Assistants and Students from LPN and ADN Programs.
Additionally, representation from other areas of the college is critical to select Nursing Department
committee memberships. For example, a representative from Admissions and Advising areas serve on
the Student Program Participation Committee.
Recruitment for the various committees took place in several ways. These included mailing letters,
making announcements in classes, various meetings and Department and Nursing Program Student
Portal pages, distribution of the Department Newsletter and sending emails. The current committee
membership list can be found in APPENDIX 1.2E.
As needed, ad hoc committees are convened for special needs such as revising the department
organizational structure, developing technology resources and working on accreditation. For example, a
new technology subcommittee was created to look at incorporating simulation in the Nursing Laboratory.
The subcommittee includes four ADN faculty, one LPN program faculty, one part-time faculty, and the 2
18
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
part-time lab assistants.
Students at the college can participate in student organizations, such as the Student Nurses Association.
Students are involved in a Student Nurses Association (SNA) that sponsors the annual pinning ceremony
each year. The SNA provides activities for alumni. The SNA also sponsors many volunteer activities
throughout the year to help needy residents of DuPage County. Students at the college can participate in
student organizations, such as the Student Nurses Association.
COD has aLeadership Council that promotes student involvement in clubs and committees. Students can
join a student organization at any time. Officers for the organization are elected each year. Bylaws for the
student organizations describe the role of student members. Each student organization has its own
bylaws. The Bylaws are housed in the student activities office. A student representative is on the college
board and is invited to college board meetings.
1.3 Communities of interest have input into program process and decision making.
Communities of interest have input into the Associate Degree Nursing Program and decision making. As
is required of all career programs, College of DuPage Nursing Department sponsors an advisory meeting
every term.
The participants include: clinical agency partners, student alumni, program advisors, and educational
partnerships. Clinical agencies partners include potential employers and probable clinical learning sites.
They provide feedback on clinical experiences, satisfaction with graduates, and insights into new
procedures and personnel practices.
Student alumni share insights and recommendations for future operations; undertakings based on their
experience while in the program and what is currently relevant in their practice. Educational partnerships
share updates and provide feedback related to student participation and opportunities for continuing their
education. Additionally, program faculty and staff provide updates on curriculum, student learning
outcomes and program evaluation.
TABLE 1.3A highlights stakeholder groups, the input received, and how the input was used to benefit
College of DuPage students in the Associate Degree Nursing Program.
TABLE 1.3A: COMMUNITIES OF INTEREST
STAKEHOLDER
Prospective students
INPUT
Applications
YEAR
2007
2008
2009
2010
# OF QUALIFIED
APPLICANTS
244
309
310
155
Applications exceeded available
spaces. The drop in 2010 could be
anecdotally related to several
things such as (1) application of
variable tuition; (2) restrictive job
opportunities; and (3) lack of
IMPACT (RESULTS) OF INPUT
In 2007, in response to the then nursing
shortage and at the request of employers, COD
with its hospital partners offered a (one time)
program expansion opportunity. Using qualified
staff from partner hospitals to teach, this
offering of the program resulted in 40 more
students completing the program in December
of 2008.
In 2009, introduced a newly created Licensed
Practical Nurse to ADN transition course
(NURSI 1210). Additional seats were opened in
the second year of the nursing program to
accommodate the influx of cohort students.
The current practice of admitting a large cohort
of students one time per year (August) may
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
19
NLNAC accreditation.
STAKEHOLDER
Program Graduates
INPUT
YEAR
GRADUATED
2010
2009
2008
2007
NCLEX
PASS RATE
94%
91%
89%
90%
need to be looked at to promote ongoing
access to the program by students, and to
IMPACT (RESULTS) OF INPUT
clinical sites by the program. Admitting smaller
numbers twice year (January and August) may
promote student access and “level” out
resource needs and use.
A commitment to strengthen relationships via
articulation with BSN programs will assist
graduates to further their education.
Different admission standards and curriculum
changes were implemented during this 3 year
period to promote success in the program.
Nursing faculty started a remediation process
for students who scored low on the Exit
EVOLVE/HESI/REACH to help students be
successful on the NCLEX exam.
Investigation is underway to adopt an
integrated external testing service. Attention
must be given to the HESI and NCLEX test
results and implications for the curriculum,
courses in it and assessment strategies used
for those areas that have a curricular issues;
i.e. issues that encompass more than individual
students.
College of DuPage
Nursing Program
Advisory Committee
Members
Biannual Advisory Board meetings
include: Practice partners, at least
one alumni, all the full-time faculty
and the Director of Nursing.
Consideration needs to be given to
employment characteristics for new graduates
(i.e. place and shifts) and the clinical learning
experiences should be adapted accordingly.
The meetings provide feedback from clinical
partners. Employers provide feedback on
graduates’ success in nursing during our
Advisory Committee Meeting.
The College of DuPage has developed
relationships with many local agencies that
help graduates when seeking employment.
Clinical site/Employers
Faculty
20
Provide employment to students as
CNA (or PCT) while in nursing
program.
Faculty continues to develop and
provide latest education
techniques.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Many of our former students have been
employed by institutions represented by
members on the Advisory Committee.
Our students benefit from the clinical
experience, income, and tuition reimbursement
from Clinical site affiliates.
College of DuPage Teaching and Learning
Center provides faculty with programs to
improve promote faculty development and
enhance education for students. Faculty
continues to further their education through
continuing education, advanced degrees,
certifications, publications, and software
development.
Ongoing hiring of new (and often
inexperienced) part-time faculty.
Opportunities are made available to faculty,
particularly clinical faculty, to participate in the
Metropolitan Chicago Healthcare Council’s
(MCHC) Clinical Faculty Academy.
(APPENDIX 1.3A)
Adoption of a new Nursing Department
Faculty Orientation Handbook in July 2010,
and a new faculty orientation and mentoring
program developed by the Nursing Department
Faculty Development and Welfare committee in
Fall 2010. (APPENDIX 1.3B)
Alumni
Nursing Reunion
Faculty opportunities
Transfer
Colleges/Universities
College of DuPage has 2
partnerships for bachelors’
completion and is actively pursuing
more partnerships.
Beginning in December 2010, the nursing
faculty host a monthly LUNCH and LEARN.
The intent is to have faculty share information
and facilitate discussion about something of
interest related to nursing education. The
December 2010 session was hosted by two
faculty who are CNE. They discussed
preparing for the CNE exam.
Provides alumni opportunities to reconnect and
network with faculty and other alumni.
College of DuPage has two full-time faculty as
well as part-time faculty who are graduates of
the COD ADN program.
Currently there are two formal agreements with
Northern Illinois University (NIU) and
Benedictine University that provide educational
pathways for COD ADN graduates to smoothly
transition to a BSN.
NIU offers their BSN degree completion
program as a 3+1 articulation model with COD.
The bachelors degree partnerships encourage
many of our students to go on to earn a
bachelor degree post graduation.
Program Approval
Illinois Department of Financial
and Professional Regulation
ICCB (Illinois Community
College Board)
IDPH (Illinois Department of
Public Health)
Benedictine University recently opened an online MSN program (emphasis is Nurse
Educator) that some of our graduates are
actively pursuing.
Ensures ADN students are earning quality
education in accordance with IDFPR
standards.
Approves program for demonstration of
curricular integrity and proficiency
Ensures practice maintains public safety.
Communities of interest have input into and impact on the Associate Degree Nursing Program, and are
involved in decision making. Their help will promote effective program delivery to best serve the students
of the ADN program.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
21
1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and
benefit the community.
Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the
community. TABLE 1.4 presents examples of partnerships that address these three purposes.
TABLE 1.4 PARTNERSHIPS OF THE GOVERNING ORGANIZATION AND NURSING UNIT
AGREEMENT
An opportunity is provided for ADN Program Graduates to complete a Bachelor Degree. This is
provided by an articulation agreement with universities. The Associate Degree Nursing Program
has two articulation agreements with universities. The two articulation agreements are:
Benedictine University (BU). And Northern Illinois University (NIU).
Benedictine University
SEMESTER ADMITTED
Spring 2007
Spring 2008
Summer 2008
Spring 2009
Summer 2009
Spring 2010
Summer 2010
BU
21
1
5
2
9
12
18
NIU
First class
admitted Fall
2009; to graduate
May 2011
GOAL
To
enhance
the
profession
BU offers a cohort for COD ADN program graduates to complete a bachelor degree.
BU provides students with the skills necessary to adapt to an environment where
change is inevitable. The program is designed for students who are working
professionals. The curriculum is organized to build on and enhance those skills that
students already possess. The program is specifically designed for the working R.N.
with an accelerated format that allows a student to complete all nursing and common
core courses (37 credits) in one calendar year. BU provides a private education at
tuition competitive with state schools. The BU Program builds on previous knowledge
and experience, including accepting up to 65 hours of community college transfer
credit. Most nursing classes are offered one evening per week and in a weekend
format. RN students can also earn concurrent credit toward a Master of Nursing (MSN)
degree if they wish to pursue an advanced degree at BU. The BU Bachelors in Nursing
program is accredited by the Commission on Collegiate Nursing Education (CCNE).
NIU
Universit
yUniversi
ty
NIU holds classes at COD campus. The NIU nursing program is designed to meet
the needs of the registered nurse who wishes to complete a Bachelor of Science
degree with a major in nursing. The amount of time required for a registered nurse to
fulfill the requirements of the baccalaureate degree completion program varies
depending upon the amount of transfer credit. Most of the nursing courses are
available online. COD graduates are part of a cohort of 25 students that were admitted
into the bachelor completion program in fall 2009.
To benefit
the
community
The ADN program has developed a LPN to ADN transition program. LPN students complete
the course entitled Nursing 1210ADN Transition Course. They are then able to enter the 2nd year
of the ADN program in the Nursing 2109 course.
Students and Faculty provide services to the community. Examples of these include:




22
ADN students collected bottles, diapers and rattles for challenged children at an
agency called Almost Home Kids.
Health Sciences Open House
ADN Advising Session
ADN Advising
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
GOAL









AGREEMENT
Dare to Dream – Program for Jr. High Students
ADN students have also helped at the Hinsdale Wellness House which provides
services for hospice patient and families. Students organized a team for the annual
walk for health to help raise money for this organization.
ADN students have helped to recruit volunteers to help in a Muscular Dystrophy Camp
Providing help to campers with special needs.
Nursing students volunteered at the Peoples Resource Center assisting with a food
drive for underserved residents of DuPage County.
The Student Nurses Association collected toys for Toys For Tots.
ADN students provide assistance to programs in DuPage county such as Meals on
Wheels and PADS shelters.
ADN students volunteered at the DuPage County clinics where H1N1 flu vaccines were
given.
ADN students participated in Domestic Violence Awareness day at the College of
DuPage.
ADN students volunteer at local free health clinics.
Faculty Lease program:Responding to the nursing shortage and the increased number of
qualified applicants, COD and the ADN program developed an agreement allowing hospital
based MSNs to teach in the ADN program. Hospital based faculty (leased) members are
qualified RNs (a minimum of a MSN and two years clinical experience) employed in area
hospitals that volunteer to teach theory, clinical and laboratory skills for the ADN program. This
arrangement provides for reimbursement to the hospital for the RN’s time not the individual RN.
Hospital based faculty are exempt from the maximum teaching load due to direct reimbursement
to the hospital. Prior to 2005, part-time faculty teaching assignments were limited to clinical
experiences. To meet the needs of the students, part-time faculty members now teach all
components of the ADN program, theory, clinical and laboratory skills. During academic year
2007-2008, 28 part-time faculty members were employed to meet the teaching needs in fall
semester and 24 in spring semester. Of the 28 part-time faculty members teaching fall semester,
13 were classified as part-time faculty and 15 were hospital based including one faculty member
classified as part time and hospital based. Of the 24 part time/hospital based faculty members
teaching in spring semester, 14 were part time and 10 were hospital based including one faculty
member classified as part time and hospital. This collaborative effort resulted in the graduation
of 23 additional students in spring 2006 and the anticipated graduation of an additional
38students in fall 2008. No additional cohorts are currently planned. (a copy of the Lease
Agreement is noted in EXHIBIT 1.4A)
Offering a Practical Nurse Program: Beginning in 2004, community members approached the
college administration stating a need for more Practical Nurses and asked the college to develop
a Practical Nursing Program. College of DuPage hired a consultant, Alice Siehoff, RN, MSN,
who conducted a needs assessment resulting in a feasibility study. The feasibility study
indicated a Practical Nursing Program at College of DuPage was supported by community
needs. The College sought and received full support from its governing body, the Illinois
Community College Board. The Practical Nursing program admitted its first class of 40 students
in Spring, 2008. The program has 2 full time faculty and from 6 to 8 part time faculty. From its
inception, the program has had limited enrollment with approximately 120 applicants for 40 seats
per year. This program began as a $1.4 million grant-funded program intended to educate the
underserved and underrepresented population in nursing. The college has made a commitment
to sustain the Practical Nursing program beyond the grant, which ended December, 2009.
To
promote
excellence
in nursing
education
The Nursing Program has formal agreements with many agency sites providing students with
clinical experience. Students are involved in Nursing Department Committees and ADN Alumni
are on the Program Advisory Committee.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
23
GOAL
AGREEMENT
Faculty maintains professional certification and membership in professional organizations; two
faculty members are currently working on doctoral degrees.
The Nursing Department maintains membership in the Illinois Coalition for Nursing
Resources, a membership that exposes the participants to leading initiatives in Illinois and
National nursing as it relates to practice, education and regulation. The DON is the current
President of this organization.
The Illinois Council of Deans and Directors of Associate Degree Nursing Programs: The
purpose of the Council is to assure the integrity and viability of Associate degree programs; to
improve communications between programs; and to share innovative content and methodology
between programs. The DON is the current President of this organization.
The DON currently serves on the MCHC Health Care Advisory Board. She also serves as a
lecturer for MCHC Clinical Faculty Academy.
COD has a very accessible and active Teaching and Learning Center that promotes
development in the use of instructional technology through face-to-face and on-line learning
activities. Additionally, the COD library has a comprehensive professional literature selection,
much of which is available electronically.
Standard 1.5. The nursing education unit is administered by a nurse who holds a graduate degree
with a major in nursing.
The position of Director of Nursing (DON) is new to the College of DuPage. Beginning Fall 2009, the
position of Program Coordinator, held by a nursing faculty member, was eliminated and the position of
DON was created. The DON is the Administrator of the Nursing Programs (APPENDIX 1.5A). The
programs include the: ADN, PN, and CNA programs. The DON is a full-time 12 month position. The
Nurse Administrator for the Associate Degree Nursing Program isDr. Vickie Gukenberger.
As nursing program administrator, Dr Gukenberger meets the minimum requirements of the Illinois
Department of Financial and Professional Regulation ( IDFPR). The State of Illinois Nurse Practice Act
2010 & Rules for the Administration of the Nursing and Advanced Practice Nursing Act 2010 requires the
nurse administrator of a nursing education program to have a minimum of the following: two years
experience in clinical nursing practice, two years of experience as an instructor in a nursing education
program, and a master’s degree or higher with a major in nursing.
Dr. Gukenberger meets the academic requirements of a graduate degree in nursing and at least two
years of teaching experience, and holds a doctorate in adult education and educational administration.
She received her Bachelor degree in nursing in 1977 from the University of Wisconsin-Eau Claire. She
graduated from Marquette University, with a MSN degree in 1981. She completed her PhD from the
University of Wisconsin in 2000.
Dr. Gukenberger has been a nurse for over 30 years. She has spent the last 20 of those years in
educational administration. A few of the titles she had held are nursing director, health and public safety
dean, and a higher education consultant. She has spent 18 years in educational administration at the
community college level in Associate Degree Nursing Program and certificate programs. She is an expert
in needs analysis, program development, and outcomes assessment. Dr. Gukenberger is a licensed
Registered Nurse in the state of Illinois.
Dr. Gukenberger is a member of many professional organizations and has also been involved in many
professional activities (APPENDIX 1.5B). She is currently the president of the Illinois Coalition for Nurses
and chairs the Illinois Council of Deans/Directors of Associate Degree Nursing programs.
24
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
1.6 The Nurse Administrator has authority and responsibilities for the development and
administration of the program and has adequate time and resources to fulfill the role
responsibilities.
The DON has authority and responsibilities for the development and administration of the program and
has adequate time and resources to fulfill the role responsibilities. The recent hiring of full-time
administrative assistant and the appointment of a faculty to assist with the coordination role for the
nursing assistant program have greatly enhanced the DON’s initiatives.
The management of the ADN program is the responsibility of the DON. The DON oversees development,
implementation and evaluation of the program. The DON is responsible for planning/scheduling learning
experiences, securing needed resources, working with the faculty, and scheduling general advising and
orientation sessions. The DON works closely with other college departments including Admissions,
Registration, Counseling and Advising, and Records. Establishing and maintaining relationships with
institutions used for clinical experiences is also the responsibility of the DON.
Budget preparation is the responsibility of the DON. Faculty have input into budget development by
identifying program equipment and staffing needs. This is accomplished in part and as defined in
purposes through the recommendations from select Nursing Department committee. The Dean discusses
the budgetary needs with Division academic administration, priorities are set and resources acquired as
monies are available. The DON monitors program expenditures for supplies and materials.
The Director participates in the hiring process for both part-time and full-time faculty members. Part-time
faculty members are interviewed and hired by the Director. The process of hiring full time faculty
members begins with the appointment of a Search Committee by the DON. Screening committee
members include the associate dean, DON, at least one additional nursing faculty member, and a
representative from another discipline. The screening committee selects applicants to be interviewed,
conducts the interviews and makes recommendations to the dean of the Health and Sciences Division.
The dean interviews the recommended applicants and recommends an applicant to the Vice President of
Academic Affairs. Final hiring decisions for full-time faculty members are approved by the Board of
Trustees.
The DON is responsible for preparing and submitting reports required by the NLNAC and the Illinois
Department of Financial and Professional Regulation (IDFPR). In addition, the DON is
responsible for providing requested information to college administrators and other college departments
as needed.
Organizationally and operationally, the DON meets weekly with Dean and other academic leadership of
Health and Sciences Division. The primary focus of the meetings is for information exchange and problem
solving. Additionally, the DON, as a part of Academic Administration, meets monthly with all of the COD
Academic Leadership lead by the Vice President of Academic and Student Affairs. The DON
communicates with other departments including Admissions, Registration, Library, and Technology
resources to ensure smooth functioning within the department of nursing. The DON is also an ex-officio
member of all committees of the Nursing Department, and chairs the COD Nursing Department Council.
The full-time 12-month position provides adequate time to fulfill the role of DON and the responsibilities.
As of Spring 2010 the Nursing DON has a full-time secretary for clerical work. The DON has authority
and responsibilities for the development and administration of the program and has adequate time and
resources to fulfill the role responsibilities.
1.7 With faculty input, the nurse administrator has the authority to prepare and administer the
program budget and advocates for equality within the unit and among other units of the governing
organization.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
25
With faculty input, the DON has the authority to prepare and administer the program budget and
advocates for equality within the unit and among other units of the governing organization. The budget is
prepared by the DON of Nursing and is then approved, by the Dean of Health Sciences, the Vice
President of Academic Affairs and is then presented and approved by the Board of Trustee.
College of DuPage considers a balanced budget as essential. Over fiscal years 2008, 2009 and 2010 the
ADN program unit costs have remained fairly consistent. The ADN program unit cost is approximately
1.75 times greater than division and college-wide unit costs, which has also remained consistent over the
specified fiscal years.
For the 2009 fiscal year, variable tuition was implemented for nursing courses. This resulted in increases
per credit hour ($208.15/credit hour). In the fall 2010, the ADN 10th day count has increased 9% in
enrollment, while maintaining an exemplary retention rate. On another note, two ADN faculty have
retired, and these FTE’s have not been replaced, nor are expected to be. The previous program
coordinator returned to a full-time faculty role.
An Administrative Assistant and two Laboratory Assistants were eliminated in 2008. The DON has
advocated for and regained these three positions in 2010. The Administrative Assistant and two lab
assistants now serve the three components of the nursing program: the CNA, LPN, and ADN programs.
In addition, MSN faculty has been hired to complete skill returns in the skills lab. A full-time nursing
department faculty member assists with the coordination of the Certified Nursing Assistant Program.
Faculty members are reviewing the fees associated with all of the ADN courses and have developed a
plan for more efficient use of equipment required for the nursing labs. The College of DuPage Foundation
has been active in seeking donations for lab and facilities equipment. Faculty has also been active in
seeking donations of used equipment no longer needed by acute care facilities.
Revenues come from three sources: student tuition and fees, state reimbursement, and local taxes. The
budget for the fiscal year includes funds for salaries, benefits, laboratory and instructional supplies,
professional and program development activities, and instructional support services. Refer to TABLE
1.7A for the Nursing Program budget and 1.7 B for Program Cost and Revenue. Three years of full
budget information will be available on site as EXHIBIT 1.7A.
TABLE 1.7A (SELECT) BUDGET FOR NURSING UNIT
SELECT BUDGET LINE
ITEMS
AND TOTAL BUDGET
Salary and Benefits
Instructional Supplies
TOTAL
2008-2009
$1,755,742.45
$ 15,218.18
$1,770,960.63
2009-2010*
$1,575,964.42
$ 25,888.26
$1,601,852.68
2010-2011*
$1,820,061
$ 22,918
$1,842,977
*In January 2010, the Practical Nurse (PN) program costs were allocated to the ADN program budget as the PN program grant
ended. Beginning in January 2011, the PN program will have its own program budget. As such, costs assessed to ADN budget in
the latter half of 2009-2010 and the first half of 2010-2011 were really costs for both the PN and ADN programs. Additionally, the
Administrative costs of the program have been assessed to the A.D.N. budget. With the budget changes, the Administrative unit,
and the salaries associated with it, will have a separate budget.
26
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
TABLE 1.7B COLLEGE OF DUPAGE COST AND REVENUE FOR ADN PROGRAM
COST/REVENUE
A.D.N. program cost per
credit
Dental Hygiene program
cost per credit
District Average Cost per
credit
A.D.N. Program Revenue
per credit
Dental Hygiene program
revenue per credit
District Average Revenue
per credit
FY 2008
FY 2009
FY 2010
$280.10
$303.69
$358.90
$596.40
$697.40
$737.27
$122.70
$141.95
$116.72
$200.19
$101.09
$318.71
$200.19
$101.09
$318.71
$135.87
$141.04
$155.24
The Director of Nursing encourages feedback from faculty and staff to be considered in the next budget.
The nursing department will be purchasing laptops, simulation mannequins, an Electronic Medical
Records program, and other equipment for our simulation lab. In 2010 the ADN program purchased IV
pumps, crash carts, AED (Automated External Defibrillator), new beds, and a PYXIS. (See approved
purchasing budget in EXHIBITs.) With faculty input, the Director has the authority to prepare and
administer the program budget and advocates for equality within the unit and among other units of the
governing organization.
1.8 Policies of the nursing education unit are comprehensive, provide for welfare of faculty and
staff, and are consistent with those of the governing organization; differences are justified by
goals and outcomes of the nursing education unit.
Policies of the Associate Degree Nursing Program are comprehensive, provide for the welfare of faculty
and staff, and are consistent with those of the governing organization; differences are justified by goals
and outcomes of the program.
Faculty has a contractual agreement between the board of trustees of the College of
DuPage and College of DuPage Faculty Association IEA/NEA (EXHIBIT 1.1D). The Faculty
(and staff) are covered by the contractual agreement as listed below:
1. Nursing Program full-time faculty members are governed by the policies in the contractual
agreement between the board of trustees of the College of DuPage and the College of
DuPage faculty Association. Faculty members are also members of the Illinois
Education Association (IEA) and the National Education Association (NEA)
(EXHIBIT 1.8.A).
Adjunct (Part-time) faculty are governed by the policies in the contractual agreement for parttime faculty agreement between the Board of Trustees and the College of DuPage
Adjunct Association IEA/NEA (EXHIBIT 1.8B).
3. Classified personnel are governed by the agreement between the College of DuPage
and the Classified Personnel Association (EXHIBIT 1.8C). Classified personnel
in the Nursing Department include the Administrative Assistant and the Lab Assistants.
2.
Nursing faculty receives a copy of the contract upon employment and contract renewal. The Faculty
association negotiates a contract to ensure consistency in employment conditions. TABLE 1.8A list the
page numbers where select policies are addressed in the contract.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
27
TABLE 1.8A CONTRACT AGREEMENT BETWEEN THE BOARD OF TRUSTEES OF THE COLLEGE
OF DUPAGE AND COLLEGE OF DUPAGE FACULTY ASSOCIATION IEA/NEA 2007-2011
POLICY DOCUMENT
Non Discrimination
Academic Rank
Grievance Procedure
Promotion
Salary
Tenure
Rights and Responsibilities
Workload
PAGE IN
FACULTY
CONTRACT
12
7
51
71
58
49
14
22
Unique to Health Career and Nursing Program faculty is the requirement to complete a drug test and
meet the health requirements for clinical agencies that the ADN program utilizes for clinical
experiences (EXHIBIT 1.8D). These requirements include CPR, Proof of immunization/Titers, physical
exam, and Tuberculosis screening. Faculty and students must meet these requirements in order to teach
or participate in clinical experiences at these agencies as stipulated in affiliation agreements.
The Illinois Community College Board (ICCB) specifies that in the Associate Degree Nursing
programs, one credit hour is equivalent to fifty (50) minutes of classroom study or three to one (150)
minutes of clinical experience.
The employee contract dictates the teaching loads for full-time faculty members. A 50 minute period is
identified as one contact hour. Full-time faculty load is typically 30-32 contact hours of instruction per
academic year, usually divided as 15 or 16 hours per semester.
The Health Sciences Division full-time faculty generally teach 32 hours per academic year to meet
workload requirements. This is influenced by the fact that there are labs and clinical instruction for most
nursing and health program courses. If a faculty member teaches “straight” lecture, the full-time workload
is 30 hours per academic year. Nursing faculty that teach clinical receive one load hour for each clinical
hour worked. Faculty assigned more hours than 16 contact hour/semester or 32/academic year are given
overload pay for each additional hour worked. Three years of faculty workload reports will be available as
EXHIBIT 1.8E.
TABLE 1.8B lists all nursing courses and the distribution of contact (workload) hours for each course in
the ADN program. Lecture sections of courses that have lab and/or clinical typically have 27-36 students
in a classroom section, and are complimented with three or four lab or clinical sections of up to 9
students. Many clinical agencies limit students to groups of 8 versus 9 or 10, which has resulted in
employing extra part-time faculty. (Illinois Nurse Practice Act and Rules allows a ratio of 10
students per faculty in the clinical setting.)
TABLE 1.8B. PROGRAM REQUIRED NURSING COURSE HOURS AND CREDIT HOURS
REFLECTING FACULTY TEACHING RESPONSIBILITIES.
28
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
CONTACT HOURS BY INSTRUCTIONAL TYPE
COURSE
Nursing 1100
Nursing 1104
Nursing 1105
Nursing 1206
Nursing 1207
Nursing 1208
Nursing 2109
Nursing 2110
Nursing 2201
Nursing 2202
Total
LECTURE
3.0
1.0
4.0
1.0
2.5
2.5
2.5
2.0
5.0
1.0
24.5
CLINICAL
0
0
6.0
4.5
6.0
6.0
7.5
0
15.0
0
45
LAB
0
0
2
1
1
1
0
0
0
0
5
CREDIT
HOURS/
SEMESTER
3
1
7
3
5
5
5
2
10
1
42
TOTAL COURSE
CONTACT HOURS
PER WEEK (50
MINUTES EACH)
3.0
1.0
12.0
6.5
9.5
9.5
10
2
20
1
74.5
Policies of the Associate Degree Nursing Program are comprehensive, provide for welfare of faculty and
staff, and are consistent with those of the governing organization; differences are justified by the goals
and outcomes of the program. The contractual agreement stipulates workload for each discipline. Many
of the faculty members have consistently worked an overload assignment to ensure consistency
throughout the program.
1.9 Records reflect that program complaints and grievances receive due process and include
evidence of resolution.
The ADN program ensures that students receive due process and a timely resolution to grievances. The
College of DuPage has seven appeals procedures. The procedures begin on page 44 in the College
Catalog 2009-2011 (EXHIBIT 1.9A). The College of DuPage policy on plagiarism is also in the College
Catalog. Any grievances initiated by students who have been removed due to an infringement on
Health Sciences Code of Conduct are also handled as a grade appeal.
A grade appeal form is the most frequent appeal that the academic side of the College has to address.
The Grade Review Form can be found in APPENDIX 1.9A.
Additionally, the Health Science Division has the student complete a Student Concern Form should they
have a concern about a course, learning experience or faculty member (APPENDIX 1.9B). This form is
completed prior to a meeting with the Division administrator. It provides the Administrator with a
description of the concern to aid in his/her review of the incident prior to meeting the student. The concern
is typically viewed as something “less serious” than an appeal.
Because the College Catalog is silent regarding issues specific to clinical grade failure, the ADN program
has a specific policy regarding appeal of clinical failures. How the ADN program addresses grievances
based on a student’s appeal of a clinical failure is outlined on page 23 of the ADN Program Student
Handbook (EXHIBIT 1.9B). The Clinical Appeal Policy was developed to allow students due process.
Students receive a copy of the clinical failure grievance policy in the AND Program Student Handbook.
All student grievances are resolved in a timely manner and documentation is stored in the Director of
Nursing’s office in a file separate from students’ academic files. The ADN program ensures that students
receive due process and a timely resolution of their appeal.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
29
1.10 Distance learning, as defined by the nursing education unit, is congruent with the mission of
the organization and the mission/philosophy of the nursing education unit.
Students of the ADN program can use distance learning to fulfill many general education requirements.
The College of DuPage Associate Degree Nursing Program has one online course. The course name is
NURSI 2110 Nursing Issues. The Nursing Issues course, and potentially others, work from the same
active course files as the traditional courses. The nursing program also has approval to offer a hybrid
course, 1208 Neuropsychiatric Nursing. Many of the ADN courses include Blackboard to enhance
content taught in courses. Blackboard is also used to post grades and study materials for students. The
ADN program has had discussion about offering other courses online and web enhanced courses. With
the advent of technology and alternative ways to make resources available, students in distance learning
courses have the same resources available to them as the traditional student.
In conclusion, the following summary of strengths and challenges are identified:
Strengths



Faculty and students are active on department committees.
The faculty is involved in college committees.
There is an alignment with the department and the college committee structure.

Part-time faculty, LPN faculty, CNA faculty and students have been added to departmental
committee; this has created the opportunity for each of them to bring a unique perspective to the
new committee structure.
Faculty is aware of vision and purpose of the institution and the nursing program. Faculty is able
to use this vision to shape nursing students as they work to achieve their educational goals.

Opportunities

Part-time faculty and students participation in department committees.
30
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Section II: Standard 2
Standard 2: FACULTY AND STAFF
Qualified faculty and staff provide leadership and support necessary to attain the goals and
outcomes of the nursing education unit.
2.1 Full-time faculty are credentialed with a minimum of a Masters degree with a major in
nursing and maintain expertise in their areas of responsibility.
Governed by the Illinois Department of Financial and Professional Regulation, the
nursing faculty in pre-licensure programs that prepare graduates for the national registered nurse
licensing exam (NCLEX-RN) must
1. Have a minimum of a masters degree with a major in nursing,
2. Be licensed as a Professional Registered Nurse (RN) in Illinois, and
3. Have a minimum of two years of clinical practice experience as a registered nurse.
The Associate Degree Nursing (ADN) program at College of DuPage (COD) currently has ten fulltime faculty members. The Director of Nursing is not considered a faculty position.
All full time faculty members hold a Master of Science (MSN) degree with a major in nursing.
Three have also earned a Doctoral Degree in Education (Ed.D). Two faculty members are
currently enrolled in Doctoral programs; one a candidate in Adult and Higher Education, and one
in Nursing. One faculty member recently completed a Masters in Business Administration.
TABLE 2.1.A provides a profile of the full-time faculty currently teaching in the ADN program.
Noted are individual year of hire, faculty rank degree granting institution and area of clinical
expertise.
TABLE 2.1.A: FULL-TIME FACULTY PROFILE, FALL, 2010
FACULTY
NAME
FULL TIME
Linda
Barkoozis
Robert Berry
YEAR
OF
HIRE
RANK
1992
Professor
2001
Professor
Rosa Colella- 2008
Instructor
Melki
PT
2009 FT
Larinda Dixon 2001
Professor
Mary Lynn
Engelmann
1990
Professor
EDUCATION/INSTITUTION GRANTING
DEGREE
AREA OF
CLINICAL
EXPERTISE
BSN/Northern Illinois University
MSN/Northwestern University
BSN/Chicago State University
MSN/Aurora University
Ed.D/Northern Illinois University
ADN/College of DuPage
BS-Psychology/Loyola University
MSN/St. Xavier University
BSN/Hampton University
MSN/St. Xavier University
Ed.D./Northern Illinois University
BSN/Marycrest College
MSN/Case Western Reserve University
Ed.D./Northern Illinois University
Med-Surg
Community Health
Med-Surg
Med-Surg
Med-Surg
Med-Surg
Dilyss Gallyot 2003
Associate
Professor
BSN/Northern Illinois University
MSN/Northern Illinois University
MBA/Northern Illinois University
Med-Surg
Janice Miller
Associate
Professor
ADN College of DuPage
BSN/St.Xavier University
MSN/St. Xavier University
Maternal-Child
2002
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
31
FACULTY
NAME
FULL TIME
Kimberly
Oosterhouse
YEAR
OF
HIRE
RANK
2002
Associate
Professor
Carol Stewart 1999
Associate
Professor
Professor
Maureen
Waller
2000
2.1.1
EDUCATION/INSTITUTION GRANTING
DEGREE
Doctoral Candidate/Northern Illinois
University
BSN/Trinity Christian College
MSN/Rush University
Doctoral Student/University of Illinois at
Chicago
BSN/Loyola University Chicago
MSN/University of Illinois at Chicago
BSN/St. Xavier University
MSN/Loyola University of Chicago
AREA OF
CLINICAL
EXPERTISE
Med-Surg
Psychiatric/Mental
Health
Maternal-Child
The majority of part-time faculty are credentialed with a minimum of a
master's degree with a major in nursing. The remaining part-time faculty
members hold
All part-time faculty, by declaration as faculty and teaching assignments, hold a minimum
of a masters degree in nursing(MSN). TABLE 2.1.B reflects this. Because part-time
faculty primarily teach in the clinical setting, the number of these faculty members used
varies based on the number of clinical sections required each semester. Additionally,
nursing laboratory instruction and evaluation is done by full and part-time MSN prepared
faculty.
TABLE 2.1.B: PART-TIME FACULTY PROFILE FALL, 2010
FACULTY NAME
Joanne
Bardzinski
Janis Bartel
YEAR
OF
HIRE
2005
2009
Cheryl Cook
2008
Sue DeFabiss
2009
Corinne
Eiznhamer
Valerie Fox
2008
Kathy Fry
2010
2010
Jennifer Gambon 2008
Carol Gockman
2010
Sue Huzevka
2010
Laura Holland
2009
Barbara Jirik
1990
32
EDUCATION/INSTITUTION GRANTING
DEGREE
BSN/University of Illinois
MSN/University of Illinois
BSN-Northern Illinois University
MSN-Loyola University of Chicago
BSN/Lewis University
MSN/Lewis University
BSN/Youville College (Buffalo, New York)
MSN/St. Xavier University
BSN/Lewis University
MSN/Lewis University
ADN/Joliet Junior College
BSN/University of Phoenix
MSN/University of Phoenix
BSN/Lewis University
MSN/Lewis University
MBA-Lewis University
BSN/Loyola University of Chicago
MSN/Loyola University of Chicago
BSN/University of Illinois
MSN/University of Illinois
BSN/University of Illinois
MSN/Loyola University of Chicago
BSN/Marquette University
MSN/Lewis University
BSN/University of Illinois at Chicago
MSN/Northern Illinois University
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
AREA OF CLINICAL
EXPERTISE
Med-Surg
Med-Surg
Med-Surg
Psychiatric/Mental Health
Med-Surg
Med-Surg
Med-Surg
Pediatrics
Family Nursing (FNP)
Med-Surg
Psychiatric/Mental Health
Med-Surg
Med-Surg
FACULTY NAME
Beth Jelesky
YEAR
OF
HIRE
2008
Denise
Krusenoski
2009
Nancy Michels
2007
Ericka Ortiz
2009
Sue Pickell
2010
Sharon Reeves
2006
Kendra Ross
1990
Patricia
KemerleyStricklin
Luci Sabala
2010
Sue Schaub
2009
Judy Vierke
2010
Laurel Zdeblick
1993
EDUCATION/INSTITUTION GRANTING
DEGREE
AREA OF CLINICAL
EXPERTISE
BSN/DePaul University
MSN/Indiana University
BSN/Valparaiso University
MSN/Lewis University
Psychiatric//Mental Health
BSN/University of Minnesota
MSN/University of Minnesota
BSN/Elmhurst College
MSN/Loyola University of Chicago
ADN/Prairie State College
BA/North Central College (Psychology)
MSN/Lewis University
BSN/San Francisco State University
MSN/California State University
BSN/University of Michigan
MSN/Northern Illinois University
ADN/Richard J. Daley Community College
MSN/Loyola University
Maternal-Child
ADN/Harper College
BSN/DePaul University
MSN/DePaul University
BSN/Baylor University
MSN/Northern Illinois University
BSN/Illinois Wesleyan University
MSN/Rush University
BSN/Marquette University
MSN/University of Illinois at Chicago
Med-Surg
Med-Surg
Pediatrics
Family Nursing (FNP)
Psychiatric/Mental Health
Med-Surg
Med-Surg
Med-Surg
Med-Surg
Maternal-Child
Med-Surg
Mental Health
2.1.2 Rationale is provided for utilization of faculty who do not meet the
minimum credential
Not applicable as all faculty have the minimum credential required.
2.2
Faculty (full- and part-time) credentials meet governing organization and state
requirements.
The utilization of full time and part time faculty is consistent with the mission and philosophy of
the College and the purposes of the ADN program. Per the College of DuPage's hiring guidelines
(2010), the requirements for associate degree nursing faculty (full-time and part time) are:



Academic Qualifications: masters degree with a major in nursing
Experience: 2-3 years clinical experience in nursing; teaching experience preferred
Additional Qualifications: Currently licensed as a registered nurse in Illinois
TABLES 2.1.A, 2.1.B and 2.3.A demonstrate this. Faculty file proving academic credential and
licensure will be found inEXHIBIT 2.1A. Additionally, proof of licensure can be searched at
the IDFPR website.
2.3
Credentials of practice laboratory personnel are commensurate with their level of
responsibilities.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
33
All laboratory faculty members who are involved in teaching or evaluating students have a
Masters Degree in Nursing. There are currently four part-time faculty members involved with skill
return demonstrations. TABLE 2.3.A provides an overview of academic and professional
qualifications of part-time faculty teaching in the nursing laboratory setting.
TABLE 2.3.A: PART-TIME NURSING LABORATORY FACULTY, FALL, 2010
FACULTY
NAME
PART TIME
DATE
OF
HIRE
Corinne
Eiznhamer
Carol Gockman
2008
Sharon Reeves
2006
Judy Vierke
2010
2010
EDUCATION/INSTITUTION GRANTING DEGREE
BSN/Lewis University
MSN/Lewis University
BSN/University of Illinois
MSN/University of Illinois
BSN/San Francisco State University (1968)
MSN/California State University (1976)
BSN/Illinois Wesleyan University
MSN/Rush University
AREA OF
CLINICAL
EXPERTISE
Med-Surg
Med-Surg
Med-Surg
Med-Surg
In addition, there are two part-time non-faculty staff members with a Bachelor’s Degree in Nursing
who serve as the Nursing Laboratory Assistants. The laboratory assistants maintain the integrity
of the nursing laboratory learning space as well as staff the open practice lab. For the latter, they
provide guidance to students under protocol established by faculty (utilizing skill return
demonstration tools). These laboratory assistants are not involved in the teaching and evaluation
of students. The job description for this position can be found in APPENDIX 2.3.A.
TABLE 2.3.B: PART-TIME NURSING LABORATORY ASSISTANTS
PART-TIME
STAFF
MEMBER
NAME
Donna
Perchatsch
Latisha
Richardson
2.4
DATE
OF
HIRE
9/2009
3/2010
EDUCATION/INSTITUTION GRANTING DEGREE
ADN/College of DuPage
BSN/Benedictine University
ADN/Joliet Junior College
BSN/Northern Michigan University
AREA OF
CLINICAL
EXPERTISE
Med-Surg
Med-Surg
Operating Room
The number and utilization of faculty (full- and part-time) ensure that program outcomes
are achieved.
Generally speaking, the number of faculty is adequate to ensure that program outcomes are
achieved. Opportunities, however, need to be explored to assure the optimal utilization of this
valuable resource.
The COD ADN program admits 117 students per year in the fall semester, thus the maximum
number of first and second year students that are in the ADN program at any given time is 234.
With the current ten full-time faculty members, this is a full-time faculty to student ratio of 1:23.4
As mentioned in Standard 1.8, by contract, full-time faculty contact hour workload requirement is
16 hours per semester (32 hours/year). Adjunct faculty can assume up to 80% of a full-time
faculty load per year, i.e. 80% x 32 = 25.6 contact hours.
34
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
The program strives to maintain a 9:1 student faculty ratio in the clinical and nursing laboratory
experiences. However, the program is experiencing clinical sites who do not want more than eight
students per faculty member.
Classroom learning typically has 27 to 36 students. Classroom instruction is primarily done by
full-time faculty. The classroom learning experience is currently taught in a team approach with
each faculty teaching in designated content areas. In this approach, the classroom for a given
course could involve as many as six faculty members. Research on the educational effectiveness
of this pedagogy and student feedback may challenge continued use of this design.
TABLE 2.4.A notes the percentage of instruction done by full-time and part-time faculty based on
the Fall 2008, 2009, and 2010 schedule of faculty assignments.
TABLE 2.4.A: FULL-TIME AND PART-TIME INSTRUCTIONAL DISTRIBUTION (based on
Instructional Contact Hours)
FALL 2008
FALL 2009
%FT
%PT
%FT
%PT
Nursing ADN Program (NURSI)
56%
44%
51%
49%
Nursing LPN Program (NURSP)
40%
60%
55%
45%
Certified Nursing Asst Program (HLTHS 1105)
0%
100% 0%
100%
42%
58%
*Health Science Division (HS)*
41%
59%
*Total Institution Credit Only
Source: E7015102.091; HR Fall 2009 Stipend Report; ODS Faculty Assignments
PROGRAM
FALL 2010
%FT
%PT
47%
53%
42%
58%
0%
100%
Based on the information for the nursing related programs, the ADN program exceeds other
programs regarding percentage of instruction done by full-time faculty. However, it is important to
note that this does take into account that instruction done by full-time faculty as overload.
Additionally the ADN program exceeds Division and total institution in percentage of instruction
done by full-time faculty. The majority of instruction (up to 93%) in the faculty teaching
assignment is done in the lab and/or clinical setting with at most nine students.
2.5
Faculty (full and part-time) performance reflects scholarship and evidence-based teaching
and clinical practice.
Scholarship is embodied in integration, application, teaching, and discovery (Boyer, 2004).
Integration entails connecting and collaborating with other disciplines for the purpose of
expanding knowledge. Application entails responsibly using knowledge to answer consequential
problems for the improvement of individuals, institutions, and society. Service activity that stem
directly from the professional's field of expertise is an example of the scholarship of application.
Teaching entails the education and enticement of future scholars. It is a dynamic endeavor which
involves stimulating active learning, creating critical, creative thinkers, and inspiring a continued
quest for knowledge. To this end, the scholarship of teaching also assumes continued learning on
the part of the teacher. Discovery entails research and the commitment to seek knowledge to
contribute to the intellectual climate of the institution and to society (Boyer, 2004).
NLNAC summarizes scholarship in its 2008 definition: Activities that facilitate the enhancement of
expertise and achievement of program goals. This may include but is not limited to: application of
knowledge, teaching, service, practice, and research.
Faculty (full- and part-time) performance reflects scholarship and evidence based teaching and
clinical practices. Full time faculty members are engaged in activities that maintain their
educational, professional and clinical expertise in the areas of teaching by attending professional
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
35
and health related community activities, workshops, seminars, and conferences. (APPENDIX
2.5.A. Professional Activities)






Nursing faculty members actively participate in a variety of professional organizations and
serve as officers and/or committee members.
Some faculty members contribute to nursing education and research by presenting at
conferences.
Many faculty members have contributed to research and nursing education through the
publications of books, case studies, journal articles, and book chapters.
One faculty member serves as an Ambassador for NLN, is on the NLN Nursing Education
Advisory Council (NEAC), and is Associate Editor of Teaching and Learning inNursing.
Another faculty member serves as the designated nurse planner for the Illinois Nurses
Association in the Continuing Education Department at the College of DuPage.
Several faculty members have participated in Instructional Design projects within the
institution.
In addition, College of DuPage (COD) is cognizant of the need to increase opportunities for
faculty to continue their research interest and goals. Under contractual agreement, each full time
faculty member must earn three semester credit hours of college credit or continuing education
every three years.
Challenges exist with the past practice of how teaching assignments have been made. Sections
of a course may have as many as ten faculty assigned to it, in large part based on how the faculty
of record is identified and that lectures, particularly in Med-Surg courses have as many as five
faculty teaching within the same course section. This is seen as “disjointed” by students and begs
pedagogical soundness.
Part time faculty members are engaged in activities that maintain their professional and clinical
expertise. Expertise is maintained through participation in professional development activities and
maintaining membership in professional organizations. Several faculty members are currently
engaged in clinical practice in local hospitals and healthcare agencies (TABLE 2.1.B: Part-Time
Faculty Profile).
Evidence of educational and clinical expertise is found in individual curriculum vitae (EXHIBIT
2.1.A). The collective talents of the faculty reflect scholarship through teaching, application, and
the integration and discovery of knowledge as defined by the governing organization and within
the nursing education unit.
2.6
The number, utilization, and credentials of non-nurse faculty and staff are sufficient to
achieve the program goals and outcomes.
With the Fall of 2009, the various nursing program related offerings at COD were merged into one
Department of Nursing. There are three programs in the COD Nursing Department: ADN,
Practical Nursing (PN) and Certified Nursing Assistant (CNA). Prior to that these were separate
programs with Program Coordinators and Team Leaders. As many as 384 students may be in
these three programs at any given time/semester.
36
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
These programs are served by a current total of






2.7
12 full-time faculty (ten are dedicated to the ADN Program)
One program administrator (Director of Nursing)
One Practical Nursing Faculty Member has release time (3 hours) for coordination of the
Certified Nurse Assistant (CNA) Program
Approximately 40 part-time faculty members
Two part-time Nursing Laboratory Assistants
One Administrative Assistant (job description for this position can be found in APPENDIX
2.6.A)
Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities.
Prior to Fall 2010, college orientation for full-time faculty was coordinated through the Teaching
Learning Center (TLC). Orientation for full-time faculty and staff will now be coordinated through
the Human Resources Department; plans for that program are now under development. The ADN
Program did not have any new full-time faculty members begin employment during the current
academic year.
New full-time faculty members are oriented by the Director of Nursing as well as program faculty
and assigned mentors. During the Fall of 2010, the Nursing Department Faculty Development
and Welfare committee developed a New Faculty Orientation Checklist and a Faculty Mentor
Checklist (Appendices 1.3 A and B). The last four full-time faculty members hired previously
served as part-time faculty members; this eased their transitions into the COD full-time faculty
role (EXHIBITS 2.7A and B).
The Nursing Department Faculty Orientation Handbook, the ADN Program Student
Handbook, an overview of the curriculum, and student evaluation procedures are included in
this orientation. The responsibilities of all department faculty and staff positions are reviewed at
this time are reviewed at this time.
Part-time faculty members attend an orientation session presented by the Director of Nursing.
Responsibilities of the part-time faculty are reviewed at this time. Evaluation and advising of
students is included in this orientation. Full-time faculty work to incorporate part-time faculty into
each course. The Nursing Department Faculty Nursing Orientation Handbook as well as the
College of DuPage Faculty Guidebooks (EXHIBIT 2.7C) is available on-line making it
readily accessible for reference and use.
All faculty are encouraged to access the Teaching and Learning Center resources, particularly its
educational workshops on use of Blackboard and myACCESS. The Library provides faculty
resources electronically on such topics as copyright information, workshops and courses for
faculty, on-line faculty resources and special services for faculty.
All faculty new to a clinical agency are provided a stipend to orient to that facility. Additionally,
new faculty involved in clinical instruction is offered the opportunity to participate in the MCHC
Clinical Faculty Academy.
While always a work in progress, faculty are generally oriented and mentored in their areas of
responsibility. Efforts are underway to achieve improved inter-rater reliability in the area of
student assessment particularly as it relates to lab and clinical performance.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
37
2.8
Systematic assessment of faculty (full- and part-time) performance demonstrates
competencies that are consistent with program goals and outcomes.
Full time faculty evaluation is addressed in the Contractual Agreement between the Board of
Trustees of College of DuPage and College of DuPage Faculty Association Both tenured and
non-tenured faculty members are evaluated as outlined in the Contractual Agreement (EXHIBIT
2.8A, pp. 37-42).
Tenured faculty members are evaluated every three years by the Director of Nursing (DON) to
maintain the quality of the College's educational process and are both developmental and
evaluative. The evaluation cycle consists of the planning conference the first year, the formal
evaluation the second year and the update conference the third year.
During the first year (planning conference), the faculty member and DON reach
agreement on the content (teaching, advising, curriculum development, institutional
committee work, and other activities) and methods of evaluations (self-evaluation and
student questionnaire). This is known as the Record of Agreement.
The second year of the cycle (formal evaluation), the faculty member and the evaluator
review the faculty member's Record of Agreement. During the formal evaluation
conference, the faculty member has the right to agree with the evaluation, to add written
comments or to discuss the evaluation with the evaluator to resolve any difference of
opinion. The faculty member's signature of the formal evaluation acknowledges that he or
she has read the evaluation but does not necessarily indicate agreement with the
evaluation.
The third year of the cycle (update conference), the faculty member and evaluator meet
to update the formal evaluation. At each stage of the evaluation cycle, the faculty
member and the evaluator sign the document which is forwarded to the Dean; the signed
documents are then sent to Human Resources to be placed in the faculty member's
personnel file.
Non-tenured faculty member are evaluated at least twice a year during the three year
probationary period by the DON. The evaluation process is used by the evaluator to maintain or
improve the faculty member's level of teaching and for the purpose of rehiring and the granting of
tenure and is both developmental and evaluative. Planning and evaluation conferences are
scheduled during the first three years per the Contractual Agreement utilizing the same general
format used for tenured faculty. Upon completion of the third year, tenure may be granted or the
probationary period may be extended for a fourth year. If tenure is granted tenure, the faculty
member begins the three year evaluation cycle with an update conference scheduled the next
year. If the probationary status is extended to a fourth year, the planning and evaluation
sequence is continued.
The evaluation of part time faculty is addressed in the Contractual Agreement between the
Board of Trustees of College of DuPage and College of DuPage Adjuncts Association IEA/NEA
and the Information Guide for Part Time Faculty (EXHIBITs 2.8 B and C). Part time
faculty members are evaluated by the DON. In addition, the DON seeks feedback from the fulltime faculty who work with the part-time faculty member. This information is used to determine
the continued employment of a part-time faculty member.
All new COD faculty are evaluated each term during their first year of employment. Faculty
members who have taught a minimum of one year at COD are evaluated at least once during the
38
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
academic year or as determined by the DON, using the student questionnaire (APPENDIX 2.8A
and B).
Questions related to the classroom, clinical and skills laboratory experiences are included in each
course evaluation (Appendices 2.8 C). The DON conducts periodic clinical site visits to observe
ADN faculty, and meets with the students and the members of the nursing staff.
2.9
Non-nurse faculty and staff performance is regularly reviewed in accordance with the
policies of the governing organization.
Classified Laboratory Staff Assistants are regularly reviewed by the Director of Nursing. The
Director of Nursing is regularly reviewed by the Dean of Health and Behavioral Sciences.
TABLE 2.9.A: EVALUATION OF NURSING DEPARTMENT STAFF AND NON-NURSING
FACULTY
POSITION
Director of
Nursing
WHO EVALUATES
Dean of Health and
Behavioral Sciences
FREQUENCY
Annual
KEY POINTS







Administrative
Assistant,
Nursing
Nursing
Laboratory Staff
Assistants
Health Sciences
Annual
Division Office Manager
with input from Director
of Nursing
Director of Nursing
Annual








Coverage of basic
responsibilities
Productivity
Administrator
evaluation form
(p.19)
Quality of work
Initiative
Leadership
Professional Development
Individual criteria
Quality of work
Performance Improvement
Form available
as EXHIBIT 2.9A
Problem solving
Attendance
Student/customer service
focus
Form available
as EXHIBIT 2.9B
Personal/professional
accountability
Effective communication
Teamwork and collaboration
The Administrative Assistant assigned to nursing is actually a Division employee and evaluated
by the Office Manager of the Division with input from those the Administrative Assistant provides
services for. See APPENDIX 2.6A for this position’s job description.
2.10
Faculty (full- and part-time) engages in ongoing development and receives support in
distance education modalities including instructional methods and evaluation.
Faculty engaged in distance education modalities (including instructional methods and
evaluation) receive technical support from the College. All nursing courses have a course
management system (BlackBoard) available for student communication, assignments, and
grading purposes. Ongoing training and support for faculty is available through the TLC.
Participation in these learning activities is noted in the APPENDIX 2.5.A.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
39
In addition, faculty members can receive technical support from instructional services for the
development of online courses. Currently, one course can be offered in an online format (NUR
2110) and one course can be in a hybrid format (NUR 1208).The faculty member teaching in this
course is evaluated in the same manner as the rest of the nursing faculty (in accordance with the
Faculty Contract).
Strengths:



The College of Du Page Nursing program has a well-qualified, well-credentialed faculty. Three
hold doctoral degrees in Adult and Higher Education. One is a doctoral candidate, and one is
enrolled in a doctoral program at the course level.
A number of faculty members are also well-credentialed in their own specialties.
There are also faculty members who are involved in active clinical practice outside of the College.
Weaknesses:


Two recent full- time faculty positions were recently lost to retirement, and are not being replaced,
which increases the faculty work load as identified in criterion 2.4.
The elimination of the Team Leader position at the course level has made course coordination
and management challenging suggesting that practices regarding Faculty assignment and
naming the Faculty of record need to be modified.
40
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Section II: Standard 3
Standard 3: STUDENTS
Student policies, development, and services support the goals and outcomes of the nursing
education unit.
3.1 Student policies of the nursing education unit are congruent with those of the governing
organization, publicly accessible, non-discriminatory, and consistently applied: differences are
justified by the goals and outcomes of the nursing education unit.
Policies for students in the ADN program are consistent with all other students for the parent institution in
relation to counseling services, advisement assistance, academic placement services, and financial aid
assistance.
The general student policies are contained in the College of DuPage Catalog 2009-2011, available
on-line and in print in the Admissions Office, SRC 2046. The student policies of the ADN program are
found in the College of DuPage Associate Degree Nursing Handbook (EXHIBITs 3.1 A and B).
All students have access to computers for on-line use in the College of DuPage Library. Students sign a
confirmation of receipt form for the ADN Handbook at the program orientation. Copies of the forms are
kept in the students’ files in the department office.
The ADN program adheres to the College’s Non-Discrimination Policy which states “the college will not
discriminate in its programs and activities on the basis of race, color, religion, creed, national origin, sex,
age, ancestry, marital status, sexual orientation, arrest record, military status or unfavorable military
discharge, citizenship status, physical or mental handicap or disability” ( Board Policy 5010; EXHIBIT
3.1C). However, if a student’s criminal background check does produce a finding, the student is advised
that their success in the program may be impeded due to the restrictions and requirements of the outside
clinical agencies.
Health (career) program students have additional participation policies they must adhere to primarily as a
result of clinical affiliation requirements, and for placement in the clinical learning setting. College of
DuPage Health Science Programs have policies related to the following.
 Policy for Professional Conduct at Clinical Sites (EXHIBIT 3.1D) in addition to the
“Student Code of Conduct” in the College Catalog (EXHIBIT 3.1A; pp. 41-42).
 Essential Functions related to the following activities - moving, lifting and transferring
patients without restriction, due to the nature of the clinical experience (EXHIBIT 3.1E).
 Health Requirements and clinical participation requirements, including proof of
immunization/vaccination status, CPR, drug testing, and a criminal background check of
individuals providing patient care within their facilities. Some facilities also require proof of
health insurance (EXHIBIT 3.1F). *
*NOTE:Health Requirements are maintained offsite by Edward Corporate Health in Naperville, IL. The students can complete their
health requirements through Edward Corporate Health, their private physician, or the DuPage County Health Department. The
student is responsible for providing Edward Corporate Health with proof of requirements and Edward Corporate Health completes a
health requirements form, indicating that individuals have met the criteria to be allowed in a clinical course. The health requirements
forms are located in the students’ files.)
As a health career program, nursing program students must comply with these policies.
Accommodationsare made for students with special needs when documentationhas been provided by the
student and submitted to Special Student Services.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
41
Admission
Admission to the College of DuPage is open to anyone who is a high school graduate or is at least 18
years old and can benefit from college level instruction. No tests are required for admission, however,
national placement tests, such as the ACT, are helpful for college advisors to assist with the student’s
educational planning. Tests in mathematics, reading and writing are required for course placement
purposes. Admission can be granted to others by the Coordinator of Admissions Services (Board
Policy 5101; EXHIBIT 3.1C).
College of DuPage follows the guidelines of the Illinois Community College Board for residency
requirements. Students who live within the district (District 502) for at least 30 days immediately prior to
the beginning of the term will be classified as residents of the College of DuPage district. Students are
classified as out-of-district if they have resided within the State of Illinois for at least 30 days immediately
prior to the beginning of the term, but outside the College of DuPage district. Students are classified as
out-of-state if they have not lived within the State of Illinois for at least 30 days prior to the beginning of
the term. Students whose permanent residences are outside the United States and who wish to attend
College of DuPage on a valid student visa or other visa waiver program are classified as international
residents (as long as the visa or other visa waiver program permits those individuals to attend school
while in the United States).
The Admissions and Information office makes the final determination of residency status. Student
residency classifications are in accordance with provisions of the Illinois Community College Act and
guidelines established by the Illinois Community College Board (EXHIBIT 3.1A, p. 25). The ADN program
admission policy (APPENDIX 3.1A, p.6) states, “in-district residents will be considered prior to out-ofdistrict residents.”
Incoming students for the fall of 2010 were required to meet the following admission criteria:
1. Submission of a signed application to the ADN program, along with application fee.
2. Submission of transcripts from all previous schools (high school, college, GED, ECE).
3. Submission of completed green “Request Form” to the Records office for transcripts to be evaluated.
International transcriptsfrom high school or collegeare evaluated by the Educational Credential
Evaluators, Inc. Forms may be obtained online at: www.ece.org.
4. A grade point average of 2.75 on a 4.0 scale.
5. Science requirements:
At least one year of high school Chemistry, college level Chemistry 1105 or 1211 (formerly Chem 105
or 111) or equivalent with a grade of “C” or better; beginning fall 2011, College Chemistry 1105 or
1211 or equivalent will only be accepted.
College level Anatomy and Physiology 1551 or 1571 (formerly 111 or 121) or equivalent, with a grade
of “C” or better, completed within five years of application.
6. National League for Nursing Pre-Admission Examination, RN (PAX-RN).
7. Mandatory advising session
8. Admission to the College
As the admission cycle for the fall 2011 draws to a close on February 1, 2011, the admission policy is
currently under review for necessary revisions.
Completed applications are reviewed by the Admission Specialist/Staff and results, including rank
score, is shared with the program faculty and the Nursing Department Program Participation Committee.
Qualified candidates are selected for admission to the program.
42
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
In the event that there are more qualified applicants than spaces available an alternate list is established.
Applicants are placed on the alternate list in order of rank of total earned merit points based on admission
criteria. If an applicant declines admission, the space is offered to the next applicant on the alternate list.
Preference is given to those applicants classified as in-district residents by the Health Sciences
Admissions Office.
Applicants are informed of their provisional acceptance status by letter. They are given two weeks to
return their acceptance of that position. Positions not accepted in writing are then filled from the alternate
list.
Upon their acceptance of admission to the ADN program, students are required to attend an orientation
session of the ADN program in which they are given program information, health requirements, CPR
requirements, drug screening, criminal background checks and additional screenings with which they
must comply to enter (EXHIBIT 3.1G).
Additionally, students must have proof of successful completion of Anatomy and Physiology 1552 or
1572, NURSI 1100 and placement on Illinois Healthcare Worker Registry (C.N.A.) for full
acceptance to the nursing program. Proof is typically required by August 1 prior to the start of the Fall
semester. (NOTE: The Nursing Department Program Participation committee is currently evaluating the
Admission policy as it relates to the notion of “provisional acceptance and the academic requirements for
admission to the program.)
Grading and Progression
There is no stipulated grading policy at College of DuPage. Individual policies for grading are determined
by the instructor and/or the program. Although, a grade of “D” is considered “a minimum standard of
achievement” by the College, a cumulative grade point average of “C” or 2.0 on a 4.0 scale in all nursing
and program required courses is required for graduation from the nursing program.
Students must achieve a grade of “C” or better in each nursing course and achieve satisfactory clinical
performance to remain and progress within the nursing program. The grading scale for the ADN program
is found in the ADN Program Handbook (EXHIBIT 3.1B; p.17) and each course syllabus. The grading
scale is:
A = 90.0%-100%
B = 84.0%-89.9%
C = 78.0%-83.9%
D = 70.0%-77.9%
F = Below 70.0%
The rationale for the more stringent admission requirements for nursing, as compared to the overall
institution, isbased on the knowledge and skill needed to succeed within the classroom portion of the
curriculum and to meet the health and safety needs of the consumers of health care. For a complete
description of letter grades (A through X) see the Catalog (EXHIBIT 3.1A, pp. 56-57).
The following documentation is found in the ADN Program Handbook (EXHIBIT 3.1B, pp. 17-19), and
reports that for satisfactory completion of a nursing course, a student must:
1. Meet all course requirements as stated in the course syllabus.
2. Complete clinical objectives and criteria, and receive a satisfactory evaluation in the clinical
component of the course.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
43
In order for a student to begin the next course in the sequence of nursing courses, the student is required
to:
1.
Be considered in good standing by the College.
2.
Complete all prerequisites for the course satisfactorily.
3.
Possess current CPR certification.
4.
Complete other health screening requirements as appropriate.
5.
Have earned a grade of at least “C” in all clinical nursing courses.
6.
Have earned a grade of at least “C” in all program required courses.
The ADN program allows a student one readmission if a course was failed or the student withdrew failing,
and two admissions if the student withdrew passing. Prior nursing courses can be no more than two years
old. Any student who has previously been evaluated as being unsafe may not continue in the
clinical/laboratory/classroom. Students who have been evaluated as unsafe will not be readmitted to the
program.
Due to the sequential nature of the curriculum and the limited availability of seats, a student who
withdraws or earns less than a “C” grade in a course cannotretake or reenter the course/program and
continue on at any chosen point at their discretion. The student must declare their intention to return to
the program in writing, and may be allowed readmission on a space available basis, and in accordance
with the Nursing Readmission Policy (p. 29). Because the program is currently offered once per
year, readmission will be at least one year after exiting the program.
In the fall of 2007, all students who had previously dropped from the program, regardless of reason, were
allowed to reenter the program, due to the quarter to semester conversion. The students, who had
completed the first year of the program under the quarter system, or through the conversion process, took
required bridge coursework, which allowed them to begin in the second year under the current curriculum.
This cohort of 15 returning students was enrolled in a success program consisting of content that was no
longer covered in the 2nd year of the program and included special advising and success strategies, which
enabled them to enter into the 2nd year of the ADN curriculum. These students graduated in May, 2008. In
addition a cohort of these returning students from the quarter system allowed readmission into the first
year of the ADN curriculum. These students graduated in May, 2009.
In January of 2007, a cohort of 40 students was enrolled into the nurse-faculty loan expanded program.
These students graduated in December, 2008. In October, 2009, a cohort of 20 PN students enrolled in
the ADN transition course. Eighteen of these students were admitted to the ADN Program in the 2 nd 8
weeks of fall, 2009. Thirteen of these 18 student completed year 2 of the ADN program and graduated in
May, 2010. Of the five who did not, one withdrew from NURSI 2109 and four received a “D” preventing
them from progressing into the final semester of the program. The remaining two students (of the original
20) were admitted to the ADN Program in the fall, 2010 semester.
Students readmitted to the ADN program must adhere to the policies of the program in force at the time of
their readmission. Preference is given to those who reside within the district.
Graduation Requirements
Seven degrees are awarded by College of DuPage: Associate in Arts, Associate in Science, Associate in
Engineering Science, Associate in Applied Science, Associate in General Studies, Associate in Fine Arts
in Art, and Associate in Fine Arts in Music. Each degree carries special requirements and limitations for
graduation and is directed toward meeting the educational needs of students who plans to pursue a
particular course of study or have a special goal.
A graduate of College of DuPage’s Associate Degree Nursing Program is eligible for the Associate in
Applied Science degree. This degree represents the completion of a program designed to focus on
44
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
specialized occupational or technical curriculum. For further graduation information see the
Catalog(EXHIBIT 3.1A, pp. 29-31, 61). All degree requirements must be completed for students to
graduate and apply to take the NCLEX-RN.
Nursing faculty establish the admission, readmission and academic progression criteria. Committees are
established to affect the process, present changes and lead discussion on any potential changes. After
discussion and input, the faculty votes as described above. All activity is documented in the faculty
minutes, which are distributed to full faculty, and changes are made and documented (i.e.: Admission
Packet, Handbook, Nursing Program Student Portal), and distributed to students for the following
academic year.
Policies requiring updating or change are reviewed by the Nursing Department Program Participation.
Recommendations for change are brought to the Council of COD Nursing Department for discussion and
action. New policies may be warranted due to parenting institutional or partnering institutional changes.
After presentation, discussion, and feedback, policies are initiated, amended, or abolished by a motion
made, seconded and carried by a majority vote of the faculty, in accordance with Article III of the
Associate Degree Nursing Faculty Bylaws. Changes in policy are documented in the ADN Student
Handbook, announced on the ADN student portal, and, if applicable, in the course syllabi.
3.2 Student services are commensurate with the needs of students pursuing or
completing the associate program, including those receiving instruction using
alternative methods of delivery.
College of DuPage hosts a vast array of comprehensive student support services. Information is
available on-line and in print form in the college Catalog. Information relative to counseling, advising,
academic assistance, financial aid and career placement services are described in the following
paragraphs.
Counseling and Advising Services utilizes a student-centered approach when providing vital information
to promote student success. Serving an integral role at College of DuPage, advising specialists provide
and link student and community members to essential academic information and support services to meet
their diverse needs. Students can access an advisor directly with a walk-in appointment, by E-mail or by
telephone. The Health Sciences division has a part-time health science career advisor (Jim Ryan). In
addition the Health Sciences division has an Admissions Specialist (Deb Jeffay), who participates in
advising once students have applied to a health sciences program.
By accessing the “STARS” (Student Advising Resource Services) under the advising and
counseling heading on the College of DuPage homepage, students can navigate their way to
success.
The mission of the Multicultural Student Center is to be a primary advocate for ethnic underrepresented
students. The faculty is committed to increasing access, matriculation, retention, and persistence of those
served. It is accomplished through monitoring student progress, providing intervention, advisement,
cultural reinforcement, and the enhancement of campus climate. In addition to mentoring, student
academic and personal advisement is provided through appointment and walk-in services.
International Student Advising Services offer logistical assistance for new students, immigration advising
and cross-cultural/personal advising. They can assist with immigration applications and notifications as
well as F-1 employment applications.
The Career Services Center is a center for job and career-related information and options. Through a
variety of resources and services, this center provides students, alumni and community residents a
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
45
connection with area employers and opportunities for paid and non-paid work experience. These include
cooperative education, internships, full- and part-time employment and community service-learning
opportunities. The Career Services Center is located in the Student Resource Center, Room 1490,
(College Catalog, p. 37). The Career Services Center offers students co-operative learning and service
learning experiences and provides potential employers with access and availability to specially trained
students/graduates.
Special Student Services assists students who have documented physical and/or learning disabilities.
These students are mainstreamed in college classes. Special Student Services assists with arranging for
sign language interpreters, readers, special tutoring, recorded textbooks, note taking and adaptive
technology, i.e., hearing impaired. There are currently 19 part-time interpreters on staff, who may assist
with (for example) test reading and sign-language. Nursing students with special needs have been given
extended time for test completion, have had special arrangements for test-taking, and can have other
arrangements made specific to their needs if documentation is provided by the student to the Special
Student Services Center. The counselor for special needs services is master’s prepared.
Financial Aid Services: COD students were awarded over 50 million dollars in Financial Aid from various
sources for the 2009-2010 academic year, which included 19,396 students. The Financial Aid Office
administers and coordinates funds from federal, state, college and private sources. Grants, loans,
scholarships and work-study programs are some sources of student aid. Most financial aid programs are
based on demonstration of financial need. The College and the Financial Aid Office strive to reduce
barriers to college education. Qualifications for most federal and state financial aid are listed in the
Catalog (EXHIBIT 3.1A; pp. 41-43). The Nursing Alumni Committee established a scholarship program
for students currently enrolled in the ADN Program. In addition, some students receive tuition assistance
from their employers.
Academic Support Services
The Writing Center is staffed by English faculty with master’s degree preparation. Services are
available Monday through Friday year round. English faculty work with students on an
individualized basis. Nursing students utilize this service when writing research papers.
The Math Assistance Center (MAC) offers assistance to students enrolled in mathematics
courses. Math faculty will answer questions and clarify concepts for nursing students.
The Library, located in the Student Resource Center, maintains flexible hours seven days/week
throughout the academic year. All librarians are masters prepared. The Dean of Library Services
has an earned doctorate. The library provides an extensive collection of print/electronic book,
reference, research and audiovisual materials and equipment for student and faculty utilization.
Reference librarians provide assistance with research and acquisition of information. Nursing
students utilize these services to complete required research papers, prepare for classroom
presentations and supplement required textbook readings. Books and reference materials
targeted for healthcare and nursing are specifically acquired and maintained based on nursing
faculty collaboration with the nursing unit’s assigned librarian. The Library’s College and Career
Information Center (CCIC) enables nursing students/graduates to access college transfer
information, obtain information on job hunting techniques and review standardized test study
guides. Professional nursing journals and software are also available for student utilization in the
nursing laboratory. A packet of library information will be available to the visitors. The Health
Sciences librarian, Debra J. Kakuk Smith, works collaboratively with the nursing faculty on
research assignments, providing students with every opportunity for success on their written
work. Areas focused on include information literacy, APA format, research strategies and
techniques and developmentally appropriate literature and websites for patient education. In-
46
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
services and workshops are provided by the library staff and are advertised through fliers and to
all staff by E-mail.
The Library’s Personal Computing Center provides IBM and Macintosh computer workstations
with a wide variety of software and Internet access via the World Wide Web, enabling students to
complete required assignments.
The Academic Computing Center (ACC) is staffed with employees educated in computer
technology who are able to resolve computing problems. For various nursing courses, computer
assignments have been placed in the ACC for easy accessibility and flexible hour utilization.
Program advising (faculty provided):
 ADN program advising sessions for prospective students are conducted monthly, if not more

frequently, and are held at various times of the day (morning, afternoon, evening) in order to meet the
needs of the student population. Faculty host these advising sessions.
When students have declared a major, they seek the assistance of a faculty advisor in their chosen
discipline (EXHIBIT 3.2A). Faculty advisors are available during posted office hours and are available
to assist students with any of the following:









Fulfilling general education requirements
Concerns or questions about prerequisites for a specific major
Transfer programs in their major/ area of interest
Special agreements with transfer schools for specific degree programs
Unofficial progress check toward graduation
Prerequisites for limited admission programs
Competency exams when an existing exam is not in place
Advice and information on transfer schools that would meet academic goals
Addressing issues of concern for students deemed at academic risk (EXHIBIT 3.2B)
In addition to the abundance of services provided globally by the institution, the ADN faculty developed
and piloted many student success driven multimedia tools and programs. Examples of these include:
software on medication computation, physiology, charting, assessment, and critical thinking; focus groups
on improving communication skills for ESL students; stress and anxiety management presentations; a
self-reflection tool of learning strengths and weaknesses, and self-improvement/success strategies.
The ADN faculty has also collaborated with counseling services to provide the students with stress
management workshops, introducing the students to ways to cope with stress, success strategy
workshops, and providing the students with an overview of services that the college offers them to
increase success in the nursing program. In addition, an ADN faculty member has collaborated with a
liberal arts faculty member to develop and present READ 0481: Study Skills for Nursing Students, which
continues to be offered.
Faculty and clinical site staff provide clinical orientation on the first day of a clinical rotation. Clinical sites
are also invited to share information that they want faculty and students to alert themselves to prior to the
clinical experience. If the information is available electronically, it is posted on the clinical affiliations
web page link on the Nursing Department web page.
In spring of 2009, a general ADN student satisfaction survey was developed to ascertain if the services
provided to students were meeting their needs. TABLE 3.2A lists the percentage of students who agreed
or strongly agreed that the listed service met their needs.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
47
The Blackboard system has also been a tool by which student assistance through websites, tutorials,
quizzes, and games can be disseminated.
TABLE 3.2A: SATISFACTION WITH STUDENT SERVICES
STUDENT SATISFACTION
Admissions Services
Advising, Counseling
Financial Aid Services
Special Student Services
Records Services
Health Services
Math Assistance Center
Reading Assistance Center
Writing Center Services
Library Services
College Computer Labs
2008-2009
95.6% (115)
87.1% (83)
59.7% (72)
93.1% (29)
88.0% (117)
96.9% (129)
89.7% (29)
91.7% (24)
83.8% (37)
94.3% (140)
92.1% (114)
2009-2010
86.5% (97)
69%
(90)
70.7% (68)
95.1% (32)
84.1% (98)
86.4% (96)
92.8% (28)
95% (30)
82.8% (41)
95% (101)
94% (88)
2010-2011
73.7% (19)
57.1% (14)
66.6% (15)
100% (3)
95% (20)
69.2% (13)
100% (5)
100% (3)
80% (5)
95.4% (22)
100% (11)
3.3 Student educational and financial records are in compliance with the policies of the
governing organization and state and federal guidelines.
The Standards for Safe-guarding Customer Information (FTC) 16 CFR part 314 establishes standards
relating to administrative, technical, and physical data and information safeguards for non-public
personnel information. The Standards are the codification of the Gramm-Leach-Bliley Act (GLBA) and
became effective May 23, 2003. The college has chosen to define protected data and information to
include student personal and financial information required to be protected under The Standards and the
Family Educational Rights and Privacy Act (FERPA).
The Records Office is charged with the maintenance and security of academic records. Educational
records are maintained in accordance with FERPA guidelines and Board Procedure 5717. Dean of
Admissions Services and Registrar, Jane Smith, is Master’s prepared and has 20 plus years experience.
Currently, records are maintained on-line and backed up off-site. Documents imaged and maintained online include: grade and attendance records and student petition for graduation. Prior to 2001, these
documents were on microfiche. Records prior to computerized maintenance (1983) and the microfiche
records are maintained in the Records Office in a fireproof vault. All official grade and attendance records
submitted by instructors of record are archived as hard copy and/or microfiche and placed in a fireproof
vault accessible only to authorized Records Office personnel. Computerized academic data is backed up
daily through Information Technology. The capability to update on-line academic records is severely
restricted to specific personnel in the Records Office. Official grade and attendance records, as well as
student academic transcripts, are permanent. Qualifications for employees in the Records Office are
dependent upon responsibilities of their respective positions.All employees who evaluate course credit
are college-educated. Debbie Cronborg, Degree Audit Specialist, is assigned to work with nursing
program applicants/students.
The Finance Office is charged with the maintenance and security of College financial records. Financial
records are maintained in accordance with state and government legislature. Vice President of
Administrative Affairs, Tom Glaser, and the Director of Financial Affairs & Controller, Chris Wodka,
oversee the maintenance of all financial records. The records are maintained offsite. Financial aid
imaged records are also kept offsite through an independent vendor for seven years.
3.4 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification
requirements are maintained.
48
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
The Financial Aid Office conducts an independent audit annually, which is kept by the Director of
Financial Aid Services, Mark Holysz. (A copy of the most recent Default Rate Notification Letter is
available to reviewers; EXHIBIT 3.4A). Students are informed of their ethical responsibilities regarding
financial assistance through multiple venues, including the Catalog (EXHIBIT 3.1A; pp. 33-35), the
Financial Aid Office, and the Financial Aid website.
3.5 Integrity and consistency exist for all information intended to inform the public, including the
program’s accreditation status, and NLNAC contact information.
The Director of Nursing, Dr. Vickie Gukenberger, maintains correct documentation of accreditation status.
The College of DuPage is accredited by The Higher Leaning Commission- North Central Association.
The Associate Degree Nursing Program is approved by the Illinois State Board of Nursing, and is in
compliance with the Illinois Department of Financial and Professional Regulation. The ADN program has
NLNAC Candidacy Status at this time. The program’s accreditation status is available to the public
through the college catalog, the ADN website, the ADN admission packet, and the ADN student
handbook.
3.6 Changes in policies, procedures, and program information are clearly and
consistently communicated to students in a timely manner.
In the course of nursing faculty meetings, policies which may require updating or change are discussed.
New policies may be warranted due to parenting institutional or partnering institutional changes. After
presentation, discussion, and feedback, policies are initiated, amended, or abolished by a motion made,
seconded and carried by a majority vote of the faculty, in accordance with Article III of the Associate
Degree Nursing Faculty Bylaws. Changes in policy are documented in the Handbook, and, if applicable,
in the course syllabi.
Nursing faculty establish the admission, readmission and academic progression criteria. Committees are
established to affect the process, present changes and lead discussion on any potential changes. After
discussion and input, the faculty votes as described above. All activity is documented in the faculty
minutes, which are distributed to full faculty, and changes are made and documented (Admission Packet,
Handbook, ADN Student Portal) and distributed to students for the following academic year.
TABLE 3.6A: STUDENT SATISFACTION WITH COMMUNICATION
STUDENT SATISFACTION
Communication of Policy Changes
Communication of Program Changes
Registration Information Communication
2008-2009
49.2% (118)
42.2% (116)
44.4% (126)
2009-2010
58.1% (105)
72.3% (105)
40.92% (105)
2010-2011
47.6% (21)
78.3% (23)
22.7% (23)
In the 2008-2009 academic year, decentralization of the ADN Office increased student frustration with
program communication, especially during the summer months. Results of the general student
satisfaction survey exemplify this.
In an effort to increase communication, the ADN website was more thoroughly developed, orientation
sessions for new students were held, faculty development was encouraged for the use of Blackboard for
E-mail and posting announcements, and a comprehensive full-time faculty advising program was
developed. In a continued effort to increase student satisfaction with communication, a student newsletter
and an ADN student portal page were developed. In addition student forums were held with nursing
faculty and administration. The fall 2010 Student Satisfaction Survey revealed that 100% of student
responders agreed that My dupage.edu E-mail facilitates communication; 87% Blackboard; 82.3%
student portal; 53% student newsletter; and 62% faculty advising.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
49
Likewise, in 2009-2010 the college initiated a new registration system. The survey reflects the students’
frustration with the transition and system errors that were encountered during the transition through the
2010-2011 academic year and are continuing to be addressed.
3.7 Orientation to technology is provided and technological support is available to
students, including those receiving instruction using alternative methods of delivery.
The Department of Information Technology hosts a broad array of services to students. The
students have access to the IT helpdesk, orientation to MyCOD student access, streaming media, and
orientation to Blackboard (). In addition, the ADN faculty orients students to technology through course
orientation, classroom activities, laboratory skills and activities, and off-site clinical instruction. Students
were surveyed to ascertain if the technology assistance provided was meeting their needs. The following
TABLE lists the percentage of students who agreed or strongly agreed that the technology available met
their needs.
TABLE 3.7A: STUDENT SATISFACTION WITH TECHNOLOGY AND SUPPORT
STUDENT SATISFACTION
Student IT Help Desk Services
Blackboard/Online Enhancements
College Online Classes Tutorial
Technology in the Lab
Technology in Clinical
2008-2009
91.2% (73)
81.0% (116)
91.7% (36)
69.6% (112)
91.9% (135)
2009-2010
49.68% (50)
80.95% (94)
70.7% (44)
60%
(79)
80.95% (94)
2010-2011
83.3% (12)
100% (18)
100% (8)
72% (18)
84.2% (19)
In summer of 2009, the ADN program moved to the new Health Science Center. The laboratory space
now houses technology bunkers in every room. There are also plans for use of simulation for laboratory
instruction and technological resources.
3.8 Information related to technology requirements and policies specific to distance education is
clear, accurate, consistent, and accessible.
The Department of Information Technology has multiple resources for the distance learner. Individual
course syllabi will provide the student with specific instruction on how to access the course, course
information, and other pertinent requirements, for example discussion board, on-line chat room, or
streaming media.
In conclusion, the following summary of strengths and challenges are identified:
Strengths


The College of DuPage provides a vast array of student services. Due to the economic
environment of the state of Illinois, some students’ services have been cut, downsized, or
outsourced, however student services are still exceptional and cover student needs.
Development and use of the Student Satisfaction Survey has been instrumental in providing the
faculty with valuable data about students’ perceptions of services, communication, and
technology. Based on data analysis, multiple recommendations have been brought forth to full
faculty, with changes made to improve communication of policies, program changes, and to keep
the students connected with the faculty. Innovations based on the data analysis include the
development of an advising program, a student newsletter, E-blast communication, and a nursing
student portal page.
50
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois

Related to technology, the Director of Nursing has advocated for an increase in budget spending
in order to acquire an electronic medical record system, simulation equipment and facilities, and
faculty development funds related to technology.
Opportunities



A recent change in the college’s registration system and policy has been a frustration for nursing
students. While the faculty and the director do their best to keep the students informed, some of
the online information presented through the system has been in error. The Director of Nursing
notifies the system administrators of difficulties experienced by students in the registration
process, and administration has worked diligently to resolve past issues. In addition, the Director
of Nursing attempts to publish all information related to clinical site availability in a timely manner;
however the late notification by some of the facilities has made this difficult. Information as it
becomes available is now placed directly on the ADN Student Portal in an attempt to present
information which is immediately available to the students.
The future holds many opportunities for growth in simulated learning. The framework for high
fidelity simulation is underway, with low fidelity simulation already taking place in the laboratory
environment. This year the obstetrical nursing faculty collaborated with the faculty from the
Surgical Technology and Respiratory Care programs to simulate an emergent cesarean section
in meeting part of their course objectives. A plan is being developed, through review of the
literature, to determine the best methods for integration and implementation of simulation into the
curriculum.
As a result of the Student Satisfaction Survey data analysis, if areas are identified as not
adequately meeting the needs of the students, the respective departments are notified. However,
at this point follow-up protocols have not been determined.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
51
52
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Section II: Standard 4
Standard 4:CURRICULUM
The curriculum prepares students to achieve the outcomes of the nursing education unit,
including safe practice in contemporary health care environments.
Overview:
Mission:
The mission of the Associate Degree Nursing (ADN) Program is to serve the needs of the community.
The program supports excellence in learning and teaching, fosters an instructional climate that welcomes
innovation, is open to change, and targets continual improvement and accountability. The ADN program
ensures diverse learning needs with a comprehensive, dynamic curriculum and varied educational
delivery systems. The program promotes critical thinking and academic honesty while it prepares
students to qualify for and succeed in further educational endeavors and to prosper in the work
environment. The ADN faculty supports personal and academic success of students through the recently
established Program Participation Committee. Partnerships and alliances are created between the
college and the community including the Health Care Leadership Council which increases educational
opportunities for professional development that impacts the number of graduates from the program. The
alliances facilitate increasing the community’s nursing workforce.
Philosophy:
The ADN faculty fosters the mission of the college primarily thru educating our students to provide
nursing care. We believe:









Nursing care is based on assessment of the total person with consideration for diversity; nursing
care that looks at the patient holistically and transcends specific tasks which strive to:
understand, respect, and accept any differences and similarities of patients.
Care is delivered by applying knowledge to practice by incorporating critical thinking, clinical
reasoning, effective communication and therapeutic interventions.
Integration of researched based therapeutic interventions to provide optimal healthcare
delivery, utilizing evidence-based practice with the faculty’s clinical expertise.
The registered nurse provides a unique, comprehensive assessment of the health status of the
patient (individual, family, or group), acknowledging that diversity is a factor in the delivery of
care.
The nurse develops and implements a specific plan of care. This is accomplished with
therapeutic interventions and caring.
The nurse assists patients in the promotion of health, coping with health problems, in adapting
and recovering from the effects of disease or injury, and supporting the right to a dignified death.
Students are encouraged to utilize information systems to gather data and evaluate their
nursing interventions.
The registered nurse is accountable for abiding by all applicable federal, state, and territorial
statutes related to nursing practice. Our program is based on the Illinois Nursing Practice Act.
Standards of the American Nurses Association are utilized in the development of the curriculum.
The goal of the program is to educate students to become novice nurses learners who then will
develop into the role of leaders and add to the profession ofnursing.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
53
Further exemplifying the program’s philosophy is its Conceptual Framework (FIGURE 4.0.A). This
framework presents Nursing as the intersection of the three circles (concepts): Person, Health, and
Environment. The definitions are as follows:

NURSING: The ADN Program has adopted the NCSBN’s (2006,p. 168) definition of nursing:
Nursing is both an art and a science, founded on a professional body of knowledge that
integrates concepts from the liberal arts and biological, physical, psychological, and
social sciences. It is a learned profession based on an understanding of the human
condition across the life span and the relationships of an individual with others and within
the environment. Nursing is a dynamic, continually evolving discipline that employs
critical thinking to integrate increasingly complex knowledge, skills and technologies, and
patient care activities into evidence-based nursing practice. The goal for nursing for
patient care in any setting is preventing illness; alleviating suffering; protecting,
promoting, and restoring health; and promoting dignity in dying.



PERSON: Includes all human participants in the healthcare delivery system; i.e., individual,
family, group, or community. The person is a unique holistic being with physical, emotional,
intellectual, social, spiritual, and environmental needs. These needs, which are common to all
human beings regardless of culture, race, or gender, exist throughout a person’s lifespan, and are
influenced by levels of health and interaction with the environment.
HEALTH: Health is a dynamic state on a continuum ranging from optimal health or wellness to
health problems to death. Optimum health is a state of balance between the physical, emotional,
social, spiritual, environmental, and intellectual components of the person. Health reflects the
person’s ability to meet basic needs, as well as adapt to internal and external environmental
changes to maintain equilibrium. When the person is unable to cope or adapt, needs are unmet
and deviations in equilibrium result in health problems or death. Health varies with
developmental stages and at times there is a greater risk for disequilibrium in the person’s health.
Therefore, knowledge of growth and development is used in planning care.
ENVIRONMENT: All factors, internal and external, that interacts with the person to affect health.
The components of the environment are physical, psychological, socio-cultural, cognitive, and
spiritual.
FIGURE 4.0.A: College of DuPage Associate Degree Nursing Program Conceptual Framework
It is through these concepts and their intersection that the art and science of nursing is contextualized and
the curriculum is developed. In doing so, the learning and assessment activities guide the student to
54
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
move the graduate outcomes, represented by the “themes” in the outer ring of the conceptual framework:
Critical thinking, Communication, Caring, Diversity, Quality Improvement, Leadership, Information
Management and Professionalism. These themes serve as the organizing framework for the
implementation of the curriculum (EXHIBIT 4.3.A), and guides its evaluation (Standard 6 and sections
of SEP).
The concepts of Health, Environment, and Person are integrated throughout the curriculum. Concepts are
leveled and increase in complexity and outcome competencies. The outcomes are achieved by using the
conceptual threads of knowledge, skills, and attitude throughout the program. By the completion of the
final nursing course, students are expected to manage clients across the lifespan and develop
comprehensive and collaborative care.
The purposes of the Associate Degree Nursing Program at College of DuPage are based on the
National Organization for Associate Degree Nursing's Position Statement of Associate Degree Nursing
(2006), which supports the philosophy of the COD Associate Degree Nursing Program. These purposes
include:
1.
Providing a dynamic pathway for entry into professional registered nurse (RN) practice.
2.
Continually evolving to reflect local community needs and current and emerging
healthcare delivery systems.
3.
Instilling the tenants of advocacy, professional involvement, life-long learning, and
leadership.
4.
Involving evidence-based practice which prepares graduates to employ critical thinking,
clinical competence, and technical proficiency in their healthcare setting.
The Nursing Program Outcomes are:
1. Performance on State Licensure Exam

The ADN program will achieve NCLEX-RN (nursing boards) pass rates at the
national average or above.
2. Program Completion

The ADN program will have at least 78% of current students graduate from the
program within three years from admission to the program major.
3. Program Satisfaction




Alumni Survey-78% of alumni will express program satisfaction.
Current Student-78% of students will express program satisfaction (administered to
students in their 1st and 3rd semester of the program)
Graduating Students-78% of students will express program satisfaction (administered
to students in the last week of the final semester of the nursing program)
Employer-78% of employers agrees that COD graduates are prepared to
successfully function in the workplace.
4. Program Exit Exam (Reach/EVOLVE/HESI/REACH)
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
55

78% of students will score an 850 or above on the second attempt on
EVOLVE/HESI/REACH exit exam.
4.1 The curriculum incorporates established professional standards, guidelines, and
competencies, and has clearly articulated student learning and program outcomes.
The College of DuPage Associate Degree Nursing (ADN) Program and its curriculum incorporate the
established professional standards, guidelines, and competencies. The program (graduate) outcomes are
identified.
The ADN Program recognizes numerous professional standards in determination of student learning and
program outcomes. First and foremost are those put forth by the State of Illinois. The Illinois Department
of Financial and Professional Regulations standards are instrumental in defining the program outcomes
and reviewing the curriculum. This includes incorporation of the Nurse Practice Act and the
supporting Rules and Regulations.
In October 2009, the Nurse Practice Act for Illinois underwent legislative changes. The State of Illinois
Nurse Practice Act (2009) provides guidelines for content areas of knowledge including theory and clinical
components. These include medical-surgical nursing, pediatric nursing, geriatric nursing, psychiatric
nursing, and obstetrical nursing. The new act includes a provision for continuing education to maintain a
registered nurses license. This change will impact both faculty and the Director.
TABLE 4.1.A identifies other professional health care and nursing standards that influence the program’s
curriculum and graduate outcomes.
TABLE 4.1.A: ADDITIONAL STANDARDS WHICH ARE INCORPORATED INTO THE ADN PROGRAM
•ANA’s Code of Ethics
•Joint Commission’s National Patient Safety
Goals
•Illinois RN Competency list
•Center for Disease Control (CDC) guidelines
•Recommendations from health associations,
such as the County Health Department for
screenings and preventative interventions.
•Illinois Department of Public Health (IDPH)
•Occupational Safety and Health Administration
(OSHA) requirements
•Health Insurance Portability and Accountability
Act (HIPAA)
•Department of Health and Human Services
(HHS)
•Food and Drug Administration (FDA), Drug
Enforcement Administration (DEA)
•Center for Medicare and Medicaid Services
(CMS) requirements
56
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Addressed in: Nursing 1100, Nursing 2110
Addressed in: Nursing 1100, Nursing 1105
Addressed in: Nursing 1105, Nursing 2110
Addressed in: All nursing courses
Addressed in: All nursing courses
Addressed in: All nursing courses with a clinical
component.
Addressed in: All nursing courses with a clinical
component
Addressed in: Nursing 2110TTIONAL
STANDARDS WHICH ARE INCORPORATED
INTO THE ADN
The Faculty is currently reviewing the work on Quality and Safety in Education for Nurses (QSEN)
and the Robert Wood Johnson/IOM Initiative on the Future of Nursing. With the upcoming
curriculum review/revision process, the intent of these initiatives will most likely be adopted.
The graduate outcomes for the ADN nursing program are:
1. Critical Thinking: Utilize critical thinking skills in the application of the nursing process to
provide safe, quality care.
2. Communication: Demonstrate effective communication utilizing technology, written
documentation, and verbal expression.
3. Caring: Incorporate empathetic, compassionate, caring interactions and behaviors.
4. Diversity: Demonstrate professional nursing care that incorporates sensitivity to culturally
diverse clients across the lifespan.
5. Quality Improvement: Utilize data to ensure quality improvement and support of evidence
based practice.
6. Leadership: Demonstrate knowledge of basic delegation and leadership management
skills.
7. Information Management: Demonstrate and utilize information systems in the healthcare
system.
8. Professionalism: Demonstrate knowledge of professional development (behaviors) and
incorporate evidence based practice in the nursing profession.
The congruency between the nursing program philosophy, components of the conceptual framework and
graduate outcomes are noted in TABLE 4.1.A.
TABLE 4.1.A: CONGRUENCY OF THE ADN PROGRAM PHILOSOPHY AND OUTCOMES
COLLEGE OF DUPAGE ASSOCIATE
DEGREE NURSING (ADN) GRADUATE
OUTCOMES AND CONCEPTS
Concepts
1. Person
2. Health
3. Environment
Graduate Outcomes
A. Critical Thinking: Utilize critical
thinking skills in the application of
the nursing process to provide safe,
quality care.
B. Communication: Demonstrate
effective communicationutilizing
technology, written documentation,
and verbal expression.
C. Caring: Incorporate empathetic,
compassionate, caringinteractions
and behaviors.
D. Diversity: Demonstrate
professional nursing care that
incorporates sensitivity to culturally
diverse clients across the lifespan.
E. Quality Improvement: Utilize data
COLLEGE OF DUPAGE’S ADN PROGRAM
PHILOSOPHY
The ADN faculty fosters the mission of the college
primarily thru educating our students to provide nursing
care. Nursing Care: Nursing care based on
assessment of the total person with consideration for
diversity; nursing care that looks at the total patient and
transcends specific tasks; to understand, respect, and
accept any differences and similarities of patients.
Care is delivered by applying knowledge to practice by
incorporating critical thinking, clinical reasoning,
effective communicationand therapeutic
interventions.
Utilizing evidence-based practice with the faculty’s
clinical expertise we integrate researched based
therapeutic interventions to provide optimal healthcare
delivery. We believe the registered nurse provides a
unique, comprehensive assessment of the health status
of the patient (individual, family, or group), acknowledging
that diversity is a factor in the delivery of care. The
nurse then develops and implements a specific plan of
care. This is done with therapeutic interventions and
caring. The nurse assists patients in the promotion of
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
57
COLLEGE OF DUPAGE ASSOCIATE
DEGREE NURSING (ADN) GRADUATE
OUTCOMES AND CONCEPTS
to ensure quality improvementand
support of evidence based practice.
F. Leadership: Demonstrate
knowledge of basic delegation and
leadershipmanagement skills.
G. Information Management:
Demonstrate and utilize
information systems in the
healthcare system.
H. Professionalism: Demonstrate
knowledge of
professionaldevelopment and
incorporate evidence based
practice in the nursing profession.
COLLEGE OF DUPAGE’S ADN PROGRAM
PHILOSOPHY
health, coping with health problems, in adapting and
recovering from the effects of disease or injury, and
supporting the right to a dignified death. Students are
encouraged to utilize information systems to gather
data and evaluate their nursing interventions. The
registered nurse is accountable for abiding by all
applicable federal, state, and territorial statutes related to
nursing practice. Our program is based on the Illinois
Nursing Practice Act. Standards of the American Nurses
Association are utilized in the development of the
curriculum. The goal of our program is to educate our
students to become learners which then will assume the
role of leaders and add to the profession ofnursing.
Also important is the congruency between the COD General Education Outcomes and the ADN Program
Graduate Outcomes. This is noted in TABLE 4.1.B.
TABLE 4.1.B: CONGRUENCY OF THE COLLEGE OF DUPAGE GRADUATE GOALS AND THE ADN
PROGRAM GRADUATE OUTCOMES
COLLEGE OF DUPAGE
ASSOCIATE DEGREE NURSING
GRADUATE OUTCOMES AND
CONCEPTS
Concepts
1. Person
2. Health
3. Environment
Graduate Outcomes
A. Critical Thinking: Utilize
critical thinking skills in the
application of the nursing
process to provide safe,
quality care.
B. Communication:
Demonstrate effective
communicationutilizing
technology, written
documentation, and verbal
expression.
C. Caring: Incorporate
empathetic, compassionate,
caringinteractions and
behaviors.
D. Diversity: Demonstrate
professional nursing care
that incorporates sensitivity
to culturally diverse clients
across the lifespan.
E. Quality Improvement: Utilize
58
COLLEGE OF DUPAGE GENERAL EDUCATION OUTCOMES
Critical Thinking
Identifying and challenging assumptions.
Develop alternative solutions.
Evaluate practical and ethical implications.
Provide a researched, logically structured argument.
2. Information Literacy
Explain the need for information.
Locate information effectively and efficiently.
Evaluate information and the sources critically.
3. Knowledge Integration
Evaluate contemporary social issues in scientific, historical,
ethical, or aesthetic terms.
Evaluate critically based opinions based on new information.
4. Effective Communication
Use the appropriate written convention to critically evaluate and
discuss ideas.
Use language and rhetoric appropriate to the setting, purpose,
and audience.
5. Mathematical Reasoning
Discover the validity of mathematical arguments
Employ appropriate strategies to model solutions
Interpret mathematical models and identify limitations.
Use appropriate terminology to represent and
Communicate mathematical information.
6. Scientific Reasoning
Use appropriate lab or field methods to measure, collect data, or
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
1.
COLLEGE OF DUPAGE
ASSOCIATE DEGREE NURSING
GRADUATE OUTCOMES AND
CONCEPTS
data to ensure quality
improvementand support
of evidence based practice.
F. Leadership: Demonstrate
knowledge of basic
delegation and
leadershipmanagement
skills.
G. Information Management:
Demonstrate and utilize
information systems in the
healthcare system.
H. Professionalism:
Demonstrate knowledge of
professionaldevelopment
and incorporate evidence
based practice in the
nursing profession.
COLLEGE OF DUPAGE GENERAL EDUCATION OUTCOMES
conduct controlled experiments.
Use appropriate tools and procedures to analyze data.
7. Cultural Comprehension
Demonstrates an understanding of events, values,
and ideas rooted in human experience.
Critically analyze issues from a cultural, historical,
Artistic or philosophical context.
8. Social Awareness
Identify causes and variations of social diversity
Recognize social responsibilities, ethics and individual rights of
others in a global society.
4.2 The curriculum is developed by the faculty and regularly reviewed for rigor and currency.
The College of DuPage ADN program, including the pre-requisite academic course work is 80 credits.
Note that this is different than what appears in the College Catalog, where it states that the program is 69
credits. The required preadmission coursework is now considered a part of the program required courses.
At the printing of the College Catalog this was not the case (pp. 113-114). Also, the Psychology
Department changed its requirements in 2007, making PSYCH 1100 General Psychology a prerequisite
to PSYCH 2237 Developmental Psychology, which increased the ADN program’s total credits from 77 to
80. Courses in the ADN program include:
Preadmission courses
 Anatomy and Physiology 1551 or 1571

College Chemistry (various options)
4 credits
5
9 credits
Provisionary Acceptance courses


Anatomy and Physiology 1552 or 1572
NURSI 1100 Introduction to Health Care
4 credits
3
7 credits
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
59
General Education courses








PSYCH 1100 General Psychology
PSYCH 2237 Development Psychology
ENGLI 1101 English Composition I
SPEEC 1100 Fundamentals of Speech
FOODS 1110 Basic Nutrition
MICRO 1420 Microbiology
Humanities (Multiple Options)
MATH 1102 Mathematics for Health Sciences or higher with
3 credits
3
3
3
3
4
3
3
the exclusion of Math 1340
25 credits
Nursing Courses









NURSI 1104 Introduction to Physical Assessment
NURSI 1105 Medical Surgical I
NURSI 1206 Medical Surgical II
NURSI 1207 Childbearing Family
NURSI 1208 Neuropsychiatric Nursing
NURSI 2109 Medical Surgical III
NURSI 2110 Contemporary Issues in Nursing
NURSI 2201 Medical Surgical IV
NURSI 2201 Clinical Decision Making
1 credit(s)
7
3
5
5
5
2
10
1
39 credits
Curricular recommendations are researched and evaluated by the Curriculum and Design Committee,
with recommendations for action taken to Council of COD Nursing Department. Both structural units meet
monthly to expedite the work of the program. Changes to specific courses are discussed at individual
instructional team meetings. First year nursing faculty and second year nursing faculty address specific
course concerns the general program concerns are discussed at full faculty meetings. Opportunities to
review the curriculum occur on a semi-annual basis. Any substantive changes require approval from the
Departmental Curriculum Committee (DCC) and the College of DuPage Curriculum Committee (CCC),
Illinois Community College Board (ICCB), Illinois Department of Financial and Professional Regulations
(IDFPR) and the National League for Nursing Accreditation Commission (NLNAC).
Direct and indirect performance indicators influence course and curricular changes as noted in Standard
6. Several of the sources used to evaluate curriculum and make evidence-based decisions for changes to
the curriculum, these include:
•EVOLVE/HESI/REACH exit exam
•NCLEX test results
•Surveys of Students, Graduates and Employers
•Course Evaluations
•Program Evaluations
•Advisory Committee Recommendations: DuPage Area Healthcare Leadership Council
60
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Please refer to Standard 6 Narrative, Appendices and EXHIBITs for specific tools used, data compiled
and decisions made. Examples of changes made to the program curriculum and policy based on data
from these sources include:
Admission Initiatives: Beginning fall 2009 PAX-RN entrance exams were used instead of the
entrance EVOLVE/HESI/REACH. The change was instituted to assist in further delineating a
potentially successful student and acquire a better candidate for the nursing program. A new
rubric for the evaluating of students for admission to the COD ADN program was implemented in
2009 to augment the results of the PAX-RN. The Program Participation Committee and
Evaluation Committee will track student success and attrition using the data acquired from the
admission rubric. A formal data repository has been designed for the purposes of tracking high
risk students and attrition.
Exit Exam: Based on information obtained from Elsevier-Evolve, recommendations for use and
interpretation of the REACH (EVOLVE/HESI/REACH) Exit exam relative to NCLEX success
changes were instituted. Students in the spring of 2009 were required to address any score
falling below 700 on their Exit EVOLVE/HESI/REACH. A formal plan for remediation was
developed by the student to address the student’s lack of performance in areas below 700.
Further instructional changes were instituted. In the spring, 2010, students took two REACH
(EVOLVE/HESI/REACH) Exit exams. The first exam was administered during the first week of
NURSI 2202. If a score of 850 was not achieved in a content area, an individualized remediation
plan was developed. A second exam was then administered in the final week of the last
semester to confirm that remediation was successful. The programs NCLEX pass rates have
improved. This is further delineated in Standard VI.
Faculty Academic Advising: Additional opportunities for students to meet with full time faculty
have been created through a new advising policy. As of October 2009, the student body is
divided and equally assigned to full time faculty. The faculty contacts students twice during a
semester, and as needed for advisement. Faculty believes this new plan aids communication for
those students who may not seek advisement when needed. It also supports the Program
Participation Committee with policies on program exit, advisement, and readmission. The division
of students to faculty is created in a way that allows a faculty member to advise the same
students for the two years of the program.
Curricular changes: Based on feedback from students, the nursing advisory committee, and
faculty anecdotes, two nursing courses were added to the program. These included: NURSI 1104
Health Assessment and NURSI 2202 Critical Thinking and Decision Making. The Nursing
Fundamentals and Medical Surgical texts have also been changed to reflect current evidenced
based practice.
4.3 The student learning outcomes are used to organize the curriculum, guide the delivery of
instruction, direct learning activities, and evaluate student progress.
In the simple to complex structure that shapes the program, the faculty utilizes theory, technology,
evidence-based practice and skills practice to facilitate learning for the students. Course clinical, didactic
and nursing laboratory objectives are leveled from simple to complex utilizing Bloom’s taxonomy.
Curriculum is reviewed to ensure that key content is addressed and prior learning is reinforced that
repetition is avoided. The faculty emphasize that nursing knowledge cannot be compartmentalized, and
learning is a lifelong process. A syntEvolve/HESI/Reachs of instructional material occurs over time with
exposure, repetition and reinforcement. A detailed curriculum map demonstrating this will be found as
EXHIBIT 4.3.A. This map shows the relationship between COD’s General Education Outcomes, the
progression ADN student learner outcomes, student expected level of performance (i.e. introduced,
reinforced or mastery), and tools used to assess objectives.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
61
Leveling of concepts and progression are demonstrated in various ways including:




“Threading” of concepts throughout the nursing curriculum. These concepts ultimately
culminate in graduate outcomes (TABLE 4.3.A).
Progression of (course) student learning outcomes (knowledge, skills and abilities) by
course moving toward the graduate outcomes (TABLE 4.3B).
Monitoring the progression of students’ clinical performance towards meeting graduate
outcomes. An example is found in TABLE 4.3.C. All program clinical evaluation
tools can be accessed on the program web page. Examples of the clinical evaluation
tools can be found in APPENDIX 4.3.A. The tools shared are those specific to a first level
course (Nursing 1105), mid-level course (Nursing 1208) and the final clinical course
(Nursing 2201).
Acquisition of basic skills to advanced skills development as noted in the sequencing and
skills checklist for skills learned in the nursing lab. Skills checklists can be found on
the program web page.
To better understand the course represented by the course number in the following tables, the course
descriptions for the required nursing major courses follow:
NURSING 1104
Introduction to Physical Assessment
1 credit hour
Theory and skills related to history taking, physical assessment and completing a head-to-toe
assessment of the adult patient. Significant assessment differences in the pediatric patient is discussed.
Prerequisites: Admission to ADN program, Nursing 1100, current CNA in Illinois, Anatomy and Physiology
1552 or 1572, and concurrent enrollment in Nursing 1105 (1 lecture hour)
NURSING 1105
Medical-Surgical 1
7 credit hours
Principles of nursing practice including major concepts, basic knowledge and nursing skills related to the
care of patients are introduced. Pharmacology, pain control, nursing process, care of the surgical patient,
and care of patients with alterations in: musculoskeletal system, skin integrity, fluid and electrolytes and
shock states (hypovolemic and septic) are main foci. Lecture, discussion, college laboratories and clinical
practice are used as learning experiences. Clinical experiences include acute and/or non-acute settings.
Prerequisite: Admission to ADN program, Nursing 1100, current CNA in Illinois, Anatomy and Physiology
1552 or 1572, and concurrent enrollment in Nursing 1104. (4 lecture hours, 2 lab hours)
NURSING 1206
Medical-Surgical 2
3 credit hours
Application of the nursing process in the care of patients with diabetes mellitus, gerontological,
oncological, acid-base and male reproductive disorders. Lecture, discussion, laboratory and clinical
practice are used as learning experiences. Clinical experiences include acute and/or non-acute settings.
Prerequisites: Nursing 1104 and 1105, Psychology 2237 or concurrent enrollment. (1 lecture hour, 1 lab
hour, 4.5 clinical hours)
62
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
NURSING 1207
Childbearing Family
5 credit hours
Nursing care of the woman and family during the reproductive years. Focus on the childbearing process
and wellness of the family in the childbearing years. Women’s health and wellness is emphasized.
Adverse outcomes of pregnancy are presented. Care of the well and hospitalized child and family are
discussed. Clinical experiences include acute and ambulatory care settings, as well as community based
experiences. Prerequisites: Nursing 1104 and 1105, Psychology 2237 or concurrent enrollment (2.5
lecture hours, 1 lab hour, 6 clinical hours)
NURSING 1208
Neuropsychiatric Nursing
5 credit hours
Health assessment and enhancement of the mental health of individuals across the life span. Nursing
management of the major psychiatric and neuropsychiatric disorders. Primary prevention, early
intervention and treatment for alterations in thought, mood and behavior. Note the role of the professional
nurse as partner in a multidisciplinary team. Describe medications and medical treatments and the
nurse's role. Lecture, discussion, laboratory and clinical practice are used as learning experiences.
Clinical experiences include acute and community settings. Prerequisites: Nursing 1104 and 1105;,
Psychology 2237 or concurrent enrollment (2.5 lecture hours, 1 lab hour, 6 clinical hours)
NURSING 2201
Medical-Surgical 4
10 credit hours
Application of the nursing process in the care of patients of all age groups with burns, gastrointestinal,
hepatic, pancreatic, biliary, renal, hematological, immunological, neurological, and sensory (eye/ear)
disorders. Integration of theory for the management of acute and chronic conditions including concepts of
emergency care, basic first aid, sexually transmitted diseases and domestic violence. Concepts of
community nursing including home care are introduced. Clinical experiences include acute and/or nonacute settings. Prerequisite: Nursing 2109 (5 lecture hours, 15 clinical hours)
NURSING 2202
Clinical Decision Making
1 credit hour
Cumulative integration of concepts learned throughout the nursing curriculum. Emphasis on analysis of
critical thinking skills and syntEvolve/HESI/Reachs of clinical decision making through evaluation of case
studies and clinical simulations. Prerequisite: Nursing 2109 (1 lecture hour)
Abbreviated course syllabi known as ACTIVE COURSE FILES (ACF) for these nursing courses can be
found in APPENDIX 4.3.B. Full course syllabi include detail about the course calendar as well as
pertinent course policies and course management procedures. Additionally course specific assessment
activities and rating information may be present. A template for the Course Syllabus can be found in
APPENDIX 4.3.C. These course syllabi will be available as an EXHIBIT 4.3B.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
63
TABLE 4.3.A: EXAMPLES OF THE “THREADING” OF CONCEPTS AND PROGRAM OUTCOMES THROUGHOUT THE
CURRICULLUM (BOLD words represent key program outcome and concepts)
CONCEPT/ PROGRAM OUTCOMES
Caring

Introduction of patient
basic needs. Application
of Growth and
Development
Communication
(Freud; Gordon; Erikson)
Introduction of therapeutic
communication v. social
communication. Practice
patient teaching: meeting
basic needs. Focus:
primary prevention.
NURS: 1206, 1207, 1208
Adapting caring behaviors
to special health issues:
illness, mother/baby,
mental health.
Assessment of normal
Growth and Development
in the newborn.
NURS: 2109, 2110
Application of the care
concept in care plans,
pediatric and critical care
clinical experiences.
Meeting the needs of
compromised clients with
cardiac/respiratory
disorders.
NURS: 2201, 2202
Demonstration of an
integrated knowledge of
caring interactions throughout
the healthcare system and in
the community (clinics, home,
hospice). Emphasis: chronic
disorders: CHF, DM, COPD
Process recording:
mother/baby unit. Patient
teaching focus: diabetes,
childbearing education,
mental health, pre/post
surgical teaching.
Participation in team
reports, group
presentation.
Development of
comprehensive care plans
addressing co-morbidities:
diabetes and heart
disease.
Emphasis on patient/family
therapeutic communication.
Written journal and oral
reports of community
experiences.
Diversity
Sharing of student cultural
identity; in-class
presentation.

PERSON
HEALTH
ENVIRONMENT
NURS: 1100, 1104, 1105
Introduction of the care
concept. Self reflection of
a caring posture.
64
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Cultural aspects of
childbearing: experience
in midwifery clinic serving
medically indigent clients.
Patient teaching: cardiac,
chronic disease
management (COPD,
CHF)
Participation in cardiac
health teaching in urban
areas of ESL populations.
Participation in COPD
support group in urban
areas of poverty/ELS
populations.
Participation in shift reports,
team meetings. Patient
teaching: safety, domestic
violence, high-tech chronic
illness management (central
lines), infection control.
Clinical experiences include
diverse settings: free clinics,
urban sites (Chicago), Meals
on Wheels, PADS, home
health.

PERSON
HEALTH
ENVIRONMENT

CONCEPT/ PROGRAM OUTCOMES
Quality Improvement
NURS: 1100, 1104, 1105
Understanding the
concept: “evidence based
practice.”
NURS: 1206, 1207, 1208
Introduction of patient
record review, patient
outcomes, and data
evaluation.
NURS: 2109, 2110
Term paper: application of
three research-based
professional journals and
their implications to
specific patient disease
processes/outcomes.
NURS: 2201, 2202
Participation in “mock”
JCAHO site visit.
Professionalism
Professional attitude,
behavior, and appearance
expected.
Develop professional
teaching presentation on a
mother/baby topic.
Develop professional
resume. Presentation of a
healthcare legal
issue/topic.
Critical thinking
Introduction of the Nursing
Process: Assessment,
Plan, Intervention,
Evaluation.
Creating careplans using
the nursing process.
Managing patients on
medication “drips”:
assessment/titration.
Basic principles of
mechanical ventilation
support: “what would you
do if….”
Participate in multidisciplinary
team decision-making
process. Acute care:
“rounds.” Community: weekly
hospice team meetings.
Presentation of a researchbased term paper.
Evaluation and modification
of client plan of care based
on client/family values,
abilities. Dealing with
noncompliance.
Information
Management
Utilization of Blackboard in
all courses. Introduction of
nursing documentation.
Utilization of computerized
documentation in clinical
settings.
Interpretation of patient
data: vital signs, lab
values, telemetry
monitoring.
Web-based case
management in community
(home health) settings. Data
collection: community health
statistics and interpretation.
Leadership
Introduction of the
concept: “nursing role as
patient advocate.”
Introduction of the
delegation process.
Development of a daily
plan of care that includes:
goal-setting, prioritizing,
and delegation.
Management of complex
patients with physician order
protocols. Work with
advanced practice nurses,
clinical nurse specialists,
nurse managers. Participation
in Emergency Department
triaging; in-class role-playing
of disaster drills.
Discussion: role of nurse
as part of multidisciplinary
team member.
Introduction of Nurse
Practice Act.
Coordination of care for
mother/baby couplets.
Participate as a member
of a multidisciplinary team
member.
Discussion of nursing
interventions as they
relate to Nurse Practice
Act, “scope of practice”,
“best practice.”
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
65
TABLE 4.3.B: STUDENT LEARNING OUTCOMES BY COURSES SHOWING PROGRESSION
TOWARD PROGRAM OUTCOMES (K = Knowledge; S = Skill; A = Abilities)
NURS: 1100, 1104,
1105
Describe developments
of nursing profession (K)
Identify stressors that
impact patient health (S)
Identify objective and
subjective data (A)
NURS: 1206, 1207,
1208
Apply critical thinking
(K)
Utilize systematic,
sequential thinking
process (S)
Examine
subjective/objective
data (A)
Define therapeutic
communication (K)
Demonstrate
communication skills (S)
Identify personal values
that may impact
interpersonal
communication (A)
NURS: 2109, 2110
NURS: 2201, 2202
PROGRAM
OUTCOMES
Utilize critical
thinkingskills in
the application of
the nursing
process to
provide safe,
quality care
Questions assumptions
(K)
Seek variable viewpoints
(S)
Clarify beliefs and value
judgments (A)
Display analytical
attitude (K)
Reframe problems
(S)
Value healthy
skepticism in data
analysis (A)
Describe different
communication styles
(K)
Apply strategies to
augment therapeutic
communication (S)
Value the observation
of healthcare
situations “through the
patient’s eyes” (A)
Recognize differences in
communication styles
used in therapeutic
interaction (K)
Demonstrate effective
written, verbal,
nonverbal
communication (S)
Reflect on therapeutic
communication in
nursing interventions (A)
Demonstrate
effective
communication
utilizing
technology,
written
documentation,
and verbal
expression
Describe strategies to
communicate caring (K)
Explore strategies to
create caring
relationships (S)
Recognize the value of
the nurse/patient
relationship (A)
Integrate
understanding of the
care concept in nursing
(K)
Demonstrate
awareness of
communicating a
genuine caring attitude
(S)
Appreciate the
significance of a caring
attitude (A)
Examine communication
barriers and strategies
to improve
communication of a
caring attitude (K)
EXHIBIT professional
caring behaviors:
competence,
confidence, compassion,
conscience, and
commitment (S)
Recognize personal
beliefs and values that
may impact caring
interactions (A)
Integrate therapeutic
communication (K)
Engage
patients/families in
unique plans of care
(S)
Value continuous
improvement of
individual
communication style
and conflict
resolution skills (A)
Assimilate the
nursing concept of
care in the
healthcare delivery
system (K)
Demonstrate an
integrated
understanding of a
caring attitude (S)
Recognize
patient/family
expectations
influence outcomes
of nursing care (A)
Describe the impact of
culture and diversity on
health (K)
Share personal
perceptions of diversity
(S)
Recognize personal
attitudes about working
with diverse populations
(A)
Describe limits and
boundaries of caring
relationships in relation
to diversity (K)
Demonstrate a
respectful attitude and
nonjudgmental attitude
of care (S)
Accept and respect
cultural differences (A)
Examine common
barriers to active
involvement with
patients in relation to
diversity (K)
Provide patient-centered
care with sensitivity and
respect of human
diversity(S)
Seek culturally diverse
learning opportunities
(A)
Demonstrate
professional
nursing care that
incorporates
sensitivity to
culturallydiverse
clients across the
lifespan
Define quality in relation
Describe the quality
Explain the importance
Describe culturally
sensitive strategies
that empower
patients (K)
Adapt care to be
congruent with
patient’s unique
cultural needs (S)
Incorporate
therapeutic,
culturally sensitive
communication
throughout the
healthcare delivery
system (A)
Recognize the
66
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Incorporate
empathetic,
compassionate,
caring
interactions and
behaviors.
Utilize data to
NURS: 1100, 1104,
1105
to healthcare delivery
(K)
Gather data (S)
Appreciate the
significance of data
collection (A)
NURS: 1206, 1207,
1208
improvement process
(K)
Seek quality
improvement projects
in the healthcare
setting (S)
Value measurement
and its role in quality
patient care (A)
NURS: 2109, 2110
NURS: 2201, 2202
of measurement and
variation in assessing
quality care (K)
Use quality improvement
measures to understand
performance (S)
Appreciate the use of
quality measurement
tools and data collection
(A)
Explore how authority
gradients influence
teamwork and patient
outcomes (K)
Assume role of team
member or leader (S)
Acknowledge self
potential to contribute to
an effective healthcare
team (A)
impact of effective
nursing care on
patient/family
outcomes (K)
Identify gaps
between local and
best practice (S)
Appreciate how
unwanted variation
affects care (A)
Provide a visionary
thinking process on
issues that impact
patient care (K)
Function completely
within the scope of
practice of the
professional nurse
(S)
Contribute to
resolution of conflict
and disagreement (A)
Discriminate
resources for
research for
credibility and
scientific validity (K)
Integrate new
information and
resources to develop
comprehensive,
contemporary plans
of care (S)
Value professional
lifelong learning to
develop and
maintain information
technology skills (A)
Describe evidencebased practice to
include the
components of
research evidence,
clinical expertise,
and patient/family
values (K)
Base individualized
plans of care on
patient values,
clinical expertise,
and evidence (S)
Value the concept of
evidence-based
practice as integral
to detecting best
professional practice
(A)
Define the scope of
practice of
multidisciplinary
healthcare team
members (K)
Identify settings in which
healthcare is delivered
(S)
Appreciate the roles and
dynamics of a
multidisciplinary team
(A)
Identify principles of
data collection (K)
Identify essential
information for safe
patient care (S)
Recognize the need for
communicating
information (A)
Explain the healthcare
institutional chain of
command in respect to
the nurse (K)
Initiate plan for selfdevelopment as a team
member (S)
Respect the different
attributes that
members bring to the
team (A)
Describe the role of the
nurse in information
management (K)
Utilize valid resources
for data collection (S)
Value the need for
accurate
communication of data
(A)
Identify essential
information available
through a common
database (K)
Evaluate data for validity
and support of clinical
decision-making and
error prevention (S)
Value technology that
supports information
management and error
prevention (A)
Identify the Standards of
Care in the nursing
profession (K)
Describe the role of the
nurse as a healthcare
professional (S)
Assess personally
commitment to the
nursing profession (A)
Examine nursing roles
that contribute to
coordination and
integration of care (K)
Apply the nursing
process and methods
of health promotion
and maintenance (S)
Seek professional
learning opportunities
(A)
Describe strategies to
assist in empowering
patients and families in
the healthcare process
(K)
Demonstrate a
comprehensive
understanding of the
concepts of health,
illness, and wellness (S)
Value active
professional
participation when
implementing and
evaluating care (A)
PROGRAM
OUTCOMES
ensure quality
improvementan
d support of
evidence based
practice
Demonstrate
knowledge of
basic delegation
and
leadershipmana
gement skills
Demonstrate and
utilize
information
systems in the
healthcare
system
Demonstrate
knowledge of
professionaldev
elopment and
incorporate
evidence-based
practice in the
nursing process
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
67
TABLE 4.3.C: RELATIONSHIP BETWEEN NURSING 2201 STUDENT LEARNING OUTCOMES,
CLINICAL FOCUS AREAS, AND SAMPLE BEHAVIORS ON THE CLINICAL EVALUATION TOOL
STUDENT LEARNING OUTCOMES
(COURSE OBJECTIVES)
Display analytical attitude, using critical thinking
skills. Reframe problems.
CLINICAL FOCUS
AREA
Medical/surgical
hospital unit
SAMPLE CLINICAL BEHAVIORS
(CLINICAL EVALUATION TOOL)
A satisfactory clinical evaluation in
Nursing 2201 includes the following
clinical behaviors:
Value healthy skepticism
Critical Thinking
Integrate therapeutic communication.
Hospital Emergency
Department
Engage patients/families in unique plans of care.
Value continuous improvement of individual
communication style and conflict resolution skills.
Hospital Intensive Care
▪ Prioritizes problems that
characterize the keystone nursing
diagnoses.
Rehabilitation Centers
Communication
Demonstrate an integrated understanding of a
caring attitude.
Recognize patient/family expectations influence
outcomes or nursing care.
Incorporate therapeutic, culturally sensitive
communication throughout the healthcare delivery
system.
▪ Interprets problems and uses
problem-solving methods that
consider both risks and benefits.
▪ Uses appropriate verbal/non-verbal
communication techniques.
Adult Day Care Centers
▪ Accurately interprets
verbal/nonverbal cues of
patient/family.
Healthcare Clinics
Caring
Home Care
Adapt care to be congruent with patient’s unique
cultural needs.
Hospice
Incorporate therapeutic, culturally sensitive
communication in a variety of healthcare settings.
▪Engages family in plan of care.
▪ Values continuous improvement of
conflict resolution skills.
▪ Assimilates the nursing concept of
care.
Grammar schools
Recognize the impact of effective nursing care on
patient/family outcomes.
▪ Provides the pt/family with
resources to cope and adapt to
stressful events and changes in
health status.
Parish Nurse Programs
Appreciate how unwanted variation affects care.
▪ Updates plans of care to correlate
with changes in patient situations.
Provide a visionary thinking process on issues that
impact patient care.
Diversity
Function completely within the scope of practice of
▪ Utilizes culturally sensitive
68
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
STUDENT LEARNING OUTCOMES
(COURSE OBJECTIVES)
the professional nurse.
Contribute to resolution of conflict and
disagreement.
CLINICAL FOCUS
AREA
SAMPLE CLINICAL BEHAVIORS
(CLINICAL EVALUATION TOOL)
strategies.
▪ Provides nonjudgmental nursing
care when confronted with values and
practices that conflict with medical
regimen or nurse’s values.
Discriminate resources for research for credibility
and scientific validity.
Information Management
Integrate new information and resources to develop
comprehensive, contemporary plans of care.
Value professional lifelong learning to develop and
maintain information technology skills.
▪ Evaluates the integrity and
comparability of data and identifies
gaps in data sources.
Professionalism
Describe evidence-based practice to include the
components of research evidence, clinical expertise,
and patient/family values.
Value the concept of evidence-based practice as
integral to detecting best professional practice.
▪ Demonstrates ability to practice
transcultural nursing care in an
ethically and legally defensible
manner, consistent with nursing code
of ethics and within the scope of legal
practice.
According to IDFPR, the nursing program will provide theoretical and clinical instruction in all areas of
nursing practice in the promotion, prevention, restoration and maintenance of health in individuals and
groups across the lifespan and in a variety of clinical settings. With clinical experiences the program
generally shows simple to complex and growth and development, providing exposure to select patient
populations and medical diagnoses. TABLE 4.3.C presents an example of the course student learning
objectives, clinical focus area, and sample clinical behaviors for Nursing 2201, the final clinical course.
An example of the Curriculum Plan should a student pursue it on a full-time basis is noted in TABLE
4.3.D.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
69
TABLE 4.3.D: FULL TIME NURSING COURSE PLAN (ch = semester credit hour)
FALL #1
NURS 1104 1 ch
SPRING #1
NURS 1206
3 ch
8 weeks
8 weeks
SUMMER
•Food Ser
3 ch
1110
FALL #2
*NURS
5 ch
1208
SPRING #2
NURS 2201
10
ch
16 weeks
8 weeks
NURS 1105
7 ch
16 weeks
*NURS 1207
5 ch
•Micro1420
4 ch
NURS
2109
5 ch
NURS 2202
1
ch
2 ch
Speech
1100/1120
3
ch
12 ch
Total
14
ch
8 weeks
Eng 1101
3 cr.
Hrs
#Psych 2237
3 ch
♦Humanities
3 ch
3 ch
Total
14 ch
Math (1100
level and
above)
Total
8 weeks
Ω NURS
2110
16 weeks
14
ch
Total
7 ch
Total
* Nursing 1207 and 1208 may be taken in Spring semester of the first year or the Fall of the second year of nursing program.
Ω Nursing 2110 may be taken in either the Fall or Spring semester of the second year of the nursing program.
# Psychology 2237 must be completed prior to/or be concurrently enrolled in Spring semester of the first year of the nursing
program.
• Food Service 1110 and Microbiology 1420 must be completed prior to the Fall semester of the second year of the nursing
program.
♦ Humanities = Art, English (except 1101, 1102, 1105, & 1110), Foreign Language, Literature, History (except 1130, 1140, 2210, &
2215), Humanities, /Music, Philosophy, Religious Studies, Speech 1110, 2210, and Theater
TABLE 4.3.E is an example of pursuing the nursing program on a ‘part-time” basis. If the student has
completed (some of) the general education courses, but still needs the nursing program required courses,
they may follow this plan. Note that in either case, the student must have successfully completed the
following criteria to be eligible for the admission to the course Nursing 1105.




Be on the certified nursing assistant registry
NURSING 1100 Introduction to Health Care
Anatomy and Physiology 1551 and 1552 or 1571 and 1572.
College level Chemistry course
TABLE 4.3.E: PART TIME NURSING COURSE PLAN (ch = semester credit hour).
FALL #1
NURS
1 ch
1104
SPRING #1
NURS
3 ch
1206
8 weeks
8 weeks
Nursing
1105
7 ch
*NURS
1207
5 ch
SUMMER
♥Food Ser
3 ch
1110
♥Micro1420
4 ch
FALL #2
*NURS
5 ch
1208
SPRING #2
NURS
10 ch
2201
8 weeks
16 weeks
NURS 2109
8 weeks
16 weeks
70
8 weeks
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
5 ch
NURS
2202
1 ch
FALL #1
SPRING #1
#Psych
3 ch
2237
SUMMER
FALL #2
♣NURS
2 ch
2110
SPRING #2
16 weeks
Total
8 ch Total
11 ch Total
7 ch Total
12 ch Total
11 ch
* Nursing 1207 and 1208 may be taken in Spring semester of the first year or the Fall of the second year
of nursing program.
♣ Nursing 2110 may be taken in either the Fall or Spring semester of the second year of the nursing
program.
# Psychology 2237 must be completed prior to/or be concurrently enrolled in Spring semester of the first
year of the nursing program.
♥ Food Service 1110 and Microbiology 1420 must be completed prior to the Fall semester of the second
year of the nursing program.
The sequential natures of the progression of these courses is evidenced by the course pre-requisites,
both nursing and general education courses as noted in TABLE 4.3.F. Note that credit hours have
different contact hour allocations based on instructional type. For lecture/classroom based instruction it is
one contact hour (50 minutes) for each credit; for lab it is 2:1; and for clinical is it 3:1.
TABLE 4.3.F: CURRICULUM OVERVIEW: FALL 2010 - SPRING 2012
COURSE
#
Nursing
1100
COURSE NAME/
CONTENT
Introduction to
Health Care
 Activity & Exercise
 Culture and
Ethnicity
 Elimination
 Family and
Community
 Health and Illness
Continuity of Care
 Health Care
Delivery Systems
 Health of the
Individual
 Historical
Development of
Nursing Health
Prevention
 Hygiene
 Infection Control
 Nutrition
 Spirituality
 Values Ethics &
Advocacy
Communication
 Vital Signs and
Circulation
CR
HRS
USUAL #
OF WEEKS
OF
OFFERING
3
8
FORMAT
(CONTACT
HRS. BASED
ON 16 WEEK
SEMESTER)
Lecture/
Discussion
48 hours
PREREQUISITE
Admission to
Program on
consent of
instruction.
CLINICAL
SITES
N/A
STUDENT
EXPERIENCES
N/A
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
71
COURSE
#
Nursing
1104
COURSE NAME/
CONTENT
Introduction to
Physical Assessment











Nursing
1105
1
8
FORMAT
(CONTACT
HRS. BASED
ON 16 WEEK
SEMESTER)
PREREQUISITE
Lecture
16 hours
Admission to
ADN Program




N/A
Patient Care
Concurrent
Enrollment in
Nursing 1105
7
16
Lecture
64 hours
Admission to
ADN Program
Good
Samaritan
Lab
32 hours
Nursing 1100
Elmhurst
Clinical
96 hours
Current CNA in
Illinois
LaGrange
A&P 1552 or
1572
Central
DuPage
Mercy
Concurrent
Interdisciplinary
Experiences:
1. Operating
Room
2. Day Surgery
3. Recovery
Room
Edward
Enrollment in
Nursing 1104
Glen Oaks
Bolingbrook
3
8
Acid/base
Diabetes
Gerontology
Oncology
Return
Demonstration Skills
 Wet to dry dressing
72
N/A
A&P 1552 or
1572
Return
Demonstration Skills
Nursing
1206
STUDENT
EXPERIENCES
Current CNA in
Illinois
Fluid & Electrolytes
Musculoskeletal
Nursing Process
Pharmacology
Peri-operative
Shock
Wound care
Physical Assessment
Oral meds
Intramuscular
medications
Subcutaneous
medications
Intravenous therapy
Intravenous Piggyback
Sterile gloving
Foley catheter
insertion and removal
Medical-Surgical II
CLINICAL
SITES
Nursing 1100
Health History
General Survey
Skin, Hair, & Nails
Head and Neck
Thoracic and Lungs
Cardiovascular
System
Peripheral Vascular
System
Abdomen
Musculoskeletal
Nervous System
Male and Female
Reproductive
Medical-Surgical I







CR
HRS
USUAL #
OF WEEKS
OF
OFFERING
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Lecture
16 hours
Nursing 1104 &
1105
Good
Samaritan
Lab
16 hours
Psych 2237 or
Concurrent
enrollment
Elmhurst
Clinical
72 hours
LaGrange
Central
DuPage
Mercy
Patient Care
Interdisciplinary
Experiences
1. G.I. Lab
2. Respiratory
Therapy
3. Shadow
Enterostomal
Therapist
COURSE
#
COURSE NAME/
CONTENT
CR
HRS
USUAL #
OF WEEKS
OF
OFFERING
FORMAT
(CONTACT
HRS. BASED
ON 16 WEEK
SEMESTER)
PREREQUISITE
 Nasogastric
insertion and
medication
administration
 Naso and
oropharyngeal
suctioning
Nursing
1207
Childbearing Family
CLINICAL
SITES
STUDENT
EXPERIENCES
Edward
5
8
 Antenatal Care
 High Risk Neonatal
Care
 High Risk Perinatal
Care
 Intrapartal Care
 Neonatal Care
 Post Partal Care
 Well-Child Care
 Women’s Health
Lecture
Nursing 1104 &
1105
72 hours
Lab
Psych 2237 or
Concurrent
Enrollment
Edward
Elmhurst
Well Child
Assessments/Pat
ient Care
Loyola
Antenatal Care
Central
DuPage
Well Women
Gynecology
Care
16 hours
Clinics:
1. Observation
in Level II/III
NICU
Clinical
Glen Ellyn
96 hours
Midwest
Mid-wifery
Nursing
1208
Neuropsychiatric
Nursing
5
8






ADD/ADHD
Addiction
Brain Tumor/CVA
Crisis Intervention
Death & Dying
Dementia/gerontolo
gy
 Personality
Development
 Psychopharmacolo
gy
Lecture
72 hours
Nursing 1104 &
1105
Central
DuPage
Lab
16 hours
Psych 2237 or
Concurrent
Enrollment
Linden
Oaks
Clinical
96 hours
Provena
Mercy
Good
Samaritan
Hinsdale
Northwest
Community
Nursing
2109
Medical-surgical III
 Cardiac
5
8
Lecture
72 hours
Clinical
Nursing 1206
&1207 or 1208
Good
Samaritan
2. Labor and
Delivery Care
3. Maternal/
Newborn
Care
4. Child-rearing
Classes
Patient Care
Assessment
Skills
Shadowing an
RN
Interdisciplinary
Experiences:
1. Electroconvulsive
Therapy
2. Participate in
Group Sessions
Patient Care
Pediatric
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
73
COURSE
#
COURSE NAME/
CONTENT
CR
HRS
USUAL #
OF WEEKS
OF
OFFERING
 Respiratory
 Endocrine
FORMAT
(CONTACT
HRS. BASED
ON 16 WEEK
SEMESTER)
120 hours
PREREQUISITE
Microbiology
1420
Food Service
Administration
1110
CLINICAL
SITES
Elmhurst
Rotation
Edward
Interdisciplinary
Experiences:
Sherman
Central
DuPage
La Grange
Nursing
2110
Contemporary Issues
in Nursing
2
8/12/16
Lecture /
Discussion
32 hours
Nursing 1206
10
16
Lecture
80 hours
Nursing 2109
STUDENT
EXPERIENCES
1. ICU/CCU/
MICU
2. Cardiac Cath
Lab
Marionjoy
3. Cardio diagnostics
Loyola
(Pediatrics)
N/A
4. Dialysis
N/A
 Career
Opportunities
 Delegation
 Education &
Practice
 Legal & Ethical
 Leadership
Nursing
2201
Medical-Surgical IV













Burns
Community
Domestic Violence
GI
ER/First Aid
Hematology
Immunology
Hepatobiliary
Neurology
Renal
Sensory
STD’s
Male Reproductive
Clinical
240 hours
Good
Samaritan
Elmhurst
Edward
Central
DuPage
LaGrange
Community
Hospice
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Interdisciplinary
Experiences
1. Social
Worker
2. Discharge
Planner
3. Case
Manager
Home
Health
4. PT/OT
Free
Clinics
5. Respiratory
Therapy
PADS
6. Cardiac
Rehab
Parish
Nurse
74
Patient Care
7. Specialty
Units: ED,
COURSE
#
COURSE NAME/
CONTENT
CR
HRS
USUAL #
OF WEEKS
OF
OFFERING
FORMAT
(CONTACT
HRS. BASED
ON 16 WEEK
SEMESTER)
PREREQUISITE
CLINICAL
SITES
STUDENT
EXPERIENCES
centers
ICU, CCU,
Burns Unit
Rehabilitati
on
Centers
Grammar
Schools
Adult Day
Care
Clinical Decision
Making
Nursing
2202
1
8/16
Lecture/
Discussion
16 hours
Nursing 2109
N/A
Elsevier/EVOLVE
Exam
 Case Study
Analysis
 Critical thinking
 Integration of
Concepts from
Nursing Theory
Examples of course schedules and calendars will be available on site at EXHIBIT 4.3.C.
4.4 The curriculum includes cultural, ethnic, socially diverse concepts and may also include
experiences from regional, national or global perspectives.
Cultural, ethnic, and social diversity is integrated throughout the entire curriculum. The ADN program
clinical affiliates (urban and suburban hospitals) provide ample experiences to care for diverse
populations.
The ADN program strives to increase awareness and understanding of diverse cultures through the
opportunities presented during clinical experiences. For example, the ADN program’s community clinical
rotation (final semester of the program) provides an exceptional number of opportunities to acquire and
integrate knowledge of diverse populations. This is accomplished through nursing service and
subsequent processing of that service through discussion and journal notation.
Specific examples of clinical experiences in the ADN program community nursing rotation:




After- school health teaching of African refugees in Glen Ellyn, IL
Working at the Du Page Community clinic in Wheaton, IL :multiple cultures and ethnic groups;
low income and homeless
Working with the homeless population in Wheaton, IL: providing lunch and teaching basic health
material at the PADS facility
Serving over 200 underserved or homeless individuals in day clinics each spring in Lisle, IL
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
75







Serving at Hessed House in Aurora, IL: multicultural and low income resident support
Serving in adult day care centers: functional assessments and ADL support, music therapy,
psychosocial therapy
Serving at LaGrange Community Nursing Center: 90% Hispanic population, underserved or
without health care
Serving at Special Olympics
Serving a diverse population at American Access Care
Teaching experiences: presentations to populations across the lifespan (grammar schools, adult
care centers, clinics)
Experiencing Washington DC: students tour nursing memorials, Arlington Cemetery ceremonial
wreath laying, touring Walter Reed Medical Center, participating in military troop support
Other examples of unique experiences that fostered exposure to culturally diverse situation include:



An ADN faculty completed a mission trip to Africa and shared the experience with students
and peers through presentations and integration into class work.
A student completed a mission trip to South American during her spring break and shared the
experience through various presentations to the college community.
A local physician presents his numerous mission trips to Africa, the Philippines, and South
America to the students each spring. One of the community nurses accompanies him and
also presents to the students.
In addition, College of DuPage has a very active International Studies Program. Through this program,
one of the ADN faculty completed a two-year Asian Development Studies Program offered through the
University of Hawaii. Many colleges collaborated and participated to learn to infuse Asian culture into
undergraduate curriculum. As a result, this faculty member created cultural events for the entire college
community.
Another ADN faculty worked with the International Studies program and invited a director of nursing from
Finland to observe teaching methodologies in the classroom and clinical setting. Subsequently the ADN
program had an article written in a Finish journal.
These events showcase the rich components of diverse cultural and ethnic populations of our world.
4.5 Evaluation methodologies are varied, reflect professional and practice competencies, and
measure achievement of student learning and program outcomes.
Evaluation methodologies include those needed to evaluate the theory component of courses as well as
the laboratory and clinical portion of the courses. The students entering Nursing 1100 receive the
Student Nurse Handbook which contains the ADN program policies. The grading guideline is
documented in the handbook. Students also receive the grading guidelines during orientation to each
nursing course. The grading policy is listed in each syllabus. The student earns a grade in the nursing
courses primarily based on performance in the classroom. Laboratory and clinical grades are combined
with theory grades to determine the students overall grade.
TABLE 4.5.A provides examples of assessment strategies used in various nursing courses. These are
further discussed in EXHIBIT 4.3.A. Examples of Assessment and Evaluations tools noted in this TABLE
4.5.A will also be seen in EXHIBIT 4.5.A
76
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
TABLE 4.5.A: ASSESSMENT TECHNIQUES TO OBTAIN GRADUATE OUTCOMES
**Prior to Admission: PAX-RN Exam
NURS: 1100, 1104, 1105
NURS: 1206, 1207, 1208
Patient Assessment Sheets
Patient Assessment Sheets
Careplans
Careplans; concept maps
Clinical evaluation tool
Clinical evaluation tool
Case Studies
Laboratory Skill pre/post tests
Case Studies
Process Recordings
Skill return demonstrations
Laboratory Skill pre/post tests
Dosage Calculation tests
Skill return demonstrations
Academic term paper
Patient/family teaching plans
Classroom presentations
Classroom theory exams
Classroom final exam
Concept maps
Group presentations
Dosage Calculation tests
Classroom theory exams
NURS: 2109, 2110
Patient Assessment
Sheets
Clinical Observation
Sheets
Clinical evaluation tool
Case Studies
Skill return
demonstration
Dosage Calculation
tests
Academic research
paper
Classroom theory
exams
NURS: 2201, 2202
Patient Assessment
Sheets
Clinical journal notes
Clinical Observation
Sheets
Clinical evaluation tool
Dosage Calculation tests
Academic research paper
Formal research
presentation
Case Studies
Classroom theory exams
**Exit
EVOLVE/HESI/REACH
Exam
Theory is primarily evaluated through multiple choice exam questions. Each nursing course incorporates
a written component to support the students’ research ability. The written assignments are part of a
larger college wide initiative related to information literacy, although assessment of other college graduate
goals could be addressed such as critical thinking and diversity. Faculty has developed rubrics for all
graded assignments.
First semester students are assigned an age appropriate developmental paper or teaching plan which
allows them to apply didactic material to a hypothetical patient. The paper also has a cultural component
which allows student to develop a culturally specific plan of care. During the second semester, the
students are assigned a teaching plan/scenario to assist them in application of didactic material using a
case study approach. During the third and fourth semesters, students are given evidence-based
research assignments and projects. The writing assignments require application of published nursing
research. The assignments also incorporate pathophysiology, discharge planning and patient/family
education. Student written work is frequently presented in class and/or as poster presentations for the
entire college community.
Tests have an increasing percentage of the grade as the students’ progress in Nursing 1100. This allows
the student to adapt to the NCLEX-style of questions and application/analysis. In the second year of the
ADN program the theory grade is primarily based on multiple choice exams. By department policy there
is no rounding of grades. Faculty introduces NCLEX style questions in Nursing 1100 which are primarily
knowledge based. As students progress thru the program, test items are of increasing complexity and
the style of questions is shifted to application, analysis, and synthesis. Many written assignments have
identified rubrics (EXHIBIT 4.5A). Laboratory skills with defined return demonstrations have faculty
approved skills checklists (APPENDIX 4.5.A). The policy for A.D.N. skills lab policies and return
demonstrations can be found in APPENDIX 4.5B.
Clinical evaluation tools are incorporated into each syllabus. The students are evaluated in clinical at
midterm and at the end of clinical rotation. Students are rated as satisfactory, unsatisfactory, or needs
improvement. The student may have a “needs improvement (NI)” at the midterm evaluation but must be
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
77
“satisfactory (S)” at the final evaluation in order to progress in the program. Evaluation is based on
observation, physiological and psychosocial patient assessment, patient data sheets, nursing care plans,
and performance of nursing skills. Clinical conferences are held after each clinical day.
If a student is unsatisfactory, remediation is started with a Clinical Contract (APPENDIX 4.5.C).
Depending on the incident, a suspension from clinical may be warranted (APPENDIX 4.5D) Students may
initiate an appeal process for clinical dismissal (APPENDIX 4.5E). The student may be removed from the
clinical setting pending the outcome of the appeal process.
With the recent adoption of the Academic Alert policy/procedure and use of the SBAR (APPENDIX 3.2B),
current “forms” dealing with students behavior concerns (i.e. clinical contracts (APPENDIX 4.5 C-E),
skills remediation forms (pp. 25-26) and the program exit form (EXHIBIT 4.5C) are being reviewed for
sole adoption of the SBAR form to address any/all issues of student (academic) performance concern.
4.6 The curriculum and instructional process reflect educational theory, interdisciplinary
collaboration, research and best practice standards while allowing for innovation, flexibility and
technological advances.
ADN faculty believes in instructor-guided and student self-directed learning; and they consider the
primary roles of the faculty to be those of: teacher, facilitator, evaluator, advisor, mentor, and resource
person. Faculty are responsible for assisting individual students to become knowledgeable, demonstrate
competencies, and meet the program outcomes needed for entry into novice nursing practice.
Learning is enhanced when the learner’s knowledge level is identified to plan appropriate teaching, when
educational experiences are organized in a logical sequence that promotes continuity, and when the
individual student’s unique needs and strengths are considered.
Faculty value a learning environment which:




Is supportive of learning
Fosters healthy interdependence
Is respectful of and concerned about students
Empowers students in their present and life-long learning
Faculty value a caring environment for students which promotes flexible, accessible educational
experiences for a diverse student body. Adult learning principles are used in all interactions with students
providing self-directed, purposeful learning respectful of knowledge and experience students bring to the
educational environment. Adult learning theory empowers learners with mentoring and guidance allowing
both autonomy and responsibility in learning experiences.
The nursing faculty acknowledges the core competencies of The Scope of Practice for Academic Nurse
Educators (NLN, 2008) and aspires to incorporate the eight competencies in their daily teaching activities.
The faculty also recognizes the importance of evidence-based nursing education and strives to
incorporate best practice into their teaching.
In keeping with the mission of College of DuPage, the mission of the ADN program serves the needs of
the community. The ADN program supports excellence in learning and teaching, fosters an instructional
climate that welcomes innovation, is open to change, and targets continual improvement and
accountability. The ADN program ensures diverse leaning needs with a comprehensive, dynamic
curriculum and varied education delivery systems. The ADN program promotes critical thinking and
academic honesty while preparing students to qualify for and succeed in further educational endeavors
and to prosper in the work environment.
78
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
The instructional process is a triad of didactic, nursing laboratory and a clinical practicum. Lecture is the
primary approach to theory instruction. The laboratory setting allows student to practice their psychomotor
skills prior to performing of these skills in the clinical setting. Students are tested on their lab skills, upon
successful testing of the skill; the students may then perform the skill in the clinical setting with a nursing
instructor’s guidance. The ADN faculty seeks to adopt strategies to support multisensory learning,
cooperative learning, and classroom assessment techniques. Faculty members participate and are
encouraged to attend developmental and teaching seminars to increase teaching effectiveness.
While nursing has its own body of knowledge, the general education component that students participate
in prior to entering the nursing program introduces the learner to various disciplines that provide a
foundation of knowledge. These subjects foster critical thinking skills, encourage examinationof questions
and value and develop the foundations for lifelong learning. This component enhances the student’s selfawareness and appreciation of people, cultures, and the environment. General education courses assist
the student to focus on communication skills and thought processes which are essential for growth as
members of a profession.
Interdisciplinary collaboration is valued and used for classroom experiences. TABLE 4.6A Classroom
Interdisciplinary Collaboration provides an overview of these experiences for each course in the
curriculum. In addition, two nursing faculty have collaborated with a faculty member from the division of
English as a Second Language to explore ways to enhance the learning experiences of their students by
holding conversation circles. In addition, one nursing faculty collaborated with anthropology faculty to
create a community module expanding knowledge of the nursingstudents of healthcare values in Asian
populations. One ADN faculty is collaborating with faculty from liberal arts to develop a study skills
seminar for nursing students.
TABLE 4.6A CLASSROOM INTERDISCIPLINARY COLLABORATION
NURSING COURSE
CLASSROOM INTERDISCIPLINARY COLLABORATION
Nursing 1105
Medical-Surgical I
Faculty from math department, guest lecture on drug calculations.
Counseling staff as guest speakers’ services offered.
Library faculty guest lecture on APA format, research techniques, and writing
an academic paper.
Staff from academic writing center addresses writing an academic paper.
Nursing 1206
Medical-Surgical II
Diabetic Educator
Wound Care Nurse/ Enterostomal Nurse
Nursing 1207
Childbearing Family
Lactation Consultant
Guest speakers from early childhood development.
Representatives from Prenatal loss Support group.
Certified Nurse Midwife
Nursing 1208
Neuro-Psychology
Nursing 2109
Medical-Surgical III
Guest Speakers: National Alliance for the Mentally Ill
Nursing 2201
Medical-Surgical IV
Ostomy Panel: “Living with an Ostomy”
Guest Speaker: “Living with Paraplegia”
Guest Speaker: “Wound Care”
International Panel
Student Lobby Day Illinois Nurses Association- Springfield
Guest Speaker: “Burn Care”
Guest Speaker: “Complimentary Medicine”
Guest Speaker: “Hospice” (Social workers, Chaplin)
Guest Presenters: Washington DC field experiences
Guest speakers: discussion of Heart Failure
Respiratory Therapy
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
79
ADN faculty provides students with the course syllabus during orientation to each course. The syllabus
delineates each assignment and how the assignments are evaluated. Students also receive a clinical
evaluation tool which is reviewed during orientation to the clinical site. Students are encouraged to track
their progress by recording their grades for each assignment and to counsel with faculty to review student
progress. In addition, faculty contact students and provide them with progress reports. Clinical faculty
holds mid-term and final clinical evaluations for each student
There are a variety of technological adjuncts that instructors use to support student learning. Examples of
this include PowerPoint© lectures, computer assisted videos, podcast, and Blackboard©, which can be
used for discussion and sharing of information out of the formal classroom. The students also purchase
DVD's on nursing skills that augment their fundamentals nursing text. The library holds the most recent
series in physical assessment tapes that are available for student review. Additionally, computer software:
critical thinking tutorials, such as PhysWhiz II, and TLC Medical Center are readily available to the
student. Also, the faculty teaching Clinical Decision Making (Nursing 2202) has reviewed Elsevier’s virtual
hospital material. A representative from Elsevier presented a tutorial on this material for faculty.
Continued exploration of the virtual hospital is in progress.
4.7 Program length is congruent with the attainment of identified outcomes and consistent with
the policies of the governing organization, state and national standards, and best practices.
All courses utilize the American Nurses Association Standards of Practice, and adhere to the practices
set forth in the State of Illinois Nurse Practice Act. These resources are available for both students and
faculty. Standards and professional nursing practice guidelines, considerations, and conduct are
introduced and reinforced throughout the ADN program. In addition, students are encouraged to explore a
variety of professional nursing organizations. The ADN program curriculum is in compliance with the
Illinois Department of Financial and Professional Regulation’s (IDFPR) nursing curriculum requirements.
The ADN program meets the requirements of the Illinois Community College Board (ICCB). The ICCB
Program Manual (February 2002) and the ICCB Administrative Rules (June 2002) are located in the office
of the Associate Dean, Karen Solt.
The College of DuPage ADN program, including the pre-requisite academic course work is 80.This is
comprised of 42 credit hours (53%) in Nursing courses and 38 credit hours (47%) in sciences and general
education courses. The required the preadmission coursework is now considered a part of the program
required courses. The psychology department changed its’ requirements in 2007, making PSYCH 1100 a
prerequisite to PSYCH 2237, which increased the ADN program’s total credits from 72 to 75. In fall of
2009 the admissions committee noted that the ADN program accepted High School Chemistry or a
college level Chemistry course. High School Chemistry is the equivalent to a college Chemistry 0400
class. The program would not accept a 0400 Chemistry class because the college no longer accepts it as
a course equivalent. The faculty chose to change the admission standard to be consistent with the
college’s policy. This further increased the ADN program’s total credit hours to 80.
Courses in the humanities and sciences provide a strong foundation for the ADN program curriculum.
Students take three hours of humanities and twelve hours of sciences. Students are strongly encouraged
to take courses which facilitate their study of nursing, such as Math 1102.
Graduation requirements of the college and advanced by the nursing program include:

80
Completion of a minimum of 64 credit hours of general education and program
requirements;
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois


Possessing a minimum 2.0 (“C”) average in the combined grade point average of all COD
courses numbered 1000 and above and all courses accepted for transfer from other
institutions; and
Completing a minimum of 20 hours of applicable degree credit at COD with the final 10
hours of credit at the college.
4.8 Practice learning environments are appropriate for student learning and support the
achievement of student learning and program outcomes; current written agreements specify
expectations for all parties and ensure the protection of students.
The ADN program maintains a close relationship with affiliates both within and outside COD’s district.
Clinical contracts are designed to allow for optimal learning opportunities. Communication among facilities
is enhanced by an semi-annual advisory committee meeting comprised of representatives from education
and practice settings.
In 2004, the DuPage Area Healthcare Leadership Council (Council), a collaborative forum between COD
and the area hospitals was formed. The mission of the Council is to act in an advisory capacity to ensure
collaboration in working towards college and community goals in health care education and staffing. The
first project undertaken by the Council was to increase the capacity of the ADN Program.
The ADN faculty and Director of Nursing (DON) actively seek new clinical sites. The DON monitors
clinical sites with feedback from the clinical faculty, developing and maintaining an excellent working
relationship with the clinical sites. Each February, the DON submits clinical requests to the hospitals for
the next academic year. Working with the clinical site contact person, the DON negotiates clinical
placement of students. This may require a change in the day(s) of the week, the unit and/or shift
(including 12 hours). Two ADN faculty oversee the community nursing modules and coordinate requests
for community rotations. The increase in the number of students admitted to area nursing programs as
well as the opening of new programs (LPN and BSN), have increased competition for clinical placement.
Currently, the ADN program utilizes fourteen hospitals as well as a variety of community sites for student
clinical experiences (APPENDIX 4.8.A). To streamline development and maintenance of clinical affiliation
agreements a standardized affiliation agreement was developed for use by all COD health care programs
(APPENDIX 4.8.B). The standardized agreement form outlines specific requirements of the clinical site
and faculty or professional staff at the individual clinical site. Business Affairs is responsible for initiating
and maintaining all clinical affiliation agreements. All current affiliation agreements will be available for
review as EXHIBIT 4.8.A.
Hospital and community sites provide a wide range of clinical experiences including acute, extended and
long-term care, specialty units such as critical care, emergency, maternity, mental health units, home
health, hospice, and clinics. The use of registered nurse preceptors for the community rotation has
expanded the clinical experiences of the ADN students. Clinical objectives are met through the utilization
of a variety of clinical experiences.
During the past two academic years, clinical placement of students has become more challenging.


LIMITING NUMBER OF STUDENTS/CLINICAL SECTIONS: Several clinical sites began limiting
the number of students per clinical unit. Others use only twelve hour shifts impacting the number
of clinical groups accommodated on the unit on any given day (i.e. one clinical group/day rather
than a day and evening group).
COMPETITION: With a growth in the number of programs and/or expansion of current programs,
the competition for clinical sites is a reality, even when using evenings and weekends as clinical
sites.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
81

ADOPTION OF MAJOR INITIATIVES: Many hospitals are involved with major initiatives such as
adoption of the electronic health record or the pursuit of Magnet status. When in the midst of
these types of initiatives, agencies select to not have students in the clinical setting during the
change process/transition.
A Clinical Site Evaluation Tool is utilized to improve learning outcomes (APPENDIX 4.8.C). The
evaluation tool is completed by students and clinical faculty, and rates the clinical experience at the given
site. Several of the clinical sites conduct their own evaluation of student clinical experiences. Feedback
from these evaluations is shared with the clinical faculty and the DON. These evaluations are monitored
to continually evaluate the clinical sites adequacy in meeting the needs of the course, as specified in the
course objectives. The clinical site contact person is also a member of the Associate Degree Nursing
Advisory Committee. The Advisory Committee meets twice a year to discuss their experience with nursing
students. The committee also discusses future needs and trends for their institutions. Copies of the
clinical site evaluation tools and advisory committee minutes are available.
4.8.1Student clinical experiences reflect current best practices and nationally established
patient health and safety goals.
The Joint Commission on Accreditation of Hospitals has identified its National Patient Safety
Goals. They are:








Improve the accuracy of patient identification
Improve the effectiveness of communication among caregivers
Improve safety of using medications
Reduce the risk of health care and associated infections
Accurately and completely reconcile medications across the continuum of care
The organization identifies safety risks inherent in its patient population
Improve recognition and response to changes in patient’s conditions
The organization meets the expectations of Universal Protocol
The ADN program acknowledges these patient safety goals and incorporates them into clinical,
laboratory, and didactic teaching.
Additionally, at least four clinical sites for the nursing program are at hospitals with Magnet status:
Loyola University Medical Center, Edward Hospital, Central DuPage Hospital and Good
Samaritan Hospital.
In conclusion, the following summary of strengths and challenges are identified:
Strengths:


The ADN faculty has a diverse wealth of clinical experience which facilitates classroom and
clinical learning.
The curriculum offers a variety of student experiences that contribute to a diverse and full range
of educational opportunities.
Challenges/Opportunities:


Maintaining consistent application of nursing theory and practice among the full time faculty and
adjunct faculty remains a challenge.
The rigors of the curriculum make it difficult for students to complete the ADN program in the
“traditional” two-year community college schedule.
82
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois


Current practice of assigning faculty to classroom instruction challenges a sense of
“accountability” for (select) courses.
Clinical site access is posing a challenge.
Need to contemporize the curriculum, making its alignment more apparent and consistent the current
nursing initiatives such as QSEN competencies, IOM report on the future of nursing, and a concept
based curriculum.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
83
84
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Section II: Standard 5
Standard 5: RESOURCES
Fiscal, physical and learning resources promote the achievement of the goals and outcomes of the
nursing education unit.
Introductory Note:
The Associate Degree Nursing (ADN) program is a part of the Health Sciences Division at College of
DuPage. This Division is the largest Division on campus providing extensive career education as well as
the natural, biological and behavioral science courses. The ADN program is one of approximately 26
health programs offered.
Historically, the three nursing related programs (Associate Degree Nursing, Practical Nursing and
Certified Nursing Assistant) were under the oversight of the Associate Dean of the Division. Daily
operations for these programs are typically accomplished by faculty who were released from some direct
teaching responsibilities to run the programs.
To increase efficiency, share resources, coordinate curriculum, align and assist in the transfer for
students from one program to another, it was decided to hire a full-time administrator (Director of Nursing)
who would oversee all three nursing programs. The Director of Nursing was hired in September 2009 for
the Nursing Department.
In merging the three programs into a department, goals include:
1.
2.
3.
4.
Creating a “culture” of nursing as a department
Optimizing use of resources, including standardization and sharing
Creating transparent and seamless operations (policies, procedures) and structures
Fostering curriculum alignment
Additionally, due to the high direct instructional cost for the nursing courses, coupled with the reality that
over 50% of nursing instruction is done with one faculty for every 8-9 students, variable tuition was
instituted in Fall 2009 for the nursing courses. In so doing, the students pay $208.15/credit hour for
nursing courses. This has balanced the cost revenue scales.
Lastly, in May of 2009, the health programs and sciences moved into a new building, providing for
improved and state-of-the-art learning spaces.
5.1
Fiscal resources are sufficient to ensure the achievement of the nursing education unit
outcomes and commensurate with the resources of the governing organization.
The fiscal resources are adequate to support the faculty development, instruction and the ADN
goals/objectives. The fiscal resources are commensurate with the resources of the organization. The
supply budget has increased in the last 3 years. In the fall 2010, the ADN 10th day count has increased
9% in enrollment, while maintaining an exemplary retention rate.
With the increase in the number of students enrolled in the ADN program, over the last 3 years, the
supply budget has been adequate. The Practical Nursing (PN) program’s grant funding ended
12/31/2009. As a result, beginning in January 2010, PN program costs were assessed to the ADN
budget. This placed an additional resource demand on the ADN operational budget. As FY 2010
completed, no additional monies were provided with this merger, and two full-time ADN positions were
not replaced. FY 2011 started out with a “merged ADN/PN budget (CNA has had its own budget),
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
85
however with a mover to zero-based budgeting for FY 2012 and the goal for improved cost accounting,
the ADN and PN program budgets will be separated beginning in January 2011.
The COD foundation has targeted $10,000,000 to support Healthcare Education. Seven thousand dollars
of this amount is designated for health instructional support. TABLE 5.1.A identifies the Nursing Unit
Budget for three years.
TABLE 5.1.A:Nursing Unit Budget
CATEGORY
Personnel Salaries/
Overload/
Student Aides
2007-2008
998,852
2008-2009
1,232,327
2009-2010
1,242,956
Fringe Benefits
Supplies
200,111
28,342
252,581
27,562
266,725
15,733
Professional
Development/Dues
1,850
per FT Faculty
member
1,850
per FT Faculty
member
1,850
per FT Faculty
member
Other (travel, NLNAC
conferences,
publications, etc.)
3,835
1,062
2,727
*Reviewed on
case by case
basis
1,232,990
1,515,382
1,529,991
Total
2010-2011
Administrative Support
The Director of Nursing (DON) oversees the nursing program which includes budgetary
management of the Associate Degree Nursing, Practical Nursing and Certified Nursing Assistant
programs. The DON reports directly to the Division Dean. Meetings take place between the DON
and the Division Dean to discuss the nursing budget. The budget is submitted to the Vice
President of Academic and Student Affairs and then to the College President and Cabinet. The
Board of Trustees approves the budget.
The DON, with the approval of the Dean, utilizes the approved budget. The DON can readily
access the planned and YTD budget report with expenditures on an as needed basis using
Mercury Commerce. Should a special budgetary need arise beyond the scope of the operating
budget, it is discussed with the Dean to determine whether monies are available to meet the
need. The DON maintains the budgetary information.
Administrative Assistant
The Nursing Department, hired a full time administrative assistant (Job description in APPENDIX
2.6.A). This individual is the administrative assistant to the DON.
Nursing Department Lab Faculty
86
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Lab Faculty for the nursing department serve all three programs (job description in APPENDIX
2.3.A). This includes the Associate Degree Nursing Program, the Practical Nursing program, and
the Certified Nursing Assistant program.
Two part-time positions were approved for 2000 hours of Lab Assistant time per year. During the
academic year this averages 45 hours per week, and in the summer months about 25 hours per
week. The primary roles of the lab assistant are to (1) staff the open lab; and (2) maintain the
integrity of the Nursing Laboratory learning space.
The physical learning spaces which they are responsible include 6 laboratories and the various
skill return demonstration rooms.
Staff Services
TheStaff Service Department provides the College with additional clerical support for faculty
members. Faculty/Staff may utilize their website: Staff Services for document services. The
Staff Services Department has the ability to develop Power Point presentations and assist faculty
with creating and editing documents for the classroom. This service has been an asset to the
nursing faculty in preparing for classroom activities. The copy center is located in building K105.
Teaching Learning Center
The Teaching and Learning Center (TLC) is available to nursing faculty 24 hours per day, seven
days per week to assist with course preparation and teaching methods. It is conceptualized as
self-enhancement and personal enrichment, while instructional development emphasizes
attention to instructional materials, methods, techniques which directly influence the faculty's role
in the classroom. It enables each employee at COD to achieve excellence and to promote
student learning through the scholarship of teaching. Through combined efforts, the college,
departments and innovative faculty, the Teaching and Learning Center provides seminars,
workshops, conferences and/or course designed to meet the needs faculty members who are
committed to improving their ability to teach effectively. The Teaching and Learning Center
activities are summarized in NLNAC Standard 2.
Information Technology
The Information Technology (IT) Department at COD is accessible to nursing faculty for technical
support at home and on campus. The HELP DESK has been established with designated hours
and a paging system for computer and technology difficulties.
5.2
Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the
achievement of the nursing education unit outcomes and meet the needs of faculty, staff,
and students.
Classrooms
When the new Health and Science building was planned, it was designed with certain classrooms
and labs being dedicated for select programs. In this past year, a centralized scheduling
department has been put into place at COD. In addition to documenting the submitted course
schedules, this department also does the room scheduling. While the specialized lab rooms are
clearly in the domain of the program, to optimize their use, general classrooms can be assigned
for use for any program class. APPENDIX 5.2.A depicts the learning space where the vast
majority of campus learning is assigned.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
87
The nursing laboratories and faculty offices are located on the second floor. The classrooms
typically seat 30-40 students. A tiered lecture hall, located on the first floor of the Health Science
Center seats approximately 124. This space is shared with other health programs and reserved
by central scheduling. The classrooms can accommodate the use of instructional technology,
including permanent fixtures to assist with presentations such as Power Point or videos.
Skills Lab
There are six nursing labs assigned to the Nursing Department. One of the labs is intended to be
an open lab, and every attempt is made to keep it available for students to practice skills Open
lab hours are posted near the nursing labs and on the student portal. Each lab They each seat
16-20 students and has 3-4 patient care spaces.
There is a large storage room located on the second floor that is used for equipment and shared
with the Certified Nursing and the Practical Nurse programs. Additionally, there are at least seven
return demonstration rooms available, some are within the labs and some external to it.
Labs are equipped with beds, mannequins, and medication carts to facilitate student learning.
The skills labs have low fidelity simulation mannequins. As of July 2010, the nursing unit
purchased an automated medication administration machine. For FY 2011, and electronic health
record system will be adopted. Exploration and demonstration by vendors is underway.
The nursing faculty would like to expand the skills lab to accommodate high fidelity simulation
instruction. Five faculty attended the International Nursing Association for Clinical Nursing
Simulation conference in Las Vegas in 2010.
Faculty Offices
All full-time faculty have private offices in two faculty office suites on the second floor of the
building. This provides both convenience and privacy. Each office has a phone and computer and
is networked with a shared printer in an ante-room of the office suite. Space is available in each
office and in the suite for small conferences.
A large part-time faculty office space is located on the first floor of the Health Science Center.
Nursing faculty may use the office for class preparation. The room is equipped withcomputers,
phones and copier.
In addition, there is a faculty and staff workroom adjacent to the Division office. This can be
accessed by both full and part-time faculty. This space includes individual mailboxes, copier,
office supplies, fax machine, refrigerator, microwave, TABLE and chairs.
The building has wireless computer access to accommodate the entire campus community.
Faculty may communicate with students through the intranet-Blackboard, inside COD (student
portal), Nursing Program Student portal page, MY ACCESS, and the Nursing News Letter.
5.3
Learning resources and technology are selected by the faculty and are comprehensive,
current and accessible to faculty and students, including those engaged in alternative
methods of delivery.
88
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Library
Nursing Faculty provides students with formal orientation to the facility, library resources and staff
services prior to each course. Syllabi for individual courses include learning resources that are
available in the library and computer labs at the college. Students are encouraged to seek out
resources as needed. The nursing faculty communicates with the librarians and technical support
updating resources annually. Debra Smith, MA, MLIS, Associate Professor, is the librarian
assigned to the Health Sciences subdivision, which includes nursing.
College of DuPage’s library is located on campus in the Student Resource Center (SRC)
building adjoining the Berg Instructional Center (BIC). An enclosed walkway (bridge) joins the
SRC and Health Science building on the second floor. The close proximity facilitates access to
library materials and services by nursing faculty and students. The library’s website offers 24/7
access to the Library catalog, research guides, online, article databases (including full-text), and a
variety of other resources. The library facilitates audiovisual equipment and material delivery to
classrooms for instruction. Audiovisual equipment and materials are also made available to
students within the library.
The library is accessible for students with disabilities, has an elevator as well as stairs to access
the second floor, and contains a variety of assistive devices available for special needs
students.
The Library is open 7 days a week during the academic year. It is closed on College-designated
holidays and operates with reduced hours during academic breaks. Library hours are posted on
the college website.
Reference librarians (located at the Reference Desk) and Technical Support staff (located in the
Computing Support and Print Services Center) are available to assist students in person, via
phone, using chat software or email during open hours of operation. Reference contact
information is available on the website. The Health Sciences Librarian offers individual and
small group consultation/reference meetings to all nursing faculty and students in addition to
phone and email support.
The library has three hands-on computer labs equipped with student workstations and an
instructor station and digital projector. Four additional technology enabled library classrooms are
available for demonstration classes. One library classroom is equipped with two-way video
conferencing used for asynchronous distance learning and meetings.
First year ADN students attend a two-hour library instruction session taught by the Health
Sciences Librarian that introduces them to nursing resources. The library also offers free
computer workshops for students to become Smart Online Searchers (SOS). Classes are offered
during the day, evenings and weekends. Students can view workshop information and register
online from the library’s website).
The library’s 138,000 sq. ft. facility houses materials on all major subject areas in a variety of
formats to meet the informational, cultural, and recreational needs of the college community.
Library holdings provide a broad range of current materials relevant to the curriculum. Materials
include books, audiotapes, slides, CD-ROMs, DVDs, VHS tapes, anatomical models, and reserve
materials (designated by nursing instructors).
The medical section of the library collection houses over 14,000 unique items and Nursing
students have access to 11 health and science related databases. Full text journal articles are
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
89
available online. Nursing students have access to over 220 nursing journals and magazines.
Nursing students can Interlibrary Loan (ILL) books and journal articles for free. The College and
Career Information Center (CCIC), located on the second floor of the library, provide information
on educational opportunities, occupational choices, and job-seeking skills (EXHIBIT 5.3.A).
Trained CCIC staff members are available to assist users.
In addition to the print and electronic resources listed, nursing students and faculty access an
online Nursing Research Guide that includes: catalog links, reference materials in the COD
collection, Internet sites, and APA citation information. Students also utilize the Consumer
Health Resource Guide which includes both professional and consumer level information.
The Library offers 110 student workstations. Nursing students also have access to laptops with
wireless connectivity, available for checkout and use within the library. All workstations and
laptops have Microsoft Office Suite installed. Students can load educational software and use
interactive CD-ROMs. Nursing students are assigned email accounts which are linked to
Blackboard and can communicate with faculty and fellow nursing students and access the greater
college’s information systems and online departments. The library has 20 group study rooms, two
group audio video viewing rooms, as well as study seating for over 500 students. Its Computing
Support & Printing Services (CSPS) area provides centralized printing for all the public computers
plus microfilm reader/printers and color and black and white photocopiers. Two additional public
photocopiers are available.
Nursing Book Purchasing and Weeding Procedure
The Nursing faculty has designated a “point person” to facilitate efficient communication
between the Library and the Nursing Program. The Health Sciences Division Librarian
serves as the point person for the College of DuPage Library. All nursing faculty are
encouraged to provide suggestions for collection development on an ongoing basis and,
as budgets allow, the Division Librarian purchases faculty requested materials. The
Division Librarian also benchmarks and adds to the collection utilizing the Doody’s Core
Titles in the Health Sciences list. A binder of the current Doody’s recommendations
marked with COD Library holdings is available in the Division Librarian’s office. The
Health Science Librarian is a member of the Nursing program’s Learning Resource
committee.
It is agreed between the Division Librarian and the nursing faculty that when new editions
of items already owned by the Library are purchased, older editions can be automatically
withdrawn without Nursing faculty direction. Nursing texts /videos without newer editions
that may have historical or lasting value will be reviewed by the Nursing faculty and
keep/discard decisions will be made based on their input. The nursing faculty will contact
the Health Sciences Librarian to set up times to review books in the collection and the
Librarian either performs the review with the nursing faculty or provides the appropriate
call number ranges and makes available a cart for materials to be weeded.
An annual review of materials older than five years of age occurs at a time convenient to
the nursing faculty and the Division Librarian. Nursing faculty and the Division Librarian
physically go to the nursing materials in the RT section of the Library of Congress
classification system and review the materials on shelf. For nursing items not located in
the RT section, the Division Librarian generates lists of items older than 5 years and
delivers them to the nursing faculty point person who then has the appropriate faculty
member review the items. These exchanges occur either in person or via email. Any
nursing text and AV material older than 5 years is reviewed by a faculty member. Once
the faculty member initials and dates the item, it will remain on the shelf until they are
90
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
reviewed the following year. Any item withdrawn from the collection will be pulled from
the shelves and placed on the weeding cart provided by the Health Sciences Librarian.
The Library staff will remove these items from circulation. If additional resources are
needed in specific areas, nursing faculty can request that the Health Sciences Librarian
look for up-to-date resources in specific area(s). The possible titles are then shared with
nursing faculty and purchases are made based on nursing faculty feedback.
Collaboration with Health Science faculty is encouraged and actively solicited; however,
the Library faculty member assigned to the Health Sciences division is ultimately
responsible for the purchase and deletion of COD Library’s health and medical-1related
materials.
Academic Computing Center
When the library is closed, students have access to the Academic Computer Center on the 3 rd
floor of the Student Resource Center, Room 3600. All software programs for nursing are available
in the Academic Computing Center. The Academic Computing Center hours are posted on the
college website.
The Academic Support Center
The Academic Support Center is located in the Instructional Center, Room 3040, offers a variety
of support services including tutoring, math, writing and reading, and speech communication.
Tutoring services include peer, professional, People Educating People PEP), and online tutoring.
Some services are free while others are fee based. The Math Assistance Center offers one-toone help from math instructors. The Writing and Reading Center is open to all COD students,
faculty, staff and community members, free of charge. Peer tutors and part time faculty from the
Liberal Arts Division provide one-to-one assistance for projects in all academic disciplines. The
Writing and Reading Center offers services on the main campus as well as the Addison,
Naperville and Westmont Centers. The Speech Assistance Area offers services to students,
faculty, staff and private and corporate members of the community. Nursing students can be
referred to this area for assistance.
Nursing Technology
The Learning Resource Committee (a nursing subcommittee) was formed in 2010 to develop a
technology plan to enhance student learning in the nursing skills laboratory. This plan will
incorporate the use of an electronic medical record, computerized simulation case studies and
the use of both high and low fidelity simulation (EXHIBIT 5.3.B). The committee’s plan will include
(1) recommendations for equipment purchasing; (2) strategies for maintenance; (3) training for
faculty; (4) a strategic plan for integration of the experiences into each course of the curriculum;
(5) clearly defined learning outcomes, student assessment methods, and evaluation of
effectiveness as a teaching modality. Preliminary conversations are underway about creating a
simulation “hospital”, home and community setting by remodeling existing lab space or perhaps
incorporating it into the new Homeland Security building.
In addition, IT has installed nursing computer software, such as Critical Thinking, Phys Wiz, and
Interactive Case Studies. Nursing students can access these learning tools in the nursing
classrooms, Academic Computer Center and other College of DuPage regional sites. Faculty
members can also use these programs for instructional purposes.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
91
5.4
For nursing education units engaged in distance education, the additional criterion is
applicable:
Fiscal, physical, technological and learning resources are sufficient to meet the needs of faculty
and students and ensure that students achieve learning outcomes.
The nursing education unit has access to the same resources available to the college. Examples
of online resources are the library Catalog, IT, Blackboard, My Access and inside COD (faculty
and student portals). Faculty may post hours and communicate through e-mailand Blackboard.
Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty
and students to ensure student outcomes:



The Academic Computing Center and the Health Sciences Center both have computer
rooms that are open for students to use. They have access to computer programs and
Internet access to complete work for distance education courses. They have a student
technology hotline: 630-942-2999 or an email address that can be used:
studenthelp@dupage.edu.
Each faculty member has a computer and access to a bay of PC’s in the Part-time faculty
office; all with internet access (HSC Part-time faculty office, Learning Resource Center).
The college has a technology hotline (HELP ext. 4357) to answer staff questions. The
Teaching/Learning Center holds classes on computer programs, Blackboard and
MyACCESS for faculty. They also have resource personal located in the TLC.
The distance learning courses are taught at the same time and in congruence with
campus courses. The students are on campus and have the same access to the Student
Resource Center and other resources since they are also taking classes on campus.
Strengths:





Communication between faculty and students has been enhanced with the
implementation of the portal page, newsletter and Blackboard.
The library is a resource that supports students and faculty with instruction and research.
The hiring of a Director of Nursing and Administrative Assistant has improved efficiency
and support to the department.
The merging of nursing programs has resulted in sharing resources and developed
collegial relationships. The Learning Resource Committee has been established to
develop a technology plan to improve student learning.
The nursing department has a designated skills lab where students have access and may
practice clinical skills.
Weaknesses:



92
Students have limited access to the electronic medical records in clinical facilities,
resulting in decreased opportunities to review patient data and document nursing care.
The department does not have a simulation electronic medical record to support this
deficit.
With the merging of the PN Program, the operational budget for the ADN program has
been impacted. This, however, may be addressed with the planned separate budget for
these programs.
The physical resources to support the ADN program are limited. There is not adequate
space and storage to expand and support simulation learning activities. The ADN
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois

program has limited classroom space. Other departments within the College utilize
classrooms in the Health Science building.
Variable tuition was instituted in the Fall of 2009. The ADN program has increased tuition
but monies have been utilized by the College rather than the Nursing Budget.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
93
94
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Section III: Standard 6
Standard 6: Outcomes
Evaluation of student learning demonstrates that graduates have achieved identified
competencies consistent with the institutional mission and professional standards and that the
outcomes of the nursing education unit have been achieved.
6.1 The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the
student learning and program outcomes of the nursing education unit and NLNAC standards.
Evaluation of the nursing program for College of DuPage is multileveled. The program is evaluated by the
College, and by the Nursing Program in total and at the course level. Additionally, program performance
information is provided to and received from the Illinois Department of Financial and Professional
Regulation. Some of the latter is provided through semi-annual analysis of the Mountain Measurement
reports which provide program information on how graduates’ performance on the NCLEX-RN.
The College evaluates (career) programs’ performance following the Illinois Community College Board
policy. Attention is given to program participation (i.e. admission, retention and completion) culminating in
certification exam performance, i.e. NCLEX results and graduate competency attainment. The last
Collegeprogram evaluation for the Nursing Program was performed in 2009-2010. Receiving
accolades of praise for the report, the Nursing Department was asked to be a part of a presentation in
January 2011 on the subject of Program Evaluation.
The Nursing Program Systematic Plan addresses the Nursing Program’s evaluation as well as
students’/graduates’ outcome assessment (APPENDIX 6.2). Using the NLNAC Standards, Program
Outcomes and Student Learning Outcomes, the program measures the degree to which the unit in
nursing achieves its mission.
The SEP has gained prominence in the Nursing Department and Program operations and decision
making, starting with the revision in the Nursing Department Guidelines and Organization.
Aspects of the SEP are identified as select committee responsibilities for monitoring, including data
collection and analysis, and recommending action. The calendar of program evaluation and student
assessment activities are noted in APPENDIX 6.1A.
6.2 Aggregated evaluation findings inform decision making and are used to maintain or improve
student learning outcomes.
Numerous data sources are used to assist in making decisions about maintaining or improving the
nursing program and students’ attainment of learning outcomes. Some of these data sources and their
purpose are noted in TABLE 6.2A. Survey tools/instruments and results will be available as EXHIBIT
6.1.A.
TABLE 6.2A: DATA SOURCES FOR EVALUATION OF NURSING PROGRAM
DATA SOURCE
DESCRIPTION/PURPOSE
Course Evaluations
Students complete a course and clinical site evaluation each semester.
Student Satisfaction (initiated in
2008-2009)
A survey administered to current students as they near the completion of
the first and third semester of the nursing program major. The intent is to
learn what the students are feeling and experiencing as they are in the first
semesters of the first and second year of the program.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
95
DATA SOURCE
Graduating student exit survey
1 year Graduate survey
Employer Survey
DESCRIPTION/PURPOSE
A survey given to students in their final weeks of the program to solicit
their overall satisfaction and experience with the nursing program.
Administered about 15 months after graduation, the survey asks graduates
their thoughts about the program preparing them for their role as an RN.
A survey of employers of graduates inquiring about their satisfaction with
the graduate.
EVOLVE/HESI/REACH Exit exam
This external test is administered to students as they near program
completion. An adaptation in the test administration took place in 2010.
The exam is given at the beginning of NURSI 2202, a final semester
course. Based on the results, the students are expected to work with
faculty in implementing a remediation test plan. The
EVOLVE/HESI/REACH exit exam is then given in the final week of the
semester. The EVOLVE/HESI/REACH exit exam score counts for 20% of
the student’s grade.
NCLEX-RN results
Quarterly reports from IDFPR identify test takes by name and NCLEX
pass or fail results. The most informative quarter for COD it the 3rd quarter
(July 1-September 30) as that is the most common time in which
graduates take their NCLEX-RN.
Mountain Measurements NCLEX
results report
Semi annual reports from Mountain Measurements provide a detailed test
analysis for COD test takers. The report from April through September
provides a valuable composite of COD graduates on the NCLEX-RN.
Regarding course and clinical site evaluations, specific data will be available as an exhibit at the time
of the visit. While the clinical site evaluations use the same tool, course evaluations use different ones.
The latter consistently have ratings of agree or strongly agree consistent with positive ratings, there are
consistent comments that need to be addressed to enhance the pedagogy foundations of the course and
further engage the learners. These include:




Consistency in evaluation in lab and clinical settings
Decrease class sessions of 4-5 hours; typically means test on lecture days
More Course organization and standardization; assign single instructor rather than have 4-6
instructors lecturing in a course
Increase communication between classroom instructors and lab/clinical instructors
Please note there were numerous positive comments, the summary of each, as well as select actions to
take to address course specific issues will be available to read on-site.
Specific or select results in each of these data sources are shared in the following in the following pages;
note that they also may be reflected in the writing of Standard 6, Outcomes and Assessment.

Student Satisfaction (initiated in 2008-2009)

Graduating student exit survey
96
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois

1 year Graduate survey

Employer Survey

EVOLVE/HESI/REACH Exit exam

NCLEX-RN results

Mountain Measurements NCLEX results report
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
97
Student Satisfaction Survey (represents percent of respondents satisfied): Benchmark >78%
Criteria not met
STUDENT SATISFACTION
Response rate
Overall experience
Academically prepared
Communication of policy changes
Changes in nursing program
Communication of program
outcomes
2008-2009
81%
(N=155)
82.69%
83.97%
37.18%
32.05%
NA
2009-2010
50%
(N=105)
89.53%
90.48%
58.1%
--72.3%
2010-2011
10%
(N=23)
73.92%
90.91%
ACTIONS TAKEN
2010: poor response rate; survey placed on portal. Assessments and
outcomes committee to reassess administration of survey
47.6%
--78.3%
2010: a nursing program student portal was developed to promote consistent
and timely information.
2010:



Registration information
communication
Methods of communication

COD email
35.9%
40.92%
22.7%
2010: Posted registration information on Portal page for Spring 2011
registration
NA
94.28%
100%
2009: E-blast developed and increased use of COD email and more
extensive use of Blackboard to enhance communication.

BlackBoard
NA
80%
87%

E-blast messages
NA
82.85%
82.3%
2010:


98
Orientation for new students included discussion of outcomes and
assessment.
A.D.N. program web page now has a PowerPoint on the A.D.N.
conceptual framework including a discussion of the program and
graduate outcomes as well as the Student Handbook:
http://home.cod.edu/academics/programsdegrees/nursing/adn.
aspx
Student liaison committee members receive results of surveys and
outcomes assessment.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
With the E-blast platform eliminated in 2010, a nursing program
student portal was developed to promoted consistent and timely
information.
Updated nursing department and programs’ web pages with a
“standard” look and current information.
STUDENT SATISFACTION

Newsletter

Faculty advising
2008-2009
NA
67.315
2009-2010
71.52%
58.09%
2010-2011
53%
ACTIONS TAKEN
2009: Development of Nursing Newsletter in process.
62%
2010: Initiated the semiannual nursing newsletter in January 2010; second
edition distributed October 2010.
2009: Implemented faculty advising model
2010:


Nursing Skills Lab

Size
NA
83.66%
82.6%
2009: Moved into new Health Science building
2010: Comments on the Student Satisfaction Survey indicated that the lab
practice environment was much improved with the new supervision and
oversight of the lab staff
2010:

Environment
73.08%
81.73%
91.3%

Supplies
59.62%
51.92%
88.26%




Practice Hours
Modified faculty advising model/practice
Developed an academic alert protocol.
66.67%
54%
56.52%
Students required to purchase lab packs for practice supplies
(New) lab assistants have organized a level of lab supplies
consistent with lab usage
(New) lab assistants have created instructor “skill boxes” that are
maintained in the supply room; the box contains all needed supplies
for instructor teaching of the identified skill.
2009: Staffing of the nursing lab reduced, leaving no one to actually staff the
lab during OPEN LAB time; also began to “track” students use of lab time, to
assist determination of lab use and preferred schedule.
2010:

Hired two part-time lab assistants, averaging a total of 45
hours/week of lab coverage during the academic year and 20 hours
per week in the summer. Time allowed the development of
inventory standards, skills packets, plus staffing the lab.

Established a schedule of 25-30 hours per week of supervised open
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
99
STUDENT SATISFACTION
2008-2009
2009-2010
2010-2011
ACTIONS TAKEN
lab time.

Consistency with lab
instruction
NA
50%
65%
2010:



Standardized return demonstration skill sheets
Confirmed “critical behaviors” for nursing procedure instruction and
evaluation to promote consistency in teaching and assessment.
Faculty Development and Welfare Committee develops an
orientation packet for new faculty with attention to standards and
assessment of students.
2011:


Student support services

Admission services
95.6%
86.5%
73.7%
2009:



Advising and counseling
87.1%
69%
57.1%

Financial Aid services
59.7%
70.7%
66.6%

Special student services
93.1%
95.1%
100%

Records services
88.0%
84.1%
95%
100
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Standardized return demonstration videotaped for access by faculty
and students.
Develop a “skills fair” for faculty to promote consistency in and
validation of skills assessment
Power point developed for consistent admission advising sessions.
Current nursing students also present to answer prospective
student questions
2010: Admission policy reviewed/revised to be more transparent, particularly
related to rank score calculation.
2009: Counseling and advising positions were eliminated.
2010: Because students were not required to comment the specifics
regarding the lower than benchmarked are unclear. The survey tool may be
re-designed to require a comment for lower than satisfactory ratings to make
the data more specific and rich.
STUDENT SATISFACTION

Health services
2008-2009
96.9%
2009-2010
86.4%
2010-2011
69.2%
ACTIONS TAKEN
2009 and 2010:




Math Assistance center
89.7%
92.8%
100%

Reading Assistance center
91.7%
95%
100%

Writing center services
83.8%
82.8%
80%

Library services
94.3%
95%
95.4%

College computer lab
92.1%
94%
100%
65.57%
65.28%
47.82%
53.79%
49.68%
80.95%
70.7%
60%
83.3%
100%
100%
72%
Student IT Help Services
Bb/on-line enhancements
College online courses tutorial
Technology in lab
2009: IT notified of issues.
2010:


Technology in clinical setting.
81.05%
80.95%
Established Division-wide health requirements policy
Health services eliminated from the College
Secured contract with outside vendor to review student records;
also able to provide services at a competitive cost
Purchased (adopted) an automated medication administration
system
To adopt electronic health record technology
84.2%
NOTE: Comments identified as NA for 2008-2009 where items not asked that year but added to the survey in 2009-2010 based on actions taken in response to
student feedback in 2008-2009.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
101
Graduate Exit Survey: Benchmark score desired is >78% of ratings average, good or excellent.
AREA
Graduate outcomes:
1. Critical Thinking: Utilize
critical thinking skills in
the application of the
nursing process to
provide safe, quality
care.
2008*
2009*
2010
ACTIONS TAKEN
100%
98.84%
100%
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
2.
Communication:
Demonstrate effective
communication utilizing
technology, written
documentation, and
verbal expression.
100%
98.84%
98.14%
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
3.
Caring: Incorporate
empathetic,
compassionate, caring
interactions and
behaviors.
100%
98.81%
100%
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
4.
Diversity: Demonstrate
professional nursing
care that incorporates
sensitivity to culturally
diverse clients across
the lifespan.
100%
98.82%
99.02%
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
5.
Quality Improvement:
Utilize data to ensure
quality improvement and
support of evidence
based practice.
100%
98.82%
100%
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
6.
Leadership:
Demonstrate knowledge
of basic delegation and
leadership management
skills.
96.77%
94.19%
100%
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
Information
Management:
Demonstrate and utilize
information systems in
the healthcare system.
100%
7.
102
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
98.82%
98.04%
2010: Upon further evaluation of the data, this
area would have been the new proposed
benchmark. The delegation and leadership
outcome will be discussed with the
Curriculum and Program Design Committee.
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
2010: Upon further evaluation of the data, this
area would have been the new proposed
benchmark. The information management
outcome will be discussed with the Learning
and resources Committee; anticipated
purchase and implementation of EMR in
AREA
8.
2009*
2010
100%
98.84%
99.02%
100%
100%
97.06%
10. Small group
discussions
100%
100%
95.1%
11. Case studies
96.77%
94.05%
94.22%
12. Audiovisuals
100%
98.81%
87.2%
13. Computer aided/use
100%
76.54
68.63%
14. Laboratory
100%
96.43%
88.24%
15. Clinical
96.77%
100%
96%
100%
96.51%
97.05%
Professionalism:
Demonstrate knowledge
of professional
development (behaviors)
and incorporate
evidence based practice
in the nursing
profession.
Program Components:
9. Lecture
Program as a whole
2008*
ACTIONS TAKEN
Spring 2011.
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
See #7 above; not clear on what this program
component means. Need to clarify or further
delineate on future surveys.
Benchmark met; for 2011 the benchmark will
be increased to > 78% ratings of good or
excellent.
*This survey was revised in fall of 2009 to better align with the graduate learning outcomes. Prior to that time, specific
outcomes which correlated with graduate outcomes were evaluated. The response labels were also changed for
more definitive ratings. A copy of the original survey and analyses will be available to the site visitors.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
103
One Year Graduate (Alumni) Survey (results are based on ratings at time of the survey which
takes place 12-15 months after graduation)
AREA
Work history and
experience





Job satisfaction


Continuing education
plans

MAY 2008 GRADS
(N= 100 WITH 23
RESPONSES)
95.65% currently
working as a nurse
91.30% had a job within 3
months or less of passing
NCLEX
100% work in either
acute care or extended
care (77% acute care)
The majority work with
medical-surgical patients
(55.56%), followed by
ER/ICU (33.33%)
One institution hired 50%
of the graduates





85.71% indicated they
had the job they wanted.
95.5% indicated that they
were average or above in
their satisfaction with
their nursing career

Nearly ¾ (72.73) intend
to advance their
education within 5 years


DECEMBER 2008
(N= 40 WITH 11
RESPONSES)
100% currently working
as a nurse
90.91% had a job within 6
months or less of passing
NCLEX
100% work in either acute
care or extended care
(82% acute care)
Half work with medicalsurgical patients (50%);
half in ER/ICU (50%)
Two institutions hired
88% of the graduates





63.64% indicated they
had the job they wanted.
100% indicated that they
were average or above in
their satisfaction with their
nursing career

100% intend to advance
their education within 5
years



Involvement in
professional
organizations

Mean rating of ability
to perform graduate
outcomes (based on
5.0 Likert rating scale)
Effective
communication
and collaboration
Collect and
analyze data
Apply knowledge
to practice
Apply therapeutic
and caring
interventions
Care about
patients and
significant others
Design,
implement and
evaluate teaching
of patients
Benchmark rating is 3
(average) or above
104
Slightly more than 36%
were involved in
professional
organizations
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois

Only 27.27% were
involved in professional
organizations
MAY 2009
(N= 98 WITH 25
RESPONSES)
88% currently working
as a nurse
88% had a job within 6
months or less of
passing NCLEX
70% work in acute care,
20% extended care,
10% in home care or
other community care
55%work with adult
medical-surgical patients
Employing institutions
are varied, and many are
outside of DuPage
County
76% indicated they had
the job they wanted.
81% indicated that they
were average or above
in their satisfaction with
their nursing career
90% intend to advance
their education within the
next 5 years.
63% are currently in a
BSN completion or RN
to MSN program

71% are involved in
professional
organizations
4.05
3.64
4.14
3.82
3.64
4.10
3.87
3.64
4.00
4.00
3.82
4.30
4.23
4.18
4.38
3.91
3.55
4.14
AREA
NCLEX prep
MAY 2008 GRADS
(N= 100 WITH 23
RESPONSES)
Reflect on
3.86
practice

100% of respondents
were successful on
NCLEX with 1st attempt

70% took an NCLEX
review course
DECEMBER 2008
(N= 40 WITH 11
RESPONSES)
MAY 2009
(N= 98 WITH 25
RESPONSES)
3.91


81.82% of respondents
were successful on
NCLEX with 1st attempt
75% took an NCLEX
review course
4.10



95% of respondents were
successful on NCLEX
with 1st attempt
57% took an NCLEX
review course
67% used books and CD
Roms to study
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
105
Employer Satisfaction Survey
2007*
(*ADVISORY BOARD
FEEDBACK)
AREA
Number of graduates
hired

Prepared to complete
organization’s
orientation

Prepared to function
successfully in the
workplace

Mean rating of
employers’ views of
the graduates’
attributes (based on
5.0 Likert rating scale)
Responsible
2009
(N= 4)
2008
(N= 2)
ACTIONS TAKEN

Both respondents
indicated that they hired 5
or more graduates
Respondents indicated that
they hired 1 graduate
In 2008, a formal survey was
developed to obtain employer
satisfaction data.
100% of graduates hired
completed the
organization’s orientation

100% of respondents felt
the graduates were very
prepared to complete
their orientation
100% of respondents felt the
graduates were very
prepared to complete their
orientation
Not action taken; continue to monitor
100% of employers
represented were
satisfied with the
graduates performance
in the workplace

100% of respondents felt
the graduates were
prepared successfully
function in the workplace
100% of respondents felt the
graduates were prepared
successfully function in the
workplace
N/A
4.5
4.5
Based on feedback from the 2009
survey comments and discussion
with the Advisory Board, purchase
and integration of an electronic
medical record into the curriculum is
underway.
Not action taken; continue to monitor
Professional
N/A
4.5
4.5
Think critically
N/A
4.5
3.75
Problem solve
N/A
4.5
3.75
Benchmark rating is 3
(average/somewhat)
or above
* Prior to 2008, employer satisfaction was measured informally through discussion during the ADN Advisory Board meetings. Trends in hiring, orientation, and
novice registered nurse expectations were discussed. Acute care facilities in the College’s county were the primary employers of the ADN graduates. The
employers had always had positive remarks about College of DuPage’s ADN graduates’ preparation and performance in the workplace. Due to the decreasing
attendance of primary employers at the Advisory Board meetings, and with more graduates working out of district, an online survey was developed. The response
rate to the survey was low. In 2010, the survey was hand delivered to employers known to have hired ADN graduates in an attempt to increase response rate, and
the response rate remained low.
106
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
EVOLVE/HESI/REACH Exit Exam
DATA/INDICATOR
BENCHMARK
07-08
08-09
09-10*
# of test takers
91
47
49
103
Highest score
1065
1032
1057
1176 (2nd attempt)
850 (2nd attempt)
Mean Score
786
795
787
(Nat’l mean=823)
Median Score
786
802
775
854
Percentile rank (all
A.D.N. programs)
21.58
37.94
32.96
49.51
Lowest score
410
434
544
525
Planning (810)
Nursing Process
The (only) areas
with >850 were:





Client needs



Select areas with <850 & 10> questions




Specialty Area
Cultural/Spiritual
Documentation
Nursing Process
GI/Hepatic
Growth and
Develop
Musculoskeletal
Neuro
Reduce risk
potential
Pathophysiology
Legal/Ethical
Abuse
Respiratory
The only
areas with
> 850 were
(most
areas had
less than
10
questions)
The (only)
areas with
>850
(most
areas had
less than
10
questions)
Implementation
(807)
 Nursing
process:
Evaluati
on
 Critical
care
 Anxiety
and
comm..
 Oncolog
y
 Sensory
 Trauma
and ER
 Therap
Comm
 Patient
care
technolo
gy
 Legal
and
ethical
 Depres
and grief
 Oncolog
y
 Info and
patient
info
 Member
of the
professio
n
 Info
mgmt
and
patient
care
technolo
gy
Psychosocial
Integrity (747)
Safe Effective
Environment (832)
Management of
Care (824)
Basic Care/Comfort
(831)
Community Health
(651)
Fundamentals
(847)
Maternity (746)
Pediatrics (842)
Professional Issues
(801)
Psych/Mental
Health (806)
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
107
NLN Educational
Competencies
NLNAC
DATA/INDICATOR
BENCHMARK
07-08
08-09
09-10*
Critical Thinking
850
806
855
Therap. Comm
850
805
827
Therap. Nsg, Int.
850
811
855
Human
Flourishing
850
Nursing
Judgment
850
Nursing practice
850
Professional
identity
850
827
New indicators to
monitor beginning
in 2010.
855
855
824
Safety and Quality
(843)
Patient Centered
Care
850
Effective
Communication
(832)
850
New indicators to
monitor beginning
in 2010.
Teamwork and
collaboration
Scope of practice
(788)
Communication
(806)
QSEN Competencies
Systems/Team
Function (829)
Evidence-based
practice
850
Quality
improvement
850
*NOTE:



841
850
Culture of Safety
and safety
monitoring (841)
850
786
Safety
Informatics
OK
In the spring of 2008, the EVOLVE/HESI/REACH exit exam was given to students in Nursing 2202. The test
was an informal way to assist the students in preparation for taking the national licensure exam (NCLEXRN). No formal grade was given for taking the exam.
In the spring of 2009, changes were instituted to the way the EVOLVE/HESI/REACH exam was used.
Students that scored lower than 700 were encouraged to write a formal remediation plan to address areas in
which they needed improvement. NCLEX-RN pass rates have improved to meet the National average of
91%.
In 2010, students took the EVOLVE/HESI/REACH exit exam twice; one at the beginning of NURSI 2202,
Based on the results, a formal remediation plan was developed with each student. The
EVOLVE/HESI/REACH exam was then again taken by the end of the final semester of the program. An
analysis of the difference in results between the two attempts is underway. A part of the NURSI 2202 grade
was based on student compliance with the remediation plan.
108
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
Mountain Measurements (Benchmark: 50th percentile or above; based on April-September report)
AREAS WITH
<50TH
PERCENTILE
2007
None below 59th
percentile
Management of
Care (S)
Safety and
Infection Control
(S)
None below 59th
percentile
Elimination (N, S,
L)
Analysis (S,N)
Planning (S,N,L)
Fluid-Gas
transport (S,N)
Elimination (S,N)
Cardiovascular
(N,S,L)
Endoc/Metabolic
(S,N)
GI (S,N)
Renal/Urinary
(S,N, L)
Respiratory
(S,N,L)
Health Restoration
(acute/simple)
(S)
Health Restoration
(acute/complex)
(S, N)
Natal (S)
Adolescence (S)
Older Adulthood
(S)
Life Span (S,L,N)
Self-concept (S,N)
Role Function
(S,N)
Interdependence
(S,L,N)
Client needs
Nursing process
Human
Functioning
Health Alterations
None below 59th
percentile
Wellness/Illness
continuum
Older adulthood(L)
Stages of
maturity
Interdependence
(L,S,N)
Stress, Adaption
and Coping
2008
2009
2010
ACTION
Management of
care (S,N)
Safety and
Infection control
(S)
Psychosocial
Integrity (S)
Physiological
Adaptation (S,L,N)
None below 59th
percentile
Sensoryperceptual
functions (S,L,N)
Nutrition (S,L,N)
Psychosocial/
behavioral (S,L,N)
Renal/Urinary
(S,L,N)
None below 59th
percentile
Continue
to monitor
None below 59th
percentile
None below 59th
percentile
Continue
to monitor
Continue
to monitor
Respiratory (S,L)
Continue
to monitor
Health
Restoration
(acute/complex)
(S, N)
None below 59th
percentile
Continue
to monitor
Natal (S,N)
Childhood (S,L,N)
Adolescence
(S,N,L)
Continue
to monitor
Self-concept (S,N)
Self-Concept
(S,N,L)
Investigate
NCLEX
questions
related to
self
concept
and how
this area is
addressed
in the
curriculum.
N = Comparison is all programs in the country
S = Comparison is all program in the state
L = Comparison is all like programs (i.e. A.D.N)
Note: Investigation is underway to adopt an integrated external testing service. Attention must be given to the
Evolve/HESI/Reach exam and NCLEX test results (Mountain Measurements) with an eye towards the implications for
the curriculum, courses in it and assessment strategies used for those areas that do not meet the benchmark; i.e.
those things that are bigger than individual students.
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
109
6.3 Evaluation findings are shared with communities of influence.
Evaluation findings are shared with various Nursing Department committees, however, triangulating
findings through collaboration with key stakeholders is critical in the analysis of data, use of the data to
make evidence-based decisions, and acting on the decisions made for program improvement.
Key stakeholders to engage in data dissemination, analysis and action include:





Nursing faculty and staff
Student Services
Admissions department
Academic Affairs and Administration
Advisory Committee
Additionally, information is shared per annual survey requests from accrediting agencies.
The process and frequency for sharing results is influenced by the type and frequency of data collected.
Sharing the data is enhanced with the use of electronic communication; however, the use of the data in
decision making and implementing actions for improvement needs to be institutionalized within the
department and the college.
TABLE 6.3A offers an idea of what data to share with which stakeholders. The most consistent and
recognized form of data sharing is with the advisory committee. Every year, the Director/Chairperson plus
several faculty hosts semiannual advisory committee meeting to which invitations to nurse educators in
utilized agencies, graduates of the program active in education and in practice and also current students
are invited. In this forum, discussions are held which look at what nurses are seeing as a need,
graduates are seeing as strengths and weaknesses of the nursing program and faculty are able to share
what has happened within the program. The meetings have provided feedback between the partnerships
in learning and the college and nursing program to maintain relevant curriculum. Computer skills and
utilizing these skills in the hospitals, professional communication, critical thinking, referring to Code of
Ethics for Nurses and documentation
A summary of these findings are noted in Advisory Committee meetings, as noted in meeting
minutes, have resulted in feedback relevant to the curriculum. Computer skills and utilizing these skills in
the hospitals, professional communication, critical thinking, referring to Code of Ethics for Nurses and
documentation have been recommended areas to emphasize.
TABLE 6.3ASTAKEHOLDERS TO SHARE EVALUATION FINDINGS WITH
DATA
NURSING
FACULTY AND
STAFF
STUDENT
SERVICES
ADMISSIONS
DEPT
ACADEMIC
AFFAIRS AND
ADMINISTRATI
ON
ADVISORY
COMMITTEE
Retention
X
X
X
X
X
Graduation
X
X
X
X
X
NCLEX
results
X
X
X
X
X
Job
placement
X
X
X
X
110
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
NURSING
FACULTY AND
STAFF
DATA
STUDENT
SERVICES
ACADEMIC
AFFAIRS AND
ADMINISTRATI
ON
ADMISSIONS
DEPT
ADVISORY
COMMITTEE
Student
satisfaction
X
X
Graduate
satisfaction
X
X
X
Employer
Satisfaction
X
X
X
EVOLVE/HESI
/REACH
results
X
X
6.4 Graduates demonstrate achievement of competencies appropriate to role preparation.
Graduates have demonstrated achievement in their roles. These include:
1.
2.
3.
4.
5.
6.
7.
NCLEX-RN Results
Graduate satisfaction survey results
Employer satisfaction results
Job placement
EVOLVE/HESI/REACH Exit test results
Mountain Measurement results
Advisory Committee input/feedback
This is evidenced through several means. TABLE 6.5A identifies the results of the #1 through #4.
EVOLVE/HESI/REACH results and Mountain Measurement results are reviewed by the Curriculum and
Design Committee as well as the Faculty as a whole.
6.5 The program demonstrates evidence of achievement in meeting the following required
program outcomes:





Performance on licensure exam
Program completion
Graduate satisfaction
Employer satisfaction
Job placement
TABLE 6.5A: SUMMARY OF ACHIEVEMENT DATA
ACHIEVEMENT
INDICATOR
2007
2008
2009
2010
NCLEX-RN results (pass
rate)
91%
88%
91%
94%
Program completion (%)
85%
89%*/ 95%^
83%
90%
Graduate Survey results
(% satisfied with preparation)
100%
100%* May
grads
100%
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
111
ACHIEVEMENT
INDICATOR
2007
2009
2008
2010
100% ^Dec
grads
100%
Employer satisfaction
ACHIEVEMENT
INDICATOR
Job placement
100%
100%
2008
2009
*100% within 6
months or less
from passing
NCLEX-RN
(N=23) * May
grads
^90.9% within
6 months or
less from
passing
NCLEX-RN
(N=11) ^ Dec
grads
88% within 6
months or
less from
passing
NCLEX-RN
(N=21)
2007
91.3% within 3
months or less
from passing
NCLEX-RN
100%
2010
TABLE 6.5B presents the percentage of students who completed:
 the first and second year in good standing,
 the nursing program within 3 years, and
 the nursing program in more than 3 years.
Students leave the ADN Program for a variety of reasons, which are highly individualized.
TABLE 6.5B: RETENTION RATES FOR CLINICAL NURSING
NURSING YEAR
(IN PROGRAM)
First Year
Second Year
Program
Completed: Within
3 years
Program
Completed: In >3
years
Percent Retained
112
N= NUMBER
STARTED
R=
RETAINED
%= %
RETAINED
N
R
%
N
R
%
20052007
20062008
(FALL
ADMIT)
20062008
(SPR
ADMIT)
20072009
20082010
107
94
88
94
91
97
91
115
110
96
110
100
91
90
40
38
95
42
40
95
40
118
102
86
102
98
96
98
108
93
86
106/20
98/15
92/75
98/15
-
10
-
-
-
85
89
95
83
90/75
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
20092011
117
111
95
121
117
20102012
115
111




In June of 2007, a cohort of 15 returning students from the quarter system was enrolled in a success program consisting of
content that was no longer covered in the 2nd year of the program and special advising and success coursework and strategies,
which enabled them to enter into the 2nd year of the ADN curriculum. These students would have potentially graduated in May,
2008.
In September of 2007, a cohort of returning students from the quarter system was allowed readmission into the 1 st year of the
ADN curriculum. These students would have potentially graduated in May, 2009.
In January of 2007, a cohort of 40 students was enrolled into the nurse-faculty loan (evening/weekend) program. These
students would have potentially graduated in December, 2008.
In October, 2009, a cohort of PN students enrolled in the ADN transition course. These students graduated in May, 2010.
6.5.1
The licensure exam rates will be at or above the national average.
Data received from IDFPR indicates that the program has met and surpassed the
national pass rate for the years noted in TABLE 6.5 C.
TABLE 6.5C: NCLEX-RN PASS RATE
GRADUATING
CLASS
PASS RATE
(1ST TIME)
STATE
AVERAGE
NATIONAL
AVERAGE
2008
88%
90%
87%
2009
91%
91%
88%
2010
94%
88%
86%
6.5.2Expected levels of achievement for program completion are determined by the
faculty and reflect program demographics, academic progression, and program
history.
Program completion is the completion of the program within 3 years. The completion rate
benchmark is 78%.This benchmark has been exceeded in the last three year. Program
completion rates for the last three years are:



2007-2008:
2008-2009:
2009-2010:
89%Spring/95%Fall
83%
90%
Students have an opportunity to repeat two nursing courses. Repeating (readmission)
students are admitted on a space available basis. This has delayed some students
completing the course of study sooner. The newly adopted academic advising model will
strive to confirm reasons for students not completing the program.
Graduates of the program identify the following as influencing their success in the
program:




Family support
(Limited) Interference of family stressors
(Manageable) Work responsibilities
(Sufficient) Financial support
While the graduates may have overcome these potential stressors, those who do not
complete the program may not have been as fortunate. On the other hand, despite “early
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois
113
and often” conversation with the students about these “threats to success” and possible
resources, it is suspect that not all students who could, act on this information.
6.5.3 Program satisfaction measures (qualitative and quantitative) address graduates
and their employers.
Program satisfaction of graduates is measured using the graduate satisfaction survey. A
benchmark of 78% has been established. A summary of these survey results can also
be found in TABLE 6.5A.
Attempts to get employer feedback have been challenging. Getting the survey to the
person at the agency that could validate actual graduate performance is limited at best.
Employer feedback is noted in TABLE 6.5A.
Attention has been given to feedback received from advisory committees. Additional
information is gleaned from who the employers of our graduates are, and the units that
they are getting employed in. It suggests options or alternatives to where students may
need to have clinical learning experience, i.e. an increase being employed in nursing
homes, and home health.
6.5.4 Job placement rates are addressed through qualified measures reflect program
demographics and history.
In past years before the change in the nurse practice act, graduates would have a firm
job offer before graduating. Now they may be given a tentative job offer based on
successful completion of the NCLEX exam.
The graduate survey indicates that the majority of graduates have employment as an
RN within six months or less of getting their license (see TABLE 6.5A). However, it
should be noted that the metropolitan Chicago area has one of the lowest vacancy rates
ever had. As such graduates may not get jobs as quickly as hoped, at the employment
status desired, or with the employer of preference.
Strengths




Identification of a Systematic Evaluation Plan and the recognition to use data to make
improvements or changes; despite Standard 6 being the last Standard, it is truly the one to start
with.
Attainment of the program evaluation required indicators.
Implementation of a department operational structure and guidelines based on program function
and in alliance with accrediting bodies’ standards.
Outstanding recent College program evaluation activity resulting being one featured in a staff
development activity.
Opportunities for Improvement


Need to more fully adopt the outcomes based and evaluation model of program offering, decision
making and evaluation.
Need to engage in more direct means of assessment of program and student performance
114
NLNAC Self Study 2011
Associate Degree Nursing Program
College of DuPage, Glen Ellyn, Illinois