i
PROGRAM INFORMATION FORM
Commission on Collegiate Nursing Education
One Dupont Circle, NW, Suite 530
Washington, DC 20036-1120
Official Name of Institution:
California Baptist University – School of Nursing
Type of Institution:
Private
Institution’s Carnegie Classification:
Other
Chief Executive Officer of Institution:
Ron Ellis, PhD
President, California Baptist University
Official Name of Nursing Unit:
School of Nursing
Chief Nurse Administrator:
Constance Milton, RN; PhD
Dean of the School of Nursing
Address:
8432 Magnolia Avenue, Riverside, California
92504
Telephone Numbers:
1.800.782.3382
951.789.5771
951.343.4700
Fax Number:
951.343.4703 School of Nursing FAX
E-mail address:
rellis@calbaptist.edu
cmilton@calbaptist.edu
Web site address of institution/program:
http://www.calbaptist.edu/
http://www.calbaptist.edu/nursing/
Toll free campus number
Campus main number
School of Nursing
Signature:
Dr Ron Ellis______________________________
President
_______________________
Date
Dr Constance Milton _______________________
Dean of the School of Nursing
_______________________
Date
ii
ACCREDITATION AND APPROVAL
Institutional Accreditation:
INSTITUTIONAL ACCREDITOR
(identify agency name)
LAST
REVIEW
(year)
1999; focus visit
2003; Beaumont
site visit 2006
NEXT SCHEDULED
REVIEW (year)
NEXT SCHEDULED
REVIEW (year)
American Association of Nurse Anesthetists
LAST
REVIEW
(year)
NA
American College of Nurse Midwives
NA
NA
Commission on Collegiate Nursing Education
NA
NA
National Association for Nurse Practitioners
in Reproductive Health
National League for Nursing Accrediting
Commission
NA
NA
WASC
2008
Specialized Accreditation:
SPECIALIZED ACCREDITOR
NA
NA
NA
State Board of Nursing Approval:
Name of applicable state board of nursing: California Board of Registered Nursing
NURSING PROGRAM APPROVED
Baccalaureate program
LAST
REVIEW
(year)
2005
Master’s program
NA
NEXT SCHEDULED
REVIEW (year)
2011
(annual reports to board)
2008
Add any relevant comments regarding accreditation and approval:
This is a new nursing program. The first graduates of the generic baccalaureate program will
achieve their graduation requirements in 2009.
iii
NURSING PROGRAM INFORMATION
Degree Programs Offered, Student Data:
Identify all baccalaureate and master’s degree tracks offered by the nursing unit. For each
track, list current enrollment data, as well graduation data for the previous academic year.
For the baccalaureate program, include only nursing students (not pre-nursing students).
NUMBER OF
STUDENTS ENROLLED
NUMBER OF
GRADUATES
117
NA
RN-BSN - started 09-3-2007
34
0
Other (specify)
NA
NA
Totals:
151
0
Master’s Program (Identify tracks offered)
(online only)
NA
NA
Totals:
151
0
NURSING PROGRAM
(identify all tracks)
Baccalaureate Program
Identify any post-master’s certificates offered by the nursing unit: NA
Identify any doctoral degree programs offered by the nursing unit: NA
Identify any joint degree programs in nursing offered with any other unit at your institution
(e.g., MSN/MPH with the School of Public Health): NA
NCLEX-RN Pass Rates for the Last Three Academic Years:
Academic
Year
NA
Number of Students Taking NCLEX-RN
for First Time
NA
Academic
Year
Certification
Exam
NA
NA
Number of Students
taking Exam for the First
Time
NA
NCLEX-RN Pass Rate for First
Time Test Takers
NA
Certification Pass Rate
for First Time Test
Takers
NA
iv
Nursing Program Faculty:
Identify the number (headcount) of faculty currently devoted to the nursing unit:
# FULL-TIME
# PART-TIME
TOTAL # FACULTY
8
9
17
Note: Budget provides for 2 additional full time (including a clinical
coordinator position) and 2 adjunct positions in Winter (January) 2008.
Identify the faculty full-time-equivalent (FTE) currently devoted to the baccalaureate degree
program:
FULL-TIME FTE
8
PART-TIME FTE
9
TOTAL FACULTY FTE
17
Identify the faculty full-time-equivalent (FTE) currently devoted to the master’s degree
program:
FULL-TIME FTE
NA
PART-TIME FTE
NA
TOTAL FACULTY FTE
NA
Additional Campuses/Sites:
Identify any additional campuses/sites where the nursing degree program is offered, the
distance from the main campus, and the average number of nursing students currently
enrolled at each location.
CAMPUS/SITE
(City, State)
Beaumont, CA
Hesperia, High Desert, CA
Victor Valley, CA
DISTANCE FROM MAIN
CAMPUS (in miles)
34.13 Miles
51.42
54.44 Miles
# STUDENTS
ENROLLED
5
7
5
Distance Education:
Does your nursing unit currently offer curricula (or any part thereof) via distance education
(i.e., alternative modalities, including distance-mediated modalities, other than traditional
classroom style)? NO
v
Table of Contents
Page
List of Tables and Appendices…………………………………………
vii
List of Exhibits………………………………………………………….
viii
Introduction……………………………………………………………..
ix
Overview of California Baptist University & the School of Nursing…..
1
Standard 1 Program Quality: Mission and Governance
1A……………………………………………………………….
4
Table 1………………………………………………………
7
Table 2………………………………………………………
8
1B……………………………………………………………….
9
1C……………………………………………………………….
9
1D……………………………………………………………….
10
1E……………………………………………………………….
11
1F……………………………………………………………….
11
Strengths, Areas for Improvements, and Plan of Action……….
12
Standard 2 Program Quality: Institutional Commitment and Resources
2A……………………………………………………………….
13
2B……………………………………………………………….
16
2C……………………………………………………………….
19
2D……………………………………………………………….
29
2E……………………………………………………………….
30
2F……………………………………………………………….
31
Strengths, Areas for Improvements, and Plan of Action……….
32
vi
Standard 3 Program Quality: Curriculum and Teaching Learning Practices
3A……………………………………………………………….
33
3B……………………………………………………………….
38
3C……………………………………………………………….
40
3D……………………………………………………………….
43
3E……………………………………………………………….
44
3F……………………………………………………………….
46
Strengths, Areas for Improvements, and Plan of Action……….
49
Standard 4 Program Effectiveness: Student Performance and Faculty Accomplishments
4A……………………………………………………………….
50
4B……………………………………………………………….
55
4C……………………………………………………………….
59
4D……………………………………………………………….
61
4E……………………………………………………………….
62
Strengths, Areas for Improvements, and Plan of Action……….
63
vii
List of Tables
Table 1
Table 2
University and Program Student Outcome Alignment
Congruence between Program Student Outcome Statements, Conceptual
Themes and Essentials of Baccalaureate Nursing AACN Components and
Standards of Competent Performance
List of Appendices
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Appendix L
California Baptist University Catalog 2007-2008
Outcome Assessment Plan
School of Nursing Five Year Strategic Plan
Faculty Job Description (abstracted from School of Nursing Faculty
Handbook)
Organizational Charts
Application Guidelines and Application for Admission
Faculty Curriculum Vitae
Budget
School of Nursing Philosophy
Curricular Plans
Clinical Agency Affiliations
Clinical Evaluation Tool
viii
List of Exhibits
Standard I
Exhibit 1
Exhibit 2
Exhibit 3
Exhibit 4
Exhibit 5
Exhibit 6
Exhibit 7
Student Demographics
California Baptist University Comprehensive University Plan (CUP)
School of Nursing Faculty Minutes
Focus Groups and Nursing Advisory Committee Minutes
School of Nursing Faculty Handbook
California Baptist University Faculty Handbook
Promotional Materials
Standard II
Exhibit 8
Exhibit 9
Exhibit 10
Exhibit 11
Exhibit 12
Exhibit 13
California Board of Registered Nursing Self Study
Women of Vision
International Service Projects
Faculty Self Evaluations
Library Holdings
Admissions Process Timeline
Standard III
Exhibit 14
Exhibit 15
Exhibit 16
Exhibit 17
Exhibit 18
Exhibit 19
Exhibit 20
Exhibit 21
Spirituality in Nursing Series, Faith in Nursing Brochure
School of Nursing Student Handbook
Course Syllabi
Baccalaureate Graduation Competencies List
Student Work
Course and Clinical Agency Evaluations
ATI Materials
Janet Goeske Award
Standard IV
Exhibit 22
Exhibit 23
Exhibit 24
Exhibit 25
Exhibit 26
Course Examinations
Nursing Skills Checklist
LiveText
Human Becoming Documents for Student Work
Informal and Serendipitous data of constituency
Introduction
ix
California Baptist University is a Christian liberal arts institution founded by Southern
Baptists to serve the world. The University is composed of the Dr. Bonnie G. Metcalf
School of Education, the School of Behavioral Sciences, the Shelby and Ferne Collinsworth
School of Music, the School of Christian Ministries, the Dr. Robert K. Jabs School of
Business, the College of Arts and Sciences, the School of Nursing, and the School of
Engineering. With a student body of over 3800, CBU offers three baccalaureate degrees in 28
majors and seven graduate programs.
California Baptist University is accredited by the Western Association of Schools and
Colleges (WASC). The University’s teacher preparation programs are approved by the State
of California Commission on Teacher Credentialing. The Robert Jabs School of Business is
nationally accredited by the Association of Collegiate Business Schools and Programs. The
School of Music is accredited by the National Association of Schools of Music. The
University also holds memberships in the Association of Independent California Colleges
and Universities, the Association of Southern Baptist Colleges and Schools, and the Council
for Christian Colleges and Universities, and the Service Members Opportunity Colleges. All
women graduates are eligible for membership in the American Association of University
Women.
On September 18, 1950, the Los Angeles Baptist Association opened the doors of California
Baptist College in El Monte. The college began operations with 42 students in Fall 1950;
120 were enrolled during the 1950-51 academic year. In 1955, after four years of continued
growth, the college relocated to larger facilities in Riverside.
As a University committed to the Great Commission, CBU seeks to provide students with
“spiritual formation, personal development, vocational preparation, and a sound, academic,
liberating education (which will lead them to) investigate, practice, and refine their aesthetic,
moral, social, and spiritual values in order to prepare themselves to make substantial
contributions to the cause of Christ as skilled professionals, thinking citizens, and educated
persons.” The philosophy of the School of Nursing, which emphasizes the meaning and
valuing of health and quality of life is aligned with the institutional desire that all programs
“foster an environment supporting the intellectual, physical, social and spiritual development
of each student” (Appendix A).
1
Overview of California Baptist University and the School of Nursing Programs
California Baptist University
On September 18, 1950, the Los Angeles Baptist Association opened the doors of California
Baptist College in El Monte. The college began operations with 42 students in Fall 1950;
120 were enrolled during the 1950-51 academic year. In 1955, after four years of continued
growth, the college relocated to larger facilities in Riverside.
Today, the Spanish-style buildings include classrooms, campus housing, a library, offices,
maintenance and athletic facilities, are located on the 103 plus acre campus. Growth in all
areas paved the way for the institution to become a university on September 25, 1998.
California Baptist University continues the BSN tradition of liberal arts education in a
Christian environment.
California Baptist University is a Christian liberal arts institution founded by Southern
Baptists to serve the world. The University is composed of the Dr. Bonnie G. Metcalf
School of Education, the School of Behavioral Sciences, the Shelby and Ferne Collinsworth
School of Music, the School of Christian Ministries, the Dr. Robert K. Jabs School of
Business, the College of Arts and Sciences, the School of Nursing, and the School of
Engineering. With a student body of over 3800, CBU offers three baccalaureate degrees in 28
majors and seven graduate programs.
California Baptist University is accredited by the Western Association of Schools and
Colleges (WASC). The University’s teacher preparation programs are approved by the State
of California Commission on Teacher Credentialing. The Robert Jabs School of Business is
nationally accredited by the Association of Collegiate Business Schools and Programs. The
School of Music is accredited by the National Association of Schools of Music. The
University also holds memberships in the Association of Independent California Colleges
and Universities, the Association of Southern Baptist Colleges and Schools, and the Council
for Christian Colleges and Universities, and the Service Members Opportunity Colleges. All
2
women graduates are eligible for membership in the American Association of University
Women.
As a University committed to the Great Commission, CBU seeks to provide students with
“spiritual formation, personal development, vocational preparation, and a sound, academic,
liberating education (which will lead them to) investigate, practice, and refine their aesthetic,
moral, social, and spiritual values in order to prepare themselves to make substantial
contributions to the cause of Christ as skilled professionals, thinking citizens, and educated
persons.” The philosophy of the School of Nursing, which emphasizes the meaning and
valuing of health and quality of life is aligned with the institutional desire that all programs
“foster an environment supporting the intellectual, physical, social and spiritual development
of each student” (Appendix A).
California Baptist University (http://www.calbaptist.edu/) is a private academic institution
with its main campus being located in Riverside, California. Through the “College of
Professional Studies,” a degree completion branch of the university, satellite campuses are
located in Beaumont, Hesperia, San Bernardino and Chino Hills. These facilitate the offcampus program of the university, and for nursing are primarily limited to course offerings
within the RN- BSN completion program.
School of Nursing Program
In December of 2005, the California Board of Registered Nursing granted initial approval for
California Baptist University (CBU) of the Bachelor of Science in Nursing Program. The
first class of 40 students was admitted to the program in September 2006. Student
demographics can be found in Exhibit 1.
California Baptist University’s nursing curriculum is informed by the theory of human
becoming, developed by Dr Rosemarie Rizzo Parse (1981, 1998). The curriculum is based
upon three conceptual framework elements: meaning, rhythmicity, and transcendence. These
elements are translated into nursing practice arenas of person, community, environment, and
health. The conceptual framework concepts underpin all nursing program and course
3
objectives, the clinical evaluation tool, and written assignments. The program has a strong
commitment to clinical practice by requiring over 1,000 hours of clinical practice, as well as
a strong theoretical component within the didactic content.
The California Baptist University School of Nursing (CBU-SON) has a generic BSN
program and an RN-BSN Completion Program. Students in the generic BSN program tend
to take most of their general education requirements at CBU; however, some may transfer in
with credits from community colleges and other universities. The California Board of
Nursing gave approval to admit up to 60 students per year in the generic BSN program: 40
students once each fall, followed by a spring semester admit of 20 students beginning in
January of 2007. The program starts are in the fall (September) and spring (January)
Semesters. The RN-BSN program commenced in September 2006 in response to
constituency needs and market demands.
The CBU-SON student population includes three distinct programs. They include a BSN
program with 117 (4 year) nursing students. There are two BSN program admissions each
year with 40 new students enrolled in the fall semester and 20 new students entering the
program in the spring semester. The RN-BSN completion program which currently has 34
students enrolled in five separate cohorts. A new entry level MSN program is scheduled to
commence in May 2008.
4
Standard I
STANDARD I. Program Quality: Mission and Governance
The mission, goals, and expected outcomes of the program are congruent with those of the
parent institution, reflect professional nursing standards and guidelines, and consider the
needs and expectations of the community of interest-all in the pursuit of the continuing
advancement and improvement of the program. Policies of the parent institution and nursing
program clearly support the program’s mission, goals, and expected outcomes. The faculty
and students of the program are involved in the governance of the program and in the
ongoing efforts to improve program quality.
Key Element I-A: The mission, goals, and expected outcomes of the program are
written, congruent with those of the parent institution, and consistent with
professional nursing standards and guidelines for the preparation of nursing
professionals.
The mission, goals, and expected outcomes of the California Baptist University School of
Nursing Program are congruent with those of the parent organization, California Baptist
University and are consistent with the professional nursing standards and guidelines for
preparing nursing professionals. The CBU-SON Program utilizes the following standards to
underpin the program’s mission.

American Association of Colleges of Nursing. (1998). Essentials of
baccalaureate education for professional nursing practice. Washington, DC:
American Association of Colleges of Nursing (AACN).

American Association of Colleges of Nursing. (1999). Essential clinical
resources for nursing’s academic mission. Washington, DC: American
Association of Colleges of Nursing (AACN).

American Nurses Association. (2001). Code of ethics for nurses with
interpretative statements. Washington, DC: American Nurses Association
(ANA).

American Nurses Association. (2004). Nursing scope and standards of
practice. Washington, DC: American Nurses Association (ANA).

California Department of Consumer Affairs Board of Registered Nursing
Nurse Practice Act and Board of Registered Nursing Rules and Regulations
5
Mission
The Institutional Mission of California Baptist University appears in the California Baptist
University Catalog (2007-2008, Appendix A) and on the university’s web site
(www.calbaptist.edu) which states: “The primary purpose of this corporation is to conduct
regular four-year college courses in education, music, sciences and the liberal arts, and to
grant certificates, diplomas and any and all degrees evidencing completion of any course of
training, together with any and all honorary degrees and to provide training for Baptist youth
and others desiring to be affiliated with Baptist theology and theological instruction and such
other instruction as may be needful and advantageous in preparing and qualifying ministers
and others for Christian work.” The mission of the Bachelor of Science in Nursing program
(BSN) (www.calbaptist.edu/nursing/) is to support the University’s mission for the purpose
of preparing competent, responsible, entry-level healthcare practitioners who are committed
to the service of others.
Goals
The School of Nursing upholds the goals of the institution which are:
1. To reflect, in life and thought, historic Southern Baptist principles, such as:
a. The Lordship of Jesus Christ.
b. The competency of the individual soul before God.
c. The Scriptures as the authoritative guide for doctrine and practice.
d. The separation of Church and State.
e. The autonomy of the local church.
2. To help students observe and interact with a community that effectively models Christian
characteristics and values.
3. To offer a selection of programs that will attract a wide range of qualified students.
4. To encourage a free exchange of ideas by providing a wide variety of spiritual, intellectual,
cultural, and social learning experiences both within and outside the classroom.
5. To encourage high standards of scholarship.
6. To provide support for students experiencing academic and personal difficulties.
7. To encourage each member of the university community to be involved in a lifelong,
personal Christian pilgrimage.
6
8. To enable its educators to engage in continuing professional development.
9. To develop mature individuals of genuine Christian character who can contribute to
churches and effect changes in society for its betterment.
10. To develop specific leadership for the churches and general work of the Southern Baptist
Convention.
Expected Program Outcomes
The program student outcomes of the School of Nursing are congruent with the parent
institution, California Baptist University. (Table 1). Graduates of the baccalaureate nursing
program shall:
1. demonstrate competent, responsible practice guided by a theoretical perspective of
nursing and a strong commitment of service to others;
2. utilize scholarly inquiry and research findings from Christian studies, the behavioral,
biological, physical, and medical sciences integrated with knowledge from nursing
science in the practice of professional nursing;
3. demonstrate the nursing skills necessary to function at an entry level of professional
nursing practice in a wide variety of healthcare settings;
4. comprehend the dynamic, evolving changes in healthcare systems; and
5. articulate and demonstrate qualities consistent with a potential for leadership and
admission to graduate nursing education.
7
Table 1: University and Program Student Outcome Alignment
University Student Outcomes
Program Student Outcomes
1. Demonstrate spiritual literacy,
including Biblical Christian faith and
practice, Baptist perspectives, and the
Christian’s role in fulfilling the Great
Commission.
5. Articulate & demonstrate qualities consistent
with a potential for leadership & admission to
graduate nursing education.
2. Respect diverse religious, cultural,
philosophical, and aesthetic experiences
and perspectives.
2. Use scholarly inquiry from Christian,
behavioral, biological, physical, & medical
sciences integrated with nursing science.
3. Use critical thinking skills to
demonstrate literacy; listening,
speaking, reading, writing, viewing, and
visual representing.
1. Demonstrate competent, responsible practice
guided by a theoretical perspective of nursing and
science.
2. Use scholarly inquiry from Christian,
behavioral, biological, physical, & medical
sciences integrated with nursing science.
3. Demonstrates nursing skills necessary for high
competence at the entry level in a variety of health
care settings.
4. Demonstrate competence in
3. Demonstrates nursing skills necessary for high
mathematical, scientific, and
competence at the entry level in a variety of health
technological skills.
care settings.
5. Transfer academic studies to a
4. Comprehend the dynamic and evolving changes
profession and the workplace.
in the healthcare system.
6. Implement a personal and social ethic 1. Demonstrate competent, responsible practice
that results in informed participation in guided by a theoretical perspective of nursing and
multiple levels of community.
science.
4. Comprehend the dynamic and evolving changes
in the healthcare system.
5. Articulate & demonstrate qualities consistent
with a potential for leadership & admission to
graduate nursing education.
Outcomes and Professional Nursing Standards
The School of Nursing program outcomes align with the AACN Essentials of (1998)
Baccalaureate Nursing AACN Components and Standards of Competent Performance
(Table 2).
8
Table 2: Congruence between Program Student Outcomes and Essentials of
Baccalaureate Nursing AACN Components and Standards of Competent Performance
Program
Student
Outcomes
(PSOs)
1. Practice
Nursing
Theory
Communication/
Competence
Conceptual
Themes
Essentials of (1998)
Baccalaureate Nursing AACN
Components
Standards of Competent
Performance
(SCPs)
Critical Thinking
TeachingLearning
Professional values
Core competencies: critical thinking,
communication
Core knowledge: ethics Role
development: provider of care,
member of a profession
1. Formulates nursing
diagnosis
2. Formulates care plan
3. Performs skills
4. Delegates tasks
5. Evaluates effectiveness of
care plan
6. Acts as client advocate
2. Formulates care plan
3. Performs skills
5. Evaluates effectiveness of
care plan
Collaboration
2. Scholarly
Inquiry/
Research
Utilization
Integrated
Knowledge
Researching
Critical Thinking
Communication/
Collaboration
TeachingLearning
3. Nursing
Skills
Critical-thinking
Communication/
collaboration
Teachinglearning
Researching
4. Rhythms of
Ongoing
Change in
Healthcare
Systems
Changepersistence
Leading following
Communication/
collaboration
Teachinglearning
5. Qualities of
Leadership
Changepersistence
Leading-following
Communication/
collaboration
Liberal education
Professional values
Core competencies: critical
thinking, communication Core
knowledge: health promotion, risk
reduction, disease prevention,
illness and disease management,
ethics, human diversity, information
and healthcare technologies.
Role development: provider of
care, member of a profession
Core competencies: critical thinking,
communication, assessment,
technical skills, illness and disease
management, Role development:
provider of care, member of a
profession
Liberal education
Professional values
Core competencies: communication
Core knowledge: health promotion,
risk reduction and disease
prevention, information and
healthcare technologies, human
diversity, global healthcare,
healthcare systems and policy.
Role development:
designer/manager/coordinator
Liberal education
Professional values
Core competencies, critical thinking,
communication Core knowledge:
ethics, human diversity, healthcare
systems and policy,
Role development: provider of care,
designer/manager/coordinator of
care; member of a profession
1. Formulates nursing
diagnosis
3. Performs skills
6. Acts as client advocate
4. Delegates tasks
6. Acts as client advocate
9
Key Element I-B: The missions, goals, and expected outcomes of the program are
reviewed periodically and revised, as appropriate, to reflect professional standards
and guidelines.
The California Baptist University School of Nursing BSN Program accepted the first class of
baccalaureate and RN-BSN completion students in September 2006. The mission, goals, and
expected outcomes of the program are reviewed periodically and revised, as appropriate, to
reflect professional standards and guidelines.
The baccalaureate program was developed and approved by the California Board of
Registered Nursing in December of 2005. The first cohort groups are going through the
program for the first time. A program outcome assessment plan has begun (Appendix B).
Beginning curriculum changes and recommendations have begun with Nursing Student
Handbook Changes and minor course revisions (Exhibit 3).
The nursing philosophy, conceptual framework, program, course outcomes, and learning
activities were approved by the California Board of Registered Nursing and have been
reviewed by the entire nursing faculty to ensure incorporation of both state requirements and
the AACN essentials document (Table 2).
Key Element I-C: The mission, goals, and expected outcomes of the program are
reviewed periodically and revised, as appropriate, to reflect the needs and
expectations of the community of interest.
The Community of Interest
The local external community of interest is comprised of nursing and health care leaders and
consumers of health care from the Riverside and Inland Empire region.
The community of interest for the California Baptist University School of Nursing has been
defined as constituencies found within the University, healthcare agencies of Riverside
County and the Inland Empire, and those donors and benefactors who support California
Baptist University. Within the University are nursing faculty members, University staff
members who support the School of Nursing, faculty members who teach support courses,
10
University administrators and members of the Board of Trustees. Other community
organizations and clinical agencies involved in educating nursing students and employing
alumni, persons who receive nursing services from students and alumni, the California Board
of Registered Nursing and the Commission on Collegiate Nursing education, as well as the
generous donors and supporters of the School of Nursing including the Women of Vision
board who raise funds for the School of Nursing. All of these identified constituencies have
an interest in the effectiveness and the ongoing evolution and development of the School of
Nursing in fulfilling its mission, reaching its goals, and achieving indicators for the desired
expected outcomes.
Focus group meetings and advisory committee meetings (Exhibit 4) have provided valuable
input for the baccalaureate and masters nursing programs. The program evaluation plan
summary chart reflects the mechanisms for data collection (Appendix C). For example, the
entry level master’s program has recently emerged from the input of the Supervising Nurse
Education Consultant from the Board of Registered Nursing and advisory board meetings.
Nursing faculty and adjunct faculty meetings have provided guidance and valuable feedback
for program development and ongoing implementation needs (Exhibit 3).
Key Element I-D: Roles of the faculty and students in the governance of the
program are clearly defined and enable meaningful participation.
The roles of the nursing faculty are clearly defined in the Faculty job description (Appendix
D) in the School of Nursing Faculty Handbook (Exhibit 5). The nursing Faculty handbook
contains the defined roles for the faculty member(s) and the student's role in program
governance. The California Baptist University Employee Handbook, Faculty section (Exhibit
6) discusses the role of faculty members in the governance of the University. Organizational
charts (Appendix E) delineate the structure and reporting relationships for the University and
for the School of Nursing. The Dean of the School of Nursing reports to the Provost, Dr.
Jonathan Parker. The Provost reports to the President, Dr. Ron Ellis. The President reports to
the Board of Trustees.
11
Nursing faculty members have the opportunity to participate with other University faculty
members in the governance of the University through Faculty Senate representation and
standing committees of the Faculty.
Key Element I-E: Documents and publications are accurate. Any reference in
promotional materials to the program’s offerings, outcomes, accreditation/approval
status, academic calendar, admission policies, grading policies, degree completion
requirements, tuition, and fees are accurate.
Current promotional materials concerning the nursing program’s offerings, outcomes,
accreditation/approval status, academic calendar, grading policies, degree completion
requirements, tuition, and fees are accurate (Appendix A and Exhibit 7).
Key Element I-F: Policies of the parent institution and the nursing program are
congruent with and support the mission, goals, and expected outcomes of the
program; these policies are fair, equitable, and published and are reviewed as
necessary to reflect ongoing improvement. These policies include, but are not
limited to those relative to student recruitment, admission, and retention.
Policies of the SON and the university are congruent and support the mission, goals, and
expected outcomes of the programs. The policies are fair, equitable, published and reviewed
to reflect ongoing improvement. The student application guidelines and process are clearly
delineated (Appendix F). CBU and the SON advertise individual programs using television,
radio, newspaper, internet websites and freeway signage. A strong marketing tool for nursing
is word of mouth and the physical presence of Faculty and students in health care facilities.
12
Standard I. Program Quality: Mission and Governance
Analysis for Continuous Quality Improvement
A. Identified Strengths
1. The philosophy, mission, statement of purpose (goals), and program objectives
(expected outcomes) of the nursing program are clearly stated and are congruent with
the mission of California Baptist University.
2. The nursing curriculum is informed by the theory of human becoming preparing
competent nurses committed to engendering health and quality of life for the whole
person.
3. Future graduates will be well prepared to serve underserved populations locally,
nationally, and internationally.
4. CBU Faculty and administration consistently seek advice from its community of
interest.
5. CBU and SON printed online publications and policies are accurate and current, and
reviewed on a yearly basis.
6. The School of Nursing has a detailed program evaluation plan that is being
implemented for program improvements.
B. Strategies for Continuous Improvement
1. There is a need to update the nursing website to more accurately reflect the strengths
of the School of Nursing and its Faculty.
2. Implement strategies to involve students more consistently on SON committees.
3. Engage the Nursing Advisory Committee in continual monitoring of the SON
program.
13
STANDARD II – Program Quality: Institutional Commitment and Resources
The parent institution demonstrates ongoing commitment and support. The institution makes
available resources to enable the program to achieve its mission, goals, and expected
outcomes. The faculty, as a resource of the program, enables the achievement of the mission,
goals, and expected outcomes of the program.
Key Element II-A: The parent institution and program provide and support an
environment that encourages faculty teaching, scholarship, service, and practice in
keeping with the mission, goals, and expected outcomes of the program.
Institutional measures to support Faculty development, research, and scholarly activities
include (1) sabbatical leaves and release time; (2) internal tuition reimbursement for doctoral
education; and (3) professional travel funds; California Baptist University's mission
is primarily as a teaching institution. Nursing faculty members who are enrolled in doctoral
programs receive 75 % of tuition reimbursement covered by the University. University and
School of Nursing budgets allocate funds which facilitate Faculty participation in Faculty
development activities including professional conferences, continuing education, and
workshops. Nursing faculty members are encouraged by the Dean to take advantage of these
resources including a generous University Faculty development travel fund application
process to cover costs for presentation at professional meetings as well as attendance at key
meetings of the nursing discipline. In the past year, every full time faculty member has
participated and received support for some form of professional development (Appendix G).
The University provides a computer to each faculty member for use in instructional and
research activities. Faculty members have access to expanded library and internet resources
to enhance their professional and class preparation activities.
The University has provided an administrative position to encourage research and Faculty
development as well as grant writing assistance. Currently, the School of Nursing has
received over $350, 000 dollars in grants from the Fletcher-Jones foundation and the Stamps
Foundation. Kaiser Permanente has contributed financially for all beds in the nursing Skills
Lab as well as Skills Lab equipment. The Fletcher-Jones Foundation grant also included the
purchase of personal digital assistants (PDA's) for Faculty and student use. Simulation
equipment is used in the nursing Skills Lab and the Lambeth Center is currently under
construction that will provide a basic nursing Skills Lab with ten beds, an advanced nursing
14
Skills Lab with ten beds, a 40 seat computer lab/classroom and a simulation center that will
include a control room and filming capabilities that will encourage teaching-learning
processes with critical thinking, skill competency development, and incorporating evidencebased practice into the nursing curriculum. With this new center, the School of Nursing will
facilitate Faculty development, preceptor, and adjunct Faculty development, as well as local
community healthcare agency continuing education opportunities.
All full time Faculty receive a general orientation to the University and participate in a year
long new Faculty orientation program through the Provost's office. The School of Nursing
also utilizes a check list to ensure orientation for critical role responsibilities in the School of
Nursing. In addition to the use of simulation and technology, each full time and adjunct
faculty member have an opportunity for orientation to the clinical facilities and the school is
required to have the Faculty participate in a systematic orientation program by the California
Board of Nursing (Exhibit 8).
The University provides support for quality improvements in Faculty teaching with a fall
retreat for full time Faculty. This annual event brings all Faculty from across the disciplines
together for study, panel discussions, and guest speakers selected for the purposes of
strengthening and fortifying the educational University student outcomes (USO's). In
addition, the University financially supports the use of Blackboard, an online learning
management system, by faculty members and students. The University provides one on one
instruction to full time nursing faculty members and adjunct faculty members using this
technology classroom enhancement. Full time faculty members not engaged in administrative
duties at California Baptist University are required by contract to teach up to 24 units per
contract year. Theory courses have a 1:1 ratio for classroom units: Faculty load. Currently,
Faculty members receive 2/3rds clinical time as load credit for clinical teaching. According to
the University Faculty Handbook, faculty members are expected to hold office hours in
addition to their teaching responsibilities (Exhibit 6). School of Nursing full time faculty
members are also expected to participate in University committees.
15
Within the School of Nursing, full time faculty members are expected to participate in
ongoing course development and course improvement activities as a team. Given the
situation of a growing, beginning School of Nursing, the Faculty freely and voluntarily gives
many hours of service for their colleagues and students with these activities. There is an
expectation from the Dean that seasoned, experienced Faculty participate in mentoring new
Faculty with course development and revisions for improvement geared toward desired
course and program outcomes. For example, lead faculty members are identified for each
course. It is the course coordinator's responsibility to govern and assist new or adjunct
Faculty with their responsibilities and conflict resolution when it surfaces.
California Baptist University faculty members also volunteer and assist the University with
fund raising and institutional advancement opportunities. The Dean is a board member and
active participant for the Women of Vision of California Baptist University (Exhibit 9). This
community constituent organization of women leaders raises funds for the sole purpose of
support for the School of Nursing. To date, they have raised close to 900, 000 dollars for the
School of Nursing. Faculty members volunteer at fund raising events on a regular basis.
One nursing faculty member volunteers to support the new student nurses organization. In
their second year, the nursing students provided and decorated a Christmas tree for
a seasonal contest supported by the city of Riverside. The students won an award at the event
in December, 2007 and all proceeds were given to the Pediatric unit of Riverside County
Regional Medical Center. One faculty member served as a leader to Rwanda with the
International Service Project (ISP) taking a team of 7 nursing and pre-nursing students in
June, 2007. Two faculty members will take a team of nursing students to Rwanda with ISP in
July 2008. The team will partner with a new school of nursing in Kabgayi Rwanda (Exhibit
10). In addition, service to the community is an expectation for all faculty members of the
University (Appendix G and Exhibit 11).
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Key Element II-B: Fiscal and physical resources are sufficient to enable the
program to fulfill its mission, goals, and expected outcomes. These resources are
reviewed, revised, and improved as needed.
Fiscal Resources
California Baptist University is providing significant fiscal resources and is actively engaged
in securing physical resources to enable the School of Nursing to fulfill its mission, goals,
and expected outcomes. Major sources of University income include tuition and fees;
donations, grants, and auxiliary services such as room, board, and the bookstore.
The budget process starts in December, seven months prior to implementation. The Dean
seeks input from faculty members related to the budget during Faculty meetings. The Dean
begins preliminary planning and asks for the program directors and Faculty to submit a list of
desired equipment, software, and items for the next budget year. The Dean reviews the
requests and submits a budget proposal to the Provost's office. In February, budget hearings
begin and the Dean is afforded the opportunity to present the next year's fiscal needs to a
University committee. Revisions and feedback are offered before a final budget is approved
by the Executive Council of the University. All tuition and fees are approved by the Board of
Trustees.
It should be noted that the University has significantly increased funding over the first two
years of the program (Appendix H). The budget includes salaries and direct operational
expenses. It does not include group insurance, pensions, tuition discounts or waivers, facility
costs or University administrative overhead which are budgeted elsewhere in the University.
The budget also does not include funds that are donated directly to the School of Nursing. As
of spring 2008, over $860,000 was donated to the School of Nursing. To date, the use of
these funds has been used for capital equipment, building renovation, Skills Lab, and
simulation lab equipment. In the fall of 2008, the nursing Skills Lab will be named the
Women of Vision Skills lab to honor the women and families who have so generously given
of themselves in support of the mission of the School of Nursing.
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University Shared Resources
Classroom space more than doubled with the addition of the Yeager Center in 2003, and the
addition of the School of Music building in Fall of 2005, and the projected groundbreaking
for a classroom building in the Fall of 2008 will supply ample classroom space for continued
growth. Space includes more than a dozen “smart rooms” wired for technology and six
computer classes in which every seat is equipped with a monitor and base unit. All
classrooms can be equipped with a television/VCR/DVD combination to show films or other
information.
Three large open-use computer laboratories are available to students on the main campus
from 8am to 10pm Monday to Thursday, 8am to 6pm Friday, 9am to 5pm Saturday and 6pm
to 10pm Sunday, providing access to over 100 workstations. These general use labs, along
with four dedicated computer classrooms and two 25-unit mobile laptop carts receive service
from a full-time coordinator in the Information Technology (IT) department.
Classroom Equipment such as video recorders, television monitors, LCD projectors, and
overhead projectors are available through the Campus Services Department on Monday Friday 7:30 a.m. - 7:30 p.m. and Saturday 8:00 a.m. - 4:00 p.m.
Parking in lighted lots surrounding the main classroom buildings is available without charge,
and campus security is available 24 hours a day. Student Study Space is readily available.
Students and faculty who need to research or study can also enjoy the quiet retreat of several
conveniently placed study rooms throughout campus, the expanse of the Annie Gabriel
Library, the computer rooms, or the relaxed, informal atmosphere of “Wanda’s” coffee house
located on campus. All of those aforementioned places have a wireless internet connection.
Other places to relax include a game room, outdoor seating in the quad, and an Olympicsized pool.
Food, Bookstore, and Convenience Services are readily available for graduate students. Food
service and refreshments are available before classes and during breaks in Wanda’s Café.
Telephone service and copy machines are available in several locations. The campus
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bookstore is open from 8 am to 6 pm Monday- Thursday, 8am to 5 pm on Friday and on
other occasions when needed. Graduate student services, financial aid, student counseling
and graduate advisers are also available at convenient hours.
The Academic Resources Center (ARC) offers tutoring services and sponsors regular
evening and weekend workshops on topics designed to equip students with a variety of
academic success skills and support student scholarship.
The Counseling Center serves a twofold purpose: to provide counseling service to the
California Baptist University community, and provide supervision and training to practicum
students in the School of Behavioral Sciences graduate programs. The Counseling Center
assists students in achieving their personal, social, spiritual, academic, and career goals
through professional, confidential services including individual and group counseling,
workshops, behavioral self-help, referrals, and crisis intervention.
Ongoing Physical Improvement includes the recently purchased Adams Shopping Plaza
which comprises 11.2 acres, including 131,529 square feet of building space and 658 parking
spaces adjacent to campus for future development. The University has developed a detailed
capital renewal and deferred maintenance plan. This document serves as the foundation for
future physical plant budgetary requests, and is incorporated into the Physical Development
section of the Comprehensive University Plan (Exhibit 2). Continual updating of this
information leads to increased accuracy in the capital budgeting process for years to come.
The University has invested an average of $2,000,000 annually for maintenance and purchase
of capital equipment. The budget includes an excess of $300,000 per year in repair and
replacement funding. Additional insurance has been acquired which protects the University
against all mechanical, electrical and power (MEP) failures that might occur.
School of Nursing Resources
The administrative offices of the School of Nursing are housed in the Lambeth house, a one
story building. The Dean, Associate Dean, program directors, and support staff each have
offices in this building. As part of the complex, a detached two story building is currently
19
under renovation and will house two nursing Skills Labs, a simulation center, a 40 person
station computer lab, conference/teaching rooms, and Faculty offices. Completion of the
facility is planned for July 2008. Further discussion of the current Skills lab can be found in
Standard III.
Key Element II-C: Academic support services are sufficient to ensure quality and
are evaluated on a regular basis to meet program and student needs.
SON Staff Services
Staff services include a full-time administrative assistant who assumes clerical and
organizational support for the Dean of the School of Nursing. A full-time data
technician/receptionist supports the work of the School. Two program specialists advise
students in the BSN program and the RN-BSN completion program.
Library
The Annie Gabriel Library (AGL) serves as the central library facility on campus. Its goal is
to support the research needs of the undergraduate and graduate programs, to provide
adequate services for the off-campus evening college programs, and to insure access to
materials for the physically challenged student. The library endorses and supports the
Education Plan, a section of the Comprehensive University Plan. It recognizes its
responsibility to update and enhance resources (print, non-print, and electronic) through
careful and deliberate collection development. As a result, the library provides materials
essential to achieving student learning goals as outlined in the program goals for the School
of Nursing.
Collections and Electronic Access
Holdings in the Annie Gabriel Library as of July 1, 2005 equaled 176,870 items. A detailed
summary of the library holdings specific to School of Nursing resources can be found in
Exhibit 12.
The AGL recognizes that students in specialty areas such as nursing need current information
to be readily accessible and available. Library resources include an existing collection of
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published materials, online databases that have full text peer reviewed journals (e.g.,
CINAHL, Pre-CINAHL, Alt Health Watch, Academic Search Premier, EbscoHost
Psychology and Behavioral Sciences Collection, PsycARTICLES, PsycINFO, OCLC
ArticleFirst, OCLC ECO (Electronic Collections Online), Health Source, Religion and
Philosophy Collection, NewsBank, Newspaper Source, ERIC, WilsonSelectPlus, Lexis
Nexis, WorldCat). These materials are available for students to access both on and off
campus. Also, library resources such as assistance and inter-library loans are available to
students. In addition, the Library will purchase additional resources to support current
readings in specialty areas of nursing practice and related allied-health disciplines. Each
master syllabus contains a list of recommended materials available in the library to
supplement the required course textbooks.
Expenditures for the library’s entire book collection have been steadily increasing and the
nursing budget is also expected to rise over the next several years.
Acquisitions Procedures
Historically, the library collection was dependent on privately donated volumes. The library
held many volumes but many were archaic and irrelevant. Together with the Collections
Development Librarian, the faculty worked diligently in their own areas of subject expertise
to evaluate and remove such items and to select the new and relevant holdings to be acquired.
Building upon this foundation, the librarians and teaching faculty continue to order materials
relevant to their respective subject fields. Students are afforded not only primary text, but
also monographs, journals, and online resources devoted to criticism, theory, clinical
application, ethical and legal guidelines, and assessment requirements. In addition to faculty
expertise, collection augmentation has been influenced by the AGL collections development
librarian and by a general comparison of the current library holdings against undergraduate
and graduate programs in research universities.
The library’s acquisitions budget is allocated per academic department and faculty submit
purchase requests through their chairs and deans. The Collections Development Librarian
21
regularly updates the departments with the status of their allocated budgets and distributes
catalogs, reviews, listings of new acquisitions and other communications.
Cooperative relationships with other libraries
The AGL maintains cooperatives relationships that provide behavioral science students and
faculty with access to material from more than 85 public, academic, special, and other
libraries are available through local library organizations and loan networks. Such
relationships include the Inland Empire Academic Libraries Cooperative (IEALC), an
agreement between twenty-one San Bernardino, Riverside and eastern Los Angeles County
libraries; the Statewide California Electronic Library Consortium (SCELC), a consortium of
81 academic libraries; and San Bernardino Inyo Riverside Counties United Library Services
(SIRCULS), a multi-type library cooperative with 37 current members. Students and faculty
can request material in person at the library, through the online forms on the website, or even
from within the many individual online journal databases. The IEALC (Inland Empire
Academic libraries Cooperative) Card is available to students at the Access services Desk in
the library. This card provides students with the opportunity to visit a number of local
university and college libraries where they may borrow books.
Staff and Services
The Annie Gabriel Library is maintained by a full-time staff of five faculty librarians who
include the director of library services, the reference and electronic resources librarian, the
reference and serials librarian, the collection development librarian, and the technical
processes and cataloging librarian. All faculty librarians have at least an accredited master’s
degree in library and information studies. There are three experienced and well-qualified
para-professionals in access services and technical processing. The library also hired an
archivist to oversee the University Archives and a special collection archive (California
Southern Baptist Convention Archive and Depository). Additionally, there are many
excellent student assistants who have been carefully screened and selected by the library
staff. The librarians and staff work in cooperation with faculty, not only to assist individual
students with their research, but also to conduct research orientations for groups of students.
22
The two reference librarians teach several research methods classes: a basic research methods
class to all freshmen, and customized advanced research methods to individual upperdivision classes. The instruction is always customized per instructor and course and has
featured demonstrations in the use of specific print and electronic resources, as well as bestpractice research strategies. In addition to group and class-level instruction, the reference
librarians offer individual research appointments to all students and reference assistance via
email or phone.
Hours of Operation were expanded in 2004-2005.
Regular Schedule
Summer and Holiday Schedule
Mon-Thu
7:45am – 12:00am
Mon-Thu
8:00am – 9:00pm
Fri
7:45am – 5:00pm
Fri
8:00am – 5:00pm
Sat
10:00am – 6:00pm
Sat
9:00am – 5:00pm
Sun
4:00pm – 12:00am
Sun
Closed
Online Access
The Annie Gabriel Library’s website functions as the electronic version of the library, to the
extent that it offers access to the online catalog, numerous scholarly research databases,
handouts and tutorials, and selected, high-quality internet sites. Students can search the
library’s entire collection of books (including e-books), audiovisual material, and periodical
titles. The website offers many of the same services to students online that they can receive
within the library, including explanations of copyright essentials, reference guides to the
various citation styles, and contact information to all library staff. Additionally, all the online
databases of journals and scholarly material are organized on the website.
Information Technology (IT)
California Baptist University will need to build upon the capabilities provided by the
University’s LancerNet computer network. An effective intranet community should
empower both program participants and instructors to calculate, communicate, collaborate
and contribute more effectively and efficiently. All students should be encouraged to
aggressively use computer technology.
23
California Baptist University is seeking to expand its commitment to campus wide
networking, with a view to making information available to people who need it when they
need it and where they need it. The outworking of this philosophy involves the installation of
networked computers in each office, and computer classroom, computer labs, as well as other
classroom deployments. The underlying network, called LancerNet, continuously expands to
meet the educational challenges of the University.
California Baptist University has had its platform in campus networking since 1997. Many
of the essential network, hardware and software components are in place, but due to the rapid
expansion of the university and the exponential growth of the technical requirements, the
University’s resources in this area have become severely stretched. In 2007 a detailed review
of the IT infrastructure was undertaken by two outside agencies and the report has formed the
basis for the development of taskforce to analyze and make recommendations on how to
develop and redeploy an IT system that is commensurate with the demands of the institution.
It is the goal of the University to put in place the technology infrastructure that will address
current educational challenges, and also allow expansion in the years to come. It is
recognized that this will take time; finance and institutional will to bring this to pass, but the
administration have indicated that the IT platform is to receive urgent attention in upcoming
months.

The University has provided over 400 computers for Instructional and General Use on
campus. Each of the nearly 1,350 residence rooms includes at least one open port
available for connection of student-owned computers. There are presently over 1,000
student-owned computers on campus, bringing the total on-campus computer count to
approximately 1,750. In addition, approximately 600 desktop and laptop computers
have been deployed to all full-time faculty and staff as well as a number of part-time
employees. All full-time faculty members are provided with University owned
workstations. All full-time faculty members are provided access to a workstation
upon their start date. Older workstations are systematically replaced with laptops to
facilitate the use of technology in classrooms not equipped with a technology podium.
24
LancerNet exists and is a vital component of the academic and social milieu at California
Baptist University. Despite the challenges that do exist in the current level of technology
support and system reliability, it is apparent that this has not diminished on-campus demand
as computers are very prevalent on campus. The renewed planning focus for technology at
CBU must seek to achieve three principal advantages:

Ubiquitous access (computers everywhere as well as access from off-campus)

Maximum capability (currently 40+ software packages available)

Cost-effectiveness (due to standards and life cycle management)
LancerNet Usage
Over 90%+ of the faculty and student body use the network daily. The network is handling
75,000 + electronic-mail messages daily (approximately 47,500 of these messages are to or
from the Internet). Students and faculty have access to over 40 software packages on
LancerNet, ranging from general software like Microsoft Word to specific applications such
as SPSS. Students, faculty, and staff use the InsideCBU information sections of LancerNet
heavily throughout the day for routine operations like registering for classes, checking
grades, and other campus information. Online directories (including photos) and other
resources provide instant access to important information. Use of the network at CBU has
become as essential as using the telephone or post office.
As CBU works towards the development of campus-wide technology integration, several
exploratory projects have been undertaken:

During the Fall semester of 2007, with the financial assistance of the Fletcher
Jones Foundation, a small team of nursing faculty and staff began evaluating
the benefits of having every California Baptist Nursing student use a PDA.
This pilot project expanded to include 124 selected students beginning in
January of 2008.

During the 2006-07 academic year’s faculty and students explored the use of
laptop computers for RN-BSN study. This was subsequently implemented in
spring 2007.
25
Wireless Access
As part of the University's strategic plan, wireless network access is available in certain
designated areas of the campus. Access is currently provided in common areas of the Yeager
Center, with full coverage in the Anne Gabriel Library. Extension of the wireless network is
planned for other academic buildings and lab facilities, with access already in place in the
Smith and Simmons Hall co-ed lounges. Outdoor wireless coverage should be a part of the
network provision. CBU’s wireless connections currently support 802.11g (54Mbps) and
802.11b (11Mbps).
Internet Access Speeds
California Baptist University students and faculty have direct access to Internet/Web
resources via a 30 megabits/second connection. It is envisioned that the University will
continue to expand its Internet bandwidth as demands and usage increase. The University
uses specific technology that prioritizes internet traffic so students can access needed
resources such as Email, Blackboard, and Inside CBU. Faculty and students are, at present,
unable to rely upon ubiquitous and high-quality access. As the network opportunities grow
and become more reliable then the number of faculty members who seek to have integrated
Internet resources in their required coursework will also grow.
Students often incorporate Internet materials in research papers and in classroom
presentations. California Baptist University needs to seek out participant opportunities with
colleagues at other research institutions.
Graphics Emphasis
The University has sought to provide some special-purpose hardware and software for
graphics production. Laser printers are available in key offices and laboratories and several
flatbed scanners are available for student use. Students and faculty also have access to color
printers and scanners. Some graphics programs (such as Adobe PhotoShopCS and Adobe
Premiere) are provided to designated faculty/staff on the network.
26
Course Instruction
Faculty members are using LancerNet to prepare course materials, communicate with
students, and deliver instruction in the classroom. 75% of the classrooms have one or more
network connections, over 50% of the classrooms have a projector installed. A number of
courses are offered in a "blended" format, where there is regular in-person instruction and
then online instruction using Blackboard. LancerNet has changed the educational atmosphere
at California Baptist University, but rapid and focused IT development is essential in order to
keep pace with the growing needs of the University.
Technology Support
The Information Technology Services Department is staffed by a compliment of 12 full-time
staff including a full-time webmaster who oversees the development and support of CBU’s
web presence, supports the delivery of web-enhanced courses, and meets regularly with IT
staff to coordinate routine work and special projects and regularly assists faculty to
effectively incorporate online resources such as the latest version of the Blackboard learning
management system in classes.
The University is supported by an Information Technology Help Desk which is staffed from
8 am to 7 pm Monday through Thursday and 8 am to 5 pm Friday. Students and faculty may
leave voice-mail questions and messages after hours. The Help Desk fields all questions on
e-mail, learning management systems, portal, and PC use. The University has also extended
technology training sessions to assist staff and faculty.
Technological Proficiency
The InsideCBU portal page provides faculty and students with access to Help Tips for LMS
and e-mail access and use, tutorials for these systems as well as online registration, degree
guides, access to grades, student accounts, etc., and the contact number for the IT Help
Desk. Students and faculty are expected to be proficient to the use of computer software and
programs including Microsoft Word, online resources & internet searches, email
communication, and Blackboard.
27
Technology Training
Students may receive training on essential software and programs at Orientation, through the
Academic Resource Center (ARC), and through hands on training from SON faculty and
Information Technology (IT) staff utilizing software, Blackboard, and other resources.
Service Interruptions
In the event of a technological system failure or scheduled service interruptions, the campus
community is kept informed through the InsideCBU portal and via the campus-wide voice
mail system. IT updates the situation and advises user of progress made toward resolving the
issue. In the event of a system failure, instructors are encouraged to provide meaningful
instruction through alternative means. For example, if there is an electrical failure during
daylight hours, the professors may move their classroom instruction outdoors, to another
building on campus, or to another safe and appropriate location. The professors are
responsible to the students to provide instruction through any means.
Student Support Services
Timely and appropriate interactions between students and faculty and staff are to take place
through a series of established mechanisms including telephone and mail, regular
Information Sessions, Orientation Sessions, and ongoing counseling and advising at both the
institutional and program level.
Admissions Counseling and Advising
The Admissions Office, the Enrollment Advising Office, the Financial Aid Department, the
Registrar’s Office, and the designated Program Specialist assist the prospective student in
completing the admissions process which is outlined in the Admissions Process Timeline
(Exhibit 13). All offices have evening hours during the week to accommodate graduate
students. Orientation is held at the beginning of the program of study to provide the student
with further assistance and information about such matters as registration, financial aid, or
student services and to connect them with fellow students.
28
Ongoing Counseling and Advising
Students are apprised via e-mail, post card, and CBU web-site announcements well in
advance of registration dates for the upcoming semester and may make appointments with
the Enrollment Advisor, Program Specialist or School of Nursing at any time during the
registration period. The School of Nursing and the Enrollment Advisor work cooperatively to
assure that the student’s goals and needs are met. The Program Specialists guide students to
program components that best meet their goals for professional and academic growth.
Counseling on matters of professional interest or concern as well as career placement options
are frequently dealt with in these sessions, and faculty are available during regular office
hours and by appointment to meet students’ needs. Once the student completes pre-nursing
courses and is accepted into the BSN program, the Program Specialist then keeps the student
on track for successful completion of program requirements for graduation and assists with
problems relating to student service matters. The centralized Enrollment Advisory roll with
nursing students is currently under review in order to address growth issues within the School
of Nursing.
Students who are not maintaining appropriate program standards are notified by letter of
unsatisfactory progress at the end of each semester. The Course Faculty and Program
Director receive a copy of this letter and works with the student to resolve the issue. Students
must submit a letter of appeal explaining the situation and petitioning to be reinstated in the
program before they are allowed to register for classes in the upcoming semester.
Successful Completion
The Registrar is responsible for completing a graduation check upon student request, and
automatically completes the graduation check when the student is within two semesters of
graduation. This check informs the student of the date for which they are eligible to apply for
graduation and lists outstanding requirements to be met by that date. Based upon this
information, the student may choose to apply for graduation or wait until a later date. Upon
completion of the course requirements, the Registrar generates a final approval for diploma
form for signature by the Dean, Chair or Program Director in the particular school or
department.
29
Key Element II-D: The chief nurse administrator is academically and experientially
qualified and is vested with the authority to accomplish the mission, goals, and
expected outcomes. The chief nurse administrator provides effective leadership to
the nursing unit in achieving its mission, goals, and expected outcomes.
Constance Milton, RN; PhD is the founding Dean of the School of Nursing CBU. She holds
a masters degree and a PhD in nursing from Loyola University Chicago. While in her
doctoral program, Dr. Milton was afforded the opportunity to work with nursing theorist, Dr.
Rosemarie Rizzo Parse. Dr. Parse chaired her dissertation committee. With this mentorship,
Dr. Milton is known internationally as a Parse Scholar and has been an invited speaker across
the globe. Dr. Milton has over 23 years of service as a faculty member, coordinator of RNBSN programs and masters’ degree in nursing programs. She has served as a Dean since
2004 and is experientially and academically qualified to assume authority and provide
leadership to the School of Nursing. She came to the University in 2005 to begin work with
the creation of the School of Nursing. Along with the Associate Provost, Dr. DawnEllen
Jacobs, Dr. Milton wrote the self study and curriculum for the baccalaureate program. The
program received initial approval without recommendation by the California Board of
Registered Nursing in December of 2005. She has served as a mentor dean for AACN in the
past three years. Dr. Milton is an internationally known author and scholar. She has been the
contributing editor and referee panel board member of Nursing Science Quarterly since 1999.
She is currently under contract from Jones and Bartlett publishers to produce a nursing
textbook on Core Values in Nursing.
The Dean of the School of Nursing at California Baptist University is vested with the
responsibility and authority to accomplish the mission, goals, and expected outcomes of the
program. Dr. Milton's decision-making authority is comparable to that of other Deans within
the University. The Dean of the School of Nursing is responsible for program planning and
implementation, solicitation, allocation and administration of resources; and Faculty
recruitment and development. The description of the Dean position is located in the SON
Faculty Handbook (Exhibit 5). Her curriculum vita demonstrates preparation and experience
related to these responsibilities (Appendix G).
30
Evaluation data document that the program administrator is effective in providing leadership
for the School of Nursing. Analyzed data from the Faculty Supervisor Assessment of the
Dean collected in spring of 2008 viewed the Dean as being effective in carrying out her
leadership responsibilities with a mean of 4.4 of 5 in the areas of job knowledge, judgment
and decision-making skills, planning and organizational skills, consensus building skills,
ability to communicate, ability to motivate, ability to delegate, ability to mentor, spirituality,
integrity, compassion, vision, institutional fit, and overall leadership. The level of Dr.
Milton's effectiveness has facilitated the achievement of the mission, goals, and expected
outcomes of the School of Nursing.
Key Element II-E: Faculty members are academically and experientially qualified
and sufficient in number to accomplish the mission, goals, and expected outcomes of
the program.
Currently there are eight full-time faculty members including the Dean, Associate Dean and
2 program directors. Each semester there are 8-10 adjunct faculty members responsible for
teaching clinical to 118 traditional nursing students. Curriculum vitae demonstrate the
academic and professional experience of all faculty members (Appendix G and Exhibit 11).
With the current number of faculty members, we are able to maintain a maximum classroom
ratio of 1:40 and a maximum clinical ratio of 1:10. This clinical ratio meets the standard set
by the California Board of Registered Nursing and by the clinical agencies providing clinical
practice experiences for our students and allows students to meet course and program
objectives. According to the California Baptist University Faculty Handbook, Faculty section
(Exhibit 6), full time Faculty not holding administrative positions are required to teach 24
units per year or 12 units per semester. The Dean teaches one (3) credit course a semester.
The Associate Dean and the Program Directors teach 12 units per year. Faculty members
have the option to teach overload. Faculty members also serve on School of Nursing and
University committees. Faculty assignments are made by the Dean of the School of Nursing
in close consultation with individual faculty members based on content needs in the
curriculum, Faculty education, and Faculty practice experience. All clinical instructors are
approved by the Nurse Education Consultant of the California Board of Registered Nursing.
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Faculty members design course requirements to promote students' achievement of program
outcomes. Course evaluation outcomes, project, activities and ATI scores reflect that students
are meeting indicators of success for program outcomes. The Faculty have come together
from across the country and globe for the purpose of educating nurses at California Baptist
University. Service, scholarship, and academic qualifications of the Faculty and
administrative leadership are indicators for a successful program that is able to accomplish
the mission, goals, and expected outcomes of the program.
Key Element II-F: The faculty roles in teaching, scholarship, service, and practice
are identified clearly and are congruent with the mission, goals, and expected
outcomes of the program.
The Faculty roles in teaching, scholarship, service, and practice are in writing and are clearly
identified in position descriptions found in the California Baptist University School of
Nursing Faculty Handbook (Exhibit 5) and in the Faculty Job Description (Appendix D). All
position descriptions are congruent with the mission, goals, and expected outcomes of
California Baptist University and the School of Nursing.
Faculty roles include primary activities of teaching along with the primary responsibility of
developing policies and procedures, planning, organizing, implementing, and evaluating all
aspects of the nursing program.
The nurse educator serves as a mentor and role model by demonstrating characteristics
consistent with Christian love and the skills of inquiry, discovery, and expert practice.
Faculty members serve as expert teachers, facilitators, and resource persons as students’
journey with professional nursing education. The faculty believes that education is a life-long
process in coming to know and being with others in meaningful ways as they seek health and
quality of life.
32
Standard II. – Program Quality: Institutional Commitment and Resources
Analysis for Continuous Quality Improvement
A. Identified Strengths
1. The University demonstrates commitment in budget allocation of physical and
human resources and the School of Nursing budgets allocate funding which
facilitate Faculty involvement in scholarly development activities. The University
provides consultation to encourage Faculty in research and development
activities.
2. The University provides a generous reimbursement plan for doctoral study and is
supportive of assisting nursing Faculty's pursuit of doctoral studies.
3. The University provides computers for every faculty and staff member, which is
upgraded in a systematic fashion.
4. Faculty, staff, and students have access to the library and key University services
through "Inside CBU" internet-based web site.
5. The University and the School of Nursing actively encourage faculty members to
be involved with community service and offer International Service Projects as an
extension of the University mission to go unto world.
6. The University provides fiscal support and is actively engaging and upgrading the
physical facilities necessary for the nursing program to fulfill its mission, goals,
and expected outcomes.
7. The Dean of the School of Nursing is effective in University, community, and
constituent leadership advancement activities that promote the mission, goals and
objectives of the School of Nursing.
8. The Dean of the School of Nursing is a regarded international scholar of nursing
theory as a guide for research, practice, and education.
9. Faculty members are well prepared and effective in preparing students to fulfill
program goals and objectives.
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Standard III – Program Quality: Curriculum and Teaching-Learning Practices
The curriculum is developed in accordance with the mission, goals, and expected outcomes
or the programs and reflects professional nursing standards and guidelines and the needs
and expectations of the community of interest. There is congruence between teachinglearning experiences and expected outcomes. The environment for teaching, learning and
evaluation of student performance fosters achievement of the expected outcomes.
Key Element III-A: The curriculum is developed, implemented, and revised to
reflect clear statements of expected student learning outcomes that are consistent
with professional nursing standards and guidelines and congruent with the
program’s mission, goals, and expected outcomes.
The CBU-SON is committed to providing educational and professional development
opportunities that prepare graduates for entry into professional nursing practice. The
curriculum of the new School of Nursing BSN program was developed, implemented, and
revised by nursing faculty to be congruent with the philosophy, mission, conceptual
framework, and student learning outcomes. The curriculum is informed by the nursing theory
of human becoming (1981, 1988) conceptualized by Dr. Rosemarie Rizzo Parse and
researched by prominent nursing scientists. The curriculum was developed in accordance
with professional nursing standards and guidelines as outlined in the Essentials of
Baccalaureate Education for Professional Nursing Practice, the American Nurses Association
Scope and Standards of Practice (2004) and Code of Ethics (2001) and the California Board
of Registered Nursing requirements. Dr. Rosemarie Rizzo Parse served as an advisor to the
Dean for the original philosophy and curriculum design. The philosophy of the School of
Nursing, which emphasizes health and quality of life for the whole person, is aligned with the
institutional desire that all programs “foster an environment supporting the intellectual,
physical, social and spiritual development of each student” (Appendix A). Faculty has
aligned the student learning outcomes of each course with the nursing program outcomes and
the university student outcomes (See Table 1).
All faculty members are responsible for recommending curricular changes, professional
development and learning about nursing-theory guided curricular development based on
current research, faculty, student, and constituency feedback. The University and School of
Nursing sponsor faculty members to attend the Institute of Human Becoming held annually
34
in Pittsburgh to enhance their ability to actively participate in curriculum revision and design
from a nursing theoretical perspective. Faculty development programs are offered to CBU
nursing faculty and interested community healthcare providers to share information that
enhances constituency understanding of the curriculum for the School of Nursing and allows
opportunities for recommendations and feedback. “Living with Faith in Nursing” series is
scheduled to begin March 13, 2008 to allow for scholarly dialogue between faculty and the
constituency (Exhibit 14).
The conceptual framework for the School of Nursing at California Baptist University
emerges from the philosophy. The major concepts of the philosophy of the School of Nursing
are: person, community, environment, and health. The unifying concepts of the baccalaureate
conceptual framework are meaning, rhythmicity, transcendence; and the themes are
communication–collaboration, teaching-learning, change-persistence, critical thinkingproblem-solving, and leading-following. This philosophy is readily available in writing for
students, applicants, and the public. It is outlined in the 2007-2008 California Baptist
University Catalog (Appendix A), on the School of Nursing web page
(http://www.calbaptist.edu/nursing/default.aspx?navid=3413&id=2298), and in the SON
Student Handbook and SON Faculty Handbook (Exhibits 5 & 15).
The consistency of the conceptual framework, program outcomes and conceptual themes,
and their relationship to the curriculum, will become evident in the explanation that follows
and is illustrated in the summary table of Program Goals and Outcomes (Table 1 & 2). The
conceptual framework concepts underpin key nursing program and course objectives, the
clinical evaluation tool, and written assignments. The philosophy statements, along with an
explanation of the themes that predicate the conceptual framework are found in Appendix I.
Curricular Purpose and Outcomes
The curriculum aims to broaden the theoretical knowledge base while preparing competent,
responsible, committed graduates for service to others. The philosophy and conceptual
framework support all curricula. Fundamental beliefs about person, community,
environment, and health are embedded within the program philosophy and are used to ground
35
the nursing program goals, and expected outcomes (Appendix I & Exhibit 16). Students are
challenged to assimilate the roles of the nurse as specified by AACN (providers of care;
designers, managers and coordinators of care; and members of a profession) and these roles
are integrated into the curricular plan.
The flow of the nursing curriculum allows students to learn concepts that establish a
foundation of nursing knowledge which prepares them for subsequent courses (Appendix A
& J). Beginning courses taught in semesters one and two, such as NUR215 Fundamentals
Skills for Nursing Practice, NUR235 Physical Assessment, NUR201 Theoretical Foundations
of Nursing, NUR 225 Pathophysiology, NUR 275 Pharmacology & Nutrition, NUR 255
Adult Health I, and NUR 256 Adult Health I Practicum, emphasize nursing theory guided
practice, skills and competent professional practice. Concepts introduced in these courses are
foundational, integrated and enhanced in each ensuing course.
The curriculum of the California Baptist University School of Nursing baccalaureate
program emphasizes increasing demonstration of competence in communication/
collaboration and critical thinking, and researching while participating in activities of
teaching-learning, change-persistence, and leading-following. These themes permeate the
curriculum, which provides the necessary knowledge and skills for students to function and
meet minimum standards of competency for entry-level practitioners. There is consistency
among the philosophy, objectives, conceptual framework, learning experiences, and
structural approaches that are integral to the planning of nursing services. Each faculty
member is responsible for implementing the curriculum according to the philosophy,
conceptual framework, and objectives of the program. Student, faculty and program
evaluations are indicators of effectiveness of the philosophy and achievement of program
objectives. Consistency of key elements with the curriculum is reflected in course syllabi
which link learning themes, concepts, and objectives relevant to the course (Exhibit 16).
The clinical nursing courses generally are organized from simple to complex. Theoretical
and clinical courses are linked and must be taken concurrently. This can be most clearly seen
in the Adult Health I and II theory and practicum courses. These level 2 courses are
36
organized by body systems in increasing complexity and acuity. Students then consolidate
their nursing skills with the theoretical underpinnings by developing theoretical and
practicum expertise with various client populations (Older Adult Families, Childbearing
Families, Mental Health Clients and Community/Public Health Clients) before caring for the
critically ill patient in Adult Health II. The leadership course and practicum requires that
students move beyond the mere performance of skills into the roles of manager and
coordinator of care.
Courses are all designed to evolve and transform student’s understanding of the unique
meaning of health and quality of life from the person’s perspective while providing
professional nursing services for basic human comfort needs to more complex concepts of
professional nursing practice with persons, families, and communities. The clinical
component of the program begins with student assignments emphasizing nurse-person
relationships with individuals and moving, progressing with family experiences and acutely
and/or critical life situations of health. In addition, clinical experiences are designed to
provide nursing services for persons with changing health patterns in the nurse-person, nursefamily, and nurse-community relationships.
The capstone course includes a preceptor-guided experience that enables students to integrate
the roles and skills competencies needed for entry-level professional practice. Overall, the
program objectives are fulfilled by the synthesis of learning from all courses in the program.
Satisfactory matriculation of students from NUR201 through NUR499 ensures that graduate
competencies have been achieved (Exhibit 17).
The purpose of the baccalaureate curriculum is to prepare graduate nurses as generalist
practitioners for entry into professional practice. The Baccalaureate prepared nurse is
expected to be able to assume beginning roles as provider of care to persons, families and the
community. California Baptist University BSN graduates are expected to be fully prepared to
progress and continue the educational process at the graduate level.
37
The RN- BSN Completion Program (Appendix J) builds upon the foundation of diploma,
international, and associate-degree nursing education and expands the skills, knowledge and
awareness of the student in areas of nurse-person, nurse-community, nurse-family,
multicultural, complex nursing situations of practice with beliefs and values of nursing
theory-guided leadership in professional nursing practice. The CBU-SON faculty recognizes
and appreciates the varied experiences and backgrounds that the RNs bring to the classroom.
Careful planning to ensure that students expand their theoretical knowledge base and acquire
new skills were the impetus behind the creation of this program; one that is uniquely tailored
to the RN student. Preparation for teaching-learning, leading-following with groups of
patients, and development of leadership and management skills with change are included in
the curriculum and serve to complement the more traditional components of developing
essential skills in disease management and health promotion across the lifespan.
The RN-BSN completion program mirrors the key elements of the BSN program in content
themes, conceptual framework and structure, but does not require duplication of clinical
expertise and competencies foundational to the RN licensure qualification in the state of
California. The rapid pace of the program and the recognition given for prior nursing
coursework mean that these students must be highly motivated and engaged in the process of
learning.
The CBU-SON is commencing an entry level Master of Science in Nursing (MSN) program
in May of 2008, which is theory-based and builds upon previous baccalaureate education.
The BRN approved, accelerated professional, pre-licensure program offers a beginning entry
level professional nursing education curriculum.
38
Key Element III-B: The curriculum is developed, implemented, and revised to
reflect professional nursing standards and guidelines. These standards and
guidelines are clearly evident within the curriculum structure and expected learning
outcomes. Course/unit/level outcomes are consistent with the roles for which the
program is preparing its graduates.
1. The baccalaureate curriculum incorporates knowledge and skills identified
in the Essentials of Baccalaureate Education for Professional Nursing Practice
(AACN, 1998).
The Total Curricular Plan (Appendix J) outlines the hours and units implemented in the
program, and these remain consistent with the forms on file with the Board of Registered
Nursing and in the School of Nursing. Students complete a total of 124 units for graduation
with a Bachelor of Science degree in nursing. The BSN program at California Baptist
University is four years in length with students earning a Bachelor of Science in Nursing
(BSN) degree. The nursing curriculum has two components: 1) courses in the general
education and cohort sequence and 2) courses comprising the nursing major (Appendix J).
The RN-BSN completion program at California Baptist University follows the same course
sequencing as the BSN program and addresses the same course outcomes. The program
builds upon prior nursing foundational courses and experiences that students bring with
them. Distinctive program elements include completion of degree outcomes within 5 to 7
semesters, and flexible course hours and off-site course delivery options. Whilst the
individual completion times may vary, students typically take one nursing major course at a
time, one night per week.
The professional values identified by the AACN including caring, altruism, autonomy,
human dignity, integrity and social justice are closely aligned with the CBU-SON conceptual
framework. The AACN core competencies are integrated into the core competencies of the
CBU-SON program, so assessment and technical skills are viewed as being the application of
these learned principles. All technical skills listed in the Essentials of Baccalaureate
Education for Professional Nursing Practice are required competencies as part of the skills
lab courses. The AACN elements of core knowledge: health promotion, risk reduction, and
disease prevention; illness and disease management; information and health care
39
technologies; ethics, human diversity; global health; health care systems and policy are
integrated throughout the curriculum and, as evidenced by the conceptual framework and
course objectives, incorporate all of the AACN’s Essentials of Baccalaureate Education for
Professional Nursing Practice (1998). The AACN core competencies, core knowledge and
role development and the School of Nursing end of program objectives are aligned.
CBU-SON curricula prepares graduates for the roles of providers of care, designers,
managers and coordinators of care and members of the profession through thoughtful
planning of learning experiences and assessment of application to practice and professional
behaviors. The roles are modeled by faculty, examined and applied by students, and will
ultimately be confirmed by employers of graduates.
Nursing students actively engage in providing care for patients in a variety of nursing settings
throughout the nursing program. Students integrate understanding of conceptual paradoxes
learned in human becoming foundations theoretical perspective, nursing research, common
health promotion activities, cultural diversity, and health care technology when planning and
delivering nursing services to patients, families and communities (Exhibit 16 & 17). Physical
assessment skills are a critical focus throughout the program. The role of designers/
managers/coordinators of care in leading-following situations is practiced throughout the
program. Students function as the student manager in assigned practice courses. Students also
delegate responsibly and supervise appropriately selected aspects of patient care to ancillary
personnel, nurses and to other students in clinical practice courses throughout the program.
These experiences facilitate personal transforming while transitioning into the professional
role.
The CBU Student Nurses organization also serves to introduce students into professional role
activities. Students participate in local, state, and national events. Membership in the preprofessional organization of the National Student Nurses Association (NSNA) is encouraged
and some students become active members. NSNA members may collaborate with other
nursing students on local, district and state levels.
40
Key Element III-C: The curriculum is logically structured to meet expected
program outcomes.
1. The baccalaureate curriculum builds upon a foundation of the arts, sciences,
and humanities.
In keeping with the University’s liberal arts core, the curriculum requires that all students
acquire a basic program of general studies. This includes courses in Christian studies,
communication, global studies, humanities, physical education, the natural sciences,
mathematics, the arts, and the social sciences. In addition to these, the courses within the
major comprise the program of study (Appendix A).
The nursing major is underpinned with a strong liberal education that is congruent with the
Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998)
recommendations for professional nursing education. The nursing program includes two
sequential levels; the pre-professional level (general education/prerequisite) courses and the
professional level (nursing) courses. Students enter the nursing program after having
completed approximately 35 semester hours of general education and prerequisite
coursework with a grade point average of 2.75 or better. The pre-professional level provides
the liberal arts and scientific foundation required for the study of nursing.
Courses in language arts, computer science, humanities, and public speaking establish a
foundation in effective written and verbal communication skills critical to nursing practice.
Sociology, psychology, cultural anthropology, and human growth and development courses
serve to provide learners with other disciplinary knowledge concerning normal and abnormal
human behaviors, which are essential concepts when caring for self and others. The sciences
of nutrition, chemistry, microbiology and anatomy and physiology are critical to understanding the foundations of health, illness and disease processes. Courses in mathematics and
algebra are necessary foundations for competent administration of medications, fluids and
enteral feedings. An intermediate algebra or statistics course is essential to understand and
succeed in utilization of nursing research. The nursing program builds on these arts, sciences,
and humanities to integrate foundational components of these courses into the nursing
curriculum (Appendix J). Professional level courses are sequentially progressive and
establish concepts that are built upon in concepts learned in earlier courses.
41
The faculty of California Baptist University recognizes trends in liberal arts education that
focus upon the use of information technologies, cultural diversity including the need for
bilingual education, global awareness, and analytical reasoning. Courses in the nursing
major are designed to enhance these areas. Nursing students must use computer technology
and critical thinking to meet course requirements in all nursing courses. Computerized
testing is offered at the course and program level including standardized ATI testing for
program progression. Assignments in the skills lab and clinical experiences provide
opportunities for use of advanced health care technologies. Web-based computer programs
and computer assisted instruction in the computer laboratory offer students the advantage of
supplementing coursework with technology.
Course assignments, such as research papers, cases studies, reflective journaling, and oral
presentations, are designed to promote critical thinking and rational-intuitive reasoning (see
Exhibit 16 & 18). Live Text is a forum selected for the electronic archiving of selected
course and program outcomes and is hosted online by an outside vendor. This resource
provides a vehicle for student portfolio development, documentation of program learning
outcomes, and may stimulate further consideration of hosting other applications with online
agency support.
The nursing theory of human becoming espouses that nursing is a human science and the
philosophy of the CBU-SON reflects this theoretical perspective. The concepts of the theory
as cited in the philosophy and conceptual framework is interwoven throughout the
curriculum. This framework is introduced in NUR 201 Theoretical Foundations in Nursing,
which students take in their first semester of nursing course work, and then culminates in
NUR 470 Christian Leadership in Nursing and NUR 499 capstone course. The philosophy of
the School of Nursing states that the phenomenon of concern for nursing is the humanuniverse-health process. Nursing practice focuses on being with the person, family, and
communities while persons are choosing possibilities in their ever-changing health process.
42
The foundational nursing skills necessary to perform the priority nursing interventions are
taught in the campus nursing Skills laboratory during supervised practicum learning
experiences. As students progress through the program they are expected to demonstrate
increasing competence in the use of nursing intervention skills, demonstrate effective
collaboration/communication and critical thinking skills while serving in the roles of
provider, designer/manager/coordinator of care in leading-following situations. Students are
expected to develop the ability to perform nursing skills at a safe level during the process of
their nursing education. Clinical evaluations document students’ ability to utilize to provide
safe nursing care.
Course syllabi document that concepts of physical, behavioral, and social aspects of human
development from birth through all age levels are integrated throughout the entire nursing
curriculum (Exhibit 16). Students are introduced to physiological and developmental
behavioral science content in the pre-nursing sequence requirements in BIO 153/163 and
PSY 120. Level 2 courses NUR 255/256 and Level 4 courses NUR 440/441P focus on
adults. Level 2 courses NUR 260/261P emphasizes concept development and the role of
nursing with the older adult and family. Nursing services and the development of infants,
toddlers, preschool children, school-age children, and adolescents, adults, and the role of the
family are covered in Level 3 courses NUR 325/326P and NUR 335/336P. Developmental
theories are further explored as they relate to health care delivery systems, families, and
communities in Level 4 courses NUR 420/421P and NUR 430.
Course syllabi demonstrate that the knowledge skills required in developing collegial
relationships with health-care providers from other disciplines are integrated throughout the
entire nursing curriculum (Exhibit 16). “Communication/collaboration activities are essential
to the professional practice of nursing which further enhance the ongoing development of
nursing science” (Appendix I). Level 1 pre-nursing courses provide students with the
foundational skills to communicate effectively in oral and written media. Level 2 courses
provide candidates with the theoretical foundations for developing communication skills with
clients, families, peers, nursing staff, and nursing faculty. Level 3 further develops these
skills and expands their application to families with children and culturally diverse groups.
43
Finally, Level 4 coursework expands student collaboration to include community and public
health and examines the place of a Christian worldview with professional nursing practice.
Course syllabi document the communication/collaboration skills including with assignments
of verbal, written, and group communication that are integrated throughout the entire nursing
curriculum (Exhibit 16). All students must take, or demonstrate proficiency, in at least two
English writing courses and one oral communications class during the pre-nursing program.
In addition, professional development with communication skills is integrated and
emphasized in all nursing courses.
Course syllabi demonstrate that natural sciences including human anatomy, physiology, and
microbiology are integrated throughout the nursing curriculum. Human anatomy and
physiology, microbiology and chemistry courses are prerequisite to entry into the nursing
program. All nursing courses focus on collaborative roles and activities which assess
physiological functions and draw heavily from the sciences (Exhibit 16).
Course syllabi document that related behavioral and social sciences with emphasis on
societal and cultural patterns, human development, and chosen patterns of relating actions
relevant to health- illnesses are integrated throughout the nursing curriculum (Exhibit 16).
Prerequisite and co-requisite behavioral and social science support courses emphasize
societal and cultural patterns, and human development (Appendix J). These courses provide
a foundation for the nursing courses which integrate content related to behavior relevant to
health-illness.
Key Element III-D: Curriculum and teaching-learning practices are evaluated at
regularly scheduled intervals to foster ongoing improvement.
Each course in the nursing program is evaluated at the end of the semester through the
university and the School of Nursing. This course evaluation system reflects and assessment
of effectiveness of faculty teaching, availability and effectiveness of university-support
services, and course design. Clinical agency evaluations are done each semester by students
and faculty. Faculty members are evaluated annually based on teaching, scholarly activities,
44
and service. Course evaluations and student program evaluations document that the content
was relevant to the course objectives. Alumni and employer evaluations will be indicators to
the extent to which the graduates are proficient in the application of the required skills and
knowledge. Information from these evaluations will be reviewed by the School of Nursing
Assessment Committee and Curriculum Committee who are responsible for identifying and
implementing necessary changes to assure program effectiveness. (Exhibit 19).
Nursing faculty address curricular issues each semester during nursing faculty and/or
curriculum committee meetings and as the need arises. Each course is evaluated by the lead
instructor and the team at the conclusion of the semester. Faculty consider course content
order and organization, testing, reading and writing assignments, and textbooks to ensure that
the goals of the course are met and the students are in line to accomplish the program
outcomes.
Curriculum revisions originate at the School level. Deans and Faculty, in collaboration with
the SON curriculum committee, submit curriculum proposals to the Provost office. These
proposals are brought before the CBU Undergraduate Curriculum Committee where
decisions are made for approval/no approval, then to the President and the Board of Trustees
if necessary. All Major and minor curriculum revisions are submitted to the California Board
of Registered Nursing according to CBU-SON policy.
Key Element III-E: The didactic and clinical teaching-learning practices and
learning environment supports the achievement of students learning outcomes.
Teaching-Learning Practices
Student learning styles are identified with the ATI Self-Assessment Inventory (Exhibit 20).
Recognition of student learning styles is employed to promote effective learning outcomes to
all types of learners. Didactic instruction is designed to incorporate many different learning
activities, such as seminars, online learning, group presentations, workshops, and studentcentered learning, in order to meet varied styles. Some of these activities are outlined in the
teaching strategies section of the course syllabi (Exhibit 16).
45
The nursing program provides high quality didactic and experiential learning opportunities in
the skills lab and clinical areas including high-fidelity simulation. Faculty utilizes a
multidimensional approach to promote student learning. All learning domains are addressed
throughout the program. Students actively participate in classroom learning activities by
engaging in case study work, critical thinking activities, student presentations, interactive
games, and group projects. All didactic courses utilize multimedia to enhance student
learning.
The nursing skills lab is effectively utilized throughout the students’ nursing program for
teaching, assessment and remediation. Students practice skills under the guidance of nursing
faculty. Lab class faculty/student ratios are 1:10. Faculty resource in the skills lab supports
positive student learning outcomes. Faculty members participate in clinical skills competency
formation and summation. The atmosphere in the skills lab welcomes student questions,
emphasizes teamwork and supports practice. Students are encouraged to participate in open
lab hours that are available each week to promote student learning outcomes.
Teaching-learning in the practice settings is richly diverse with opportunities for students to
integrate theory into practice. Health care services are provided in a variety of settings,
including, but not limited to senior centers, nursing homes, assisted living facilities, acute
care hospitals, medical centers, clinics, offices, schools, industry, home health, community
and public health agencies. Currently the CBU-SON has multiple cooperative affiliation
agreements (Appendix K).
Observational and simulation experiences are planned to support and reinforce the goals and
objectives of the selected clinical experience. Each clinical instructor arranges clinical
experience opportunities to ensure that each student receives a well-rounded and broadlybased exposure to situations of nursing and patient care services, while developing and
refining their nursing practice skills. Diversity with differing types of healthcare settings,
patients, and delivery systems for nursing offer the opportunity to provide the student with
information needed not only to understand the health care system, but to make decisions
about the desired practice setting for their own career paths.
46
It is anticipated that the new nursing skills lab facility will greatly enhance the capability of
the SON to meet the clinical and IT skills of students. The building project has already
commenced, with a projected completion date in July of 2008. So the potential for
expanding existing course provision and the availability of dedicated high fidelity mannequin
simulation suites for clinical learning scenarios will be a tremendous asset to the School.
Key Element III-F: The curriculum and teaching-learning practices consider the
needs and expectations of the identified community of interest.
The CBU-SON community of interest includes current and future students and their families,
faculty, health care partners, health care employers, and the people, families, and
communities served with nursing services. The CBU-SON philosophy and conceptual
framework has resonated with our community of interest. Members from the senior
community appreciate interaction with the BSN students of the SON. Recognition for
excellence in service to seniors has been awarded to the CBU-SON. The award recipients
will be honored in April, 2008 at the Janet Goeske Center Gala event in Riverside, CA for
innovation of service to seniors (Exhibit 21).
Students are considered our primary community of interest. The curriculum and teachinglearning activities are designed to respond to student needs and expectations, to promote
successful completion of the nursing program, as well as passing the NCLEX-RN licensure
examination. Students need and expect an educational preparation that will provide the
foundation for entry into nursing practice. Additionally, students in a small private university
need and expect personalized attention to foster successful outcomes. The Enrollment
Services division and other student support branches of the university have been crucial to
nursing program startup.
The unique needs of nursing students have been identified and the university support services
are expanding to meet the needs of this dynamic population. Additional personnel and
restructuring has occurred to support the School of Nursing growth. The university monitors
all institutional feedback, and comment/evaluation forms are collected every semester in
didactic and clinical experiences (Exhibit 19).
47
CBU places high expectations upon nursing faculty members and the assumption is that
faculty will begin their teaching responsibilities with a strong teaching skills pedagogy base
to function in the academic environment. New full time and adjunct faculty are provided with
a general orientation as outlined in the CBU faculty handbook (Exhibit 6). Experienced
faculty act as mentors for new faculty members hired by the SON. A formal protocol for
mentoring is currently being developed. Clinical orientation is arranged by the lead faculty in
conjunction with the community of interest healthcare partners. The SON proactively meets
clinical agency requirements with yearly meetings by the Dean. Lead faculty meet with
adjunct faculty each semester to orient them to the course objectives and clinical agency
requirements. Ongoing communication throughout the semester responds to the dynamic
needs of the clinical setting. Experienced faculty members are committed to assist new
faculty with assimilating into new practice settings. Faculty teaching assignments are
consistent with the faculty’s education, experience, and interest, and are planned to allow
faculty to fully develop courses that will be taught at least twice annually in the BSN
program, and several times beyond that in relation to the RN-BSN and MSN programs.
California Baptist University’s School of Nursing educates baccalaureate nurses who will
graduate and will join the nursing profession. Most of these nurses will remain in the
Riverside and San Bernardino County region and are expected to work in hospitals, extended
care facilities and home health agencies. A major area of interest is health care settings that
partner with CBU to provide educational and career opportunities. Needs and expectations of
this group are obtained through formal and informal meetings and during site visits to clinical
practice settings. Feedback and comments will be received about students and graduates
from agencies which have representatives on the Advisory Board. An employer satisfaction
tool will be created in the future to evaluate the graduates’ performance in the workplace.
Nursing administrators and educators in the practice setting are surveyed regarding
satisfaction levels with CBU-SON students or faculty.
California Baptist University students care for persons, families and communities that are, in
and of themselves, a significant community of interest. The CBU-SON is committed to
providing excellent nursing services to all persons. Students are well prepared for all clinical
48
practice experiences and have faculty guidance and support appropriate to each learning
experience. Verbal feedback from patients, nurses, and administrators express a high level of
satisfaction with care received from CBU-SON students. The Dean, program directors, and
faculty frequently receive this feedback in person while in clinical practice settings,
community meetings, at regional events, and Advisory Committee meetings (Exhibit 4).
Additional written feedback is provided when agency representatives complete the clinical
evaluation form at the completion of the course and in the renewal of clinical affiliation
agreements. The Faculty is encouraged to meet with agency representatives for the purpose
of an exit review at the completion of each clinical rotation, both to receive and to provide
valuable evaluative feedback. Written documentation of each rotation is also collected and
maintained in the School of Nursing.
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Standard III – Program Quality: Curriculum and Teaching-Learning Practices
Analysis for Continuous Quality Improvement
A. Identified Strengths
1. Articulation among the philosophy, curricular model, end of program objectives,
and course objectives to enable achievement of the desired curricular outcomes.
2. Broad curricular foundation from the arts, sciences and humanities.
3. Emphasis on classroom and clinical competence supported by a wide range of
teaching-learning experiences to foster achievement of desired student curricular
outcomes.
4. Strong linkages with communities of interest.
5. Affirmation of quality in teaching practices from communities of interest.
6. Logical organization of curriculum.
B. Areas for Improvement
1. Strategic long-term planning for continuous improvement in delivery of curricular
information.
2. Continue to explore additional innovative approaches to curricular offerings.
3. Continue to increase global awareness of nursing and health care issues.
4. Expand infrastructure to accommodate a growing student body.
C. Plans or Continuous Improvement.
1. Gather and analyze data to substantiate need for curricular revisions and new
programs.
2. Continued development of clear written articulation among the philosophy,
curricular model, end of program objectives, course objectives, and content.
3. Actively engage in dialogue with our partners in the service arena to ensure that
the nursing program of studies is responsive to the needs of the profession.
4. Provide ongoing faculty development to foster teaching excellence and the
retention of well-qualified and dedicated faculty.
5. Explore additional innovative teaching-learning approaches and alternative
learning experiences for the students.
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STANDARD IV – Program Effectiveness: Student Performance and Faculty
Accomplishments
The program is effective in fulfilling its mission, goals, and expected outcomes. Actual
student learning outcomes are consistent with the mission, goals, and expected outcomes of
the program. Alumni satisfaction and the accomplishments of graduates of the program
attest to the effectiveness of the program. Actual faculty outcomes are consistent with the
mission, goals, and expected outcomes of the program. Data on program effectiveness are
used to foster ongoing improvement.
Key Element IV-A: Student performance is evaluated by the faculty and reflects
achievements of expected outcomes. Evaluation policies and procedures are defined
and consistently applied.
General Overview of Student Evaluation
Faculty evaluation of students begins in the first nursing course and continues with each
subsequent course throughout the program. Student performance is evaluated by the faculty
through a variety of methods. These formative and summative methods are linked with
program and course objectives, which are congruent with professional standards of nursing
practice, the CBU-SON conceptual frameworks, and the SON grading system. The
Systematic Plan of Evaluation (Appendix B) begins a process ongoing and timely evaluation
of program components in relation to the indicators set by CBU, which, in turn, influence
student performance and outcomes.
Course objectives and the linked evaluation methods are clearly defined for students in the
syllabus of every nursing course throughout the entire curriculum. Course syllabi are
considered the faculty’s contract with the student, and as such, it is reviewed in the first class
of every nursing course in order to ensure transparency and to clarify any inadvertent
ambiguity which the students may perceive exists. The grading scale that is consistent
throughout each nursing course is printed in the SON Student handbook and in the SON
syllabi. The grading scale is more rigorous than found in the university handbook in order to
promote safe, competent, responsible practitioners of nursing, attainment of program
objectives, and successful completion of the NCLEX-RN exam.
Grading policies are defined and consistently applied. Objective exams are administered in
all courses and the results are statistically analyzed through PARSCORE to evaluate student
51
outcomes as well as exam reliability. Theoretical didactic courses are taken concurrently with
clinical practicum courses. Students in theory courses are evaluated through a variety of
evaluative methods including, but not limited to performance on quizzes, and examinations
(Exhibit 22). Theory coursework includes written assignments including critical thinking
exercises and case studies, care plans, concept mapping, reflective journaling, individual and
group teaching projects, NCLEX-RN preparation questions, and aesthetic projects
illuminating the student’s understanding of the conceptual framework and program goals and
outcomes.
Skills lab performance and practicum courses are evaluated based upon faculty-observed
student performance throughout the course. Students must demonstrate competence in
knowledge and performance of each skill prior to performing the skill in the clinical area.
Students are responsible for maintaining their clinical checklists and submitting them at the
end of every clinical rotation (Exhibit 23). Skills lab faculty and assistants collaborate with
clinical and classroom faculty to ensure that students are current in their skills and to provide
remediation and review as indicated. Every semester students are required to pass skills
validation exams. Students receive an evaluation in practicum courses at mid-term and
completion of the course using an evaluation tool formulated based on the philosophy and
conceptual framework of the SON.
The recent addition of a Skills Lab Director has greatly enhanced the coordination of this
resource and will increasingly ensure continuity and quality in the area of student
performance expectations. Extended open and review lab sessions have been made available
to students to ensure that students achieve acceptable performance of the skills, and that,
through retesting, there is ongoing evidence to validate continued competence. Students are
apprised of their progress in an ongoing manner through conferences, formal evaluations and
feedback on assignments at midterm and the end of the course (Appendix L). Students
complete self-evaluation forms to review their achievement of clinical outcomes, and these
form the basis for the clinical evaluation meetings of students with the clinical faculty.
52
Evidence of Reflective Learning
Students reflect upon and articulate a philosophy of nursing as a course requirement in
NUR201 and then revisit these again in NUR470. The process of reflection and discovering
meaning in the human-universe-health process while journeying with the process of human
becoming vividly illustrates the importance of the journey as a transformational process.
Students practice being with others in the nurse-person relationship in a process recording
assignment that is video recorded and reflected upon using human becoming concepts in a
written paper. The tool used for archiving the process recording is in Live Text (Exhibit 24).
Throughout recent months it became apparent that a reliable and malleable archiving
template was required to give structure to the reflection process. The template has recently
been finalized so that students are now able to upload critical assignments to the Student
Nurse Portfolio template. The template is a generic one that is prepared for the three student
cohorts in the SON, namely BSN, RN-BSN, and MSN. These templates have been made
available through the Live Text subscription membership that students are required to
purchase to facilitate their studies, and students are able to extend this membership after
graduation. Using the shared Nursing Portfolio template that pertains to their cohort, the
students are then able to customize their portfolio, and ultimately are required to archive their
curriculum vitae or resume online for their leadership course requirements. The view is that
this will allow faculty to track acquisition of program outcomes, enable students to market
themselves to prospective employers, and provide a shop front for assessment mapping.
Another dimension offered as an example of reflective learning is the use of reflective
journals, clinical preparation tools, human-process recording, and aesthetic exercises in most
clinical practicum courses, such as NUR 261 and NUR 356. Students are credited for
carrying out a weekly reflection on their clinical experiences. These reflective exercises are
used by the clinical instructors in pre and post conference discussions with the students.
Students report that they have found these reflective experiences valuable, particularly when
dealing with difficult client groups. The reflective exercises are awarded course credit and
are archived within Live Text.
53
Reflections with concepts of human becoming are included as a course requirement in the
practicum courses. Typically, students write reflections about their nursing practice on a
weekly basis. The reflections should chronicle learning and critical incident review.
Students should consider how the process of human becoming, and their own growth in
professional knowledge and behaviors, have informed their practice (Exhibit 18 & 25).
Student Performance Evaluation
Formative Evaluation Methods:

Students in skills lab and nursing practicum courses receive a formal written and
verbal midterm evaluation. Unsatisfactory performance is documented with a
performance action plan to address deficiencies and students are provided with
opportunities to demonstrate satisfactory performance.

Students receive grades on all quizzes and examinations within one week of
administration.

Students are provided with an academic counseling report if the didactic course grade
is below passing (75%). (Students are advised to seek out their course faculty if they
are determined at-risk of failing. The SON faculty team and the Dean are made aware
of any student at risk for failing.)

Assessment of the student’s proficiency in the application of the theory of human
becoming and the complementary use of the nursing process is on-going.

Assessment of master NCLEX content in core nursing curriculum is accomplished
through standardized ATI assessment testing (Exhibit 20). The ATI comprehensive
assessment series enables students to effectively measure their own mastery of the
nursing discipline specific to pre-licensure content as well as provide nurse educators
with the opportunity to evaluate the student’s knowledge in relation to the nursing
process, critical thinking and NCLEX-RN competency skills. The underlying
intention of the ATI assessment series is to ensure that deficits are identified and
addressed, prior to moving on to new content themes. Students are required to pass
all ATI examinations at or above the national passing rate of level one for that
examination. Students not passing at level one are required to self remediate and
retake the examination. Inability to pass at level one may result in course failure and
54
may prohibit progression in the program. Students at level one are encouraged by
faculty to participate in remediation activities. Non-proctored testing opportunities are
integrated throughout the curriculum. Levels of proficiency are delineated specifically
by the type of examination and designated by ATI (Exhibit 20). Faculty collaborated
with the CEO of ATI to align the nursing curriculum with the standardized testing
schedule (Exhibit 20). Students have continued to perform well on the standardized
ATI tests and exceed the national percentiles (Exhibit 20).
Summative Evaluation Methods

Students take a cumulative ATI examination, the RN Comprehensive Predictor at the
end of their coursework to predict success on the NCLEX-RN examination. Students
are required to pass all ATI examinations at or above the national passing rate of level
one for that examination. Students not passing at the level one are required to engage
in ATI remediation activities and retake the examination. In order to complete the
nursing program, successful completion of the RN Comprehensive Predictor at Level
One or above must be achieved.

Students take at least two non-proctored tests as a formative exercise during core
courses. The students are required to submit evidence of having passed at least one
non-proctored ATI test at the 80% level prior to sitting for the summative ATI test for
that course.

In the final practicum course, NUR 499 Senior Capstone Course, students work with
a Registered Nurse Preceptor to prepare for the realities of practice. The course
faculty, with input from the preceptor, formulates the final evaluation.

Student selection criteria data and ATI scores will be compared with program
outcome data of RN Assessment score and NCLEX-RN results. The faculty intends
to review and prioritize the data sets that will yield the best indication of student
performance.
The CBU-SON grading system uses 75% as the lowest average to earn a grade of C.
Students with consistent grades of C in nursing courses are anticipated to have more
frequently required remediation on ATI examinations and to have a higher failure rate on
55
NCLEX-RN. Students in theory courses are required to earn an average of 75% on
quizzes/tests/examinations before adding grades earned from other more subjective
assignments such as written papers, projects and presentations to the overall course grade.
Key Element IV-B: Surveys and other data sources are used to collect information
about student, alumni, and employer satisfaction and demonstrated achievements of
graduates. Student outcome data include, but are not limited to, graduation rates,
NCLEX-RN pass rates, certification examination pass rates, and job placement
rates as appropriate.
Students at the End of the Program
The NUR 499 Senior Capstone Course clinical journal is comprised of all end of program
objectives. Senior nursing students, including RN-BSN completion students, are required to
document written evidence of having met all the objectives by the end of their preceptor
clinical experience in the final semester (Exhibit 18). Faculty members grade the journals
with a score banding that employs a Likert scale format of 1 through 5, as these pertain to
each end of program objective. Student scores equate to observed clinical performance data
and are matched against preceptor evaluations using the same tool. Inter-rater reliability
between the faculty and preceptor evaluations should be high, or the reasons for any
discrepancies carefully explored in order to ensure equity and fairness.
One measure of program effectiveness includes students’ scores on national standardized
tests, such as the ATI subject-specific testing, as well as the RN Comprehensive Predictor. At
present there is no clear pattern of variance, since the RN-BSN completion students do not
require an NCLEX outcome, having already passed licensure examinations.
Summaries of student-generated data required by CBU indicate that the program is effective
in achieving the mission and goals/objectives of the program. A major strength of the SON
evaluation plan is the combination of faculty generated subjective instruments along with the
national standardized testing measures.
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Graduation Data
The aggregate evaluation data for each graduating class will be analyzed by the Evaluation
Committee and results will be reviewed by the nursing faculty. Current evaluation data has
been used to address essential process changes that reflect institutional or school
requirements. Data have also been summarized, when these are seen to inform current
strategies or influence change, to either maintain or improve overall program effectiveness.
The BSN program has no graduates yet. The first graduation for the BSN students is
anticipated for May 2009. Since the RN-BSN completion program has moved ahead more
quickly, it is anticipated that several students may be ready to graduate in May of 2008;
however, many are electing to wait to post their degree outcome with the university until
December of 2008 in anticipation of accreditation.
The retention rate for the traditional BSN program is 92.8%, which is well above the
California Board of Registered Nursing reported rate for the state of 84.5% (2005-2006
Annual Report of California BRN accessed on-line February 29, 2008). 98 students were
admitted into the traditional program from Fall 2006 through the end of Fall 2008 and 91
students have been retained. Exit interviews document the reasons these 7 students no longer
are enrolled in the nursing program. Reasons include: (2) students decided not to pursue
nursing as a career, (2) students moved out of the area, (2) students did not pass fundamentals
and decided to change schools/career paths, and (1) student re-located to the school of her
employer for tuition reimbursement per policy, students who fail a course may re-apply to
the program and have been reinstated on an individual basis .
The SON Evaluation Committee is responsible for the collection and analysis of relevant
program assessment data from nursing students at all levels, graduating seniors, alumni, and
employers.
NCLEX-RN Performance
The faculty acknowledges the importance of graduates passing the licensure examination and
has instituted a variety of strategies to address student outcomes. The online ATI
comprehensive assessment and review program enables students to develop a familiarity and
57
heightened comfort level with the online testing environment that requires timed
assessments, forward-only question presentation and forced answer submissions. The newly
renovated Lambeth Center and WOV skills lab facility and simulation center will improve
the reliability and proctoring capability of the online testing environment and make possible
the simultaneous testing of larger cohorts of students (n=40).
Faculty monitor NCLEX test plans annually and adjust course content to reflect
changing/updated standards. In addition, the faculty administers and monitors ATI exams
each term as appropriate, as well as dosage calculation and pharmacology examination
questions each semester (Exhibit 22). Student learning is co-constitutional as remediation is
provided on the basis of need and learner initiative. Faculty regularly includes NCLEX-type
questions in class discussion sessions and in clinical course exams. ATI does provide
extensive support and direction for those students who do not meet the standard set by the
school. The addition of a Skills Laboratory Director enhances faculty appraisal of resources
available to students and facilitate understanding of the faculty roles and responsibilities in
this area. Faculty members are available to provide additional tutorial support for students as
needed. Assignments throughout the curriculum are included from the ATI resources.
Alumni Satisfaction and Accomplishments
A program satisfaction survey will be conducted in the final semester of the BSN nursing
program. In addition, a formal alumni satisfaction survey will be implemented 12 months
following the first graduation. The SON is currently reviewing potential alumni and
employer feedback tools that will permit tracking of graduate data and establish a profile of
graduate success. Data will be obtained as part of a rolling program of evaluation, and the
analysis will inform the future success of the program.
Employer Satisfaction
Employer satisfaction data will be obtained on an on-going basis with input from nurses,
nursing administrators, recruiters, and educators in practice settings, and from the California
Baptist University School of Nursing Advisory Board. There is strong evidence that
constituency members and prospective employers are pleased with the effectiveness of the
58
program to date in preparing nurses who demonstrate concern for others as they use their
critical thinking skills with individuals, families and groups in the various arenas of nursing
practice. These measures and the data gathered are useful to document program
effectiveness. Informal and serendipitous data of constituency and agency satisfaction
include such things as letters, electronic mail, and comments from area health care personnel
(Exhibit 26). Educational Benchmarking Institute is contracted to work with the School of
Nursing for tool creation and reporting for the 2008-2009 fiscal year.
Employment Rates
The first graduating class from the RN-BSN completion program is scheduled to commence
in May 2008. The first graduation class from the BSN program is scheduled to commence in
May 2009. Student employment prospects are high given the current nursing shortage and the
availability of many nursing positions in the Inland Empire and surrounding regions. The
Career Services Department at CBU assists students with job placement. Outside agencies
such as the HealthCare Resource Center is eager to have nursing students provide matching
services and information about loan repayment programs to nurses. It is anticipated that the
BSN students from CBU-SON will be actively recruited. Several students are participating
in a tuition loan repayment program from Riverside Community Hospital.
Achievement of Mission and Objectives
The CBU-SON program effectiveness is evaluated with indicators in a variety of ways.
Sources of data include exiting student’s comments at the end of the program, alumni, and
employers. Program effectiveness is also evaluated in light of the utilization of three
conceptual framework elements of meaning, rhythmicity, and transcendence are understood
within the curricular context areas of the human-universe-health process (Exhibit 25).
Evaluating nursing practice from a theoretical perspective is an essential component for a
BSN nursing program. Faculty is interested in assessing graduates in nursing theory guided
practice.
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Key Element IV-C:
Program outcome data are analyzed to provide evidence of program effectiveness
and are used to foster ongoing program achievement.
The School of Nursing is intimately involved in reviewing and updating all elements of the
academic program. As a young and expanding organization, the faculty has made a
commitment to an expanding and dynamic organizational structure. Full-time faculty is
required to attend the SON meetings and adjunct faculty is encouraged to attend (Exhibit 3).
The faculty meetings address all aspects of the program – curriculum, student affairs, faculty
development, academic standards and evaluation. As the program and course schedules have
begun to grow, the faculty pool has also begun to grow. This has enabled the development of
a committee plan structure that will be implemented in the August of 2008. It is envisaged
that faculty will be able to timetable separate committee sessions on a monthly basis to
advance the work of the committee, with a view to feeding back the discussions of the
committee in the full SON meetings at regular intervals. The plan is to have one curriculum
and one evaluation meeting per month, along with specific meetings targeting required
themes on a semester basis.
In starting the BSN program, a small core of faculty, under the leadership of the Dean,
coordinated the roll-out of courses, evaluated them, and made recommendations for revision
and improvement. Input from adjunct faculty, clinical agency personnel and preceptors have
been solicited to ensure that the clinical placements are appropriate and adequate to meet
learning needs. A Systematic Plan of Evaluation for program assessment was developed, and
underwent revision over the course of this academic year, in order to guide faculty in
collecting data and evaluating results in key areas of the program: mission, goals, and
outcomes; curriculum; resources; faculty; and students.
Nursing faculty are committed to early identification of at-risk students. Students predicted to
be at-risk for lack of success in academic or clinical progress are counseled by faculty and
referred to the Academic Resource Center. An academic plan for success is implemented
with mutual goal-setting. Other campus resources are recommended to students based on
their specific situation. These resources include but are not limited to: the Behavioral
60
Counseling Center, financial aid, students’ accounts, enrollment and advising, student
services, Office of Spiritual Life, Campus Life, and the student’s healthcare provider. The
retention rate in the program is high at 92.8%. Students who need tutoring with writing,
reading, or math are referred to the Academic Resource Center and/or the skills lab Director
depending on the individual need of the student. Faculty are available to help students who
require additional assistance. Students with deficits in cognitive areas &/or psychomotor
skills are assisted through tutoring and remediation services. Student feedback is positive and
will continue to be monitored.
The students provide written and oral feedback on their clinical experiences, instructors, and
facilities. Preliminary data shows the overall satisfaction levels for the last three semesters
(Exhibit 19). Overall, students report satisfaction with faculty, course, clinical agencies, and
the nursing core program. Areas for improvement include management of information
technology and enrollment management support. The SON has addressed these issues by
engaging in informational sessions and issuing feedback forms to obtain comments and
suggestions. The process to review and introduce meaningful change continues to gradually
progress over time. Students have expressed recognition that being part of a new program
does require them to deal with “startup” issues, and they have largely remained supportive of
the university and SON during the initial growth of the various programs.
Since the School of Nursing program is recent in its birthing, it is anticipated that progress
evaluation and revision will occur once the first classes have graduated. At that point, data
will be analyzed and faculty will have an opportunity to review all aspects of the curriculum,
students, faculty, and resources. Evaluation of ongoing standardized testing and NCLEX
review course requirements will continue in order to ensure that the program outcomes for
graduation and success on the NCLEX are met.
61
Key Element IV-D: Faculty outcomes demonstrate achievement of the program’s
mission, goals, and expected outcomes, and enhance program quality and
effectiveness.
The CBU-SON faculty is dedicated to advancing nursing as a discipline and profession. The
Dean is committed to establishing a faculty that is committed to the programs mission,
clinically expert, academically qualified, and committed to teaching baccalaureate nursing
students (Appendix G). Full-time faculty members document their accomplishments annually
in written self-evaluations (Exhibit 11) which are reviewed by the Dean, and the Provost.
The Dean reviews and offers an evaluation of all aspects of the faculty’s performance.
Faculty performance is strongly linked to effective student outcomes. The administration
conducts on-site classroom and clinical observations to ensure quality and effectiveness of
teaching. Service to the program and department are included in the performance review as
well as professional development. Students also have the opportunity to evaluate faculty each
semester (Exhibit 19). The overall faculty ratings are collated for each school and the Dean
reviews student evaluations of faculty performance and shares results with the faculty.
The office of institutional assessment sends surveys to students for faculty evaluation. The
university is committed to acquiring student feedback for course and faculty improvement.
Electronic surveys have demonstrated a low return rate; therefore, the SON began
administering evaluation tools at the end of course in paper-pencil format (Exhibit 19).
Students in Fall 2007 were given the opportunity to complete a paper-pencil format
evaluation in order to more effectively capture student input into institutional assessment.
The SON instituted a qualitative survey instrument, in advance of CBU end of semester tool.
Program improvement has been implemented based on the data collected from these surveys.
The Academic Senate of the University is exploring alternatives to institutional assessment.
Course and faculty evaluations have been generally positive and the data has been utilized to
improve course delivery. Faculty resources provided by the SON and University assist the
faculty to achieve positive outcomes (Exhibit 11 & Appendix H).
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Summary of Proposed Changes to Improve Program Effectiveness

Enlarging computerized testing capability through the completion of a SON computer
lab.

Enlarge nursing Skills laboratory to enhance the ability to measure program
effectiveness.

Continued expansion of use of palm pilot (PDA) and other electronic resources in a
range of clinical settings.

Offering of a comprehensive mandatory NCLEX-RN review course.

Correlate ATI test outcomes to NCLEX pass-rates.

Continue to engage with the community of interest and institute changes based on
feedback.

Collaborate with Academic Senate to implement innovations in institutional
assessment.
Key Element IV-E: The program has established policies and procedures by which
it defines and reviews formal complaints; analyses of aggregate data regarding
formal complaints are used to foster ongoing program improvement.
The nursing faculty encourages respectful, effective communication between faculty and
students. Students are required to follow the chain of command consistent with SON policy
(Exhibit 15). The administration of the SON and faculty encourage students to express concerns
both formally and informally. Students with issues that are unable to be resolved within the
SON are directed to follow the Student Complaint and Grievance Procedures. (Appendix A).
Formal complaints related to academic integrity or honor code violations are also referred to
university student services (Appendix A).
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Standard IV– Program Effectiveness: Student Performance and
Faculty Accomplishments
Analysis for Continuous Quality Improvement
A. Identified Strengths
1. High retention rate in BSN program (92.8%).
2. Variety of formative and summative evaluation methods used in program.
3. Significant constituent Community of Interest and employer satisfaction.
4. High achievement levels in ATI national testing
5. Outstanding faculty grounded in nursing practice
6. International focus and service through International Service Programs (ISP)
B. Areas for Improvement
1. Development of student alumni data base.
2. Preparation of a rolling program of survey responses from alumni and employers.
C. Plans for Continuous Improvement
1. Analyze formative and summative data in relationship to NCLEX-RN scores.
2. Support and facilitate establishment of alumni association.
3. Implement a variety of strategies to foster comprehensive feedback from
community of interest.
4. Continue to implement the Systematic Plan of Evaluation.
5. Enhance orientation program for adjunct faculty and preceptors.