2013
0
University of Puerto Rico Mayaguez
Department of Nursing
SELF-STUDY REPORT
Prepared for the continuing accreditation
by the Accrediting Commission for
Nursing Education
ACEN
1
University of Puerto Rico Mayaguez
College of Arts and Sciences
Department of Nursing
2013
Main Entrance UPRM
2
TABLE OF CONTENT
SECTION ONE
Page
EXECUTIVE SUMMARY .................................................................................................. 9
Introduction ................................................................................................................11
Summary of Standards and Criteria.............................................................................16
SECTION TWO
Standard 1 Mission and Administrative Capacity................................................................22
Criterion 1.1....................................................................................................................23
Criterion 1.2................................................................................................................... 26
Criterion 1.3................................................................................................................... 32
Criterion 1.4................................................................................................................... 33
Criterion 1.5................................................................................................................... 34
Criterion 1.6................................................................................................................... 36
Criterion 1.7................................................................................................................... 36
Criterion 1.8. ..................................................................................................................38
Criterion 1.9…………………………………………………………………………....39
Standard 2 Faculty and Staff ..................................................................................................42
Criterion 2.1 ................................................................................................................... 43
Criterion 2.1.1..................................................................................................................44
Criterion 2.1.2..................................................................................................................44
Criterion 2.2.....................................................................................................................45
Criterion 2.3.....................................................................................................................46
Criterion 2.4.....................................................................................................................47
3
Page
Criterion 2.5................................................................................................................... 50
Criterion 2.6................................................................................................................... 54
Criterion 2.7................................................................................................................... 56
Criterion 2.8................................................................................................................... 57
Criterion 2.9 ................................................................................................................... 61
Standard 3 Students .................................................................................................................62
Criterion 3.1................................................................................................................... .63
Criterion 3.2.................................................................................................................... 67
Criterion 3.3.................................................................................................................... 79
Criterion 3.4.................................................................................................................... 79
Criterion 3.4.1................................................................................................................. 81
Criterion 3.4.2................................................................................................................ .82
Criterion 3.5................................................................................................................... .83
Criterion 3.6................................................................................................................... .84
Criterion 3.7................................................................................................................... .85
Standard 4 Curriculum........................................................................................................... .87
Criterion 4.1................................................................................................................... .88
Criterion 4.2. .................................................................................................................. 94
Criterion 4.3.................................................................................................................... 97
Criterion 4.4.....................................................................................................................111
Criterion 4.5.....................................................................................................................115
Criterion 4.6. ...................................................................................................................117
Criterion 4.7.....................................................................................................................126
4
Page
Criterion 4.8.....................................................................................................................129
Standard 5 Resources .............................................................................................................. 134
Criterion 5.1 ...................................................................................................................135
Criterion 5.2.....................................................................................................................137
Criterion 5.3. ................................................................................................................. .140
SECTION THREE
Standard 6 Outcomes ...............................................................................................................150
Criterion 6.1.....................................................................................................................151
Criterion 6.2.....................................................................................................................152
Criterion 6.3.....................................................................................................................155
Criterion 6.4.....................................................................................................................156
Criterion 6.5.....................................................................................................................161
Criterion 6.5.1..................................................................................................................161
Criterion 6.5.2..................................................................................................................163
Criterion 6.5.3..................................................................................................................165
Criterion 6.5.4. ................................................................................................................170
SECTION FOUR
APPENDICES……………………………………………………………….………………..220
Appendix Standard 1...................................................................................................... 221
Appendix Standard 2 .....................................................................................................224
5
LIST OF TABLES
Page
Standard 1
Table 1.1.1:
Mission of the UPR, UPRM, College of Arts and Sciences
and NEU………………………………………………………………………24
Table 1.1.2:
UPR, UPRM, College of Arts and Sciences and NEU Student’s
Learning Outcome…………………………………………………………….25
Table 1.2.1:
Faculty and student’s participation at institutional, College of
Arts and Sciences and NEU level……………………………………………..28
Table 1.8.1:
Allocation of personnel policies for the nursing faculty and staff of
the UPR………………………………………………………………………..38
Standard 2
Table 2.4.2:
Example of faculty/student ratio in the classroom and clinical
practice 2011-2012……………………………………………………………48
Standard 3
Table 3.1.1:
Examples of documentation of written student policies………………………64
Table 3.2.1:
Services to students and personnel by areas of responsibility………………...68
Standard 4
Table 4.1.1:
Representation of the NEU adherence to Professional Nursing Educational
Standards……………………………………………………………………….90
6
Cont. Tables
Table 4.1.2:
Page
Standards of the Nursing Practice in Puerto Rico, Student
Learning Outcomes and Competencies of the NEU…………………………….90
Table 4.1.3:
Professional Standards and Guidelines Integrated in the
Curriculum………………………………………………………………………93
Table 4.2.1:
Comprehensive review of the BSN program…………………………………….96
Table 4.3.1:
Courses outcomes for the compliance of SLO……………………………….....98
Table 4.3.2:
SLO delivery of instruction and evaluation methods per level…………………110
Table 4.4.1:
Cultural, Ethnic, and Social diversity concepts in Nursing
Courses………………………………………………………………………….113
Table 4.7.1:
Program of Study Bachelor of Science in Nursing……………………………..127
Table 4.8:
Affiliated Agencies……………………………………………………………..130
Standard 5
Table 5.1:
Illustrates NEU’s General Budget for year 2009, 2010, 2011…………………135
Table 5.2:
Comparison of mean salary and rank of the Department of
Nursing and the Department of Physical Education, Academic
Year 2012-2013………………………………………………………………..136
Table 5.2.1:
Example of equipment in the Skills Laboratory……………………………….139
Table 5.3.1:
General Library subscription database………………………………………...144
Table 5.3.2:
General Library opening hours………………………………………………...145
Standard 6
Table 6.0:
Master Plan: Outcomes Evaluation (MPOE)………………………………….173
7
Cont. Tables
Table 6.4.1:
Page
Graduating student’s opinion on competencies achievement;
2009-2010, 2010-2011, 2011-2012………………………………………….158
Table 6.4.2:
Alumni Satisfaction with attainment of competencies: 2004-2008,
2011-2012……………………………………………………………………160
Table 6.5.1:
Comparison of licensure exam pass rate of the NEU and the
Puerto Rico level…………………………………………………………….162
Table 6.5.2a: Graduation rate from NEU, 2009-2012 cohorts……………………………..164
Table 6.5.2b: Retention and attrition rates of students at the BSN program
during 2009-2011…………………………………………………………….165
Table 6.5.3a: Graduates satisfaction with the BSN Program……………………………....166
Table 6.5.3b: Alumni satisfaction with the BSN Program of the UPRM…………………..167
Table 6.5.3c: Employer’s satisfaction with the graduate, 2004-2008, 2011-2012………....170
Table 6.5.4:
Employment history and job rates from graduates UPRM………………… ..171
8
SECTION ONE
BACHELOR of Science IN NURSING:
SELF STUDY REPORT 2013
EXECUTIVE SUMMARY
9
EXECUTIVE SUMMARY
Program Type:
Bachelor of Science in Nursing Degree
Purpose of visit:
Continuing Accreditation of the BSN Program
Date of visit:
October 15-17, 2013
•
Name and address of the governing organization:
University of Puerto Rico Mayagüez
PO Box 9000
Mayagüez, PR 00681-9000
•
Name and title of the chief executive officer of governing organization:
Dr. Andrés Calderón Colón, PhD
Acting Chancellor
•
Regional/institutional accreditors and status:
Middle States Commission on Higher Education Association
Status: June 23, 2011- Re-affirmed Accreditation
Council of Higher Education of Puerto Rico Accreditation
Status: Full Accreditation: 2005
•
Name and address of the educational unit in nursing:
University of Puerto Rico Mayagüez
Department of Nursing
Dr. Josefina Torres Torres Building
PO Box 9000
Mayagüez, PR 00681- 9000
•
Name of nurse administrator:
Zaida L. Torres, RN, MSN
Director of the Department of Nursing
Phone: 787-265-3842
Email: zaidalina.torres@upr.edu
•
State Board of Nursing:
Puerto Rico State Board of Nurse Examiners
Approval Status: Not applicable
•
Accreditation Commission for Education in Nursing Standards and Criteria
Baccalaureate Degree in Nursing Programs – 2008
10
•
Total number of Bachelor of Science in Nursing Degree faculty members
for Spring Semester 2013, including Chair and Associate Chair:
a) Tenured:
14 Full-time, 0 Part-time
b) Non-tenured: 1 Full-time, 0 Part-time
c) Contract:
8 Full-time, 0 Part-time
•
Total student enrollment in the Nursing Education Unit as of Spring
Semester 2013
Full-Time 345 Part-Time 5
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INTRODUCTION
The University of Puerto Rico Mayagüez is located in the Western part of the Island.
Mayagüez is the third biggest city of Puerto Rico with a population of approximately 100,000.
The city of Mayagüez is marked with a mix of neo-classical, Victorian and Baroque architectural
elements, which makes it attractive to the community and to visitors. A dynamic and diverse
student environment characterizes the areas surrounding the University of Puerto Rico Mayagüez
Campus. The campus itself is filled with vegetative areas and lush botanical gardens that
welcome the campus community and make this a home to faculty from around the world.
History
The University of Puerto Rico (UPR) was created by an act of the Legislative Assembly
of Puerto Rico on March 12, 1903. It emerged as an outgrowth of the Normal School, which had
been established three years earlier for the purpose of training teachers for the Puerto Rican
school system. In 1908, the benefits of the second Morill-Nelson Act were declared applicable to
the Island, thus fostering the rapid growth of the University. Evidence of that growth was the
establishment of the College of Liberal Arts at Rio Piedras in 1910 and of the College of
Agriculture at Mayagüez in 1911.
It was in the College of Agriculture that the Mayagüez Campus of the University of
Puerto Rico had its origin. A year later, the school received the name, which it bore for fifty
years: The College of Agriculture and Mechanical Arts. The strengthening and diversification of
the academic programs at Mayagüez were recognized years later when in 1942 as a result of the
University Reform, the campus was organized with considerable degree of autonomy into the
Colleges of Agriculture, Engineering and a Science division under a direction of a Vice-
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Chancellor. The expansion of the University of Puerto Rico system as a coeducational, bilingual
and nonsectarian institution continued through the 1950s when many programs flourished in the
University. The Nuclear Center and the College of Arts and Sciences were established at
Mayagüez. At Rio Piedras, the Colleges of Humanities, Natural Sciences, Social Sciences and,
Business Administration were developed. The Schools of Medicine, Odontology and Tropical
Medicine were established in San Juan. Since the enactment University Law No. 1 of 1966, the
UPR was administered by the Council on Higher Education (CHE), which served as a Governing
Board to the UPR and as the accreditation agency for postsecondary educational institutions.
From 1993 until 2013 the University was governed by a Board of Trustees. Law No. 13 of 2013
amended the aforementioned Law, creating a Governing Board, which now administers the UPR
system. The College of Agriculture and Mechanical Arts became the University of Puerto Rico
– Mayagüez Campus.
As a comprehensive campus of the UPR system, the University of Puerto Rico at
Mayagüez (UPRM) has four colleges and one division: Agricultural Sciences, Arts and Sciences,
Business Administration, Engineering and the Division of Continuing Education and
Professional Studies. The Land Grant concept of instruction, research and service to the
community is present in all four colleges. Its additional designation as a Sea Grant (1989) and a
Space Grant (1992) institution have augmented the UPRM Land Grant mission.
The Nursing Education Unit (NEU)
As of 1964, the University of Puerto Rico at Mayagüez established its first academic
program in nursing. The Mayagüez University Board granted the approval for a program in
nursing consisting of an option leading to an Associate Degree in Nursing (AND, two year
program) and another option leading to a Bachelor of Science in Nursing degree (BSN)
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(Certification 64-65-20). This program became the first one to be instituted within the Public
University System of Puerto Rico. In its first year, the program was aligned as a division under
the Department of Biology of the College of Arts and Sciences. By 1965, in compliance with
Certification 65-66-104 of the University Board, the NEU was established under the direction of
Dr. Josefina Torres Torres. The Council of Higher Education and the National League for
Nursing accredited the ADN program in 1967. Eventually since 1998 by an administrative
decision, the ADN program is no longer offered.
In 1968, the faculty of the NEU agreed to review the original program proposal in order
to establish a generic BSN program separated from the ADN program. The outcome of this effort
was the establishment of the generic baccalaureate program in 1970. The program was then
approved by the UPRM Academic Senate (Certification 70-9) and given a provisional
accreditation by the Council of Higher Education in 1969-70 (Certification 68 and 68 A). In
1975-76, the program was awarded full accreditation by the Council of Higher Education
(Certification 8) and reaccredited in 1982. In that same year, the National League for Nursing
(NLN) accredited the BSN program for the first time and it has been maintained since then.
The Bachelor of Science in Nursing Program is organized in four academic years, 144
credits. The distributions of credits are according to their categories: 50 credits are faculty
requirements; 82 credits are departmental requirements (57 credits in the major area and 25
credits in non-major area) and, 12 credits are for free elective courses. The purpose of the
Baccalaureate Program is to prepare a generalist nurse to carry out the professional role within a
variety of health care settings. In addition the UPRM has three articulated program, one with
UPR-Aguadilla created in 1996, the second with UPR-Utuado created in 2007 and the third with
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UPR-Ponce in 2008. These articulated programs were created in order to facilitate the admittance
of Aguadilla, Utuado, and Ponce transfer students interested in nursing.
To accomplish the goals of the BSN Program, the Faculty and Administration of the NEU
have been committed to review, revise and refine the program constantly, updating and
developing new endeavors to fill the needs of the community and society. One of the ways that
the NEU contributes to Professional Nursing and to health related professions is by offering
continued education units (CEU) through the Continuing Education Section, since 1983. In
addition, the nursing faculty submitted to the governing institution a proposal for what will be
our Master of Science in Nursing Degree Program, which at this time is before the
Administrative Board of the UPRM.
The UPRM - NEU has also sponsored the establishment of various organizations. It was
at our Department where a Chapter of the Nursing Students Association at the University level
was first established. The Epsilon Lambda Chapter of the Sigma Theta Tau International was the
first chapter inducted outside the continental United States and the only constituent chapter
established so far in Puerto Rico. The UPRM NEU hosts the Coalition of Nurses for
Communities in Disaster, organization founded by one of our faculty members in 2003 and
sponsored by the State Agency for the Management of Emergencies and Disasters in Puerto
Rico, Epsilon Lambda Chapter of the Sigma Theta Tau International and the NEU. The main
purpose of this organization is to provide training and activities of disaster preparedness to
professionals and community leaders. The NEU also hosts other projects created by faculty
members. Examples of these are; Hope for Life (Esperanza a la Vida) initiated in 2007 to provide
prenatal care to pregnant women from the UPRM campus population, by the students of the
Maternal and Child Nursing I Course (ENFE 4001). The Mental Health Symposium, organized
15
since 2009 aims to promote mental health in the community. Since 2012 the Elderly Symposium
is offered at the NEU, promoting health in the elderly population, targeting both professionals
and general public.
NEU’s mission is supported and carried out by 21 Faculty, and 7 staff members.
Modeling leadership, service and professional standards promote a body of students, graduates
and alumni that are a reflection of what the NEU envisions to contribute to the society. The NEU
Faculty will continue to thrive in examples of instruction, service and research.
16
SUMMARY OF STANDARDS AND CRITERIA
STANDARD 1: MISSION AND ADMINISTRATIVE CAPACITY
The mission, philosophy and outcomes of the Nursing Education Unit (NEU) are
congruent with those of the governing organization. These are clearly stated and accessible
through the UPRM internet, Undergraduate Catalogue 2012-2013, the Nursing website and in
other accessible sources as well as posted in the NEU bulletin boards. Policies of the NEU are
congruent with those of the governing organization. Additional policies are those that are unique
to the Nursing profession in Puerto Rico and requirements of affiliated agencies. Faculty,
students and administrators participate in the governance of the organization through committees
and other institutional bodies.
Through the strong, steady and administrative capacity of the Director of the NEU, and
the support of the governing organization, the attainment of the vision, mission and Program
Outcomes are achieved.
STANDARD 2: FACULTY AND STAFF
Faculty of the NEU is diverse in experience and academic preparation and participates
actively in their maintenance of expertise and professional requirements. The Faculty of the
NEU is credentialed with a minimum of a master’s degree with a major in nursing and maintains
expertise in their areas of responsibility to fulfill the goals and outcomes of the BSN Program.
There is a 30 % of full-time faculty holding an earned doctorate degree. The number and
utilization of faculty and the ratio of student/faculty are sufficient to meet the outcomes of each
course and to ensure that Student Learning Outcomes and Program Outcomes are achieved. The
17
NEU takes necessary steps to orient and mentor full and part time faculty in their areas of
responsibilities.
Faculty are engaged in numerous scholarship activities that reflect the define areas
selected. Through these activities of research, practice and teaching and the support of nonfaculty members and staff, they are able to carry out the vision, mission, Student Learning
Outcomes and Program Outcomes.
STANDARD 3: STUDENTS
Policies and procedures related to students are published and changes are informed
through various documents, brochures, students’ manual and UPRM website. All information is
congruent with those of the governing organizations and non-discriminatory as well as
consistently applied.
Nursing students must comply with additional policies in relation to
nursing courses passing rate and health and affiliated agencies requirement. Students have
varied access to support services that are administered by qualified individuals. Compliance
with the Higher Education Reauthorization Act Title IV eligibility and certification requirements
is maintained by the Financial and Registrar Office. The Office of Financial Aid and Finance
carefully oversees the administration of funds to students and circulate communications that
include the rules, regulations and processes of all financial aid programs.
STANDARD 4: CURRICULUM
The curriculum of the Bachelor of Science in Nursing of the NEU, functions in harmony
with the philosophy of the University of Puerto Rico (UPR), and UPRM. Our curriculum
demonstrates its integrity in the application of principles and concepts identified through the
mission, philosophy and conceptual framework. The curricular program structure and clinical
18
resources provides students with the learning experiences necessary to fulfill student learning
outcomes and program outcomes. Through the curriculum student acquire knowledge, skills and
attitudes to be competent, sensitive and engage in safe practice, particularly those required to
become a generalist nurse.
STANDARD 5: RESOURCES
Human, fiscal, physical and learning resources are available and utilized appropriately to
accomplish the student learning outcomes and program outcomes.
STANDARD 6: OUTCOMES
The systematic outcomes' evaluation is a necessary process in the development,
maintenance and revision of the program. The Master Plan: Outcomes Evaluation (MPOE)
comprises of the criteria being evaluated with defined outcomes and benchmarks. Aggregated
data is obtained from quantitative and qualitative sources that are used for decision making
process. Through the systematic outcomes evaluation, the NEU has identified that the expected
level of achievement of Program Outcomes have been obtained.
19
ANALYSIS AND SUMMARY OF STRENGTHS AND
AREAS NEEDING IMPROVEMENT
I.
Areas of Strengths

Strong support from the governing organization to achieve the program
outcomes

Faculty is diverse, well qualified and experienced

Faculty engages in diverse scholarly activities, which includes research,
practice and service

Resources and services available to students are varied and abundant to
promote success of student learning and program outcomes

The curriculum has a strong foundation to prepare students to function as a
leader, be accountable and a highly qualified nursing professional

Performance in licensure examination is above the national level, surpassing
the benchmark
II.

Employers satisfaction with the alumni is 100%

Alumni satisfaction is above benchmark
Areas needing improvement

Encourage active participation of students in Governing organization, College
of Arts and Sciences and in NEU committees

Improve curricular offering and processes

Improve data collection for outcomes evaluation
20

III.
Improve alumni communication and participation
Plans for strengthening the program

Continue the support to faculty towards achieving higher education degrees in
Nursing and practice activities

Increase adoption of simulation across the curriculum

Encourage student and faculty exchange with National and International
programs, including practice centers

Develop additional evaluation strategies to improve outcomes evaluation

Develop and implement an exit assessment tool for evaluation of student
learning outcomes and competencies
IV.
Five Year Plan (2013-2018)

Establish the Master of Science in Nursing Program

Provide high quality innovative and accessible academic offerings, including
distance education alternatives

Maintain participation of faculty, administrators and students in Governing
bodies and committees of UPRM, College of Arts and Sciences and NEU

Maintain allocation of funds for faculty and student in scholarly activities

Strengthen the evaluation of student learning outcomes

Foster alliances within the discipline, other disciplines, professional
organizations, students organizations and alumni at national and international
level
21
STANDARDS 1-5
SECTION TWO
STANDARDS 1-5
22
STANDARD 1
MISSION AND ADMINISTRATIVE CAPACITY
The nursing education unit’s mission reflects the governing
organization’s core values and is congruent with its strategic goals and
objectives. The governing organization and program have
administrative capacity resulting in effective delivery of the nursing
program and achievement of identified outcomes.
UPRM Portico
23
1.1 The mission / philosophy and outcomes of the nursing education unit are congruent with
those of the governing organization.
The mission, philosophy and outcomes of the Nursing Education Unit (NEU) are
congruent with those of the governing organization. Table 1.1.1 demonstrates the harmony
between the mission of the NEU, and those established by the governing organization. From
the upper-level organizational perspective to the mission and philosophy of the NEU, the
focus includes high-quality teaching to form well rounded citizens, men and women into
capable, productive professionals who provide service to Puerto Rico and society. The
faculty of NEU directs its efforts and initiatives equally in three fundamentals areas:
instruction, research, and service for the community. Table 1.1.2 presents the congruency of
the seven institutional outcomes in relation to those of the UPRM, the College of Arts and
Sciences and the NEU Student Learning Outcomes (SLO). The table reflects the concepts of
critical thinking, communication, research, ongoing learning, appreciation of values and
ideals of Puerto Rican society, capacity for independent study and intellectual curiosity. The
words in bold in each column demonstrate the congruency of these outcomes.
The
vision/mission
of
the
NEU
is
publicly
accessible
in
the
Internet
http://www.uprm.edu/enfe/ as well as in the Student handbook, Faculty Bylaws, Department
Strategic Plan, posted in bulletin boards, faculty meeting room, computer center, and skills
laboratory room.
0
TABLE: 1.1.1 Mission of the UPR, UPRM, College of Arts and Sciences and NEU
UPR
UPRM
College of Arts and Sciences
Nursing Education
Unit
The University of
Puerto Rico, as a public
institution of higher
education, has been
entrusted by law with
the obligation of serving
the people of Puerto
Rico in adherence to the
ideals of an integral
democratic society.
*The University must
strive to transmit and
increase knowledge by
means of the
development of the arts
and sciences. This
knowledge should be
placed at the service of
the community through
the professors,
researchers, students
and graduates.
*Contribute to the
cultivation and
enjoyment of the ethics
and aesthetics values of
the culture.
Law #1 of the
University of Puerto
Rico, January 20, 1966,
as amended (see exhibit
for Standard 1).
Within the philosophical framework established by
the University of Puerto Rico Act, Mayaguez Campus
direct its efforts toward the development of educated
cultured citizens, capable of critical thinking, and
professionally qualified in the fields of agricultural,
social, and natural sciences, engineering, humanities,
and business administration. They should be able to
contribute in an efficient manner to the cultural,
social, and economic development of the Puerto
Rican and international community.
*Performing creative work, research and service to
meet the society’s needs and to make available the
results of these activities.
To liberate and broaden the mind in order to
produce men and women with vision and
perspective as well as specific practical skills
and knowledge. The College of Arts and
Sciences also encourages the intellectual
development of both students and professors.
Quality research supports educational
programs by introducing students to discovery
and provides a source of knowledge and
understanding needed for a better society.
*Teaching, research and community service
are all integral part of the mission of the
College of Art & Sciences.
Prepare highly qualified
professional who
contribute to excellence
in: health promotion and
maintenance,
prevention, and
management of illness,
rehabilitation and care at
the end of life in all
levels of healthcare
delivery for a diverse
society and, to
participate in healthcare
public policy.
http://www.uprm.edu/catalog/UndergradCatalog20112012.pdf
http://www.uprm.edu/catalog/UndergradCatalog20122013.pdf
http://www.uprm.edu/cms/index.php/page/291
www.uprm.edu/enfe
1
Table: 1.1.2 UPR, UPRM, College of Arts & Sciences and NEU Student’s learning outcomes
UPR Outcomes
UPRM Outcomes
Arts & Sciences Outcomes
NEU Student Learning Outcomes

effective
communication

capacity for critical
thinking
a) Communicate effectively.
b) Identify and solve
problems, think critically,
and synthesize knowledge
appropriate to their
discipline.
c) Apply mathematical
reasoning skills, scientific
inquiry methods, and tools
of information technology.
d) Apply ethical standards.
e) Recognize the Puerto
Rican heritage and interpret
contemporary issues.
f) Appraise the essential
values of a democratic
society.
a) Communicate effectively orally and in
writing, both Spanish and English,
particularly in their major area.
b)Think critically
c) Synthesize knowledge appropriate to
their discipline and apply it to the
identification and solution of problems.
d) Apply mathematical reasoning skills,
research methods, and information
technologies.
e) Recognize the ethical implications of
different actions and integrate ethical
standards or codes into responsible
decision making.
f) Demonstrate respect for nature and the
environment, particularly of Puerto Rico.
g) Be knowledgeable about Puerto Rican
heritage and culture.
h) Appreciate the essential values of a
democratic society and the role of the
individual in such a society.
i) Understand contemporary social,
political, and economic issues in a local
and global context.
j) Demonstrate respect for diversity in all
its dimensions.
k) Develop an appreciation for the
humanities, the arts, and the sciences.
l) Be committed to improve the quality of
life at both the personal and global
context.
m) Engage in teamwork
n). Engage in lifelong and
multi/interdisciplinary learning.
Apply knowledge and skills from nursing science and
other disciplines while caring for the client system as it
pertains to promotion and maintenance of health,
prevention, management and rehabilitation of
illness, and end of life care.

research and creative
endeavor

ongoing learning

appreciation and
cultivation of, and
commitment to, the
values and ideals
of Puerto Rican society
social responsibility


capacity for
independent study
g) Operate in a global
context, relate to a societal
context, and
demonstrate respect for
other cultures.
h) Develop an appreciation
for the arts and humanities.
i) Recognize the need to
engage in life-long learning.
www.uprm.edu/catalog p. 3

intellectual curiosity
Demonstrate leadership, communication and
interpersonal relationship knowledge and skills when
managing care in a collaborative effort with the client
system.
Provide and promote safe, quality care that will
continually allow the client system to progress toward
higher levels of wellness as they adapt to changes.
Integrate critical thinking, professional judgment,
values and ethical/legal principles within generalist
nursing practice.
Act as an evolving scholar demonstrating continuous
professional development, use of creative thinking,
technology and evidence base as a foundation for
decision making and problem solving.
Incorporate professional nursing roles while providing
holistic, competent and culturally sensitive nursing
care in multiple settings.
26
1.2 The governing organization and nursing education unit ensure representation of students,
faculty, and administrators in ongoing governance activities.
The University of Puerto Rico Mayaguez and the NEU ensure representation of students,
faculty, and administrators in ongoing governance activities. This representation is facilitated by
the Government Board, (former Board of Trustees, Law #1 as amended by the Law #13 of 2013)
University Board, Administrative Board, Academic Senate, Student Council, and institutional
and departmental committees.
The College of Arts and Sciences has five standing committees: Undergraduate Education,
Personnel, Curriculum, Library, and Strategic Planning to which each Department sends a
representative. The NEU standing committees are: Personnel, Evaluation, Teaching Resources
and Faculty Development, Curriculum, and Promotion and Recruitment. Nursing students have
the opportunity to be represented on these committees, except for the Personnel Committee, (due
to the sensitivity of information that is handled) as established in the Committee By-laws.
In addition, the UPR General Regulations provide for faculty and student’s participation in
governance activities. For example, Nursing faculty and elected student representatives (which
includes self-nominations) are enabled by this regulation to participate in: the consultation
process for the appointment of UPR President, UPRM Chancellor, Dean of Arts and Sciences
College, and the NEU Director. Likewise, faculty and students are granted the mechanism to
elect their proxies to represent them at the UPR, UPRM, College of Arts and Sciences; and NEU
meetings and governing activities as it applies. Students are represented in governance at all
levels, from the Government Board to the NEU level. The student’s representation in university
affairs is guaranteed by the General By-laws of the Students of the University of Puerto Rico
http://www.uprm.edu/decestu/procedimientos.html).
The General By-laws of the Students has the
27
purpose of establishing the student’s rights and responsibilities as members of the academic
community, and provides the necessary structures for efficient participation.
The College of Arts and Sciences By-laws establishes the selection of two students’
representatives to participate with voice and vote in departmental committees and standing
committees except for Personnel Committee.
The selection process of the students’
representative is the responsibility of the College of Arts and Sciences Dean and the President of
the Student council of the College of Arts and Sciences.
To ensure the representation of students in departmental committees, the faculty of the
NEU has established an annual assembly. Among the purposes of this assembly is to encourage
the participation in ongoing governance activities at institutional and NEU level. Faculty and
student representation during the last three years is presented in the Table 1.2.1: Faculty and
Student's participation at institutional, College of Arts and Sciences and Departmental Level.
28
Table 1.2.1: Faculty and Students Participation at Institutional, College of Arts &Sciences and
NEU Level
Committee /working group
Name of the faculty and/or
student
Terms
GOVERNING ORGANIZATION
COMMITTEE
Protection of Human Subjects in
Research (IRB)
Dr. Miriam Nieto Vázquez
Dr. Celia R. Colón Rivera
2006-2012
2012 to present
Dialogue
Dr. Hayden Ríos Iturrino
Dr. Marisol Santiago Sepúlveda
Prof. Anna Maldonado
2008-2010
2010-2011
2011 to present
Law 51-Integral Education Services for
disabled
Prof. Gloribell Ortiz
2005 to present
Institutional Recruitment (Atrévete)
Prof. Lourdes Ramírez
Prof. Gloribell Ortiz
2007 to present
2007 to present
Dr. Miriam Nieto Vázquez
Dr. Marisol Santiago Sepúlveda
Prof. Zaida Lina Torres (Dean
Representative)
Prof. Lourdes Ramírez Acevedo
Prof. Elba Vargas Rosas
2008-2010
2008-2010
2004-2010, 2012 to
present
2012 to present
2012 to present
Dr. Margaret Toro Pérez
Dr. Miriam Nieto
2003-2004, 2009-to
present
2012 to present
Library Committee
Prof. Ana C. López Avilés
2012 to present
Strategic Planning
Prof. Zaida Lina Torres
2005 to present
Undergraduate Education
Dr. Madeline Delgado
Prof. Elba Vargas Rosas
1998 to present
2011 to present
2008-2011
Student Council
Andrea Pagán
Lisa Alicea
Julio Maldonado
2009-2010
2009-2010
2010-2011
COLLEGE OF ARTS AND
SCIENCES COMMITTEE
Personnel Committee
Curriculum Committee
Arts & Science Student Representative
29
NURSING DEPARTMENT
COMMITTEE
Personnel Committee
Prof. Lourdes M. Santiago Santiago
Prof. Zaida Lina Torres Soto
Dr. Marisol Santiago Sepúlveda
Prof. Sandra Zapata
Dr. Miriam Nieto
Prof. Lourdes Ramírez Acevedo
Prof. Elba M. Vargas Rosas
2000-2012(Chair)
2000 to present
2005 to present,
2012 (Chair)
2009-2012
2008-2012
2012 to present
2012 to present
Prof. Ana C. López Avilés
Dr. Celia R. Colon Rivera
Prof. María del C. Cortina
Prof. Gloribell Ortiz
Prof. Wanda Irizarry
Mrs. Yvonne Laracuente, RN, Skill
Lab
Prof. Gladys López, Library
Representative
Wendy Rivera Rosas, Student
Sunmarie Díaz, Student
Julio Maldonado, Student
Gabriel Cedeño, Student
Crystal Singleton, Student
Prof. Sandra Zapata
1998-to present
2005-to present
(Chair)
2012-to present
2005-2010
2007-2010
2010 –to present
2000-2013
Curriculum Committee
Dr. Margaret Toro Pérez
Prof. María del Cortina
Prof. Clara Valderrama
Prof. Gloribell Ortiz
Dr. Miriam Nieto
Prof. Lourdes Ramírez
Prof. María Santiago Galarza
Prof. Arizbeth Ortiz Cordero
Prof.Héctor González
Prof. María Santiago Galarza
Sylvia Rodríguez, Student
Jaref Rodríguez, Student
Guinevere Just Jones, Student
2008-to present
2009-2012
2008 to present
2006 to present
2005 to present
2002 to present
2012 to present
2011 to present
2009-2011
2012 to present
2010-2011
2010-2011
2011-2012
PROMOTION AND RECRUITMENT
COMMITTEE
Prof. Lourdes E. Ramírez Acevedo
Prof. Elba M. Vargas Rosas
Prof. Clara Valderrama
Prof. Solangie Pagán
Prof. Anna Maldonado
Bianca Ramos, Student
Cesar Rodríguez, Student
Neychimar Soto Ramírez, Student
1997 to present
2008 to present
2010 to present
2012 to present
2010-2011
2010-2011
2011-2012
2011-2012
Teaching Resources and Faculty
Development
2010-2011
2010-2011
2011-2012
2012-to present
2012-to present
2009-2010
2012 to present
30
Evaluation Committee
Dr. Rose M. Méndez Avilés
Prof. Migdalia Ríos
Prof. Héctor González Padró
Prof. Anna Maldonado
Prof. Solangie Pagán
Franchelis Olavarria, Student
Yadira Echevarria, Student
Rosse Marrero, Student
1998-2007; 2010 to
present
2003-2012
2003 to present
2000 to present
1997-2010, 2012 to
present
2010 to present
2007, 2011 to present
(Chair)
2009 to present
2010-2013
2008-2011
2007-2009
2010-2011
2011-2012
2011-2012
Development of Master Degree
Program in Nursing Sciences
Proposal
Dr. Margaret Toro Pérez
Prof. Lourdes Santiago
Dr. Celia R. Colón Rivera
Dr. Abigail Matos Pagán
Prof. Zaida Lina Torres Soto
2001-2012
2001-2012
2001-2006
2001-2012
2001-2012
NCATE Teachers Preparation
Program
Dr. Margaret Toro
2005 -2009
Emergency and Disaster (Plan
Desalojo)
Dr. Abigail Matos
Dr. Miriam Nieto
Prof. Lourdes Ramírez
Sr. Michael Colón Rivera
Prof. Elba M. Vargas
Prof. Zaida Lina Torres Soto
2000-2010
2002-2003
2000 to present
2000 to present
2000 to present
2000 to present
National League for Nursing
(ACEN) Self-Study Report
Dr. Abigail Matos Pagán
2005 to present
(Chair)
2005 to present
2005 to present
2005 to present
Prof. Lourdes M. Santiago Santiago
Dr. Abigail Matos Pagán
Prof. Ana C. López Avilés
Prof. Sandra Zapata Casiano
Prof. Wanda Irizarry Justiniano
Dr. Madeline Delgado Caraballo
AD HOC COMMITTEES
Prof. Lourdes Santiago Santiago
Dr. Rose Marie Méndez
Prof. Zaida Lina Torres, ex-oficcio
Revision of the Skill Laboratory
Manual
Dr. Celia R. Colon Rivera
Prof. Elba M. Vargas Rosas
Prof. Zaida Lina Torres Soto
Mrs. Yvonne Laracuente, Skill Lab
RN
2011-2012
2011-2012
2011-2012
2011-2012
31
AD HOC COMMITTEES
Faculty By-Laws
Dr. Celia R. Colón Rivera
Prof. Sandra Zapata
Prof. Zaida Lina Torres
2010-2011
2010-2011
2010-2011
Students By-Laws
Prof. Elba M. Vargas Rosas
Dr. Celia R. Colón Rivera
2010 to present
2011 to present
Strategic Planning
Prof. Elba M. Vargas Rosas
Prof. Lourdes M. Santiago Santiago
Prof. Zaida Lina Torres Soto
1998 to present
1998 to present
1998 to present
Project M
Prof. Elba M. Vargas Rosas
Dr. Margaret Toro Pérez
Prof. Lourdes Ramírez Acevedo
Prof. Gloribell Ortiz Ríos
Prof. María del C. Cortina
Dr. Abigail Matos Pagán
Prof. Ana C. López avilés
Dr. Madeline Delgado Caraballo
Dr. Miriam Nieto Vázquez
Prof. Wanda Irizarry Justiniano
Prof. Clara Valderrama Fuquén
Dr. Marisol Santiago Sepúlveda
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
2008-2009
Board Examination Committee
Prof. Lourdes Santiago
Dr. Abigail Matos
Prof. Sandra Zapata
Dr. Marisol Santiago
Prof. Lourdes Ramírez
2004-2010
2004-2012
2009-2012 (Chair)
2004-2012
2004-2009
Nursing Research Development
Working Group (EARDA)
NIH – EA Program
Dr. Abigail Matos
Dr. Margaret Toro
2011 to present
(Coordinator)
2011 to present
2011 to present (PI)
2011 to present (PI)
2011 to present
2011 to present
(Secretary)
2011 to present
Dr. Rose M. Méndez
2011 to present
UPRM Extramural Associates
Development Award (EARDA) NIH
-EA Program
Prof. Lourdes Santiago
Dr. Celia R. Colon Rivera
Dr. Miriam J. Nieto
Prof. Ana C. López
Prof. Sandra Zapata
32
Alumni Committee
Prof. María Santiago Galarza
Prof. Migdalia Ríos
Dr. Madeline Delgado
Prof. Solangie Pagán
Prof. Wanda Irizarry
Prof. Clara Valderrama
2012 to present
(Chair)
2012 to present
2012 to present
2012 to present
2012 to present
2012 to present
1.3 Communities of interest have input into program processes and decision-making.
The NEU receives input on the program processes and decision-making from governing
organization, as well as communities of interest, which include employers, administrative
personnel, representatives from affiliated agencies, the Board of Nurse Examiners of Puerto Rico
(JEEPR, in Spanish), College of Professional Nursing in Puerto Rico (CPEPR, in Spanish) and
community in general.
Input is retrieved by the Curriculum and Evaluation Committees,
Director, Associate Director and Faculty in general.
A yearly meeting is organized with
affiliated agencies to explore new trends, standards and policies that need to be considered to
maintain the student’s level of performance according to health care changes. The Evaluation
Committee through the surveys and ongoing evaluation discusses findings analysis with faculty,
students and affiliated agencies. In addition, faculty has multiple opportunities to receive input
from communities of interest through informal communication provided by employers,
healthcare consumers,
and the general community during regular clinical encounters. The
affiliated agencies representatives maintain open communication with the NEU through meetings
and written communications related to changes in their policy's clinical documents required from
faculty and students and to exchange information about experiences with the students and
33
faculty. Furthermore, at the end of the semester, students have the opportunity to share input with
the staff of the affiliated agencies in order to maintain and/or improve their clinical practice
experience. Administrative personnel provide input through direct communication and meetings
with the Director. The NEU also receives anecdotal input from the community in general during
the participation of students and faculty in diverse activities such as health fairs, and health
teaching activities and other community service.
The regulatory organizations such as the Accreditation Commission for Education in
Nursing (ACEN), the CPEPR and the JEEPR have direct input into processes and decisionmaking. When regulations change, these are presented, reviewed and discussed among the
faculty and other involved stakeholders. Ultimately, they are thoughtfully integrated throughout
the curriculum, procedures, or policies as pertinent.
1.4 Partnerships exist that promote excellence in nursing education, enhance the profession,
and benefit the community.
The NEU establishes partnerships with health care organizations such as general and
specialized hospitals, community health centers, adult and elderly housing projects, home-health
care agencies, day-care centers (elderly and children), mental health clinics, and schools, among
others. The faculty, the Associate Director and the Director of the NEU share responsibility in
selecting private or public agencies, services and resources that assist in the teaching and
learning experiences of students.
To promote excellence in nursing education, enhance the profession, and benefit the
community, the NEU consideres the following when selecting an affiliated agency: accreditation
and licensure status, accessibility, adequacy of facilities, human and fiscal resources, harmony of
34
mission and philosophy of the agency with that of the NEU and support of learning and program
outcomes.
Contractual agreements with the affiliated agencies clearly establish responsibilities for both
parties and ensure student’s safety (See Exhibit: Standard 1). Legal agreements are evaluated and
updated annually or every two years by the Director and the Associate Director. Its renewal is
based mainly on student and faculty evaluations and agency’s contribution towards the
achievement of learning and program outcomes. As a result of this partnership agreement the
NEU offers: continuing education units, collaboration in agency’s health activities, and service
to community, that results in benefit to the agency’s
and its nursing staff professional
development.
1.5 The nursing education unit is administered by a doctorally prepared nurse.
The NEU has been administered by Prof. Zaida L. Torres, who has extensive skills,
knowledge and leadership to facilitate and support the attainment of the mission, vision and
outcomes of the NEU. Prof. Torres is a full professor who has worked at the UPRM for 28 years
and was appointed Director of the NEU in June 2000. She obtained the Master in Science of
Nursing from the University of Puerto Rico, Medical Sciences Campus (UPR-RCM) in 1984.
Currently, she has completed 48 credits toward her doctorate
in Education with major in
Educative Administration from the Interamerican University of Puerto Rico. Her academic
preparation encompasses a clinical nursing track in young adults, adults and elder’s health, and a
functional role in administration of nursing services. In 1998, she completed a second nursing
specialization in Family and Community Health and a certificate in Health Promotion and
Disease Prevention for the Elderly, also from the UPR-RCM.
35
Profesor Torres has a teaching experience of 34 years in addition to 12 years of
administrative experience as Director; five years as Coordinator of the UPRM Associate Degree
Program; two years as Coordinator of the Job-Training Program Administration (JTPA), one
year as Supervisor of Nursing Services for the Española Clinic and three years at the Ambulatory
Health Care Services of the Puerto Rico Teacher’s Association in Mayagüez (See Curriculum
Vitae, Exhibit Standard 1).
As a leader in Nursing she has received many honors and has been recognized by the
community and professional organizations for her contributions in the CPEPR, receiving the
honor award in administration; Rosa Gonzalez. Currently, she is President of the Educators’
Section of the aforementioned professional organization and in 2010-2011 she served as the First
Vice President of the Sigma Theta Tau, International- Epsilon Lambda Chapter. She has given
several professional presentations at national and international level and co-authored articles for
the official magazine of the CPEPR. Some examples of her performance as an administrator are:
a budget proposal for the acquisition of high-fidelity simulators which improved the diversity of
teaching and learning resources of the skills laboratory, and an increase in the number of faculty
with a doctoral degree or with another area of specialty, strenghtening the program resources.
Her experience and administrative capacity has provided the fiscal and Program estability during
the actual times of ecomony constrictrion and the leadership to the NEU in the attaintment of its
mission, vision, SLO and PO.
36
1.6 The nurse administrator has authority and responsibility for the development and
administration of the program, and has adequate time and resources to fulfill the role
responsibility.
The director of the Department of Nursing has the authority and responsibility for the
development and administration of the program as conferred to all academic department
directors by the UPR Regulations (Chapter IV- Institutional Units, Article 25-Organization,
Function, Attributes of the Department). The Director of the NEU is the official representative
at the administrative level and responds primarily to the Dean of the College of Arts and
Sciences. According to regulations, the Director has a work load of six credits for academic role
and six credits for the administrative role, which is appropriate to fulfill both responsibilities.
The Director is responsible for the overall administration of the NEU and the implementation of
the vision, mission, philosophy and program outcomes, (See Responsibilities and Duties on
Exhibit Standard 1). In order to fulfill her role and responsibilities, Prof. Torres is assisted by
an Associate Director, an administrative assistant, and three administatives secretaries.
1.7 With faculty input, the nurse administrator has the authority to prepare and administer the
program budget and advocates for equality among the units of the governing organization.
Fiscal allocation process of the UPR system is stipulated in the Budget Regulations of the
University of Puerto Rico (Certification Number 100- 2005-2006 approved by the Board of
Trustees). This document provides the guidelines on budgetary procedures. The Director of the
Central Budget & Finance Office establishes the priorities and planning of the fiscal year budget.
Campus Chancellors prepare an integrated budget proposal based on its priorities and identified
programmatic projections. The Dean of College of Arts and Sciences, in turn, request budget
proposals from department directors.
37
Each department director submits a budget proposal to the Dean, who prepares an overall
budget based upon requests, and forwards it to the Director of the Budget Office and to the
Chancellor. Upon the Administrative Board approval, the institutional budget proposal is sent to
the President of the University. The President submits the University’s integrated budget
proposal to the Governing Board. After the Governing Board revises, adjusts, and approves the
budget proposal, the President forwards it to the Budget Office of the University of Puerto Rico.
This office retains the budget proposal until the government assigns the funds in accordance with
the established formula of 9.6% of the average of the two prior annual tax revenues that are
received by the Commonwealth of Puerto Rico Treasury Department and assigned to its General
Fund; as well as from special funds created by legislation as of July 1, 1993 (Law Number 1,
January 20, 1966, as amended).
Once the government authorities approve the funds, the Governing Board allocates the
monies to each campus. The Chancellor distributes the budget by dependencies and at the
beginning of the academic year, the Dean of College of Arts and Sciences informs departments
directors of their assigned budget, considering their needs and a fair distribution between them.
The Director of the NEU has participation and authority in budget preparation and
administration in accordance with the assigned budget for the fiscal year. The Director prepares
the budget proposal based on NEU priorities, specific program needs and considers faculty and
administrative personnel recommendations. The Director of the NEU allocates funds for
purchasing equipment and supplies needed for daily operational purposes, as well as, for the
acquisition of new technological equipment. The major part of the budget is allocated to the area
of human resources. In the events of other departmental needs, such as repairing the air
conditioning system or building structure, additional funds can be requested to the Dean.
38
1.8 Policies of the nursing education unit are comprehensive, provide for the welfare of
faculty and staff, and are consistent with those of the governing organization; differences are
justified by the goals and outcomes of the nursing education unit.
The General Regulation of the University of Puerto Rico is the source that guides faculty and
staff in their academic and administrative endeavors (See exhibit Standard 1). All policies of the
NEU are consistent with those of the governing organization. Table 1.8.1 presents the allocation
of personnel policies for the nursing faculty and staff.
Table 1.8.1: Allocation of Personnel Policies for Nursing Faculty and Staff of the UPR
UPR General Regulations (2006)
Non discrimination
Appointment
Academic Rank
Salary and Benefits
Rights and Responsibilities
Promotion
Tenure
Termination
Nursing Faculty
Chapter V Article 31,pp 42-42
Chapter VII, Article 42,
pp58-60
Chapter VII Article 41,
pp.56-58
Chapter VII Article 49,
pp. 70-72
Chapter VII Article 63,
pp. 91-93
Chapter VII Article 47
pp. 66-70
Chapter VII Article 46,
pp.63-66
Chapter V Article 36,
pp. 49
Chapter V Article 35, pp 46-48
Staff
Chapter V Article 31,pp. 42-43
Chapter V, Article 29 pp 39-40
N/A
Chapter VIII Article 74,
pp.110
Chapter VIII Article 88,
pp.122-123
Chapter VIII Article 83,
pp. 111
Chapter VIII Article 82,
pp 117
Chapter V Article 36,
pp. 49
Chapter V Article 35, pp 46-48
Grievance procedures
Workload
Chapter VII Article 64,
pp. 94-95
Accessibility of nursing education unit policies
Chapter VIII Article 86,
pp.119-122
The NEU policies are the same as those of the parent institution. Policies of The General
Regulation of the University of Puerto Rico are accessible and publicly available in the UPRM
website, http://www.uprm.edu/politicas/, and in paper copies at the administrative offices. The
39
By-Laws of the Faculty of the Department of Nursing maintain consistency with the institutional
policies and the General Regulation of the UPR (See exhibit Standard 1).
Rationale for policies that differ from governing organization
Policies of the NEU do not differ from those of the governing organization. However,
because certain requirements are unique to the practice of Nursing in PR, faculty members must
comply with additional requirements. Nurses in Puerto Rico must comply with Law no. 9, as
amended (October 11, 1987), which regulates the Practice of Nursing in the Commonwealth of
Puerto Rico; Law no. 82 (1973, amended by Law no. 306 September 15, 2004) requires from
nurses compulsory membership to the College of Professional Nursing of Puerto Rico (CPEPR), and Law no. 11 (June 23, 1976), establishes continuing education requirements. In
addition to the requirements established by the UPRM for faculty evaluation, NEU requests
credentials, such as: evidence of continuing education courses, CPEPR membership, evidence of
license registration to practice nursing in Puerto Rico, health certificate, CPR certification,
copies of immunizations or titles for Chickenpox, Influenza and Hepatitis B vaccination, among
others requested by affiliated agencies.
1.9 Records reflect that program complaints and grievances receive due process and include
evidence of resolution.
The UPR Student General Regulation, amended in June 28, 2011 (Article 2.36) states that
any student who understands that some of his/her rights has been affected or violated can present
a complaint to the corresponding authority within the institutional unit. Students’ complaints
about the program are addressed at institutional and NEU level. Students are informed about the
appropriate process during orientation week, in the Undergraduate catalogue, UPRM website,
flyers and informally through the faculty.
40
At the NEU, the student can present a formal complaint to the Director or Associate
Director. Complaints that are addressed to the Director or Associate Director are analyzed and
discussed with the student at NEU level. A copy of the complaint is maintained in a record file
under the custody of the Associate Director. If it cannot be solved within the department’s reach,
then the student is referred to the pertinent areas or services at the institutional level.
Complaints received through the evaluation of program by graduates or evaluation of
courses are compiled as part of the EC report from the Qualitative Data (QD) questionnaire and
analyzed and discussed with the faculty (See Faculty minutes). Complaints received in students’
assembly, are directed through the corresponding committees (Curriculum, Teaching Resources
and Faculty Development and, Evaluation Committee).
After analysis,
complaints
are
discussed in the appropriate forums (Director, Faculty courses teams, Faculty meetings,etc.) and
they are filed in the Associate Directors’ office (See Student’s Assembly minutes).
At the institutional level, complaints are directed to one of these: Deanship of the College
of Arts & Sciences, Deanship of Academic Affairs, Deanship of Students, and /or through the
Ombudsperson. At the Deanship of the College of Arts and Sciences level, complaints are seen
and then submitted to the Deanship of Academic Affairs or Deanship of Students.
At the
Deanship of Academic Affairs, complaints by students are for the following reasons: placement
on courses, pre-requisites and, advanced placement; non-compliance by professors’ or services
regarding student’s rights; grade objections or claims.
The procedure to submit a complaint at the Deanship of Academic Affairs is the
following:
1.
An initial interview is done by the Director and/or Associate Director with the
student to obtain the complete information.
2.
A referral is done to the appropriate service or person according to the complaint.
41
3.
If resolution is not obtain the complaint is referred to the Deanship of students
or to the Deanship of Academic Affairs.
In the Deanship of Students, complaints about courses and grades are seen, according to
certification (Certification 12-73, from the Academic Senate). Other reasons to solicit services
are
for
payment
deferment,
scholarship reconsideration and
handicap request
for
accommodations. The NEU has received complaints about grade claims that are solved
following the certification standard procedures and records are kept in the Associate Director’s
office.
The Ombudsperson for students, offers orientation to the university community about
student’s rights, effective communication, academic regulations and sexual harassment, among
others. The objective of this office is to offer services to students in an informal manner in the
solution of conflicts. When the Ombudsperson receives a complaint from the student, he or she
is interviewed and immediate actions are taken. The complaints seen under this service are
related to student-professor areas, academic difficulties, administrative services and complaints
about support services in relation to security, discipline and sexual harassment among others.
The Ombudsperson has a website for students to access in case they need additional information
(http://www.uprm.edu/procuraduria/.
Annual statistics are aggregated and analyzed based on the total student body seen under
this office. (See exhibit: Annual Report or go to http://www.uprm.edu/procuraduria). It is
important to point out that nursing students’ complaints to the NEU are minimal, or none. A
registry of the cases seen and actions taken are maintained in some of the offices where students
are seen. Students are encouraged to refer a complaint to the most appropriate deanship or
service when needed.
42
STANDARD 2
FACULTY AND STAFF
Qualified faculty and staff provide leadership and support
necessary to attain the goals and outcomes of the nursing
education unit.
UPRM Monzon Building
43
2.1 Faculty are credentialed with a minimum of a master’s degree with a major in nursing and
maintain expertise in their areas of responsibility.
All faculty are credentialed with a minimum of a master’s degree with a major in nursing
and maintain expertise in their areas of responsibility to fulfill the goals and outcomes of the
BSN Program. At the present, there are 22 full time faculty members, one part-time nursing
faculty member and one part time non nursing faculty member. All have earned master’s degree
as their minimum professional preparation, as established in the General Regulation of the
University of Puerto Rico, Article 42, Section 42.1 and the By-Laws of the Faculty of the
Department of Nursing (2011, p.7). Some faculty members have a master’s degree with more
than one areas of specialty and others have completed additional professional certifications and
certificates (See Exhibit Standard 2 - Table 2.1.1: Faculty Profile). Faculty of the NEU is diverse
in experience and academic preparation and participates actively in their maintenance of
expertise and professional requirements. This fact harmonizes with the University goals in
directing its efforts toward instruction, research and service to community (Undergraduate
Catalog 2012-2013, p. 2).
The faculty is assigned to teach course content according to the need of the NEU and
their areas of expertise (See Exhibit Standard 2 - Table 2.1.1:Faculty Profile). Faculty’s expertise
in their areas promotes creative dialogue and in depth search for knowledge among the students
which sets the foundation of inquisitive minds and commitment to life-long learning. The
UPRM and the NUE unit encourage the faculty members to maintain expertise in their areas of
responsibility. Faculty attends workshops, professional enhancement activities, annual meetings
regarding their specialty and continuing education courses to increase their knowledge and skills
in their teaching areas. Evidence that the faculty participate in these educational activities can
44
be found in faculty professional portfolio (available at visit site). Also, faculty maintains
expertise through active participation in professional organizations. They participate and are
members of the Professional College of Nursing in Puerto Rico, National League for Nursing,
Sigma Theta Tau International, Society of Trauma Nurses, American Academy of Nurse
Practitioners, American Association of Diabetic Educators, Family Centers Childbirth Educators,
Doulas of North America, American Association of Critical Care Nurses, Florida Nurses
Association, Association of Sexual Educators, Counselors and Therapists, Gerontological
Society of Puerto Rico, and three faculty members are founders and board member of the
Cardiac Care Associates of the American College of Cardiology Puerto Rico Chapter.
2.1.1 A minimum of 25% of the full-time faculty hold earned doctorates
There is a 30 % of full-time faculty holding an earned doctorate degree. Distributions of
these represent three doctorates in Nursing; two faculty hold DNP and one a PhD. Two faculty
members have a PhD; one in Continuing and Vocational Education, and one in Psychology.
There are two faculty members with Ed.D, both in Curriculum and Instruction. In addition, one
faculty holds an ABD, one is in the final process of completing doctoral degree in Public Health
(D.Ph.) and, three are midway in a Doctorate Program. (See Table 2.1.1:Faculty Profile, in
Exhibit Standard 2).
2.1.2 Rationale is provided for utilization of faculty who do not meet the minimum credential
All faculty in the NEU meet the minimum credential requirement. There is a non-nursing
faculty member who holds a master Degree in Human Nutrition and a PhD in Food Science and
Human Nutrition. She teaches ENFE 3035 – Fundamentals of Nutrition. Her knowledge and
expertise in the area of nutrition and dietary management provides the student with additional
learning experiences and strengthens the curriculum of nursing with her area of expertise. This
45
part-time faculty member contributes with continuing education to our professional communities
of interest and, participates in health fairs and prevention and promotion of health activities.
2.2 Faculty (full-and part-time) credentials meet governing organization and state
requirements.
The faculty complies with the credentials required by the laws of the Commonwealth of
Puerto Rico and of the governing organization. The Puerto Rico Board of Nurse Examiners
(JEEPR) requires all nurses must hold current licensure to practice nursing in Puerto Rico by
virtue of Law No.9 (October 11, 1987), which regulates the Nursing Practice. To maintain
licensure, nurses must complete thirty (30) contact hours in continuing education during the three
years prior to license renewal (Law No. 11, June 23, 1976) and further, 6 CEU from specialty
areas for recertification.
In addition, Law No. 82 (June 1 st, 1973) requires from nurses
compulsory membership to the College of Professional Nursing of Puerto Rico (CPEPR).
Faculty portfolios (See Exhibit Standard 2) provide evidence of such requirements. Additional
requirements of the governing organization include Governmental ethics CEU requirements
(Law No. 1, Jan 3rd , 2012). It requires that all public servants of the executive branch must take
a 20 hour training every two years in the subject of ethics. Furthermore, faculty records are
audited yearly by the Human Resources Office to verify the currency of licensure renewal,
membership to CPEPR and for the Governmental ethics CEU requirements.
Full and part-time faculty credentials meet governing organization and state
requirements.
The
General
Regulation
of
the
UPR,
2002
amended
(http://sindicos.upr.edu/wp-content/uploads/2010/11/reglamentogeneral.pdf)
in
2006
establishes the
minimum requirements for faculty appointments. In Article 42, section 42.1.2 (a), “…after fiscal
year 2006-2007 to be able to teach, be a researcher or obtain tenure, the person must, at least
46
have obtained a doctoral degree or equivalent terminal title in areas that capacitates him, her
especially in the areas to teach, research or responsibility” 42.1.2 (b), … “this condition will not
apply to those appointed with probation in one of the categories mentioned, before fiscal year
2006-2007… Section 42.1.5 (a) exceptions (a) “teaching personnel that do not meet the
requirements of doctoral degree can be recruited with additional exceptions as substitute,
temporary or special appointments only if they have additional merits in their area of specialty…
(pg.59).
After the aforementioned years, priority has been given to applicants that even though
they were not doctoral prepared their merits in the areas of specialty justified their recruitment.
2.3 Credentials of practice laboratory personnel are commensurate with their level of
responsibilities.
The NEU has a full time generalist nurse as laboratory coordinator. The position requires a
minimum degree of Bachelor of Science in Nursing. The nurse in charge when hired held the
required minimum degree; nonetheless in her commitment towards self improvement and to the
NEU, she has completed a Masters of Science in Nursing. Her duties and responsibilities as
stated by the Human Resources Office are found in the Manual of Skills Laboratory (Manual de
Laboratorio de Destrezas, See Exhibit Standard 2).
Examples of these are;

Assist in the preparation of materials and resources available to faculty
necessary for clinical procedures or skills demonstration and practice.

Assist students in the practice of skills and in the application of the nursing
process.

Provide to the faculty a report of the number procedures and skills performed
by the students who attend the skills laboratory.
47

Assist students in the development of health history taking and patient
physical evaluation skills.

Assist students in the identification of client’s needs and formulation of
nursing diagnosis.

Perform demonstrations of clinical procedures taught by faculty in the nursing
courses.
The NEU has a well prepared, credentialed generalist nurse as Laboratory
personnel, which is commensurate to her level of responsibilities.
2.4 The number and utilization of faculty (full and part time) ensure that program outcomes
are achieved.
The number and utilization of faculty are sufficient to meet the outcomes of each course
and to ensure that SLO and PO are achieved. According to the General Regulations of the
University of Puerto Rico, Article 65, as amended (Elements of the academic workload), each
full time professor has a 37 ½ hour per week workload divided into various components. These
are as follows: 12 hour credit of teaching, six hours of office-hours, 15 hours for the preparation
of course effectiveness or research and 4 ½ hours for meetings and other activities. However, the
teaching workload varies in accordance with the Departmental needs and the faculty professional
interest (UPR Regulation, Chapter VII, Article 64 & 65 pg. 94-96) see Exhibit Standard 2.
Faculty time utilization is in compliance, according to teaching/advising, committee activity,
scholarship, and practice or service workload including additional appointments or commitments
from governing organization or the NEU (See Table 2.4.1: Example of Faculty Time Utilization,
Full Time 2012-2013, First Semester in Exhibit Standard 2).
Faculty to student ratio
The ratio of faculty to students in the classrooms and clinical area is considered adequate
to assure the teaching learning process, supervision and evaluation. The number and utilization
48
of the full and part time faculty is consistent with the vision, mission and philosophy of the NEU
Program Outcomes, (See Table 2.4.2: Example of Faculty/student ratio in the classroom and
clinical practice 2011-2012).
The NEU maintains a proportion of 30-40 students for didactic
courses (Certification No. 08-09-309 UPRM Administrative Board). A maximum of 10 students
are maintained on each clinical practice sections in accordance with the established agreements
with affiliated agencies. In exceptional occasions, an agreement is made with the professor to
increase the number of up to eleven due to a particular situation of a student; but only if this
does not affect the required safety standards and affiliated agency regulation.
The BSN program is based on team teaching method. Faculty shares the task of the
course, such as organization, programming, testing and team meetings to achieve the expected
outcomes of the course. Table 2.4.2 presents examples of faculty to student ratio for classroom
and clinical practice.
Table 2.4.2: Example of Faculty /student ratio in the classroom and clinical practice
2011- 2012
NUMBER OF
SECTIONS
FACULTY
ENFE 3015-Interpersonal relationship
2 Lectures
3 Full-time
ENFE 3021-Introduction to Clinical
Nursing
1 Lecture
6
Laboratories
3 Full-time
1: 30
2: 35
3:58
4:40
2:18
ENFE 4001-Maternal and Child
Nursing I
2 Lectures
9
Laboratories
6 Full-time
4 Part-time
(6 crs. each
one)
3: 50 Lecture
3: 41 Lecture
8: 80 Laboratory
1: 11 Laboratory
COURSE
FACULTY/
STUDENTS RATIO
Lecture
Lecture
Lecture
Laboratory
Laboratory
49
ENFE 4015 Management in Nursing
Services
2 Lectures
1 Full-time
1:41
1:37
Lecture
Lecture
ENFE 4025-Nursing in Community
Health
1 Lecture
2 Full-time
4 Part-time
(6 crs. each
one)
2:39
2:20
1:11
1:8
Lecture
Laboratory
Laboratory
Laboratory
ENFE 4041-Senior Seminar in Nursing
6 Lectures
6 Full-time
1:15
1:16
1:16
1:16
1:14
1:17
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
ENFE 4031-Medical and Surgical
Nursing I
2 Lectures
5 Full-time
7 Laboratories 4 Part-time
(6 crs. each
one)
2:30 Lecture
3:40 Lecture
7: 70 Laboratory
ENFE 3005-Introduction to Nursing
1 Lecture
2 Full-time
2: 74 Lecture
ENFE 3022-Introduction to Clinical
Nursing II
1 Lecture
2 Full-time
6 laboratories
2 Part-Time
2:60
1: 11
1:9
4: 40
Lecture
Laboratory
Laboratory
Laboratory
1:32
1:32
5: 69
1: 9
1: 7
2:20
3:33
Lecture
Lecture
Lecture
Laboratory
Laboratory
Laboratory
Laboratory
(6 crs. each
one)
ENFE 3035-Fundamentals of Nutrition
2 Lectures
1 Part-time
ENFE 3045-Psychiatric Nursing
1 Lecture
5 Full-time
9 Laboratories 4 Part-time
(6 crs. Each
one)
50
2 Lectures
6 Full-time
9
Laboratories
6 Part-Time
1 Lecture
ENFE 4025-Nursing in Community
Health
ENFE 4002-Maternal and Child
Nursing II
3: 49
3: 42
4: 40
3: 33
2: 18
Lecture
Lecture
Laboratory
Laboratory
Laboratory
2 Full-time
2: 75
Lecture
1 Lecture
5 Laboratories
3 Full-time
4 Part-time
3:48 Lecture
3:30 Laboratory
2: 18 Laboratory
ENFE 4042-Senior Seminar in Nursing
6 Lectures
6 Full-time
1:13
1:14
1:15
1:16
1:17
1:19
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
ENFE 4032-Medical and Surgical
Nursing II
2 Lectures
7 Laboratories
4 Full-time
6 Part-time
(6 crs. each
one)
2 : 37
2 : 31
3 : 30
1 : 11
3 : 27
Lecture
Lecture
Laboratory
Laboratory
Laboratory
ENFE 3126 Basic Principles of
Pharmacology
(6 crs. each
one)
F.T. = Full-time Professor
P.T. = Part-time Professor (6 hrs; credit a course of 12 hrs. of Clinical Practice)
2.5 Faculty (full and part time) performance reflects scholarship and evidence based practice.
Faculty adopted the definition of scholarship as presented by ACEN, (2008):
“Activities that facilitate the enhancement of expertise and achievement of program
goals. May include, but is not limited to; application of knowledge, teaching, service, practice
and research”.
51
In order to make this definition operational, the Personnel Committee developed
indicators for each of the components (Exhibit Standard 2: Scholarship in Nursing). Such
indicators were discussed, approved and adopted by faculty at large as guidelines for
professional performance that reflect scholarship (Exhibit Standard 2: Faculty Portfolios and
CV).
Examples of faculty scholarship activities are presented in Table 2.5.1 in Appendix
Standard 2.
Faculty in the NEU has an active participation in community service, an element basic to
the mission and goals of the University. Various faculty members have committed themselves in
supporting in many different ways, organizations and/or groups of their personal and/or
professional interest. For example, several faculty members are working with elderly-adults,
health fairs, as judges in scientific fairs; or preparing students and teachers of public schools
system through the Community of Educators for the XXI Century Project. In addition, other
faculty members organize cardiovascular community symposiums, work as diabetes and
breastfeeding educators; participate in the Relay for Life fund raising activity of the American
Cancer Society, or act as trainers for the Emergency and Disaster Management Agency of Puerto
Rico. In addition, one member is the founder of the Coalition of Nurses for Communities in
Disaster and integrates continuing education and simulation drills in preparedness, response and
mitigation activities to professional nurses, hospital staff and community leaders as well as to
nursing students.
Research activities at the NEU is enhanced by the participation of seven faculty members
in the development of an NIH proposal in Health Literacy and Self Management in Older Adults
Living with Diabetes in Puerto Rico, which promoted the creation of the Center for Applied and
Collaborative Research in Nursing. Other areas of interest which promote either research or
52
projects, are obesity, forensics (disaster, sexual abuse nurse examiner, children victims of sexual
abuse), Thanatology, prenatal care, gerontology, cardiovascular disease and promotion of mental
health. Contributions in this area are also seen with two members being part of the IRB-Human
Subject Committee and others as representatives of the Graduate Studies Department or
participation in postgraduate dissertation committees.
Faculty have chosen to stay current in the field of nursing by working per diem shifts or
volunteering their time in clinical settings. One of our faculty members works during weekends
as a nurse supervisor at a local hospital. Additionally, in July 2010 the city of Mayaguez hosted
the Centro American Games (international sports competition) where more than 30 countries
participated. Members of our faculty volunteered their expertise for a month providing care to
athletes and other people who attended the games and required care in the clinical facilities
utilized for this purposes. Other faculty members were part of the organizational committee for
the Pan-American Health Organization Congress for the Group of the Professional Nurses from
Central American and the Caribbean.
Furthermore, faculty are active participating in leadership positions such as President of
the Sigma Theta Tau, International- Epsilon Lambda Chapter, President of the Nursing
Educators Section of the CPEPR, Ambassador of the National League for Nursing; President,
Secretary-treasurer and member founders of the American College of Cardiology-Puerto Rico
Chapter of the Cardiac Care Associates; Founder and Director of the Coalition of Nurses for
Communities in Disaster, Coordinator of the Department of Health for the Sexual Assault Nurse
Examiners; Commander of the DMAT-PR1 and among others as, LTC Case Manager OIC
Medical Detachment of the Puerto Rico Army National Guard. One of our faculty members
initiated a service project to provide prenatal care and orientation to pregnant students within the
53
university community.
This project has been in operation for 5 years and has successfully
served 110 participants.
Similarly, the Nursing Students Association counts currently with a membership of 100
students that are guided by one of our faculty member. The mentoring and support provided by
the faculty to this student organization has resulted in many services and educational activities.
Similarly another faculty functions as an around the clock phone service/ online consultant for
the Puerto Rico Society of People with Alzheimer and people at the end of life. Also another
member of our faculty is volunteering with the Leche League Organization to provide
educational support and resources for mothers who want to breastfeed their infants, but do not
know how.
Faculty’s performance has been impacted by these scholarship components as it is
evidenced in our progressive : (1) use of electronic platforms, (2) use of technology as learning
resources (3) high fidelity simulators (4) use of and creation of professional web-sites for
publication, knowledge dissemination and sharing, (5) multiple creation of
power point
presentations for classroom teaching and lecturing, (6) development of evaluation rubrics like
the one recently originated by the ENFE 3021- Introduction to Clinical Nursing I to assess
general professional standards (GPS) among nursing students, which at the present time has also
been adopted by two other nursing courses (ENFE 3022- Introduction to Clinical Nursing II and
ENFE 3045-Psychiatric Nursing)
(7) development of new courses for the curriculum (8)
development of the proposal for the Master of Science of Nursing (approved by the Academic
Senate and in consideration by the Administrative Board).
Faculty members have the
opportunities to share those discoveries with colleagues at clinical sites, local faculty gatherings,
54
liaison meetings, NEU committee meetings and regional/state wide meetings of nurse educators
and/or professional nurses.
2.6 The number utilization and credentials of non-nurse faculty and staff are sufficient to
achieve the program goals and outcomes.
The NEU has only one non nurse faculty member who supports the curriculum by
providing classes in the content area of nutrition (ENFE 3035- Fundamentals of Nutrition). Mrs.
Santa Nilsa Soto had a Master degree in Nutrition Science and contributed to our program with
her knowledge and expertise for 20 years; however in January 2011 she retired. Dr. Gloria
Fidalgo was hired then in her position. Dr. Fidalgo holds a PhD in Food Science and Human
Nutrition from the University of Illinois Urbana-Champaign obtained in 2002, and a Master
degree in Human Nutrition from the University of Maryland. As a nutritionist her working
experience includes 9 years of experience in several positions such as: Nutritionist for the WIC
Program, Nutrition and Dietetic Specialist for a Head Start Program, Private nutrition practice
and clinical dietitian. As an educator she worked two years for the University of Maryland at
College Park as a Teacher Assistant, one at the UPR-RUM for the College of Agricultural
Science and one for the NEU. Her credentials meet all the PR Department of Health and UPRM
requirements for her practice and teaching assignment. Her expertise in nutrition has contributed
to the attainment of program goals and outcomes. Students in her class gain knowledge in the
area of nutrition and dietary management, identification of populations at risk, elaboration of
nutritional educational plans, which are useful for all courses of the program.
Non nurse support staff consists of one administrative assistant, three Secretaries, two
housekeeping personnel and students under the UPRM work-study program. The Administrative
Officer holds Juris Doctor Degree, in addition to two years of experience as an assistant
55
administrator for a federal grant and two years of higher degree education in accounting. In
addition he works as part time faculty in the Humanities Department. He collaborates with the
Director in the preparation of the budget and record keeping. The Administrative Officer is also
in charge of inventory control, procurement activities, and collection of continuing education
payments, among others.
The Administrative Secretary IV holds a doctoral degree in
Curriculum and Instruction (EdD). Her primary function is to work with the Director and
Associate Director in order to fulfill the administrative and academic demands of the
Department. The Administrative Secretary III holds a high school preparation in Secretarial
Sciences and accumulated 62 university credits toward a Bachelor’s Degree in Secretarial
Sciences from the Pontifical Catholic University of Puerto Rico. Currently she continues to take
courses in computer literacy. Her duties include the typing of reports, minutes, didactic and
continuing education materials, plus record keeping for all the committees in the NEU. The
Administrative Secretary II has a post-secondary preparation in Secretarial Sciences form Dr.
Pedro Perea Fajardo School (Vocational School). Her principal responsibility is typing didactic
materials and keeping nursing course files in order and updated. The Housekeeping personnel
are in charge of keeping the Nursing Building and its surroundings clean and properly organized.
Last but not least, student under the UPRM Work-study plan who are assigned to the NEU on an
hourly basis during the academic semester also become part of our support personnel.
The
students perform tasks such as duplication of didactic materials (excluding tests or confidential
documents), delivery of messages, filing and monitoring utilization of the computer room.
Duties and responsibilities document of non-nurse faculty staff is available on Exhibit Standard
2.
56
2.7 Faculty (full- and part time) are oriented and mentored in their areas of responsibilities
The NEU takes necessary steps to orient and mentor full and part time faculty in their
areas of responsibilities. Once the new faculty is hired and completed all the documents with the
Human Resources Office, orientation at Institution and NEU level begins. The Professional
Enrichment Center (PEC) (http://www.uprm.edu/cep/ ) created by the Certification 96-97-596
Administrative Board, UPRM, establishes the orientation to the newly recruited professor. The
mission of this Center is to expose faculty members and teaching assistant to diverse educational
strategies in order to promote academic excellence. The Center covers all aspects of professional
development including teaching, learning, evaluation, technology, and research. Its goal is to
create a community of well-prepared and motivated individuals who will contribute to the
academic excellence of our institution.
During the first year, the new faculty member receive twenty nine contact hours
distributed as follows: before the classes begin on January or August , the PEC offer one week
(21 hours) of orientation and the other eight(8) hours are related to teaching and learning process.
This orientation is mandatory for all newly faculty member. The evidence of this participation is
part of their professional portfolio and is used in their evaluation by the personnel committee.
The Faculty of Arts and Sciences began a Mentorship Program for Newly Recruited
Faculty, during 2008-2009 (http://research-academy.uprm.edu/mentoryprogram.html).
To
accomplish this Dean project, the director developed and implemented the Department of
Nursing Mentorship Program. (Department of Nursing Mentorship Program- Exhibit Standard
2). The NEU mentorship program comprises an orientation process that is initiated by the
Director and Associate director, and then completed by a faculty mentor. The faculty mentor is
assigned by the Director to the new faculty, based on seniority, credit load, and area of teaching
57
expertise. The NEU Director meets with the new faculty member to discuss and provide a copy
of the vision, mission, philosophy, conceptual framework, assigned course curricular design, ByLaws of the Faculty of the Nursing Department, and work schedule (See Exhibit, Standard 2).
Furthermore, they receive a copy of the policies and bylaws of the UPRM and those laws
applicable to the governing organization imposed by the Commonwealth of Puerto Rico. Some
other's important aspects discussed are performance expectations, professional development, and
Human Resources office information. As mention earlier, the faculty member is paired with a
mentor assigned by the director of the NEU. The mentor is a facilitator for course management,
including clinical laboratories. The mentor meets regularly with the new faculty member to
provide a guide for classroom, laboratory, and clinical settings role.
2.8 Systematic assessment of faculty (full and part time) performance demonstrates
competencies that are consistent with program goals and outcomes.
The University of Puerto Rico has highly competent faculty members in order to
accomplish its vision and mission. In harmony with the standards established by the institutional
units and approved by the University Board, it is required that all academic faculty be evaluated
systematically and periodically in accordance with the educational objectives and goals of the
University.
The evaluation process constitutes the essence of professional formation, development
and progress of the academic faculty. It is conceived as a dynamic aspect of teaching that must
be initiated introspectively through self-evaluation and at the same time it should be shared with
peers, with the objective to contribute to the improvement of professional development.
The normative framework to evaluate the faculty is established in Chapter VII Article 45
of the General Regulations of the University of Puerto Rico (http://sindicos.upr.edu/wp-
58
content/uploads/2010/11/reglamentogeneral.pdf ). The direct evaluation of faculty members will
be done by the members of the Personnel Committee of each department in accordance with
Certification 86-87-476 of the Administrative Board of the UPRM as amended by Certification
No. 11-12-229 of the Administrative Board UPRM. This certification establishes the frequency
that every faculty member, independently of rank, time of service or functions must undergo for
periodic evaluations by superiors, peers and students.
This evaluation process will be initiated at the beginning of each academic year and also
at the time of appointment. The Director of the NEU will meet individually with each of the
faculty members to establish the objectives of the year (Appendix A – Faculty Workload
Program, Certification 86-87-476 of the Administrative Board of UPRM). A Curriculum Vitae
from the academic faculty is also required. The following documents are required to complete
the evaluate on process: Appendix B (Resume), Appendix F- Module for General Evaluation,
Appendix G – Module for Teaching Evaluation, Student Opinion Survey (COE, for Spanish.
Administered at the tenth week of each semester), Certification No. 06-07-075, Administrative
Board UPRM, Appendix I – Module for Researcher Evaluation (if the faculty member has
reduced workload for research) and Appendix L - for Academic Managers: Module for Academic
Management. The faculty member will also use Appendix F, G, H (Module for teaching
evaluation by students) for their self-evaluation.
The evaluated faculty will provide a
Professional Portfolio to the Department Personnel Committee with the following documents:
1. Appendix A : Year Objectives and Goals
2. Appendix B: Resume
3. Appendix F: Module for General Evaluation (self-evaluation)
4. Appendix G: Module for Teaching Evaluation (self-evaluation)
59
5. Appendix H: Module for Teaching Evaluation by Students (self-evaluation)
6. Copy of the faculty workload program
7. Evidence of UPRM, College of Arts and Sciences and NEU committees and meetings
attendance
8. Student’s evaluations for the specific period
9. Professional Credentials: evidence of membership organizations, health certificate and
vaccines
10. Evidence of Continuing Education, and/or formal education
11. Evidence of community service
12. Evidence of research, publications, presentations and, creative activities
13. Evidence of honors, recognitions and letters of gratitude
Each member of the Department Personnel Committee evaluates each individual faculty
using the appropriate evaluation modules. The Director’s evaluation counts as an additional peer
evaluation and has the right to submit a separate report if not in accordance with the final
recommendation from the Personnel Committee members. During the evaluation process the
committee can meet with the faculty member being evaluated if it is requested by the faculty.
The committee tabulates the results from the different evaluation modules using the format
included in the Appendix C. – Longitudinal Analysis (Certification 86-87-476 of the
Administrative Board of the UPRM).
The Director will discuss the report with the faculty member and provide a copy with
recommendations to areas that must be strengthened. The faculty member must sign the
document certifying that a copy was received and that he/she agrees with this report. If the
faculty member does not agree with the report, is allowed to submit an objection or observation
60
in writing, not later than 10 working days after the receipt of the report. The committee will reevaluate the documentation and include a new report with the objected petition as part of the
documentation that will be presented to the next evaluating organism. Once the evaluation
process is completed at the department’s level, the report will be sent through the Dean to the
Personnel Committee of the College of Arts and Sciences. This committee will address the
recommendations of the Department Personnel Committee. As established by Certification 8687-476 of the Administrative Board, the faculty member has the opportunity to participate in a
due process if not in agreement with the final evaluation results.
The faculty member who is also in a management position will be evaluated using the
process established by the Certification 86-87-476 of the Administrative Board. At the beginning
of each academic year the evaluated faculty member meets with the Dean to establish the yearly
objectives in the management area. In addition, the faculty member needs to submit a resume
and a self-evaluation of its management performance (Appendix L, Module for Management
Evaluation). During the semester that the director and/or associate director are being evaluated,
the Department’s Personnel Committee will ask the faculty and Dean to evaluate their academic
management. The director does not participate in this process as a member of the committee,
when being evaluated.
The Dean of the College of Arts and Sciences will discuss the results of the evaluation
with the director. From there on, the evaluation process continues using the same steps as with
the academic faculty. The Department Personnel Committee completes the evaluation of the
faculty member and sends it to the Faculty Personnel Committee of the College of Arts and
Sciences to continue the process and then to the Administrative Board to take the final decision.
Once the academic evaluation is completed, the faculty member can obtain the recognition that
61
deserves, including tenure and /or promotion. The part time faculty performance is evaluated by
the Director of the NEU and the Departmental Personnel Committee utilizing the credentials and
students evaluations. During this process of evaluation there is consistency and systematic
assessment of the faculty’s competencies in order to obtain the program goals and outcomes.
2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the
policies of the governing organization.
A non-nurse faculty is hired on a part- time bases each second semester to teach ENFE
3035 Fundamentals of Nutrition. The Departmental Personnel Committee and the director of the
NEU evaluate non nurse faculty credentials in order to hire the candidate. The faculty
performance is evaluated by the director, the Departmental Personnel Committee members and
students.
The staff performance is reviewed according to the policies mentioned in the UPR
General Regulation. The evaluation process is conducted by the Human Resources Office.
When staff is subject to personnel actions such as tenure, revision of job description,
reclassification of the position, and/or granting salary bonuses, the Department Director
completes an evaluation form sent by the Human Resources Office (See form on Exhibit
Standard 2).
62
STANDARD 3
Students
Student polices, development, and services support the goals and
outcomes of the nursing education unit.
Capping Ceremony
63
3.1 Student policies of the nursing education unit are congruent with those of the governing
organization, publicly accessible, non-discriminatory, and consistently applied; differences are
justified by the goals and outcomes of the nursing education unit.
Policies and procedures related to students are published and accessible in the following
documents: UPR Institutional Policies, Student General ByLaws UPR, Undergraduate
Catalogue, Undergraduate Student Manual, Department of Nursing Brochure, Department of
Nursing Student Manual, Student Ombusperson Office (Certification 32, Board of Trustees)
and the UPRM website (www.uprm.edu/politicas/). These documents provide information about
institutional policies, the program of study, requirements for admission, progression and
retention, and/or other academic regulations. Since 1992, the Undergraduate Catalogue has been
updated annually.
Rights and Duties of the Students of the UPR system and UPRM
website
are published in the
http://www.uprm.edu/catalog/UndergradCatalog2012-2013.pdf (pg.6-8). The other
aforementioned documents are available and accessible in the Administrative Nursing Offices
and website (http://www.uprm.edu/enfe/curriculo.html). All information was evaluated and is
congruent with those of the governing organization and is non-discriminatory and consistently
applied. Table 3.1.1 shows examples of documents and page number where the policies related
are published; other policies information are available in Exhibit Standard 3.
64
Table 3.1.1 Examples of documentation of written student policies
Policy
Undergraduate
Catalogue
UPRM
2012-2013
Institutional Policies
UPR
Department of Nursing Unit
Brochure
Department of
Nursing Student
Manual
Certification # 58, 2005
Board of Trustees
Equal opportunities
Page 8
Selection and Admission
Pages 64-66
Academic Progression
Pages 10-11
Student evaluation /grading
Pages 10-11,69-70
Retention Standards
Pages 71-72
Certification
# 05-32 Academic Senate
Page 19
Withdrawal/dismissal
Pages 67, 73
Cert. 11-34 Academic
Page 24
Back cover
Certification
# 05-32 Academic Senate
Page 16-17
Page 22-23
Page 19
Senate
Graduation requirements
Pages 74,120
Page 24
Grievance/Complaints and appeal
procedures
Pages 12,16
Financial Aid
Pages 53-54
Transfers of credit
Pages 65-66
Sexual harrasment
Pages 9
Back cover
Certification # 81-3
Academic Senate
Certification 93-94-303
Page 18
Administrative Board
Health requirement
Pages 10, 54-55
Page 28
65
Rationale for policies that differ from the governing organization policies
Students’ evaluation and grading
The NEU complies with the UPRM policies and regulations. Nonetheless, some areas
differ or supplement the University policies. Such differences enhance quality or address
particular goals and outcomes of the NEU. For instance, the UPRM has established a
minimum passing grade of “D” for undergraduate courses (Undergraduate Catalogue, 20122013 pg. 69). Nursing students however, must pass nursing courses with a minimum grade
of “C” (Certification 83-2, Academic Senate), with the exception of nursing elective courses;
and a general GPA in specialization of 2.20 (Undergraduate Catalog 2012-2013, page 120).
The Faculty of the NEU supports this difference due to the nature of our field, which requires
from students to perform at least in a satisfactory manner within professional competencies
and standards.
Health & clinical requirements
There are other policies, which are unique to the NEU. Students must provide to
cooperative agencies, evidence of annual Health Certificate from the Department of Health
of Puerto Rico, Hepatitis B vaccine, CPR-certificate, HIPAA certificate, certificate of
criminal record and Varicella Vaccine or Varicella Titers.
Affiliated agencies hold
requirements of a liability insurance (Hold Harmless Agreement, provided by UPRM). Other
affiliated agencies require influenza vaccine; nose and throat cultures for the care of the
neonates and in the labor room. Students may also be required to wear certain special attires
for clinical scenarios. Such policies have been supported by the NEU to address some of the
requirements set by the health agencies used for clinical practice.
66
Universal free hour
The UPRM has designated Tuesdays and Thursdays from 10:30 A.M. to 12:00 P.M.
as a universal free hour period (Certification 86-31, Academic Senate) According to the
Universal Free Hour Regulation no classes or academic affairs should be conducted so that
students are provided with the time to attend activities that are programmed by the institution
or by student organizations.
However, due to the clinical component of courses in the
nursing curriculum, the number of hours required for practice and the availability of clinical
settings to accommodate students; the NEU must schedule clinical laboratories during
Tuesdays and Thursday during the universal free hour. However, when activities of great
significance that are previously scheduled on the UPRM academic calendar and, or approved
by the Chancellor (such as student’s council elections and general assembly’s), faculty
provide for the necessary arrangements that allow nursing students to participate.
Articulated Program
Certification 115, of the UPR Board of Trustees establishes the institutional policy
for the articulated transfer programs of the UPR System. The purpose of this policy is to
provide access to the UPR academic programs, and that a student can begin studies in a
campus near their residency and later transfer to the UPRM without affecting the years of
study. The NEU has a Memorandum of Understanding (MOU) with three campuses of the
UPR system- Aguadilla, Utuado and Ponce (See Exhibit Standard 3). The students admitted
through the MOU to this program, study the first year at one of these campuses, and if they
complete the requirements established in the articulated program, a guarantee admission to
the UPRM- NEU for the second year is granted. It differs from the regular external transfers
in which the institutional requirements are different and the admission is not guarantee.
67
3.2 Student services are commensurate with the needs of students pursuing or completing
the baccalaureate program, including those receiving instruction using alternative
methods of delivery.
Students at the UPRM and NEU have varied access to support services that are
administered by qualified individuals. Students at the NEU are encouraged to take advantage
of these services and participate in extra-curricular activities which are designed to enrich
their personal development and academic growth
(http://www.uprm.edu/catalog/html/ugrad/DEANSTUDENTS.html). Descriptions of these
services and others not described here are found in the UPRM Undergraduate Catalogue
2012-2013, and the UPRM website as above. Institutional support services include but are
not limited to health, transportation general library, placement department, counseling,
financial aid, safety and security, Veterans’ services, international student services, registrar
services, computer center, and services to handicapped students. The Office of the Dean of
Students assures and maintains an optimal learning environment by providing a variety of
services and activities as support systems for academic programs. Table 3.2.1 Describes all
services offered to students, and personnel by areas of responsibility.
68
Table 3.2.1: Services to students and personnel by areas of responsibility
Service/Office
Student Advocate Office
Student’s Center Office
408
Department of
Orientation
Office of
Financial Aid
Director/or Person in
Charge
Prof. Olga Collado
Zapata
Electronic Page/Electronic e-mail
http://procuraduria.uprm.edu/
Description
Prof. Edwin Morales
http://www.uprm.edu/orientacion.html
Mrs. Lynette Feliciano
http://www.uprm.edu/financialaid/
Placement Office
Mrs. Nancy Nieves
http://www.uprm.edu/placement/
Office for Students with
Disabilities
Office of Athletics
Activities
Mrs. Virgen Aponte
http://www.uprm.edu/sei/solicitar.html
Prof. Fernando
Gaztambide
http://www.uprm.edu/deportes/
Provides informal mechanisms for the
resolution of situations or conflicts related to
students
Service of orientation, and individual and group
counseling, psychological therapy
Financial aid to students who request and result
eligible.
(Scholarships, Student Loans, Work & Study)
Extended hours in the reception area Monday
through Thursday from 5:00 PM to 8:00 PM
Provide effective tools to search for
employment. (Job Interviews, Job Fair)
Reasonable accommodations for students with
special needs.
Help and services for the athletes of the campus
Section of Photography
Mr. Wilson Lugo
Quintana
Not available
ID services for students
Trolley Service
Ing. Roberto Ayala
http://www.uprm.edu/deportes/
Trolley Service for all the university community
Office of the Registrar
Mrs. Briseida Meléndez http://www.uprm.edu/registrar/
Assistance Certification services for
scholarship, delivery of grades, GPA and
transcripts of credits, among others.
Quality of Life Office
Mrs. Virgen Aponte
Warning information of crime, prevention of
use and abuse of alcohol and drugs, safety on
and off campus, among others
http://www.uprm.edu/cvida/
69
Service/Office
Director/or Person in
Charge
Mrs. Rosie Torres
http://www.uprm.edu/medical
Child Care Program for
Students
Lactation Room
Mrs. Maritza Arroyo
arroyom@uprm.edu
Mrs. Maritza Arroyo
arroyom@uprm.edu
Wireless Network of the
RUM
Sr. José Cuevas
http://wireless.uprm.edu/
Bookstore College
first Floor
Student Center
Sr. Edgardo Rodríguez
http://www.uprm.edu/services/libreria.ph
p
libreria@uprm.edu
Responsible to have text books, general interest
books and educational materials
English Writing
Center
Dr. Judith Casey
http://www.uprm.edu/english/writing_ce
nter.html
Collaboration in the correction of written
documents in the English language. Hours:
Monday through Thursday 9:00 a.m. - 4:00 p.m.
Friday 9:00 a.m. - 2:00 p.m.
Department of Medical
Services
Electronic Page/Electronic e-mail
writingcenter_uprm@hotmail.com
Resource Center of the
Department of
Chemistry
Dr. Lolita Rodríguez
Dr. Nilka Rivera
saladerecursosquim@gmail.com
Writing Center
Department of Hispanic
Studies
Dr. Francisco García
Moreno
Not available
Description
Medical and dental services for all students,
while studying at the campus. In addition to the
following services: Stress Management Center,
Psychological Services
Program for childcare for student’s children
Lactation Room is available for both mothers to
extract breast milk or breastfeed the child.
Hours: Monday through Friday from 7:30 a.m.
to 4:30 pm
They are responsible for registering the wireless
cards that allow students to access the Internet
on campus, without cables or telephone lines.
Tutorials provided in the courses of the
Chemistry Department
directed to undergraduate students
Hours: Monday to Thursday
7:30 a.m. to 5:30 pm Friday 7:30 a.m. to 12:00
pm
Collaboration in the correction of written
documents in the Spanish language. Hours:
Monday to Friday 8:30 a.m. - 4:30 p.m.
70
Service/Office
Director/or Person in
Charge
Sr. José I. Vega
http://cde.uprm.edu/
Information and consultancy services for
academic and business projects. Available for
students, academics, community leaders,
entrepreneurs and the general community
General Libary
Prof. Norma Sojo
http://www.uprm.edu/library/
Office of Graduate
Students
Dr. Anand D. Sharma
http://grad.uprm.edu/
Various services such as book loans, photocopy
service, search for computerized information,
patent information, and more.
Responsible for supervising and enforcing the
rules and regulations related to graduate studies.
Exchange Office
Mrs. Gildreth González
http://www.uprm.edu/decestu/Intercambi
o/index.htm
Office of Social and
Cultural Activities
Sr. Wilfredo Acosta
http://www.uprm.edu/about/actividades.
html
Office of Vocational
Rehabilitation
Mrs. Idalia Rivera
Mrs. Lourdes Méndez
http://www.gobierno.pr/arv/inicio
Counseling services in vocational rehabilitation
to students with special physical and mental
needs, if she/he qualifies
Computer Center of the
Student Center
Mrs. Maritza Arroyo
Not available
The computer center provides services to the
students of the UPRM. It offers free printing
services. Must bring paper for printing. Hours:
Monday to Thursday
8:00 a.m. to 12:00 am Friday 8:00 a.m. to 4:30
pm
Weekends and festive days 2:00 pm-12:00am
Informative Resource
Center for Business and
Community (CRINC,
acronym in spanish)
Electronic Page/Electronic e-mail
Description
Provides information of exchange students of
the UPRM with other universities out of PR and
orient the foreigner students about the services
of the UPRM
Offers a program of social and cultural activities
such as: dances, concerts, plays, board game
tournaments, arts exhibits, among others
71
Service/Office
Director/or Person in
Charge
Mrs. Myrna Hernández
http://www.uprm.edu/ac/
Provides services to all students in the UPRM
Usage requirements:
-Identification card and registration
-Paper
Hours: Monday to Friday 8:00 a.m. - 4:00 p.m.
Computer Center of
Business Administration
Mr. Daniel Rivera
http://www.enterprise.uprm.edu/cc/
Computer Center of
The Department of
Chemistry
Mr. Roberto Rivera
Not available
Provides services to all students in the UPRM
Usage requirements:
-Identification card and registration
-Paper
Hours:
Monday to Thursday
7:00 a.m. - 11:45 p.m.
Friday
7:00 a.m. – 4:30 p.m.
Saturday
10:30 a.m. – 4:30 p.m.
Provide services to the students of the UPRM,
to take courses from the Department of
Chemistry
Art Galery from de
Department of
Humanities
Coop Plan-Faculty of
Engineering
Dr. Dana CollinsDirector Departament
of Humanities
Mrs. Ellen Ríos de
Acarón
http://www.uprm.edu/gallery/
Exhibitions of works of art for the enjoyment of
the university community.
http://ing.uprm.edu/coop
Program gives students the opportunity to work
in their respective areas of study while earning
their college degree
http://enterprise.uprm.edu/administration
Program gives students the opportunity to work
in their respective areas of study while earning
their college degree
Computer Center of
Arts and Sciences
Coop Plan & InternshipFaculty of Business
Administration
Electronic Page/Electronic e-mail
Description
72
Service/Office
Coop Plan -Faculty of
Agricultural Sciences
Research Opportunities
Under graduates Student
Faculty of Engineering
Director/or Person in
Charge
Dr. Arístides
Armstrong
Electronic Page/Electronic e-mail
Description
http://www.uprm.edu/agricultura/estudia
ntes.html
Mrs. Josefita González
http://ece.uprm.edu/dean/intern/
Program gives students the opportunity to work
in their respective areas of study while earning
their college degree
Study opportunities and undergraduate research
ther opportunities of
investigation
Study Trips
www.uprm.edu
http://www.uprm.edu/cartelera
http://www.uprm.edu/students
Information through the website of the
departments and faculties
Offerings announced annually in the Weekly
Bulletin, Student Portal, Portal Academic and
the website of the Department of Humanities.
http://www.uprm.edu/academics
http://www.uprm.edu/humanidades/
Certificates of Business
Development and
Business Administration
for Student
Certificate in Project
Management for
students
Recycling Program of
the UPRM
Mr. Roberto Torres
http://enterprise.uprm.edu/certificados.ht
ml
Tools to acquire the skills to develop an idea or
concept for establishing of their own business.
http://enterprise.uprm.edu/certificados.ht
ml
It exposes the students to the planning,
management and control of projects.
torresr@uprm.edu
College Recycling Program: “ReVerdeSiendo
Colegio” Recyclable materials that will be
handled are: white paper, aluminum cans,
plastic bottles # 1 and # 2, glass bottles, colored
paper, newspaper, corrugated cardboard
http://campusverde.uprm.edu/
73
Service/Office
Student Advocate Office
Student’s Center Office
408
Department of
Orientation
Director/or Person in
Charge
Prof. Olga Collado
Zapata
Electronic Page/Electronic e-mail
http://procuraduria.uprm.edu/
Description
Provides informal mechanisms for the
resolution of situations
or conflicts related to students
Service of orientation, and individual and group
counseling, psychological therapy
Prof.
Edwin
Morales
http://www.uprm.edu/orientacion.html
Office of
Financial Aid
Mrs. Lynette
Feliciano
http://www.uprm.edu/financialaid/
Placement Office
Mrs. Nancy
Nieves
http://www.uprm.edu/placement/
Office for Students with
Disabilities
Mrs. Virgen
Aponte
http://www.uprm.edu/sei/solicitar.html
Reasonable accommodations for students with
special needs.
Office of Athletics
Activities
Prof.
Fernando
Gaztambide
http://www.uprm.edu/deportes/
Help and services for the athletes of the campus
Section of Photography
Mr. Wilson Lugo
Quintana
Not available
ID services for students
Trolley Service
Ing. Roberto Ayala
http://www.uprm.edu/deportes/
Trolley Service for all the university community
Office of the Registrar
Mrs. Briseida
Meléndez
http://www.uprm.edu/registrar/
Assistance Certification services for
scholarship, delivery of grades, GPA and
transcripts of credits, among others
Financial aid to students who request and result
eligible.
(Scholarships, Student Loans, Work & Study)
Extended hours in the reception area Monday
through Thursday from 5:00 PM to 8:00 PM
Provide effective tools to search for
employment. (Job Interviews, Job Fair)
74
Service/Office
Director/or Person in
Charge
Mrs. Virgen Aponte
http://www.uprm.edu/cvida/
Department of Medical
Services
Mrs. Rosie Torres
http://www.uprm.edu/medical
Child Care Program for
Students
Lactation Room
Mrs. Maritza Arroyo
arroyom@uprm.edu
Mrs. Maritza Arroyo
arroyom@uprm.edu
Wireless Network of the
RUM
Sr. José Cuevas
http://wireless.uprm.edu/
Bookstore College
first Floor
Student Center
Sr. Edgardo odríguez
http://www.uprm.edu/services/libreria.ph
p
libreria@uprm.edu
English Writing
Center
Dr. Judith Casey
http://www.uprm.edu/english/writing_ce
nter.html
Quality of Life Office
Electronic Page/Electronic e-mail
writingcenter_uprm@hotmail.com
Resource Center of the
Department of
Chemistry
Dr. Lolita Rodríguez
Dr. Nilka Rivera
saladerecursosquim@gmail.com
Description
Warning information of crime, prevention of
use and abuse of
alcohol and drugs, safety on and off campus,
among others
Medical and dental services for all students,
while studying at the campus. In addition to the
following services: Stress Management Center,
Psychological Services
Program for childcare for student’s children
Lactation Room is available for both mothers to
extract breast milk or breastfeed the child.
Hours: Monday through Friday from 7:30 a.m.
to 4:30 pm
They are responsible for registering the wireless
cards that
allow students to access the Internet on campus,
without cables or telephone lines.
Responsible to have text books, general interest
books and educational materials
Collaboration in the correction of written
documents in the
English language. Hours: Monday through
Thursday 9:00 a.m. - 4:00 p.m.
Friday 9:00 a.m. - 2:00 p.m.
Tutorials provided in the courses of the
Chemistry Department
directed to undergraduate students
Hours: Monday to Thursday
7:30 a.m. to 5:30 pm Friday 7:30 a.m. to 12:00
75
Service/Office
Writing Center
Department of Hispanic
Studies
Director/or Person in
Charge
Dr. Francisco García
Moreno
Electronic Page/Electronic e-mail
Not available
Informative Resource
Center for Business and
Community (CRINC,
acronym in spanish)
Sr. José I. Vega
http://cde.uprm.edu/
General Libary
Prof. Norma Sojo
http://www.uprm.edu/library/
Office of Graduate
Students
Dr. Anand D. Sharma
http://grad.uprm.edu/
Exchange Office
Mrs. Gildreth González
http://www.uprm.edu/decestu/Intercambi
o/index.htm
Office of Social and
Cultural Activities
Sr. Wilfredo Acosta
http://www.uprm.edu/about/actividades.
html
Office of Vocational
Rehabilitation
Mrs. Idalia Rivera
Mrs. Lourdes Méndez
http://www.gobierno.pr/arv/inicio
Description
Collaboration in the correction of written
documents
in the Spanish language. Hours: Monday to
Friday 8:30 a.m. - 4:30 p.m.
Information and consultancy services for
academic and business projects. Available for
students, academics, community leaders,
entrepreneurs and the general community
Various services such as book loans, photocopy
service, search for
computerized information, patent information,
and more.
Responsible for supervising and enforcing the
rules and regulations
related to graduate studies.
Provides information of exchange studentsof the
UPRM with other universities out of PR and
orient the foreigner students about the services
of the UPRM
Offers a program of social and cultural activities
such as: dances, concerts, plays, board game
tournaments, arts exhibits, among others
Counseling services in vocational rehabilitation
to students with special physical and mental
needs, if s/he qualify
76
Service/Office
Director/or Person in
Charge
Electronic Page/Electronic e-mail
Computer Center of the
Student Center
Mrs. Maritza Arroyo
Not available
Computer Center of Arts
and Sciences
Mrs. Myrna Hernández
http://www.uprm.edu/ac/
Computer Center of
Business Administration
Mr. Daniel Rivera
http://www.enterprise.uprm.edu/cc/
Computer Center of
The Department of
Chemistry
Mr. Roberto Rivera
Not available
Description
The computer center provides services to the
students of the UPRM. It offers free printing
services. Must bring paper for printing. Hours:
Monday to Thursday
8:00 a.m. to 12:00 am Friday 8:00 a.m. to 4:30
pm
Weekends and festive days 2:00 pm-12:00am
Provides services to all students in the UPRM
Usage requirements:
-Identification card and registration
-Paper
Hours:
Monday to Friday
8:00 a.m. - 4:00 p.m.
Provides services to all students in the UPRM
Usage requirements:
-Identification card and registration
-Paper
Hours:
Monday to Thursday
7:00 a.m. - 11:45 p.m.
Friday
7:00 a.m. – 4:30 p.m.
Saturday
10:30 a.m. – 4:30 p.m.
Provide services to the students of the UPRM,
to take courses from the Department of
chemistry
77
Service/Office
Art Galery from de
Department of
Humanities
Coop Plan-Faculty of
Engineering
Coop Plan & InternshipFaculty of Business
Administration
Coop Plan -Faculty of
Agricultural Sciences
Research Opportunities
Under graduates Student
Faculty of Engineering
Other opportunities of
investigation
Study Trips
Director/or Person in
Charge
Dr. Dana CollinsDirector Departament
of Humanities
Mrs. Ellen Ríos de
Acarón
Electronic Page/Electronic e-mail
Description
http://www.uprm.edu/gallery/
Exhibitions of works of art for the enjoyment of
the university community.
http://ing.uprm.edu/coop
Program gives students the opportunity to work
in their respective areas of study while earning
their college degree
Program gives students the opportunity to work
in their respective areas of study while earning
their college degree
Program gives students the opportunity to work
in their respective areas of study while earning
their college degree
http://enterprise.uprm.edu/administration
Dr. Arístides
Armstrong
http://www.uprm.edu/agricultura/estudia
ntes.html
Mrs. Josefita González
http://ece.uprm.edu/dean/intern/
Study opportunities and undergraduate research
www.uprm.edu
Information through the website of the
departments and faculties
Offerings announced annually in the Weekly
Bulletin, Student Portal, Portal Academic and
the website of the Department of Humanities.
http://www.uprm.edu/cartelera
http://www.uprm.edu/students
http://www.uprm.edu/academics
http://www.uprm.edu/humanidades/
Certificates of Business
Development and
Business Adm. for
Students
http://enterprise.uprm.edu/certificados.ht
ml
Tools to acquire the skills to develop an idea or
concept for establishing of their own business.
78
Service/Office
Director/or Person in
Charge
Certificate in Project
Management for
students
Recycling Program of
the UPRM
Mr. Roberto Torres
Electronic Page/Electronic e-mail
Description
http://enterprise.uprm.edu/certificados.ht
ml
It exposes the students to the planning,
management and control of projects.
torresr@uprm.edu
College Recycling Program: “ReVerdeSiendo
Colegio”
Recyclable materials that will be handled are:
white paper, aluminum cans, plastic bottles # 1
and # 2, glass bottles, colored paper, newspaper,
corrugated cardboard
http://campusverde.uprm.edu/
79
Nursing Education Unit support services
Students of the NEU have access to additional support services, which include computer
center, skills laboratory, and transportation to clinical areas.
3.3 Student educational and financial records are in compliance with the policies of the
governing organization and state and federal guidelines.
Student educational records are in compliance with the policies of the governing
organization and state and federal guidelines. These norms require that the Office of the Register
maintain full custody of student’s educational records.
The University of Puerto Rico
established confidentiality of Academic File Policy, which complies, with the depositions of the
Family Educational Rights and Privacy Act of 1974- Establish as Buckley Amendment (FERPA)
(See Exhibit Standard 3). The Register Office has established a procedure manual to comply
with the norms and regulations established by the Central Administration Office in the protection
of privacy of student educational record information (http://www.uprm.edu/registrar/ferpa.php).
This policy establishes that the student has rights related to his/her academic files including the
right to register complaints. The student has access to this policy in the Register’s Office and
through Register’s web page: http://www.uprm.edu/registrar/ferpa.php. Access is also possible
to their electronic record through telnet rumad.uprm.edu. An audit trail of updates is produced
by the computer center, which also maintains backup information, done every week. Student's
records are classified as active and inactive. Active records are stored in a secure vault in the
Register’s Office, restricted by an access code to qualified personnel only.
The student’s
information is password protected, and access is granted only by approval of the appropriate
supervisor. The Associate Director of the NEU accesses the student’s files for registration
80
purpose and academic advising through the RUMAD electronic data system. The faculty of the
NEU is custodian of student’s test, academic work and evaluations for six months.
Financial Records
The Office of Financial Aid of the UPRM has custody of all financial records based on
the Family Educational Rights and Privacy Act: 1974 Buckley Amendment. The financial aid
programs comply with the deposition of federal regulation regarding academic progress and
attendance to class.
The Financial Aid Offices follow an internal procedure manual, which
safeguards student’s financial records according to norms and regulations established in the
Central Administration Offices of the UPR system. The Financial Aid Office maintains custody
of student’s financial records in active and inactive form.
Only qualified and authorized
personnel have access to the information contained in these records. Authorization in written
form is required by the student in order to provide information to a third party. An inactive
record of the students is maintained at the financial aid office when the student does not
complete an application form, or does not qualify for the official interview or other reasons.
Files are kept for a period of five years by which then are shredded by authorized personnel.
3.4 Compliance with the Higher Education Reauthorization Act Title IV eligibility and
certification requirements is maintained.
The Certification Number 044 (2005-2006), Board of Trustees,
www.certificaciones.upr.edu/ establishes the Institutional Policy on Academic Progress for
Eligibility to the Programs of Economic Assistance. The UPRM complies with the Federal
Department of Education, by establishing, publishing and applying reasonable norms, which
measure the student’s academic progress for determining economic aid eligibility in Title IV
programs. These are not less restrictive than those applicable to the general student population.
81
All students are hereby notified of the criteria to be satisfied at the end of the academic year to
maintain their possible eligibility and participate in economic aid programs.
3.4.1 A written, comprehensive student loan repayment program addressing student
loan information, counseling, monitoring, and cooperation with lenders is available.
Students who apply for financial aid receive counseling and information from Financial
Aid officials. Written information is available online in the Financial Aid Office website.
Information covered in the document “Eligibility Criteria for Financial Aid Programs,” which is
also
posted
on
the
website
(http://www.uprh.edu/oficinas/a_economica/pdf/criterios-
elegibilidad.pdf), includes students’ rights and responsibilities.
Student loan repayment program
The UPR, follow the guidelines in accordance with the Higher Education Reauthorization
Act Title IV (Return of Title Funds), Public Law 105-244 section 484 B Higher Education Act of
1965 (www.uprm.edu/cms/index.php/page/689).
The Office of Financial Aid has primary
responsibility for all Federal Stafford, with or without subsidy, SMART, ACG (Title IV), GEER,
LEAP, Pell Grant and FSEOG as well as others loans or economic assistance. The Office of
Financial Aid and the Office of Finance carefully oversees the administration of funds to
students and circulate communications that includes the rules, regulations and processes of all
financial aid programs.
Published documents can be accessed from the website:
http://www.uprm.edu/financialaid/aidwhat.html.
At the initial application and during exit
interviews participating students are informed of the process for repayment obligations.
Schedules for these meetings are e-mailed and delivered by standard mail to the student.
Guidelines
for
the
http://www.mapping.your.future.org.
Federal
Stafford
Loan
are
provided
through
An initial interview includes a short test or quiz,
82
afterwards the student is directed to a link that connects to the Stafford Loan application. The
steps for the repayment of funds Title IV (Public Law 105-244 Section 848B Higher Educational
Act 1965 are contemplated in a document called “Treatment of Title IV, Funds when a Student
Withdraws” (See Exhibit in Standard 3). These procedures are applied to students who drop
below half time enrollment status, withdraw, or graduate. Failure to complete the interview
processes has several consequences for students, which includes loan cancellations for the
registered student, ineligibility for future registration or inability to obtain release of grades and
transcript.
Faculty is also required to complete student attendance to courses in order for
delivery of aid funds in a timely manner each semester. The UPRM adopted the version for
“windows” provided by the Department of Federal Education as the mechanism to calculate the
repayment of funds that apply to each individual student.
Published steps are found in
http://www.uprm.edu/financialaid/aidrem.html\
3.4.2 Students are informed of their ethical responsibilities regarding financial
assistance
Students who receive financial assistance are informed of their ethical responsibility.
This is done in the initial interview and exit interview. In this interview students are informed of
the various venues and payment options. The full-time professional staff uses the Entrance and
Exit Interview Checklist, to assure that the information is provided to the students
(http://www.uprm.edu/financialaid/docs/checklist.pdf ).
The Office of the Registrar notifies the lender of the student’s registration status.
Whenever a student falls below the six credits or withdraws, must begin repayment six months
from there on. The agency notifies the student that the deferment period has completed. If the
83
student decides to continue sub-graduate or graduate studies, a deferment can be given to finalize
or continue studies.
After six months, if the student does not start with repayment the guarantor will notify
the Department of Federal Education and the student will be placed by default as a morose
debtor. The Office of Financial Aid will detect these comments on the Student Aid Report
Transfer History when the loaner is unable to localize the student. The student can also receive
Forbearance, when his/her time of deferment has concluded and cannot start repayment.
Forbearance is given to students when there is a justified reason, unemployment, or illness,
among others.
3.5 Integrity and consistency exist for all information intended to inform the public, including
the program’s accreditation status and NLNAC (ACEN) contact information.
Information intended to inform the public, including the program’s accreditation status
and ACEN contact information, is current, accurate, clear, and consistent.
The UPRM
Undergraduate Catalogue 2012-2013, states the mission, goals, objectives and institutional
outcomes of the Mayagüez Campus (pg.1,2) as well as the College of Arts and Sciences mission
and goals (pg. 119). Included, is information concerning admission policies, tuition and fees,
financial aid, graduation, academic policies, student services and length of each academic
offering. The information is updated every academic year providing accurate representation of
the programs to the public and sufficient information to insure accountability. The Catalogue is
available through the website http://www.uprm.edu/catalog.
Information about the BSN Program is also contained in the Catalogue on pages 228 thru
232. It includes name and address of the accrediting agency, (formerly) the National League for
Nursing Accrediting Commission. Consumers can also find the mission, vision, BSN curriculum,
84
courses description and faculty of the program. Besides the basic information included in the
catalog, the NEU website includes links to professional organizations, such as The College of
Professional Nursing of Puerto Rico,
Sigma Theta Tau, International, Nursing Student’s
Association, National League for Nursing and the Coalition of Nurses for Communities in
Disaster. http://www.uprm.edu/enfe
Furthermore, at NEU’s level, more precise information on the BSN program is included
in the Department of Nursing Students Manual- revised 2013,
Newly Admitted Students
Orientation Manual- revised 2013, and the BSN Curriculum Program Brochure (See Exhibit
Standard 3). Additional opportunities to inform the public, prospective students, current students,
employers and other interested parties are done through various activities of recruitment in
university open house, schools, health fairs and other specific community activities where
documents, brochures and materials about the program and for career opportunities in nursing
provide to update information on the program. Information offered in orientation visits at
schools and articulated nursing programs are also consistent with the information given in the
undergraduate catalog and website.
3.6 Changes in policies, procedures and program information are clearly and consistently
communicated to students in a timely manner
All changes in policies are discussed in the Administrative Board, Academic Senate and,
Students’ Council as well as in most of Institutional and Departmental Committees where
students have representatives. Prior to the execution of a policy change, students have the
opportunity to contribute to its revision. General policy changes affecting the student population
are communicated through a diversity of methods:
1.
Written letters addressed to the student from the Chancellor, Dean of Student or
85
Dean of Academic Affair
2.
Notices posted on the NEU bulletin boards or others located across campus
3.
General public media resources (radio, television, newspaper)
4.
Internal UPR System electronic emails to students and staff (cartero)
5.
Student’s assembly meetings
6.
Informative notices given in class sessions and or academic counseling processes
7.
UPRM website flash
8.
Registered roster student’s email
The notifications given to students include the relevant and non-relevant changes in the
academic calendar, changes due to activities, (academic and non-academic), advisement, class
registration schedule, scholarship opportunities, and commencement related activities, etc.
3.7 Orientation to technology is provided, and technological support is available to students,
including those receiving instruction using alternative methods of delivery.
All new students receive an introduction to technology during Nursing Orientation Week,
and in a university adaptation course, UNIV 0006 Introduction to University Life, taught by the
UPRM. An important part of this introduction is a basic orientation of the services provided by
the campus library. Many of these services are available on-line, through the library website.
Additionally, librarians are on-line during regular business hours to interact with the campus
community members using the online platform.
The university has an Information Technology Center (ITC) located at the “Monzon”
building, responsible of providing general technology support. It is in command of maintaining
the necessary infrastructure to provide quality wireless Internet access throughout the entire
campus. The office provides adequate support services to assist student and faculty experiencing
86
difficulty using technology, both on campus and through remote access. The ITC has a help desk
in the Monzón building on campus that is open for visitors Monday-Friday from 8:00 AM to
4:00 PM and provides support via telephone as well. They also have an email address available
for submitting any queries that may arise out of business hours (http://www.cti.uprm.edu).
The technology introduction also includes the information management skills that
students need to navigate professional nursing resources, including on-line, journal databases,
research strategies, book search tools, the interlibrary loan system and electronic resources for
citation format. In addition, each faculty member reviews technological access and expectations
with students in individual classes. Many training opportunities are provided to faculty, staff,
and students to facilitate their use of the various software programs and services available
through the university network. Some of these opportunities are free, including seminars taught
by the office of Assessment and Technology of Arts and Sciences (AvA-TecA in Spanish),
http://www.uprm.edu/cms/index.php/page/235. Other courses are provided by the Division of
Continuing Education and Professional Studies (DECEP in Spanish) with a fee to enhance
student computer and informatics skills on such topics as managing files and folders, web
navigation, and the use of Moodle, the web-based learning platform used by the UPRM campus.
In addition to the ITC, “Closed Television Circuit”, a unit ascribed to the UPRM Press
Office, provides services that meet unique needs within the UPRM. These services include:
video editing, photography, transference from VHS to DVD format, DVD copying, sound
system lending within campus, and digitalization of written material and photographs, as others.
Students can use these services for specific assignments, course projects and others.
87
STANDARD 4
Curriculum
The curriculum prepares students to achieve the outcomes of the nursing
education unit, including safe practice in contemporary health care
environments.
Nursing Education Unit
88
4.1 The curriculum incorporates established professional standards, guidelines, and
competencies, and has clearly articulated student learning and program outcomes.
The curriculum of the Bachelor of Science in Nursing (BSN) of the NEU, functions in
harmony with the philosophy of the University of Puerto Rico (UPR) and UPRM.
Our
curriculum demonstrates its integrity in the application of principles and concepts that are
interconnected with our mission, philosophy and conceptual framework. Focused is placed on
teaching and learning as a process, which is designed to develop an inquisitive and analytical
mind and stimulate intellectual curiosity and creativity (critical thinking, lifelong learning,
research appraisal, caring). The learner (nursing student) is a unique individual with a particular
rate of development within the teaching and learning process. A positive attitude toward the
increment of knowledge is essential and must assume responsibility for learning, professional,
and personal development (lifelong learning, values, ethical, legal, caring, leadership). Success
in this area prepares our student to function as a leader, assume responsibility as a citizen and be
assertive and accountable for his/her professional actions (communication, team work,
leadership, health teaching).
The BSN Program is evaluated, and revised periodically by the Nursing faculty. The
revision of the curriculum takes into account the Standards of Professional Nursing Practice of
the College of Professional Nurses of Puerto Rico (CPEPR, in Spanish), Code of Ethics of the
CPEPR, American Nurses Association, the ACEN Standards and Criteria, the National Safety
Standards as well as tendencies in health care that respond to society’s needs among others.
89
Professional standards, guidelines and competencies for nursing practice
The curriculum of the NEU takes into account the established Professional Nursing
Education Standards of the CPEPR (see Table 4.1.1),and the Standards for the Nursing Practice
in Puerto Rico 2010, (www.cpepr.org/PDFS/CPEPR%20Folleto%20Estandares.pdf) (See Table
4.1.2), which are divided in two areas: Standards for Professional Performance and Standards of
Care.
The nine Standards for Professional Performance describe the level of minimal
performance in the professional practice role.
It includes quality of practice, education,
evaluation of professional practice, collaboration, collegiate membership, ethics, research, use of
resources, and leadership. The six Standards of Care describe the minimum level of performance
in nursing care based on the nursing process. These are assessment, nursing diagnosis, and
identification of objectives, planning, intervention and evaluation.
The faculty of the NEU developed six Student Learning Outcomes, (SLO) which
maintain the integrity of quality and safety through the curriculum. These SLO where derived
from the four domains; Professional Role, Professional Judgment, Research and Nursing
Process. The faculty then outlined three components to define a competency: knowledge, skills
and attitudes pertaining to each (See Exhibit Standard 4: Program competencies).
The SLO,
Domains and Competencies can be found in Table 4.1.2.
Table 4.1.1 presents how the NEU adheres to the Professional Nursing Education
Standards (CPEPR) and Table 4.1.2 presents how the curriculum has articulated the SLO,
competencies and the Standards for the Practice in Nursing of Puerto Rico (CPEPR).
90
Table 4.1.1: Representation of the NEU Adherence to Professional Nursing Educational
Standards
Professional Nursing Education Standards (CPEPR)
Nursing Education Unit
Standard I – Organization and Administration:
The organization structure and administration of the
nursing program is in harmony with the mission,
philosophy, and objective of its governing institution.
The line of authority and communication of the NEU
within the governing institution is in harmony with the
norms and policies stated in UPR General Regulations
(See Standard 1).
Standard II – Resources and Facilities
The human, financial and material resources are
The NEU has the human, financial and physical
resources for the implementation of the nursing
program (See Standard 5)
adequate in quantity and quality for the
implementation of the nursing programs educational
process.
Standard III- Students
Nursing students participate with the faculty in the
identification of their educational needs and in the
identification of their learning and educational
experiences.
Standard IV – Curriculum design:
The nursing education program’s curricular objectives
are designed to reflect the Nursing Department’s
philosophy, and provide for the development of
knowledge, skills and attitude congruent with the
roles expected level at which students are being
prepared.
Standard V – Faculty
The Faculty and director of the Nursing Department
are adequate in number and preparation to achieve
programs outcomes, the educational process and
excellence in the teaching of nursing.
Standard VI – Evaluation
Evaluation is an integral and ongoing process of the
nursing program. It includes the teaching / learning
process, the curriculum and the impact of the
programs upon the organization and in the health
services.
Nursing students participate in the identification of
their educational needs, learning and educational
experiences are assured in different committees such
as curriculum, evaluation, recruitment and teaching
learning resources. Also, students have an active
participation in faculty meetings through a student
representative. In student assembly or individualized
counseling, they are provided with the opportunity to
discuss and make decisions about their educational
needs (See Standard 1, 3).
The NEU philosophical beliefs, conceptual framework,
learning outcomes evidence compliance with this
standard (See Standard 4).
The director of the NEU has a strong record of
administrative experience and academic preparation.
The faculty has a minimum preparation of a Master
degree in Nursing. The faculty is adequate in number
and preparation to achieve the program’s outcomes.
(See Standard 2).
The NEU has a Master Plan: Outcomes Evaluation
which are implemented on regular basis to strengthen
and improve the program (See Standard 6).
91
Table 4.1.2 Standards for the Practice in Nursing of Puerto Rico, student learning outcomes and
Domains/competencies of the NEU
NEU Student Learning
Outcomes
Domain/Competencies
Standards for the Practice in
Nursing of Puerto Rico (CPEPR)
Apply knowledge and skills from
nursing science and other
disciplines while caring for the
client system as it pertains to
promotion and maintenance of
health, prevention, management
and rehabilitation of illness, and
end of life care.
Professional Role
 Teamwork
 Lifelong learner
 Communication
 Health teaching
Professional Judgment
 Critical Thinking
 Values/ethical/Legal
Nursing Process
 Caring
Demonstrate leadership,
communication and interpersonal
relationship, knowledge and skills
when managing care in a
collaborative effort with the clientsystem.
Professional Role
 Teamwork
 Lifelong learner
 Leadership
 Communication
Nursing Process
 Caring
Provide and promote safe, quality
care that will continually allow the
client system to progress toward
higher levels of wellness as they
adapt to changes.
Professional Role
 Health teaching
Professional Judgment
 Critical thinking
 Values/ethical/legal
Nursing Process
 Caring
I. Standard Professional
Performance
 Quality of practice
 Education
 Evaluation
 Collaboration
 Use of resources
 Ethics
II. Standard of Care
 Assessment
 Nursing diagnosis
 Objective identification
 Planning
 Nursing Intervention
 Evaluation
I. Standard Professional
Performance
 Quality of practice
 Collaboration
 Use of resources
 leadership
II. Standard of Care
 Assessment
 Nursing diagnosis
 Objective identification
 Planning
 Nursing Intervention
 Evaluation
I. Standard Professional
Performance
 Quality of practice
 Collaboration
 Use of resources
 Evaluation
II. Standard of Care
 Assessment
 Nursing diagnosis
 Objective identification
 Planning
 Evaluation
Integrate critical thinking,
professional judgment, values and
ethical/legal principles within
Professional Role
 Communication
 Lifelong learner
I. Standard Professional
Performance
 Quality of practice
92
NEU Student Learning
Outcomes
Domain/Competencies
Standards for the Practice in
Nursing of Puerto Rico (CPEPR)
generalist nursing practice.
Professional Judgment
 Critical thinking
 Values/ethical/legal
Nursing Process
 Caring
 Evaluation of Practice
 Ethics
II. Standard of Care
 Assessment
 Nursing diagnosis
 Objective identification
 Planning
 Evaluation

Act as an evolving scholar
demonstrating continuous
professional development, use of
creative thinking, technology and
evidence base as a foundation for
decision making and problem
solving.
Professional Judgment
 Critical thinking
 Values/ethical/legal
 Lifelong learning
Nursing Process
 Caring
I. Standards of Professional
Performance
 Quality of Practice
 Education
 Evaluation of Practice
 Research
 Use of Resources
 Leadership
 Ethics
 Collegiate
II. Standards of care
 Assessment
 Nursing Diagnosis
 Objective Identification
 Planning
 Nursing Intervention
 Evaluation
I. Standards of Professional
Performance
 Quality of Practice
 Education
 Evaluation of Practice
 Collaboration
 Research
 Ethics
 Leadership
II. Standards of Care
 Assessment
 Nursing diagnosis
 Objective Identification
 Planning
 Nursing Intervention
 Evaluation
Research

Incorporate professional nursing
roles while providing holistic,
competent and culturally sensitive
nursing care in multiple settings.
Research Appraisal
Professional Role
 Lifelong learner
 Communication
Professional Judgment
 Critical thinking
 Values/ethical/legal
Research
 Research appraisal
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Table 4.1.3 Professional Standards and Guidelines integrated in the curriculum
Professional Standards and Guidelines
Courses
Puerto Rico College of Professional Nursing Education Standards (See
exhibit 4)
All courses
Puerto Rico College of Professional Nursing Practice Standards
http://cpepr.org/PDFS/CPEPR%20Folleto%20Estandares.pdf
All courses
Nursing Practice Act #9
http://www.lexjuris.com/lexmate/profesiones/lexenfermeria.htm
All courses
PR College of Professional Nurses Code of Ethics
http://www.cpepr.org/PDFS/CODIGO%20ETICA.pdf
All courses
National League for Nursing Accrediting Commission
All courses
http://www.nlnac.org/manuals/SC2013_BACCALAUREATE.pdf
American Nursing Association (2010) Practice Standards
All courses
http://www.nursingworld.org/codeofethics
http://www.nursingworld.org/nursingstandards
Safety Guidelines; National Patient Safety Goals
All courses
http://www.jointcommission.org/hap_2013_npsg/
HIPAA (Health insurance Portability and Accountability)
http://www.hhs.gov/ocr/privacy/
All courses
Healthy People 2020
All courses
http://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx
American Heart Association Guidelines
http://www.heart.org/HEARTORG/
ENFE 3021, ENFE 3022,
ENFE 4031, ENFE 4032,
ENFE 4025, ENFE 4001
ENFE 4002
Based on the NEU’s SLO and competencies, the BSN Program will deliver; a graduate
with the competencies appropriate to role preparation, graduation rate of 85%, Nursing Board
94
passing rate of 90% or higher, an employment rate of 90% within six to nine months after
graduation, an employer satisfaction of 85% or higher, a graduating student satisfaction of 85%
or higher and an alumni satisfaction of 85% or higher.
Most of all, the faculty is committed to
provide students with the knowledge, skills and attitude to be competent, sensitive and engage in
safe practice; focusing in systems effectiveness and individual performance.
4.2 The curriculum is developed by the faculty and regularly reviewed for rigor and currency.
Faculty is responsible for the rigor, currency, continuous and revision of the BSN
curriculum since it was established (See faculty and curriculum committee minutes). The
curriculum is reviewed regularly using nursing education trends, needs of society, student’s
profile, retention and graduation rates, licensure board examination results, alumni, employer
surveys, course surveys , affiliated agencies evaluation, faculty and students satisfaction surveys
and others, as the basis to consider changes. The Master Plan: Outcomes Evaluation (MPOE)
presented by the Evaluation Committee and approved by the faculty in November 2008, sets the
ongoing evaluation process needed to maintain currency and rigor of the BSN program (See
Standard 6). Additionally the Curriculum Committee has leaded the efforts that maintained
continuity and harmony of the curriculum within the NEU, and its vision, mission, philosophy,
Conceptual framework, SLO and PO.
The MPOE sets the scheduled time frame and documentation necessary to review the
areas of importance that affect the curriculum and its relevance. The Questionnaire for the
Evaluation of the Program by Graduating Students of the Baccalaureate of Science in Nursing
Program (Q3), provides significant information about possible overlapping content, redundancy,
and areas to include and improve in courses. Based on these evaluations surveys and the
consistent petition of students to include additional open elective courses, reduce the workload of
95
the seminar courses, and include a permanent pharmacology and health assessment course; the
faculty has proposed a minor curricular revision to begin in August 2013. Nevertheless elective
courses have been offered in alternate semesters, including the ENFE 5005 Health Assessment
and ENFE 3126 Basic Principles of Pharmacology, as well as other elective courses petitioned
by students.
Results from quantitative and qualitative surveys of courses and affiliated agencies are
aggregated and analyzed in the Evaluation Committee. A report is generated with
recommendations and a formal presentation is offered to the faculty at the end of the semester
(See Faculty minutes, exhibit Standard 4; Survey reports in Exhibit Standard 6).
Faculty
discusses thoroughly the strengths and areas to improve in courses and generates a plan for the
improvement of weaknesses found in the course, to the Evaluation and Curriculum committees.
Courses and affiliated agencies with low satisfaction in survey results are also identified.
Moreover discussion for possible solutions and for corrective actions is included by the
Curriculum and Evaluation Committees recommendations to the faculty of the courses. Each
faculty team gathers the information pertinent to the course they teach and strengthens the areas
to be improved. Furthermore, the teams of faculty meet at the beginning of every academic
semester and during the course academic period to discuss pertinent matters, course content,
sequence of learning material and outcomes evaluation criteria.
Table 4.2.1, Comprehensive
review of the BSN program, presents examples of the ongoing activities for program review.
96
Table 4.2.1 Comprehensive review of the BSN program
Areas evaluated
Vision, mission, philosophy,
conceptual framework, Program
outcomes, student profile
Outcomes
 Student Learning
Outcomes
 Program Outcomes
Domains and Competencies
Nursing courses description
Evaluation of pre-and co requisites
Revision of Nursing courses
curricular designs
Strategic and Operational Plan
Resource reviewed
Philosophy of the University of Puerto Rico
Standards of ACEN
Professional Nursing Standards of the CPEPR
PR Board of Nursing
New tendencies in health care, Nursing education
and society needs
Ludwig von Berthalanfy’s General System Theory
Halbert L. Dunn- Concept of High Level of
Wellness
Abraham Maslow’s Theory Hierarchy of Needs
Sister Callista Roy Adaptation Theory
Dates
February 22. 2010
April 4, 2011
BSN Program goals
Profile of the Graduate
Standards of ACEN
Master Plan: Outcomes Evaluation
Vision, mission, philosophy, conceptual framework,
NEU Program outcomes
Sept. 15, 2011
October 20, 2011
Student Learning Outcomes
Program Outcomes
Standards of ACEN
Vision,
Mission,
Philosophy,
conceptual
framework, outcomes and competencies
Vision, Mission, Philosophy, conceptual
framework, outcomes and competencies
Nov 26, 2012
Vision,
Mission,
Philosophy,
conceptual
framework, outcomes and competencies PR Board
of Nursing
New tendencies in health care, Nursing education
and society needs
General curricular courses
Domains, competencies, outcomes
Student course evaluation surveys
Faculty and Student satisfaction surveys
Affiliated agencies survey
Vision, Mission, Philosophy of Governing
organization, UPRM, NEU
Aug.12, 2011
April 15, 2011
November, 2008
Dec 20, 2010
April 4th, 2011
Feb 22, 2010
Feb. 22, 2011
March 12, 2012
December 9, 2008
Nursing Course Syllabi
Nursing Course Curricular designs
Each semester and
when necessary
BSN curricular program
Student course evaluation surveys
Graduating student evaluation of the program
Faculty and student satisfaction surveys
Oct. 7th , 2009
April 17, 2012
April 20, 2012
New Nursing courses being
considered to be incorporated in
the curriculum
 ENFE 3126 Basic
Student course evaluation surveys (Q1)
Graduating student evaluation of the program (Q3)
Faculty satisfaction survey (Q6)
April 4th, 2011
March 2nd , 2011
97
principles of
Pharmacology
Employer’s survey (Q5)
Domains and Competencies

ENFE 5005 Health
Assessment
 ENFE4----Research in
Nursing
Elective Nursing courses approved
or being offered
 ENFE 4995 Practice
COOP
 ENFE 5397 Applied
Pathophysiology
 ENFE 5665 Theories in
Nursing
 ENFE 5667 EKG
Interpretation: Nursing
Care
 ENFE 3116 Forensic
Nursing: Sexual
Aggression
 ENFE 3007 Decision
Making in Nursing
Nov. 21, 2011
Oct. 29, 2012
May 14, 2013
Sept. 4th, 2014
Feb. 25, 2013
Jan. 25, 2010
Summer 2010
Offering
December, 2012Approval
December, 2012Approval
December, 2012Approval
June 29, 2012- in
process of approval
July 6, 2011Approval
November 7, 2011
Inactivation of Nursing course
 ENFE 3117 Ethics in
Nursing (Replaced by
ENFE 3007-Decision
making in Nursing
Competencies
Syllabus
Course Design
Trends in Nursing
Faculty has participated in workshops, colloquiums and continuing education courses to
strengthen the process for curricular revision and to stay knowledgeable on current changes in
healthcare delivery.
4.3 The student learning outcomes are used to organize the curriculum, guide the delivery of
instruction, direct learning activities, and evaluate student progress.
The curriculum of the NEU has defined program goals that emanate from the mission,
vision, and philosophy. To reach these goals the program follows a conceptual framework that is
reflected in the six student learning outcomes (SLO). These SLO are connected to the domains
98
and competencies which guide the delivery of instructions and learning activities. Table 4.3.1
demonstrates how course outcomes are in compliance with SLO. The SLO permeate throughout
the four years of the bachelor degree program.
Table 4.3.1 Examples of compliance of Courses Outcomes with SLO
SLO #1: Apply knowledge and skills from nursing science and other disciplines while caring for
the client system as it pertains to promotion and maintenance of health, prevention,
management and rehabilitation of illness, and end of life care.
ENFE 3005

ENFE 3022

ENFE 3045

ENFE 4025

ENFE 4031

ENFE 4032


ENFE 3035

ENFE 4002

Identify historical events that were important in their development of
professional nursing.
Apply the nursing process through independent and collaborative
efforts to promote, and maintain health, prevent and manage illnesses,
promote rehabilitation and provide end of life care.
Apply concepts and principles of the bio-psycho-social sciences in
the ministering of psychiatric mental health nursing.
Apply concepts and principles of General System Theory and Highlevel Wellness in their nursing practice in the community setting.
Integrate theories, concepts and research findings, which underlie
nursing intervention in the care of patients with major health
problems.
Intervene effectively in meeting the learning needs of the patient, and
his family, when dealing with major health problems.
Integrate theories, concepts and research findings, which underlie
nursing intervention in the care of patients with major health
problems.
Identify the conditions of health and diseases that are related to
nutrition in Puerto Rico.
Utilize theories, concepts, and facts from the biological and
psychosocial sciences in the ministering of care to the growing child.
SLO#2: Demonstrate leadership, communication and interpersonal relationship knowledge and
skills when managing care in a collaborative effort with the client system.
ENFE 3015



ENFE 3021

ENFE 4015

Understand interpersonal relationships as the process of offering care
to individuals, families, and groups of different social status, creed
and color.
Utilize the communication process as a base to build the therapeutic
relationship.
Recognize the human being as an open system receiving input from
the nurse system through the therapeutic nurse-client relationship.
Employ interpersonal relationship knowledge and skills in the
implementation of the nursing process while providing care to the
client system.
Demonstrate knowledge of leadership and management theories and
its relationships to health agency management and nursing care
delivery system
99
SLO #3: Provide and promote safe, quality care that will continually allow the client system to
progress toward higher levels of wellness as they adapt to changes.
ENFE 3015

ENFE 3021

ENFE 3045

ENFE 4001

ENFE 4025

ENFE 4031

ENFE 3035

ENFE 4002

Uses the nursing process in the achievement of the therapeutic nurseclient relationship.
Apply the nursing process to fulfill the basic needs of the client
system along the health illness continuum, promoting, and
maintaining health, preventing and managing illnesses, promoting
rehabilitation and providing end of life care.
Examine the roles of the professional nurse in the delivery of
psychiatric mental health care.
Utilizes the nursing process as a systematic method for providing
nursing interventions to the pregnant woman, neonate and family in a
variety of settings.
Distinguish roles and functions of community health practices within
the health care system.
Implement the nursing process as a systematic method in the
ministering of care to patients in a variety of settings.
Plan nutritionally adequate menus using the Food Guide Pyramid, the
Dietary Reference Intakes (DRI’s), My Plate and the 2010 Dietary
Guidelines for Americans.
Utilize the nursing process as a systematic method to assess, plan,
intervene, and evaluate the care for the growing child during health
and illness.
SLO #4: Integrate critical thinking, professional judgment, values and ethical/legal principles
within the generalist nursing practice.
ENFE 3021

ENFE 3022

ENFE 3045

ENFE 4001


ENFE 4025

ENFE 4031

ENFE 4032

ENFE 4041

Integrate values, legal, ethical principles in the ministering of care to the
client system.
Discuss critical thinking, values legal and ethical principles in
problem solving processes.
Apply concepts and principles of the bio-psycho-social sciences in the
ministering of psychiatric mental health nursing.
Apply concepts of the critical thinking process in a variety of settings.
Applies the knowledge utilizing the critical thinking process needed
to assess, plan, and implement the nursing care to the healthy and the
high risk pregnant woman and her family throughout the childbearing
period.
Recognize the influence of ethics, values and ideals in their nursing
intervention with families, individuals, groups, and communities.
Apply critical thinking skills in clinical decision making situations, both
in written and oral expressions.
Develop beginning skills in advanced nursing interventions with
patients undergoing complex procedures.
Values the ethical, legal aspects and human rights in the development
and implementation of a research project.
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SLO #5: Act as an evolving scholar interested in continuous professional development, use of
creative thinking, technology and evidence base, as a foundation for decision making
and problem solving.
ENFE 3005

ENFE 3022

ENFE 4001

ENFE 4015

ENFE 4031

ENFE 4032

ENFE 4041


ENFE 4042

ENFE 3035


ENFE 4002

Understand the interrelationships of nursing theory, practice and
research for the improvement of nursing practice.
Values the nursing process as an essential tool to provide health care
to the client system along their health-illness continuum.
Utilizes research findings in the practice of nursing to the pregnant
woman, neonate and family.
Examine research critically and evaluate the applicability of findings
to nursing management.
Apply critical thinking skills in clinical decision making situations,
both in written and oral expressions.
Apply critical thinking skills in clinical decision making situations,
both in written and oral expressions.
Discuss the implications of current issues, concerns and trends related
to professional nursing practice.
As a beginner in the research process, develop those skills necessary
to evaluate research studies.
Relates concepts proper to the methodology of the scientific
investigation process.
Analyze and critique selected research studies.
Describe the nutrition needs throughout life span and basic nutrition
requirements of each stage.
Recognize the value of the applicability of research findings in the
nursing of children practice.
SLO #6: Incorporate professional nursing roles as planners, managers and coordinators of
holistic, competent and culturally sensitive nursing care in multiple settings.
ENFE 3021

ENFE 4015

ENFE 4041

Envelop the importance of professional nursing roles and functions in
the practice of nursing.
Examine determinants of human behavior in organizations and the
leadership role of the nursing manager.
Demonstrate basic skills in identifying a problem, reviewing literature,
development of theoretical framework and stating the purpose of the
study.
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Nursing courses in the curriculum are of two types: those exclusively theoretical in nature
and those with a theoretical component and clinical laboratory experience. The theoretical
content of courses contributes directly to the clinical components of the nursing courses. Each
nursing course utilizes the content knowledge acquired from the cognate’s related courses.
Knowledge of the arts, sciences, and humanities is an integral part that enriches the nursing
curriculum. The content of courses from different disciplines helps the learner to study the
human being from a bio-psychological and spiritual perspective, which is needed for the
understanding of themselves and the development of the role as a professional nurse. Identifying
the human being as an open system with basic needs, the learner is guided to view the human
being as a whole entity interrelating with the environment.
At the beginning of each semester, the student receives a course syllabus which includes,
course title, codification, credits hours, pre-requisites, co-requisites and other requirements;
course description, course outcomes, evaluation strategies and tools, grading system and
references.
The student is also provided with information containing the name of the
instructor/s, office number, office hours and office phone extension as well as e-mail address.
The UPRM and NEU policies are discussed during the first day of class. The plan for the
didactic instruction and development of clinical experience is delineated in the curricular design
of the course. (See Exhibit Standard 4: Curriculum).
First year of the nursing curriculum
In the first year the curricular focuses on courses that are based on liberal arts, behavioral,
and natural sciences. The learner begins with English, General Psychology, Mathematics,
Biological Sciences, Chemistry, and Physical Education courses. These establish the
fundamental knowledge that will lead into basic nursing courses.
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The courses CIBI 3031-3032 (Introduction to Biological Sciences I and II), provide
knowledge applicable to the process of scientific inquiry. Both integrate fundamental biological
principles as exemplified in the study of the diversity of relationships among living organisms.
This knowledge is basic to understanding the biological nature of the human being, which is
important to nursing.
The General, Organic, and Biological, QUIM 3141-3142 (Chemistry I and II), these courses
present the chemical properties of natural elements and the transformations they cause or go
through when they exchange energy with the environment.
The biological and chemical
processes provides for the understanding of the changes within and around the human body in
the health – illness continuum.
The concepts taught in MATE 3171/MATE 3086 (Pre-calculus I /Mathematical Reasoning)
and
ESMA 3015 (Elementary Statistics) help in the implementation of the conceptual
framework of the program by developing an analytical attitude which helps students in dealing
with the different problems found in nursing scenarios. The arithmetic and probability
component are integrated in the administration of medications. The content obtained from
ESMA 3015 begins building the knowledge necessary for the understanding and critique of
nursing research and the analysis of epidemiological studies (ENFE 4041-4042, Seminars in
Nursing; ENFE 4025, Nursing in the Community).
Students can select COMP 3057 (Computer Fundamentals), COMP 3010 (Introduction to
Computer Programming I) or MATE 3172 (Pre-calculus II) to comply with three additional
required credits in math. COMP 3057 (Computer Fundamental) is the most selected course. As
a basic course in computers, it facilitates the appreciation of technology and computers
utilization in the health care delivery systems.
103
The courses PSIC 3001-3002 (Principles of Psychology I and II) deal with the fundamental
principles, which underlie human behavior. Both are directed toward students’ understanding of
themselves as individual and as integral part of a group. Application of the knowledge obtained
in these courses is fundamental in all nursing courses.
The study of INGL 3101-3102 (Basic English), INGL 3201-3202 (English Composition and
Reading) contributes to the command of the fundamental structure of this language. The several
courses in English prepare the learner in the expressive usage of this language as a tool for
professional communication.
Knowledge of grammar and skills in reading, writing, and
comprehension are fostered.
The EDFI (Physical Education courses) integrates the importance of physical fitness. The
learner is taught the basic principle of body mechanics, the practice of physical exercises, and the
benefits to health and well-being. This knowledge is later used in activities of nursing courses.
During the first academic year, learners are exposed mainly to general courses required by the
University and the NEU (Undergraduate Catalog 2012-2013). In the first year, second semester,
the course ENFE 3005 (Introduction to Nursing) introduces the mission of the UPR, UPRM,
College of Arts & Sciences and NEU’s philosophy, conceptual framework, student learning
outcomes, profile of the graduate and outcomes of the program. Concepts of the General System
Theory and Dunn’s Concept of High Level of Wellness are discussed including the historical,
philosophical and social development of nursing as a discipline and as a profession with
standards of practice, ethics, legal, value and their relationship with Human Being – Client
System, the Professional Nurse System and the Social System.
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Second year of the nursing curriculum
In the second year, learners begin their first clinical course in nursing, ENFE 3021
(Introduction to Clinical Nursing I). This course provides selected learning experiences that
build upon knowledge gained in ENFE 3005. They begin to see themselves in the professional
system role. The learner learns that the nursing process (horizontal strand) is a systematic
approach to intervene with clients in the health- illness continuum (vertical strand). This enables
learners to acquire fundamental concepts, knowledge, and skills necessary to provide nursing
care to clients with basic human needs. Concurrently, they also take ENFE 3015 (Interpersonal
Relationships in Nursing). This course introduces the learner to nursing as a therapeutic
interpersonal process, which enables the professional nurse system to communicate with the
human being- client system and the social system. Communication is addressed as a process to
establish a therapeutic nurse-client relationship. The learner explores the variables affecting the
human being communication process through different stages of growth and development,
personality development and bio-psychosocial needs and behaviors. Through this therapeutic
relationship the learner understands the human being as an open system in continuing growth and
development with values and basic needs.
The biological aspect of the person is discussed in BIOL 3715-3716 (Anatomy and
Physiology).
Both provide knowledge of the human body structures and physiological
principles. The nursing clinical courses integrate this knowledge to understand the response of
the human body in the health – illness continuum.
ENFE 3022 (Introduction to Clinical Nursing II) builds upon the concepts and knowledge
acquired in ENFE 3021. The learner continues to develop clinical nursing skills and nursing
process as a method of caring. Its focus is on the care of selected clients experiencing mild to
105
moderate health-illness needs or problems of relative instability and duration. Cognate courses in
psychology and biological sciences provide the fundamental principles that enable students with
the abilities to deal with these clients.
ENFE 3045 (Psychiatric Nursing) addresses the professional nurse system, within the role of
psychiatric nursing as well as the social system and human-being client system. The course
explores the biological, psychosocial, and cultural factors, which affect the individual’s mental
health throughout the life cycle. Knowledge acquired in Spanish, English and ENFE 3015
enhance learners’ abilities to communicate and intervene therapeutically with the human being.
Equally important are other cognate courses in the sciences, which help to explain the
psychological, biological and/or other imbalances experienced by psychiatric clients.
ENFE 3035 (Fundamentals of Nutrition) cover the basic principles of nutrition.
Learners
recognize the importance of the relationship that exists between nutrition, health and illness as
well as the collaborative role in a multidisciplinary team. Knowledge on dietary management of
clients with a diversity of conditions is broadened according to the emerging needs and trends in
society. Science related courses such as PSIC 3001-3002, CIBI 3031 - 3032, BIOL 3715-3716
and QUIM 3141 and 3142 provide content support to ENFE 3035.
The Spanish courses (ESPA 3101-3102), addresses the communication concept inherent in the
BSN Curriculum Conceptual Framework and SLO. These courses develop knowledge about the
functions of language using examples and exercises for correction and propriety in writing,
reading and, speaking. Emphasis on literature review provides students with a diverse of cultural
patterns of people from different countries and/or times. The understanding toward diversity is
an element which nursing students are introduced in these courses. In the third year, students are
106
required to take six additional credits of Spanish. Learners have the opportunity to select from
other courses with additional depth and breadth according to their knowledge.
Third year of the nursing curriculum
BIOL 3725 (Microbiology) is a co-requisite to ENFE 4001 (Maternal and Child Nursing I).
This course includes the basic principles of microbiology with emphasis in the study of
microorganisms in relation to human health and disease. An objective of this course is to
“Demonstrate how microbiology principles are applied to the solution of problems related to
human health”. Knowledge gained helps in the prevention or control of infections in healthy or
ill individuals. It also reinforces the concepts of asepsis, hand washing, isolation techniques and
chain of infection learned in ENFE 3021 and ENFE 3022.
ENFE 4001 (Maternal and Child Nursing I) provides the knowledge and clinical practice to
carry out responsibilities in the health promotion, maintenance and care of childbearing families
and their interaction. Learners revisit the professional nurse system within the role of the
maternal and neonatal nursing as well as the social system and the human-being client system.
ENFE 4002 (Maternal and Child Nursing II) is offered during the second semester of the third
year. Learners gain knowledge and engage in clinical experiences necessary to prepare a
professional nurse to carry out interventions in the health promotion, maintenance and health and
illness management of the child. Included are the dynamic processes of each major phase in the
growth and development of a child from infancy to adolescence. Health teaching is emphasized.
Cognate courses such as PSIC 3001-3002, CIBI 3031 - 3032, BIOL 3715-3716 and 3725, QUIM
3141 and 3142, courses of Social Sciences or Economics and HUMA 3111-3112 provide
fundamental knowledge and principles for both (ENFE 4001-4002) courses outcomes.
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HUMA 3111-3112 (Introduction to the study of Western Culture I and II) are part of the
third year study program. Its purpose is to familiarize the student with literature masterpieces of
the western culture, as they relate to their historical framework.
In discussing the evolutions of
the human being thinking patterns, nursing students gain insight about their past, present and
future as members of the social system. The course aims to develop the capacity of analysis,
critical thinking and the ability to reach conclusions. Understanding their historical framework
and skills helps nursing student’s self-perception of worth and appreciation for the recipients of
nursing care. Both courses contribute to a better understanding the human being –client system
and the social system, particularly when students take ENFE 4025 (Nursing in Community
Health).
Fourth year in the nursing curriculum
The nursing senior year courses are ENFE 4041(Seminar in Nursing I), ENFE 4031(Medical
Surgical Nursing I), ENFE 4015 (Management in Nursing Services) and, ENFE 4025
(Community Health Nursing). In ENFE 4041: Seminar in Nursing I; the learner participates
in the identification of a researchable nursing problem and utilizes the scientific method to
develop a research proposal. Knowledge for developing a critical appraisal of a research article is
taught. ENFE 4042 (Seminar in Nursing II) continue with the knowledge base of ENFE 4041.
Literature reviews concerning current issues and trends in nursing are required. Both courses
promote the student to visualize themselves as future professional practitioners committed with
the improvement of nursing practice and, to master the many search capabilities available to
conduct research. Courses in Computer Sciences, Math and Statistics help the learner in the
implementation of the scientific method of inquiry.
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In ENFE 4015 (Management of Nursing Services) emphasis is given to the study of nursing
service administration, management and, the concept of leadership. This course addresses the
importance of applying leadership knowledge and skills through collaborative strategies with
other members of the health care team. Cognate courses in psychology (PSIC 3001-3002),
mathematics (MATE 3171 or MATE 3086) and humanities (HUMA 3111 – 3112) are integrated
as a basis for understanding the art and science of management, and its application to nursing.
ENFE 4031-4032 (Medical and Surgical Nursing I-II) stresses the care of the client in the
different stages of adulthood.
Theories, concepts and, principles, which underlie nursing
interventions in the care of the medical-surgical patient are studied. Nursing process continues
to be emphasized in these courses as a tool for providing nursing care. Emphasis is placed in the
implementation of independent and collaborative interventions with other professionals and nonprofessional members of the health care team. The promotion and maintenance of health,
prevention and management of illness, rehabilitation and care at the end of life is carried through
interventions among the learner in their practice.
ENFE 4025 (Nursing in Community Health) help learners integrate the three systems within a
selected community context, through the study of basic concepts of public health and community
health nursing. Health teaching is emphasized for the promotion of health and the prevention of
illness for clients. Implementation of principles and concepts of leadership throughout
independent and collaborative interventions are carried out in diverse community settings. The
knowledge of cultures derived from the courses HUMA 3111 and 3112 (Introduction to the
Study of Western Culture I and II) is applied in the delivery of interventions to the human beingclient system within the community of interest. Knowledge acquired from all cognate and
nursing courses are integrated at this level.
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The College of Arts and Sciences also requires twelve credits in free electives (Minimal
requirements of the Faculty of Arts and Sciences approved September 29, 1970- In exhibit
Standard 4) and page 26 of the Undergraduate Catalogue 2012-2013,
www.uprm.edu/catalog/UndergradCatalog2012-2013.pdf. These free electives serve the purpose
of allowing the students to satisfy their particular area of interest and intellectual curiosity.
Learners may take free electives courses in arts, humanities, sciences (natural, behavioral,
physical), computers, economics or nursing, among others.
The curricular sequence increases in difficulty and complexity as the learner progresses
through the courses in the program. Cognate and nursing courses and electives in the curriculum
give the learner the knowledge and skills to function as a leader, assume responsibility as a
citizen and, become assertive in his or her actions as a generalist nurse.
Student progress is evaluated by levels utilizing varied tools, rubrics and other methods as
presented in Table 4.3.2 (SLO, delivery of instruction and evaluation methods per level) which
reflect the development of knowledge and skills from simple to complex upon the attainment of
cognate courses (pre-requisites, co-requisites) in the attainment of the SLO and Program
outcomes. (See exhibits under Standard 4). A variety of learning activities in the courses and an
array of evaluation methods are used to assess student progress all through the four levels.
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Table 4.3.2: SLO delivery of instruction and evaluation methods per level
SLO
1. Apply knowledge and skills from
nursing science and other disciplines
while caring for the client system as
it pertains to promotion and
maintenance of health, prevention,
management and rehabilitation of
illness, and end of life care.
2. Demonstrate leadership,
communication and interpersonal
relationship knowledge and skills
when managing care in a
collaborative effort with the
client
SLO
system.
Courses
First
year
student
ENFE
3015
Second
year
student
5. Act as an evolving scholar
interested in continuous professional
development,}}use of creative
thinking, technology and evidence
base, as a foundation for decision
making and problem solving.
6. Incorporate professional nursing
roles as planners, managers and
coordinators of holistic, competent
and culturally sensitive nursing care
in multiple settings.
ENFE
3021
ENFE
3022
ENFE
3035
3. Provide and promote safe, quality
care that will continually allow the
client system to progress toward
higher levels of wellness as they
adapt to changes.
4. Integrate critical thinking,
professional judgment, values and
ethical/legal principles within the
generalist nursing practice.
ENFE
3005
Third
year
student
ENFE
3045
ENFE
4001
ENFE
4002
ENFE
4015
Fourth
year
student
student
ENFE
4031
ENFE
4041
ENFE
4025
ENFE
4032
ENFE
4042
Instruction/Activities
Conferences/Lectures, group discussion, oral
presentation, integration of technology, role
playing
Conferences/Lectures, oral presentation, group
discussion, integration of technology, group work,
assignments, interview; initial, work and termination
phase; prevention project, professional conduct, case
study discussion, fieldtrips, didactic material, role
playing, movies, videos, demonstration, illustrative
model, practice exercise, critical thinking activities,
clinical experience, dynamics, simulated laboratory
practice, journal, pre and post conferences discussion,
guest speaker
Evaluation Methods
Exams, oral presentation criteria,
questions and answer.
Exam, quizzes, oral presentation criteria, questions
and answer, discussion of case studies, therapeutic
interaction evaluation criteria, research article
evaluation criteria,
prevention project evaluation
criteria , general professional standard criteria,
education plan evaluation criteria,
case study
evaluation criteria, laboratory evaluation, student
participation criteria, nursing process criteria, journal
evaluation criteria
Conferences/Lectures, oral presentation, group discussion,
integration of technology, group work, assignments,
interview, prevention project, case study discussion,
fieldtrips, didactic material, role playing, videos,
demonstration, illustrative model, practice exercise, critical
thinking activities, clinical experience, dynamics, simulated
laboratory practice, pre and post conferences discussion,
guest speaker
Conferences/Lectures, oral presentation, group discussion,
integration of technology, group work, assignments, interview;
professional conduct, case study discussion, fieldtrips, didactic
material, role playing, movies, videos, demonstration,
illustrative model, practice exercise, critical thinking activities,
clinical experience, dynamics, simulated laboratory practice,
journal, pre and post conferences discussion, guest speaker
Exam, quizzes, oral presentation criteria,
questions and answer, discussion of case
studies, research article evaluation criteria,
prevention project evaluation criteria, case
study evaluation criteria, laboratory
evaluation, nursing process evaluation criteria
Exam, quizzes, oral presentation criteria,
questions and answer, discussion of case
studies, research article evaluation criteria,
education plan evaluation criteria, case study
evaluation criteria, laboratory evaluation,
student participation criteria, nursing process
criteria, journal evaluation criteria
111
The Associate Director follows the learner academic progress and academic standing.
UPRM Students are classified according to categories and also they can partially or completely
withdraw as established in the academic calendar as well as published in the Undergraduate
Catalogue 2012-2013, pg. 67 (www.uprm.edu/catalog/UndergradCatalog2012-2013.pdf)
The undergraduate catalogue also publishes the retention standards, grading system and
graduation requirements in pages 69-74. The minimum grade for passing Nursing core courses is
“C” (Certification 83-2, Academic Senate) and student must attain a minimum GPA of 2.20 in
the mayor courses for graduation. Academic standing policies are written and available to all
students in course syllabus, UPRM-Department of Nursing- Student Manual, Undergraduate
catalogue 2012-2013, and website
(http://www.uprm.edu/procuraduria/documentos_oficiales.htm).
4.4
The curriculum includes cultural, ethnic, and socially diverse concepts and may also
include experiences from regional, national, or global perspectives.
The Nursing curriculum emanates from the vision, mission, program philosophy, through
an organized framework into a logical progression of course outcomes and learning experiences
that include cultural, ethnic, and socially diverse concepts of the client including regional,
national and global perspectives of its environment. Based on one of the Program SLO
“Incorporate professional nursing roles while providing holistic, competent and culturally
sensitive nursing care in multiple settings”, emphasis is placed on cultural implications;
development of knowledge, skills and attitudes to provide client-centered, safe, and effective
care to diverse populations in varied settings. Through diverse learning experiences the student
acquires knowledge and develops acceptance, respect, and sensibility towards the culture, ethical
112
and legal aspects, values, beliefs, and practices of each individual throughout the growth and
development stages.
Regional experiences are varied and based on clinical diversity settings of practice in rural
and urban areas. The students complete many clinical experiences at agencies where the client
population is ethnically and socio-economically diverse. These experiences are enriched with
activities of National and global perspectives. For example students had the opportunity to
exchange their views on disaster response with the visit of nursing students from the East
Straudsburg University (ESU) in Pennsylvania, during their three day stay at the campus. This
activity was part of the Cultural Immersion Program coordinated by a professor at ESU and one
of our professors. Additional experiences of National and global perspectives are also provided
through other activities that include reflective and comparative analysis of population
characteristics, socio-economic differences and health disparities. For example a group of
students and faculty participated at a health fair sponsored by Ferries del Caribe in Santo
Domingo, Dominican Republic. Students had the opportunity to assist in vital signs, medical,
pediatrics, maternity, dental and ambulatory surgery clinics.
They also had opportunity to
partake in cultural activities. These first hand experiences have a significant impact in how our
students appreciate the differences in culture, ethnicity and social diversity.
In addition, the
Nursing Student’s Association organizes a yearly Food Fest, where it incorporates known dishes
from countries of the world, its dances, clothes and culture. As part of the preparation for the
exhibition, students construct a representation of their country with cardboards, cloth or other
materials and place the prepared food dishes for tasting. This activity is enhanced by asking the
students to research the country’s culture, health system and nursing practice. Most faculty
113
participate with their group of students; the Dean and other University representatives are
invited, making it a popular and already expected activity every year.
From the participation of a faculty member as President, and other NEU faculty members
in the Continuing Education and Scientific Committee for the Central American and Caribbean
Nursing Congress in Puerto Rico, senior students had the opportunity to participate of two days
of scientific presentations on relevant topics in nursing from expert faculty, practitioners and
educators from Central-South America and the Caribbean.
In addition to listening to the
exposition of nursing lectures, representative of the different countries, students had the
opportunity to share their views with other nursing professionals from the International arena.
The following table (4.4.1) illustrates examples of how the content of cultural, ethnic and social
diversity is incorporated in the curriculum. These concepts are inherent in all courses through the
curriculum as it relates to specific health conditions prevalent in PR and the world.
Table: 4.4.1 Cultural, Ethnic, and Social Diversity Concepts in Nursing courses
Cultural, Ethnic, and Social Diversity
Concepts in Nursing courses
Cognate courses (Humanities, Social Sciences,
Psychology, English, Spanish, Economy
Units in courses




Introduction of basic problems of the human being
in a contemporary society with changes in family
patterns, community involvement, wealth and
poverty and societal pressures
Discussion of evolution of human being thinking
patterns.
Emphasis on literature reviews with diverse of
cultural patterns of people from different countries
and or times.
Understanding of diverse human behaviours
ENFE 3005 – Introduction to Nursing
Unit I- The origin and evolution of nursing health and
education practice.
A. Human basic needs
ENFE 3015 – Interpersonal Relationships in
Nursing
Unit II- Human nature and the Dynamic of behavior.
A. Human being as an open system in continues
growth with values and basic needs
Unit outcomes:
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Cultural, Ethnic, and Social Diversity
Concepts in Nursing courses
Units in courses


Value the role of nursing in interpersonal
relationship as a process in providing care to clients
of diverse socio economic, ethnic and cultural
background.
Apply the nursing process in the care of clients of
diverse cultures
ENFE 3021 -3022- Introduction to Clinical
Nursing I-II
Unit II- The human as a Client System
ENFE 3035- Fundamental of Nutrition
Unit I- Fundamentals of Nutrition, nutrition in Nursing
ENFE 3045- Psychiatric Nursing
Unit I—Concepts and indicators bio psychosocial
components of health and mental illness.
D. Bio-psychosocial components of mental
disorders
1. Sociocultural
Unit II- Psychosocial theoretic basic of psychiatric
nursing
Unit outcomes:
 Identify the assumptions and key ideas of
psychoanalytic, interpersonal, social,
communication, behavioral, medical and nursing
theories and models.
 Discuss psychosocial theories, that support
psychiatric nursing practice
 Identify the underline theories that contribute to the
understanding of the human being behavior
 Apply the social theories to Psychiatric mental
health nursing
Unit III. The psychiatric nursing process
 Family assessment
 Socio-cultural aspect
Unit outcomes:
 Describe the changing family structure and mental
health application
 Identify the differences in mental health according to
cultural background
ENFE 4001- Maternal and Child Nursing I
Unit I- Perspectives in the nursing care of the pregnant
woman, neonate and family.
 Rights of clients
 Laws of Puerto Rico and United States
Unit outcome:
 Analyze concepts, ethical-legal issues in
the practice of nursing with pregnant client,
neonate and family.
ENFE 4002 – Maternal and Child Nursing II
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Cultural, Ethnic, and Social Diversity
Concepts in Nursing courses
ENFE 4031-Medical and Surgical Nursing I
ENFE 4032-Medical and Surgical Nursing II
Units in courses
Unit I- Nursing in health and disease
A. Human Being: the client system: Adaptationgrowth and development- health illness continuum.
1. Overview of the system Theory and high level of
wellness
a. Human responsibilities and cultural and
social differences in health practices
B. Professional Nursing System: Role-leadershipresearch-ethic-legal and values.
C. Social System-communication: interpersonal
relationship-health teaching
Unit outcome:
 Identify factors that contribute to a successful
interpersonal relationship with the adult and elderly
patient
Unit II- Transcultural Nursing
ENFE 4025- Nursing in Community Health
Unit outcomes:
 Discuss the significance of transcultural nursing and
its importance in Community health nursing
 Compare and contrast the values, practices and
health beliefs in a population with cultural diversity
 Apply the principals of transcultural nursing in the
practice of community health
4.5 Evaluation methodologies are varied, reflect established professional and practice
competencies, and measure the achievement of student learning and program outcomes.
Evaluation tools are consistent with course content, student learning outcomes and
program outcomes. Varied methods of evaluations are used, such as evaluation criteria for oral
presentations, clinical performance, special reports, portfolios on particular projects, and
leadership activities. The grading scale and percentage of evaluation method criteria is presented
and discussed to students in the Syllabi of each course.
Other methods used include, written
exam – partials and finals, participation in class and attendance. Faculty provides feedback
based upon the learner's progress utilizing the respective evaluation tools. Examinations and all
work handed in to the learner is graded and returned to them before a two-week period (UPRM
116
Student Regulation Manual: Article I, Section c, pg. 2.). Faculty office hours are available to
students to discuss grades or doubts regarding course work during office hours or as needed.
Every semester or as required professors of an assigned course meet and review the Syllabi for
requirements, grading methods, outcomes and review of evaluation tools in order to guarantee
consistency in implementation.
Evaluation of students competencies reflect established professional and practice
standards and professional competencies. The professional role is evaluated for communication,
leadership, teamwork, lifelong learner, and health teaching.
These concepts are evaluated
through application of knowledge in clinical areas, test questions, quizzes, and case studies;
health teaching plans, nursing care plans, multidisciplinary and teamwork relationships and prepost clinical laboratory conference. In the clinical area a formative and summative evaluation
tool is used to evaluate professional judgment, communication, critical thinking, values-ethicallegal, and the utilization of the nursing process as the framework for care.
The clinical
evaluation tool is discussed with the student during the first week of class and again while in
clinical area. Some courses give the student an opportunity to self-evaluate with the same tool
and discuss results with the professor.
Formative evaluation provides the faculty the
opportunity to discuss the ongoing progress of the student and the achievement of competencies.
The majority of courses administer four unit tests and a final; which was decided to be from all
the units covered during the semester.
Expected achievement is ≥70%, after summative
evaluation, which includes evaluation of clinical performance.
Further evaluation that SLO and PO are being achieved is based on student’s pass rates in
the nursing boards. Consistently over the last two years the passing rate has been increasing
from 82% to 100%. The Benchmark of students taking the boards for the first time has been
117
established in 90%.
Graduating Students’ survey has reflected a perception that competencies
are being met, although satisfaction with the program has been consistently low for the past two
years. After graduation, Alumni surveys, Employer Satisfaction Surveys and comments on NEU
social network pages reflect a very high satisfaction and perception of attainment of
competencies’ which validates the achievement of PO. Faculty has discussed additional ways of
analyzing this area and increasing the alternatives of quantitative measures.
4.6 The curriculum and instructional processes reflect educational theory, interdisciplinary
collaboration, research and the best practice standards while allowing for innovation,
flexibility and technological advances.
Educational theory
Ludwig Von Bertalanffy’s General System Theory (1968) and Halbert L. Dunn Concept
of High Level of Wellness (1973) provide orientation for the educational framework that guides
our nursing curriculum. This conceptual framework provides curriculum organization and is
used for content selection and sequence.
Three major systems are integrated in the Curriculum Program Conceptual Framework:
the human being-client-system, professional nurse system, and the social system. The human
being –client system is viewed as an open system in continuous communication and in constant
change, influencing and contributing to his/her bio-psychosocial and spiritual environment.
Therefore, the professional nurse system’s goal is to provide an essential service dedicated to
the promotion and maintenance of health and the prevention and management of illness,
rehabilitation and care at the end of life at all levels of healthcare. The practice of the
professional nurse system is influenced by the social system, which consists of groups in
constant change and with common goals and interests. These three interrelated basic systems;
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Human Being-Client System, Professional Nurse System, and Social System integrate the
professional nursing service paradigm of the NEU. (See Figure 4.6.1, Conceptual Framework
Model) The BSN curriculum has been developed within the conceptual framework described
above. In addition to the three major concepts, the faculty has identified two basic concepts as
horizontal strands within the conceptual framework: basic human needs and the nursing process.
The concepts progressively integrate the content throughout all levels of the curriculum. The
faculty has also identified as vertical strands those concepts, which in sequence produce depth
and breadth at different levels of advancement throughout the curriculum. These vertical strands
include the following concepts: health-illness continuum, health teaching, leadership, growth
and development, legal, ethics and values, research and interpersonal relationships. The
following is an analysis of the relationship between the identified systems, major concepts and
the unifying strands.
Professional Nurse Systems encompasses the behaviors established by the profession in
order to implement the nursing process that addresses the needs of human being-client system.
Role is a basic concept to the understanding of the professional nurse system. The professional
nurse role is governed by legal, ethics, values and professional standards that regulate the
practice of nursing. The professional nurse considers the values, legal and ethical aspects of the
professional role and the human being-client system while providing health services. Each
human being is unique in structure and function and is constantly relating and interrelating with
an ever-changing environment. The professional nurse role includes the ability to use critical
thinking skills within each situation and to make professional judgment to deal with human
responses.
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The professional nurse as a leader needs to be dynamic, visionary and an agent of change.
In order to produce innovative ideas and policies to improve the health care system the
professional nurse should be able to work with people and develop effective relationships.
Nursing research is an essential component for the development of scientific knowledge to the
professional nurse system which provides evidence-based health care. The knowledge derived
from research uses the unique perspective of the discipline as well as other allied sciences in the
search of high level of wellness for the human being-client. Therefore, nursing research generate
a body of knowledge for the implementation of evidence based nursing care to promote and
maintain health, prevent and manage illnesses and provide rehabilitation and end of life care.
The legal practice of nursing is based on standards of care and in the applicable laws.
Ethical nursing practice is promoted by applying ethical thinking, values and moral reasoning to
the decisions and actions inherent to the care of clients.
Ethics are based on moral reasoning
and reflect sets of values unique to the professional nursing code. The social system consists of
groups in constant change and with common goals and interests. It encompasses economic,
political, ecological, demographical and cultural changes that influence the practice of
professional nursing. Communication is the basic concept used for understanding of the human
being within the social system. As a system the human being-client is constantly reacting to the
input received from the social system. The conceptual framework developed by the faculty
provides for the curriculum organization and is used for content selection and sequence. The
elements that provide the conceptual structure for the program are represented in the following
Diagram.
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Figure 4.6.1 Conceptual Framework Model
The diagram illustrates the interaction and interrelation of elements inherent to the
framework. The circles represent the three systems through which the body of knowledge of
nursing is transmitted. Continuous feedback between the Human being- Client System, the
Professional Nurse System and the Social System are represented by the overlapping of the
circles. The major concepts inherent to each system are represented and interrelated in the center
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of each circle: Adaptation, Role and Communication. The horizontal strands, which are Basic
Needs and Nursing Process, are inherent to each system. These horizontal strands integrate and
applied content throughout the curriculum. The vertical strands (health-illness continuum,
growth and development, research, legal, ethics and values, leadership, interpersonal
relationship, health teaching) are found surrounding the other elements of the diagram. These
concepts permeate throughout the curriculum and provide in-depth and breadth of knowledge
throughout the levels of the curriculum. That is, as learning experiences become more complex
they build successively upon each other to add depth and breadth to the learner’s knowledge,
conduct, and skills as he/she progresses from one level to another.
Throughout the curriculum the general education and related science courses provide a
broad base for building the knowledge, skills and attitudes specific to nursing. The nursing
courses provide the competencies necessary for the practice of professional nursing. Knowledge
is organized from simple to complex and from general to specific. It takes into consideration the
elements in curriculum development such as: program philosophy, goals, student profile, student
learning outcomes and program outcomes, theories/concepts related to professional nursing, and
horizontal/vertical strands of the curriculum. In each course, the faculty identifies the human
being-client system as an open system having basic human needs and seeking high level of
wellness in the health-illness continuum.
The general education courses within the curriculum provide the liberal education
recognized in the philosophy as an essential part for the development of a professional nurse. In
addition, they serve as the basis for developing skills of professional judgment and provide the
learner with a broader concept of the person as an integral being in an open system. To further
ensure that the goals and outcomes of the program are met, the learner is given the opportunity,
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within the program of study, to select several elective courses both in the area of nursing, as well
as in the area of general education and sciences. The inclusion of these elective courses, the use
of various teaching and learning strategies and, the use of a variety of clinical settings for clinical
practice serve to promote the individual growth of the student within the teaching and learning
process.
Interdisciplinary collaboration
The curriculum offers an opportunity for the learner to practice nursing with other
relevant interdisciplinary collaborators. The theoretical /clinical courses in nursing provide the
learner with the opportunity to relate or work with health professionals from multiple disciplines:
physicians with different areas of specialty or subspecialty, respiratory therapists, nutritionists,
social workers, clinical psychologist and others. Among the examples of interdisciplinary
collaboration in nursing courses are the following; the prenatal care practice that is performed in
ENFE 4001 Maternal-Infant Nursing I is carried out in the project Esperanza a la Vida (Hope for
Life). Psychologist and counselors are invited to provide their expertise to the pregnant women
and their significant others. A specialist, with a PhD in personal defense and violence in disaster
and crisis situations, offers workshops and conferences in these subjects areas in the courses of
ENFE 3045, Psychiatric Nursing and ENFE 4032 Medical Surgical Nursing II. The course
ENFE 4025 Community Health Nursing invites social workers and other health professionals’
experts in sexual violence from the Help Center for Victims of Rape. This course also invites
prosecutors that are experts in child abuse and laws related to children welfare.
Health care and non-health care professionals are invited to participate in lectures,
conferences and discussions with faculty and learners. The student learns to collaborate,
coordinate or refer to other professionals for services in order to respond to the needs of clients.
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Research and best practice standards
Nursing research is an essential component for the development of scientific knowledge
to the professional nurse system and provides evidence-base health care. The SLO: Act as an
evolving scholar interested in continuous professional development, use of creative thinking,
technology and evidence base, as a foundation for decision making and problem solving
validates how learners are expected to develop knowledge to examine research and evaluate
findings and its applicability to the practice of professional nursing. ENFE 3005 defines research
and discuss the nursing role in conducting and utilizing research findings. The learner in ENFE
3021 is requested to select a research article related to course content and identify pertinence to
the practice of nursing. In ENFE 4031 and 4032 the learner is expected to argument the research
findings relating it to specific content areas and clients’ disease process. Concurrently, the
learner is enrolled in ENFE 4041- 4042 in which he or she goes through the research
methodology and develop a critical research appraisal and a proposal. In ENFE 4025 research is
focused on epidemiological studies.
Throughout the curriculum, learners are taught and
motivated to internalize that the role of professional nursing is governed by ethics, values and
legal, professional standards that regulate the practice of nursing. They learn about accountability
and responsibility as professional nurses, with the human being - client system, professionalnurse system and the social system. ENFE 3005 (Introduction to Nursing) introduces legal,
ethics and values concepts in nursing through lectures, discussions, and readings concerning the
role of the nurse. In addition, the learner continues learning about the legal, ethics and values
responsibilities through their clinical experiences were faculty expects the commitment to
safeguard client’s rights, value systems and dignity; and to have a thorough understanding that
they are accountable for their actions. ENFE 4041 (Seminar in Nursing I) broadens these
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concepts from a research perspective: justice, beneficence and privacy, and protection of human
subjects in research guidelines.
In addition senior students participated in a faculty project
during their clinical practice based on the Affinity Research Model, Critical Thinking Model and
Nursing Process.
Their participation resulted in a completed project that was presented by a
faculty in the 4th International Congress of Nursing Educators in Baltimore, Maryland. In
addition the Epsilon Lambda Chapter - Sigma Theta Tau International , a chapter based in the
UPRM- NEU, has contributed to the culture of research and awareness of its applicability to the
practice of nursing by motivating students to participate in its yearly Research Forums, poster
presentations and conferences in evidence based nursing. An example of this motivation was the
completion of a small research conducted by two senior students and guided by two faculty
members, one from ENFE 4042 Seminars in Nursing and one from ENFE 4032 Medical Surgical
Nursing. The results of this research were presented by these students, in the Annual Assembly
and Research Forum of the Sigma Theta Tau International –Epsilon Lambda Chapter.
Future integration of students in research will be possible through the Center for Applied
and Collaborative Research in Nursing (2013).
The Center has seven faculty members
participating in the Nursing-Research Development Working Group, a NIH project that aims to
develop the culture of research in the NEU. One of the objectives of the center is to integrate
students as shadows of the research process with a faculty mentor.
Innovation, flexibility and technological advances
Student learning is directed with an innovative approach where the use of video clips,
movies, music, simulation, the virtual hospital and others are frequently integrated in courses to
enhance the learning experience and accommodate the differences in learning styles. For many
years now, the university has adopted Moodle as course base platform. The majority of our
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faculty is using Moodle to place power point class lectures, quizzes, reading resources and to add
other learning electronic tools. In clinical areas, senior students are encouraged to use their
electronic devices, applications (for android, iphones, ipads, tablets) in order to search for the
latest literature, guidelines or best practice in the solution of a clinical problem. This activity is
directed and supervised by the faculty member.
Flexibility is based on the multiple opportunities that student have to participate in
Athletic events, as spectators or as athletes, band and orchestra, chorus, R.O.T.C and others.
Flexibility to comply with the requirements of an assignment in a reasonable manner and
equivalent with the circumstances is carried out.
There are other flexible choices or
opportunities for student to complete their program of study in a lengthy period of time. Based
on university requirements (completion of a four year program in Arts and Sciences, is 6 years),
some students decide to reduce their credit load to a little more than the minimum so that they
can pursue a job or balance family matters. Other students decide the use of additional time to
complete a double major or complete requirement on other disciplines of interest.
Additionally, students have online data bases and a reference source known as Ask your
librarian, which is connected to the UPR Library System. Other technological library services
include, document and journal loans, interlibrary loans, reference and information services,
access to electronic indexes and abstracts, online catalog (http://www.uprm.edu/library), internet
access and access to remote government and commercial databases.
126
4.7 Program length is congruent with the attainment of identified outcomes and consistent
with the policies of the governing organization, state and national standards, and best
practices.
The BSN Program has been established in a four academics year length. Each semester
carries a load of approximately 16-19 credits for a total of 144 credits (see table 4.7.1 Program of
Study Bachelor of Science in Nursing). Students can attain the identified outcomes in the
program length established. However, the UPRM has an institutional policy that allows them to
finish the curriculum up to 8 years (Undergraduate Catalogue 2012-2013, pg. 74). According to
the departmental statistics the majority of the students complete the program in 5 years.
The NEU faculty is committed in helping students attain the outcomes within the
established program length. The following actions have been implemented to help students
achieve the outcomes of the program:

When a student is identified as having difficulty either in the program of studies,
financially, emotionally or he/she is referred to a professional in the area of need within
the system.

Tutorial services are provided to students in subjects such as English, Mathematics and
Spanish.

The Associate Director of the NEU interview and assess all the students who visit the
office to discuss their academic progress especially the student in probation status.

Students can also register in some general courses during the summer session in order to
facilitate their progression through the program.
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Table 4.7.1 Program of Study Bachelor of Science in Nursing
FIRST YEAR
SECOND YEAR
First Semester
NUMBER
* INGL
CIBI
PSIC
* MATE
QUIM
EDFI
First Semester
COURSE
3----3031
3001
3171
3141
------
First year course in English
Intro. to the Biological Sciences
Principles of Psychology I
Pre-Calculus I o Mathematical Reasoning
Principles of General Chemistry, Organic
and Biological I
Course in Physical Education
CREDITS
NUMBER
3
3
3
3
4
INGL
*ESPA
BIOL
BIOL
ENFE
ENFE
EDFI
1
17
Second Semestre
NUMBER
3----3032
3002
3----3142
ENFE
3005
3----3101
3715
3716
3015
3021
------
Second year course in English
Basic Course in Spanish
Anatomy and Physiology
Anatomy and Physiology Laboratory
Interpersonal Relationships in Nursing
Introduction to Clinical Nursing I
Course in Physical Education
CREDITS
3
3
3
1
3
4
1
18
Second Semester
COURSE
* INGL
CIBI
PSIC
** MATE
QUIM
COURSE
First year course in English
Intro. to the Biological Sciences II
Principles of Psychology II
Mathematics
Principles of General Chemistry, Organic
and Biological II
Introduction to Nursing
CREDITS
NUMBER
3
3
3
3
4
INGL
*ESPA
ENFE
ENFE
ENFE
3
19
*Refer to the academic regulations section for information on advanced placement
**MATE 3172 or COMP 3057 or COMP 3010
COURSE
3----3102
3022
3035
3045
Second year course in English
Basic Course in Spanish
Introduction to Clinical Nursing II
Fundamental of Nutrition
Psychiatric Nursing
CREDITS
3
3
4
2
6
18
128
THIRD YEAR
FOURTH YEAR
First Semestre
NUMBER
ESPA
HUMA
3---3111
BIOL
ENFE
CISO
3725
4001
3121
First Semester
COURSE
Course above level of Advance Spanish
Introduction to the Study of Western
Culture
Microbiology
Maternal and Child Nursing I
Introduction to the Study of the Social
Sciences
CREDITS
3
3
4
6
3
19
Second Semestre
NUMBER
ESPA
HUMA
3---3112
ESMA
ENFE
CISO
3015
4002
3122
NUMBER
ENFE 4015
ENFE 4031
ENFE 4041
ELECTIVES
COURSE
Management of Nursing Services
Medical and Surgical Nursing I
Seminar in Nursing I
Electives
CREDITS
3
6
1
9
19
Second Semester
COURSE
Course above level of Basic Spanish
Introduction to the Study of Western
Culture I
Elementary Statistics
Maternal and Infant Nursing II
Introduction to the Study of the Social
Sciences or Economy
CREDITS
3
3
3
6
3
18
NUMBER
ENFE 4025
ENFE 4032
ENFE 4042
ELECTIVES
COURSE
Nursing in Community Health
Medical and Surgical Nursing II
Seminar in Nursing II
Electives
CREDITS
6
6
1
3
16
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4.8 Practice learning environments are appropriate for student learning and support the
achievement of student learning and program outcomes; current written agreements
specify expectations for all parties and ensure the protection of students.
Practice learning environment are appropriate for student learning and support the
achievement of student learning and program outcomes. The faculty and the NEU Director
share responsibility in determining which of the hospitals and community agencies have
appropriate learning practice environments for student clinical teaching and provide proper
experiences for the achievement of the student learning outcomes as well as program
outcomes.
Agencies are evaluated for its adequacy using the following criteria: variety of
health services offered, daily census, type of clientele and credentials such as licenses and
approval status. The institution must hold a license from the corresponding governmental
agency (Puerto Rico Department of Health) to operate and preferably be accredited by the
Joint Commission on Accreditation of Healthcare Organizations and/or Medicare. Services
offered by agencies under contract allow faculty to assign the learner to practice settings in
which learning experiences could be controlled in terms of its complexity. Table 4.8.1:
Affiliated Agencies, shows a comprehensive description of the majority of the affiliated
agencies used for the learners’ practice in relation to nursing courses.
Other factors taken into consideration when assessing the adequacy of the agencies
are its physical facilities, availability/accessibility of personnel resources, materials and
equipment necessary for the learner to gain and develop knowledge and skills necessary to
attain student learning and program outcomes. Although the NEU currently has an
outstanding pool of agencies as practice settings, the faculty is constantly evaluating new
130
institutions and organizations, which might also contribute to the attainment of the student
learning and program outcomes.
Table 4.8.1: Affiliated Agencies
Agency
Course
Number
ENFE 30213022
ENFE 40014002
ENFE 40314032
Control Type
Hospital San
Antonio, Inc.
Mayagüez, PR
ENFE 40014002
Private
Hospital PereaMetro
ENFE 30213022
ENFE 40014002
ENFE 40314032
Private
Hospital de
Psiquiatría
Forense
ENFE 3045
Public
Hogar Colón Rivas
ENFE 3045
Private
Acute and
Chronic
Mental Health &
Psychiatric
80-84
Centro Esperanza ENFE 3045
para la Vejez
Mayagüez,
PR
(ESPAVE)
Public
Health Promotion
and Prevention
varies
Department of
Education of
Public
Health Promotion
and Prevention
Varies
Hospital de La
Concepción
San Germán, PR
ENFE 3045
ENFE 4025
Private
Acute and
Chronic
Medicine,
Surgery, Maternal
and Infant,
Pediatric,
Emergency,
Critical Care
Maternity,
Pediatrics,
Neonatal,
Emergency Acute
care, Surgery
Acute and
Chronic
Medicine, Surgery
Maternal and
Infant
Pediatric,
Emergency,
Critical Care
Acute and
Chronic
Mental Health &
Psychiatric
Daily
Census
165
Approval Status
60-70
Department of
Health of Puerto
Rico Medicareoutpatient
Department of
Health
Joint Commission
for Accreditation
of Health Care
Organizations
Medicare
130
Department of
Health of PR
176
Department of
Health of Puerto
Rico, Department
of the Family,
Veterans
Administration
Affairs
Department of
Health of Puerto
Rico, Department
of the Family,
Veterans
Administration
Affairs
Department of
Health of Puerto
Rico, Medicare
General Council of
Education
131
Agency
Course
Number
ENFE 40014002
Control Type
Hospital Bella
Vista
ENFE 40014002
ENFE 40314032
Private
Acute and
Chronic
Medicine, Surgery
Maternal and
Infant
Pediatrics,
Emergency, ICU
150-165
Mayaguez Medical
Center
ENFE 4002
ENFE 4031
Private
Acute and
Chronic
Medicine, Surgery
Maternal and
Infant
Pediatric,
Emergency,
Intensive Care
Unit
Cardiotoraxic
Surgery
Cardiovascular
Specialty Center
150-180
Oncology Hospital
ENFE 4031
Private
non
Profit
Acute and
Chronic
Ambulatory
Surgery
15-20
Hospital
Metropolitano
San German
ENFE 3045
Private
50
Centro Ayani
ENFE 4002
ENFE 3045
Private
non
Profit
Department of
Education of
Puerto Rico
(Schools)
ENFE 3045
ENFE 4025
ENFE 4002
Public
Acute and
Chronic
Mental Health &
Psychiatric
Acute and
Chronic
Mental Health &
Psychiatric
Health Promotion
Children and
Adolescents
Puerto Rico
(Schools)
Daily
Census
Children and
Adolescents
Approval Status
Department of
Education
Varies
Varies
Department of
Health of Puerto
Rico, Joint
Commission of
Accreditation of
Healthcare
Organizations,
Medicare
Department of
Health of Puerto
Rico, Joint
Commission of
Accreditation of
Healthcare
Organizations,
Medicare
Department of
Health of Puerto
Rico, Joint
Commission of
Accreditation of
Health care
Organizations,
College of
American
Surgeons
Department of
Health of Puerto
Rico, Department
of Family Affairs
Department of
Health of Puerto
Rico, Department
of Education
General Council of
Education
Department of
Education
132
Agency
Atlantis Renal
Center
Mayagüez
Aguadilla
Isabela
San Sebastián
UPRM
Preschool Center
Escuela de la
Comunidad
Sabanetas El Maní
Centro de
Detección del
Oeste
CorreccionalMayagüez
Home Care
Agencies of the
Western Region
Course
Number
ENFE 4032
Control Type
Daily
Census
380
Approval Status
Private
Hemodialysis
ENFE 4002
Public
Health Promotion
and Maintenance
Varies
Public
Health Promotion
and Maintenance
Varies
Department of
Education of
Puerto Rico
Department of
Health Puerto Rico
ENFE4025
ENFE 4025
Public
Health Promotion
and Maintenance
Varies
Department of
Health
ENFE 4025
Private
and
Public
Gerontological
Health Care
Varies
Department of
Family Affairs
Department of
Health of Puerto
Rico, Medicare
The faculty and the learner evaluate the adequacy of clinical facilities through the
survey of affiliated agencies submitted by the Department’s Evaluation Committee each
semester. Analysis of this survey provide information granting that all agencies utilized for
clinical practice are adequate and provide experiences for attainment of course outcomes
and for the provision of contemporary nursing. (Exhibit Standard 6, Questionnaire for the
Evaluation of Affiliated Agencies Q2). Data gathered from evaluation results help faculty
to make decisions concerning course programming and facility utilization. Current written
agreements specify expectation for all parties and ensure the protection of students. The
associate Director of the NEU in collaboration with the UPRM Legal Assistant generates a
contractual agreement with the agencies that meet the established criteria and guarantee the
security of students and faculty. (See Exhibit: Contractual Agreements, under Standard 4).
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The faculty of the NEU considers that all agencies under agreement shown on Table
4.8.1 are adequate to fulfill the SLO and PO. Agencies are evaluated by students at the end
of each clinical experience after the completion of the semester. The Evaluation Committee
is responsible of providing and distributing the evaluation forms. Results are aggregated
and analyzed by the Evaluation Committee and presented to the faculty with
recommendations. If changes or further evaluation is necessary, the Curriculum Committee
will follow on the recommended actions. Each course faculty meets to develop an action
plan and address further opportunities and or decide to continue or not with the current
agency. The variety, quality and security provided by the participating agencies allow
students to achieve a significant experience that contribute to the SLO and PO.
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STANDARD 5
RESOURCES
Fiscal, physical, and learning resources promote the achievement
of goals and outcomes of the nursing unit.
Students at the Skills laboratory
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5.1 Fiscal resources are sufficient to ensure the achievement of the nursing education unit
outcomes and are commensurate with the resources of the governing organization.
Monies allocated to the NEU come from the General Budget Funds of the University of
Puerto Rico to operate on a fiscal year that runs from July 1 st to June 30th. The budget for the
NEU has remained under the one projected for any particular fiscal year for the past five years,
due to constraints created by the economic crisis.
Nonetheless, different steps have been
implemented to use adequately the resources so that the NEU ends every fiscal year with a
balanced budget.
Fiscal resources are sufficient to ensure the achievement of the NEU’s
outcomes. Funds are provided by various mechanisms; the projected budget presented to the
Deanship of Arts and Sciences, allocated by the General budget funds, Office of Institutional
Research and Planning, (OIIP, in Spanish), funds coming from the Continuing Education Section,
and grants or others.
Table 5.1 Illustrates NEU’s General Budget for years 2009, 2010, 2011
Categories
2009-2010
2010 - 2011
2011-2012
Personnel salary
$1,298,285.00
$1,439,272.00
$1,589,034.81
Benefits
$ 302.073.00
$564,118.57
$335,520.32
$61,968.00
$70,123.20
$36,939.16
Operational budget
NEU’s Director participates and has authority in Budget allocation according to the
Departmental and Operational Strategic Plan. The Plan was developed with faculty feedback and
is discussed with faculty; hence priorities and specific recommendations are considered. Every
academic year, faculty is requested to suggest resources or new technology that are of interest for
improving course outcomes success, which may include aids and equipment that help further
develop competences taught in nursing courses including those materials and equipment that are
of recurrent utilization.
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Human Resources
Human resources take a major part of the NEU’s budget. Table 5.2 shows distribution of
human resources budget. Funding for the nursing budget is difficult to compare to other programs
on campus because of its unique educational needs (faculty to student ratio). Table 5.2 shows a
comparison of mean salary and rank of the Department of Nursing and the Department of
Physical Education.
The Department of Physical Education was based on the comparable
number of professors.
Table 5.2 Comparison of Mean Salary and Rank of the Department of Nursing and the Department of
Physical Education Academic Year 2012-2013.
Department of Nursing
Rank
Academic
Number
Preparation
Department of Physical Education
Mean
Rank
Salary
Academic
Number
Preparation
Mean
Salary
Full
Doctoral
1
78,000
Full
Doctoral
7
78,000
Professor
Master
4
62,571
Professor
Master
5
66,000
Associate
Doctoral
5
66,897
Associate
Doctoral
2
66,000
Professor
Master
3
55,264
Professor
Master
1
57,000
Assistant
Doctoral
1
59,400
Assistant
Doctoral
2
59,400
Professor
Master
1
44,172
Professor
Master
0
0
Instructor
Doctoral
0
0
Instructor
Doctoral
0
0
Master
8
43,620
BA
1
43,644
Faculty salary is assigned according to academic rank and tenure track. Fiscal resources
are comparable with other units within the institution. The Department of Physical Education
salaries are close to those of the NEU, differences shown are due to years in tenure track.
137
5.2 Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the
achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and
students.
Physical Facility
NEU physical facilities at the UPRM and the affiliated agencies are adequate for the
accomplishment of the nursing program outcomes and competencies. The overall physical
structure available to the NEU is being utilized effectively and efficiently.
Description of Dr. Josefina Torres Building, (Nursing Education Unit)
The NEU has its own building, inaugurated in 1971. It is a two-story structure, centrally
aired conditioned, which provides for 21 faculty offices, eight classrooms and one amphitheater
with a capacity for 250 people, a computer room, faculty lounge, and a Skills Laboratory Room.
Restrooms and storage's rooms are located on each floor.
Located on the first floor, the Administration office can accommodate a small-group
meeting and has the resources and equipment required for all administrative activities. In
proximity, there is the office of the Associate director and the Assistant administrator. Three
administrative staff offices are located within the area. Adjacent there is a reproduction room for
the duplication of materials and the faculty meeting room. Located on the first floor, the
Continuing Education Section, the Nursing Student Association and the Chapter Epsilon Lambda
Chapter of the Sigma Theta Tau International, Inc. have an office space.
Faculty offices are distributed between both floors, all on the west wing to the building.
Each is properly equipped with desks, chairs, bookshelves, telephone, computers and/or printer
and internet access (cable and Wi-Fi). On the second floor, there is also a faculty lounge.
138
Skills Laboratory
The Skills Learning Laboratory is located in Room EE-213, east side of the Nursing
Building. It comprises 598.5 square feet (Full description on Exhibit Standard 5; See also,
Manual of Use of the Skills Laboratory, Standard 5). The skills laboratory is divided into three
main areas, one large area for demonstrations, three independent cubicles, and one room for
offering tutorials and practice of different skills and procedures. This room has a projector and
projection screen, a black board, various beds, among other equipment. Thirty students can be
accommodated in the larger room. The independent cubicles accommodate ten to twelve students.
Each allows for the practice of different skills and procedures.
A diverse amount of teaching and learning material, supplies and equipment are available.
Some are in locked cabinets for safety purposes. The room for tutorial and practice services can
accommodate fifteen students at a time. However, students must request an appointment to have
a practice session with the laboratory generalist nurse.
Simulation Area
The laboratory generalist nurse coordinates the use and programming of the high-fidelity
simulators. The courses ENFE 3021, 3022 Introduction to Clinical Nursing I, II; ENFE 40314032 Medical-Surgical Nursing I, II and ENFE 5005 Health Assessment uses the SimMan in
Area C.
The course ENFE 4002 Nursing care of the Mother and Child, II use the Simchild and
Simbaby placed in Area D. These high fidelity simulators are used to strengthen the competencies
in the nursing courses.
139
Table 5.2.1 Example of equipment in the Skills Laboratory
Item
Amount
IV arms with simulated blood
10
Regular manikins
4
Upper torsos
2
Lower torsos
2
Body system models
26
Medication cart
1
Videos / CDs
Videos VHS-20, DVDs-18, CDs-51
Reference books
>20
Learning Posters
1 rack
TV/video/CD player
1 each
Computers / software
2
Classroom Extended learning and affiliated learning facilities
In order to fulfill program outcomes NEU has legal contracts with Hospitals within and
outside the western region of the island. The NEU is in physical proximity to four Hospitals;
Mayagüez Medical Center, Hospital San Antonio, Hospital Perea and Hospital Bella Vista. Other
facilities in the area that are used are schools; daycare centers, nursing homes, rehabilitation
centers, mental health care facilities among others. Extended clinical facilities or practice sites
located outside the Mayagüez area are accessed through transportation services vehicles provided
by the institution and paid for with NEU’s assigned budget.
Technology Resources
Technology resources dramatically improved during the last few years. Wireless services
are provided throughout the university campus and adjacent to student’s residential areas. The
most recent technology improvement has been the addition of an educational platform (moodle)
to complement learning activities or provide online classes. Scanning devices and software has
been added to all clerical staff computers. The College of Arts and Sciences has been providing
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training on electronic resources such as Moodle, Clickers, Google Apps, among other strategies
in order to improve the teaching and learning process and the achievement of the NEU outcomes.
5.3 Learning resources and technology are selected by the faculty and are comprehensive,
current, and accessible to faculty and students, including those engaged in alternative methods
of delivery.
Faculty members evaluate learning resources and make recommendations for purchasing
them. Faculty members determine course supplies and equipment needed and coordinate with the
Laboratory Generalist Nurse of the Skills Laboratory to set priorities for purchases based upon
identified needs and costs. Those that are of higher expenditure follow the UPRM purchasing
process (e.g. simulators). At the end of the academic year the Laboratory Generalist Nurse sends
a written request to faculty for equipment and/or material needed for the next academic year. The
Director evaluates the faculty request and authorizes the purchase. As of 2012, all recommended
learning resource materials were purchased. When new equipment arrives an educational activity
or an open house is organized.
The NEU’s Teaching Resources and Faculty Development Committee organize an activity
in which Faculty members are engaged in the process of evaluating the existence of available
resources at the Skills Practice Laboratory and the General Library. Each team in a course visits
these sites and evaluates resources to be kept or disposed using an evaluation criteria (see in
exhibit Standard 5).This activity helps maintain the currency and availability of resources.
Library Resources
The Main Library is located in a modern centrally air conditioned building of 124,335
square feet structure with a seating capacity for 851 visitors. The library has 8 individual study
rooms for graduate students and faculty, 4 rooms for group discussion and collaborative learning
141
with a seating capacity that varies from 8 to 20 users each one, a computer lab with 75 computers,
2 library instruction classrooms, one with 24 computers and the other with 14 computers. Also,
there is a conference room for 90 people capacity with audiovisual technology, 4 monitors and
Internet access. The General Library is a resource that provides faculty and students support in
areas such as course work, instruction and research development. Examples of resources provided
are computerized literature search, interlibrary loans, electronic reserve, virtual references and
library instruction services.
The resources are available 24 hours through the web page
(http://www.uprm.edu/library).
The library is divided in two main areas: Technical Services and Public Services. The
Technical Services acquires and prepares library resources including selecting, ordering,
invoicing, bookkeeping, labeling, cataloging, and classifying. Cataloging and classification are
done through the Online Computer Library Center (OCLC) that permits access to the public
catalog around the world. The Technical Services processes library recommendations that are
made electronically by the NEU faculty and students. NEU’s faculty requests the purchase of
books, journals and recommends electronic databases directly to the library service named
Recomendación de recursos (Resources recommendation) that is available through UPRM
General Library Electronic Access.
Public Services provide a wide array of access to references and instructional services. It
meets the information needs of the campus community and visitors through online specialized
reference services (via email, or chat), or face to face. Also Public Services provides library
collections and resources information literacy instruction to faculty, students, and individuals.
Examples of the in housed collections and departments are:
Reference / Documents
Collection, Audiovisual Collection, Puerto Rican Collection (Manual María Sama y Auger
142
Collection), Josefina y Manuel Alvarez Nazario Collection, Circulation /Reserve Collection,
Marine Science Collection, Serials and Electronics Resources Collection (CRE), Center for
Technological Assistance (CAT), Center for the Development of Library Research and
Information Literacy (CEDIBI), Interlibrary Loan Department, Patent and Trademark Depository
Library and Puerto Rico Census Data Center.
The Circulation/Reserve Collection maintains bibliographic resources chosen by the faculty
to complement the required and assigned courses readings or homework. Since August 2005,
faculty has the choice to authorize the library to digitalize course materials and make it accessible
through the online catalog for the students
(http://unilib.uprm.edu/uhtbin/cgisirsi.exe/9R3Sq6OlSY/GENLIBRARY/120940010/36/1163/X/
BLASTOFF)
The Center for Technological Assistance (CAT) has a diversity of technological resources
such as software and adaptable furniture to satisfy and ensure the research and study needs of our
students with disabilities. The purpose is to promote among students with disabilities more
independence, productivity and full community integration. The Interlibrary Loan Department
allows faculty and students to request resources to other libraries that UPRM does not have. The
requests are made online by filling a form. The Center for the Development of Library Research
and Information Literacy (CEDIBI) offers library instructions, orientation, tours and workshops
for faculty and student. The library instructions offer a variety of information about the access to
library resources, how to retrieve, analyze, evaluate and use the information found and/or needed.
Also, instruction is available on how to conduct a bibliographic literature retrieved. The request
of this service is completely online.
143
UPRM yearly budget, assigns funds to the Library for books purchases to each
Department. This allocation is made according to the needs and amount of students registered in
each department. Each academic year, NEU is assigned an allocation of monies for the
acquisition of books on nursing-related subjects. Additional funding is provided for journals,
which are paid with a lump sum. A NEU’s faculty member (member of NEU’s Teaching
Resources and Faculty Development Committee) is a representative in the Library Committee of
the College of Arts and Sciences (LCAS) where budget and acquired resources and services is
discussed. One of the General Library librarians belongs to the NEU’s Teaching Resources and
Faculty Development Committee. His/Her role is to maintain faculty informed about new
services and educational resources among others and collaborate in the evaluation process of
educational material available. Faculty and students are given a username and password in order
to navigate through the General Library services.
At the beginning of their program, students are exposed to the library holdings and
databases as well as how to use them during course work. In ENFE 3005: Introduction to
Nursing, as part of the teaching activities, students visit the General Library and receive an
orientation and training on how to use databases particularly those related to the health care field
and nursing. In ENFE 4041: Seminar in Nursing I, another visit is made to the General Library;
strengthening students skills on how to conduct a literature review on a research problem
selected.
UPRM library holdings includes a variety of resources on nursing, with an average of 1,
796 resources that include 1,352 books, 46 of them includes CD-ROMs; 233 titles of print
journals, 145 federal documents online and in print formats, 58 video recordings with nursing
themes are also available, and 6 thesis and dissertations in print format. The Circulations stacks
144
are in the third floor of the Library. Students can check-out books of interest for a determined
period of time.
Also, the electronic resources are available off campus for the university
community through the on line services.
The library has an extensive collection of online resources that are appropriate to the
Nursing Program. Table 5.3.1 shows the General Library subscription databases which contain
health related and nursing literature.
Table 5.3.1 General Library subscription databases
DATABASE
EBSCOHOST products
TOPICS
CINALH, Psychology & Behavioral Sciences
Collection,
General
Science
Full
Text
and
MEDLINE
Proquest products
Family Health, Health and Medical Complete,
Medcom
Video
Training,
Medica
Evidence
Matters, Medical Library and Nursing and Allied
Health Sources
Gale Cengage Learning
MEDLINE, Health and Wellness Resource Center
and Gale Virtual Reference Library
(encyclopedias)
JoVE (video journals)
Immunology and Infectious and Neuroscience
OVID
MEDLINE, Nursing Journals
Science Direct
Science Classic
Books: Annual Reviews, National Academies
Press, CRCnetBase
Table 5.3.2 Shows the General Library opening hours. Any change is communicated through the
general e-mail communication system called Cartero.
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Table 5.3.2
General Library Opening hours
GENERAL LIBRARY HOURS
AREAS
Main Building
TIME SCHEDULE
Monday through Thursday - 7:00 AM to 10:00PM
Sundays and Holidays
CRE (Electronic Resource Center)
6:00am through 12:00 midnight Sundays and
Holidays
*Summer and academic recess schedule may vary. Information on www.uprm.edu/library/
Library personnel consist of 16 professional librarians, including the Library Director. All
hold a Master’s degree in Library and Information Science. Twenty-eight personnel act as
supporting staff. These include the computer technicians and assistant librarians. Student
assistants, who work on hourly basis help in locating and shelving books, journals, documents,
and other materials and tasks.
Educational Technology
Educational Technology includes the departments of Audiovisual Services, Collection of
Music and the Word File. It is located in the Sánchez Hidalgo Building #202 A. Hours of
operation are Monday to Friday, 7:30am-12:00 and 2:00-5:00pm. The contact person is Mrs.
Arlene Fremaint, Supervisor (afremaint@uprm.edu)
Educative Technology is one of the principle areas of the General Library of the
University of the UPRM. The principal objective is to serve the university community and the
community in general. They have highly trained graphic artists and audio-visual technicians,
eager to help and to meet all the needs related to the use of multimedia in the educational process.
Their mission is to provide support for the academic programs of the General Library and the
146
Mayagüez Campus of the University of Puerto Rico through the use of multimedia technologies
to complement and enrich the teaching-learning process. Specifically, they offer users a highly
professional technical personnel, audiovisual equipment and resources to enable them to carry out
their educational, administrative and research needs.
Educative Technology provides
consultation to the individual and groups, for special projects, as well as orientation on the use of
audio-visual equipment, resources and facilities.
Closed Circuit
Closed Circuit provides a range of services for both teachers and students, such as: 2x2
photos, passport photos, VHS to DVD transfers, advertising and promotion of activities by
Closed Circuit, recording and video editing, DVD copies of graduations, among others.
Transmission services are provided for classrooms, auditoriums, etc. Closed Circuit offers an
informative system of electronic messages. The applicant may file a service request by telephone
or in person (www.uprm.edu/library/tecnoedu.html). Closed Circuit is located in Monzon
Building, Office 223 and is part of the Press Office (prensa@uprm.edu), under the direction of
Dr. Mariam Lidim Rosa.
Technology and Learning
Advances in technology have helped faculty to improve students’ ability to access current
and reliable information, which they can integrate into their knowledge base and learning process.
The NEU has a variety of instructional projection devices that provide for in-house and distant
learning modalities. Three areas have the equipment for transmitting distance learning activities
simultaneously. Classrooms are equipped with overhead projectors, projection screens and access
to the World Wide Web.
147
The Skills Laboratory is equipped with television sets, DVD and CD players, computers,
high fidelity simulators and basic anatomical models, among other equipment and materials used
for teaching skills and its demonstrations; and student's practice of skills taught throughout the
nursing courses. Room EE-226 has computers, printers and World Wide Web access. Interactive
teaching learning software is available. Faculty supplements the teaching and learning activities
using computers assisted programs that make accessible course materials to students. Computer
technician personnel from the Computer Center located at Monzon Building offer technical
assistant when needed.
Computer Center
Formerly inaugurated in October 2003, is currently located in EE 226, East side of the
second floor. Its main objective is to provide computer resources for both students and faculty to
conduct their research and course agenda as well as other academic affairs. The room has
twelve computers connected to a main printer, and access to the World Wide Web. The
computers vary in specification, but all of them are equipped with Microsoft windows (2007
versions), Microsoft Office XP, Antivirus software and some other third party software. It is
opened Monday thru Fridays from 7:45 AM to 4:30 PM. Students under hourly paid basis are
responsible for the technical control and management of the Computer Center. Personnel from
the Computer Center office locate at Monzon building supply services related to the systems
operation. Additional computer center services (printing, computers use) are available to students
in the building of Business Administration and Engineering.
Other services
Another resource available is the photocopying machines that can be found around the
building and express checkout machine in Circulation /Reserve Collection. The library provides
148
information assistance desks with a librarian that is available for consulting during working
hours.
149
SECTION THREE
STANDARD 6
OUTCOMES
150
STANDARD 6
OUTCOMES
Evaluation of the student learning demonstrates that graduates have
achieved identified competencies consistent with the institutional
mission and professional standards and that the outcomes of the
nursing education unit have been achieved.
Graduating class of 2011
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6.1 The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of
the student learning and program outcomes of the nursing education unit and the
NLNAC standards.
The systematic outcomes' evaluation is a necessary process in the development,
maintenance and revision of the program. The systematic outcomes' evaluation plan for SLO and
PO is derived from the incorporation of the UPRM- vision, mission, philosophy, Middle State
Commission on Higher-Education Association Standards, The Council of Higher Education of
Puerto Rico Standards, and the 2008 ACEN Standards and Criteria.
The purposes of the
evaluation plan are to: (1) Evaluate the quality of the nursing program in fulfilling the mission,
goals and outcomes of the NEU and UPRM, and (2) ensure accountability for the
accomplishment of the program components.
The Master Plan: Outcomes Evaluation (MPOE) comprises of the criteria being evaluated
with defined outcomes and benchmarks. The MPOE is divided into two, the plan and the
implementation sections. The planning section contains three columns; component, frequency of
assessment and indicators and assessment methods. The implementation section contains two
columns; report of data collection and analysis which includes the responsible person or
committee and a column for actions and comments (See Table 6.0 and Exhibit Standard 6).
The following instruments for quantitative and qualitative data collection are used (see
Exhibit Standard 6):

Questionnaire for the Evaluation of Nursing Courses (Q1)

Questionnaire for the Evaluation of Affiliated Agencies (Q2)

Questionnaire for the Evaluation of the Program by Graduating students of the
Baccalaureate of Science in Nursing Program (Q3)
152

Questionnaire for the Evaluation of Satisfaction with the Program by Alumni (Q4)

Questionnaire for the Evaluation of Employer’s Satisfaction with the Alumni of the
Program (Q5)

Questionnaire for the Evaluation of Faculty Satisfaction (Q6)

Aggregated Qualitative data from each questionnaire as collected (QD)
The Evaluation Committee (EC) is responsible for implementing the evaluation process,
trending and analyzing the data and presenting results with recommendations to the Faculty of the
Program for decision making.
The timeframe established is presented in the MPOE and
followed by the members of the EC.
Courses and affiliated agencies are evaluated after
completion of the semester (See exhibit Standard 6). From these, the domains and competencies
are evaluated to identify the student achievement of SLO. The qualitative component of these
questionnaires is analyzed separately, discussed in the EC and a report presented to faculty for
appropriate actions.
Discussions and decision making are recorded in Faculty Minutes. When
an outcome benchmark is not reached a plan is developed, implemented and evaluated by the
faculty and the EC members. A follow-up report is given by the EC in faculty meeting.
6.2 Aggregated evaluation findings inform program decision making and are used to
maintain or improve student learning outcomes.
Evaluation data have been systematically collected, analyzed and used for Program
refinement and maintenance. The EC following the established schedule in the Master Plan:
Outcomes Evaluation, administers the questionnaires as established in the time-frame to the
corresponding area of evaluation.
The faculty decided in 2008 to establish a benchmark of
85% in SLO, competencies, and level of satisfaction (See Faculty minutes – Exhibit Standard
6). The attainment of a lower benchmark generates further analysis and decision making by
153
the faculty.
The EC also decided to change the time-frame for the Alumni and Employer
questionnaires due to low response rates. The frequency was changed from five years to every
two years, and the strategies for data collection have been varied utilizing conventional mail,
email and electronic format – none, which resulted in improved response rate. The members of
the EC continue with the established plan to revise these tools to make them shorter, more
readable, and accessible. The electronic format has been the most appropriate method. An AdHoc Alumni committee was established in 2012 to begin addressing better Alumni and
Employer contact and participation. Figure 6.2.1 illustrates the algorithm used by the EC to
maintain or improve SLO and PO.
As a continuum systematic assessment, the process is initiated by the application of the
tools for assessment, followed by the collection, aggregation and analysis of data. A report
from the EC is generated and presented to faculty. When an outcome's benchmark reached the
expected level, assessment continues for maintenance. An action plan is established, and
evaluation is followed if the benchmark falls lower than the established.
The process
continues with the application of the tools for assessment (See Table 6.0 Master Plan:
Outcomes Evaluation, Courses Improvement Plan and Exhibit Standard 6).
154
Fig. 6.2.1 Algorithm for systematic assessment of SLO and PO
Q1
Courses
each semester
Q2
Q3
Affiliated
agencies
Program by
Graduates
each semester
yearly
SYSTEMATIC ASSESSMENT
Q4
Q5
Alumni
Employer
every 2-5 years
every 2-5 years
Q6
Qualitative
data
Faculty
Satisfaction
as collected
every 5 years
Data is
collected,agregated
and analized
report to
faculty
YES
Benchmark
85%
NO
maintain
continue
assessing
action plan
implementation
of plan
Evaluation of
plan
155
Findings are used to improve SLO
Aggregated evaluation findings have provided decision making to maintain SLO and
prompted revisions of curricular and syllabus designs to include improved evaluation methods,
clinical experiences and existing elective courses as permanent, as well as, the creation of a new
courses. As a result, a minor curricular revision is planned to begin in August of 2013. (See
Curriculum Committee Minutes and Faculty Minutes).
6.3 Evaluation finding are shared with communities of interest
The NEU recognizes the importance of sharing evaluation findings with communities of
interest in order to maintain or improve SLO and PO. Communities of interest are represented by
stakeholders, affiliated agencies, university community, graduates of the program, the general
public; the Board of Nurse Examiners of Puerto Rico (JEEPR, in Spanish) and College of
Professional Nursing of Puerto Rico (CPEPR, in Spanish).
Formal presentation of evaluation
findings, are arranged by the Director, Associate director, and Curriculum or Evaluation
Committees with representatives of affiliated agencies and communities of interest (See Exhibit
Standard 6, Curriculum Committee Minutes and Evaluation Committee Minutes).
Chancellor and the Dean of Arts and Sciences are invited to share our findings.
The
It is an
opportunity to maintain an open channel of communication and collaboration. The EC provides
the aggregated findings from the Questionnaire for the Evaluation of Affiliated Agencies (Q2)
filled by students every semester after their clinical practice. During this meeting, representatives
of affiliated agencies receive information on students’ evaluations and their particular concern if
any. Areas of concern presented by students include; among areas not affecting SLO, the reduced
clinical experiences in some areas. For the past two years, the affiliated agencies have reduced
the clinical experiences and number of students allowed, due to the increase number of schools
156
that are soliciting clinical practice. Faculty of the NEU has added learning experiences using
high-fidelity simulation as an alternative.
The NEU also receives from communities of interest, valued feedback regarding; trends,
practice issues and clinical guidelines on patient safety which are included in the curricular
course content. Additional efforts to discuss trends, requirements and/or policies that affect PO
are made with the CPEPR, and the JEEPR. Furthermore, the Director of the NEU participates in
the annual meetings of Nursing Program Directors, where presentation of integrated components
of the nursing board exam and results are discussed. Additionally, through the Nursing Educators
Section meetings, important information and changes that have an impact in Nursing Programs
are analyzed in Faculty meetings.
6.4 Graduates demonstrated achievement of competencies appropriate to role preparation.
The achievements of competencies to role preparation are evaluated using the Questionnaire
for the Evaluation of the Program by Graduating students of the Baccalaureate of Science in
Nursing Program (Q3), Questionnaire for the Evaluation of Satisfaction with the Program by
Alumni (Q4), Questionnaire for the Evaluation of Employer’s Satisfaction with the Alumni of the
Program (Q5) and the aggregated qualitative data from these, if provided. The scheduled
application of these questionnaires is established in the MPOE. Competencies are also measured
independently through different evaluation tools or rubrics in each nursing course (See exhibit,
Standard 4). Passing grade for nursing courses is established with a minimum of C (70%), which
guarantees the achievement of competencies.
The Alumni and Employers Surveys are conducted every two to five years. The benchmark
established for each survey is 85%. The Graduating Students Surveys is administered at the end
of every academic year prior to graduation. In this survey, students are asked to evaluate how
157
satisfied they feel with the Program components and attainment of competencies. The tool is
based on a five point Likert type scale that ranges from 5 – strongly agree, 4 agree, 3 neutral, 2disagree, 1- strongly disagree and 0- does not apply. The questionnaire findings are aggregated
and analyzed in the EC and presented in a Faculty meeting. Table 6.4.1 displays graduating
students’ opinion for years 2009-2010, 2010-2011, and 2011-2012 related to the level of
satisfaction from competencies attained in the Program. Results reflect consistency of student’s
rating of competencies achieved. Areas identified as below the benchmark established are,
lifelong learning and perceived competencies in general. Faculty linked this finding with other
items in the survey, and with Alumni and Employers survey. Lifelong learning as individual item
did not reach the benchmark although as an integrated item, the benchmark is exceeded. Faculty
will explore in depth these two areas, nevertheless, we believe that low benchmark in perceived
competencies might be related to lack of confidence related to the proximity of graduation. In
Table 6.4.2: Alumni satisfaction with the attainment of competencies in the Program, reflect a
high level of satisfaction and present evidence of achievement of competencies. Satisfaction of
Employer is discussed and survey results presented in criteria 6.5.3. Additional survey results
can be found in Exhibit Standard 6.
158
Table 6.4.1: Graduating student’s opinion on competencies achievement; 2009-2010, 2010-2011, and
2011-2012
2010
n= 43
2011
n = 40
2012
n = 46
“It allows to develop effective skills in interpersonal relations with
clients, family and health team, taking into account their cultural
background”
 Communication
 Teamwork
93%
100%
98.43%
“Provides for the development of knowledge and skills to improve
verbal and nonverbal communication”
 Communication
88%
97.5%
95.3%
“Provides for the development of knowledge and skills to improve
written communication”
 Communication
88%
92.5%
98%
“Contributes to the development as leaders and agent of change”
 Leadership
91%
100%
96.8%
“The content and skills studied in general and related courses,
contributes to the integral and professional development students”
 Lifelong learning
72%
80%
84%
“The program provides broad and in depth knowledge of the human
being as an unique individual with basic needs”
 Lifelong Learning
 Caring
 Health Teaching
93%
100%
87.4%
“The program provides for the integration of knowledge from the
bio-sico-social sciences”
 Lifelong Learning
88%
100%
98.4%
“The curricular sequence facilitated the integration and application
of knowledge and skills acquired in the learning experiences of
subsequent courses ”
 Lifelong Learning
79%
“Provides knowledge and skills to identify and meet the needs of the
human being in different stages of growth and development”
 Critical Thinking
 Caring
 Health Teaching
93%
CRITERIA/COMPETENCE
75%
100%
81.6%
98.4%
159
2010
n= 43
2011
n = 40
2012
n = 46
“Helps to acquire ethical-legal values in the practice of nursing”
 Values, Ethics, Legal
95%
97.5%
98.4%
Stimulates the development of critical thinking skills ”
 Critical Thinking
95%
100%
92.7%
“Help to recognize the value and usefulness of research in nursing”
 Research Appraisal
88.4%
83%
98.4%
“Aid to assess the human being as a whole along the health-illness
continuum and with varied levels of wellness”
 Caring
98%
97.5%
98.4%
93%
100%
87.4%
“Help utilize and value therapeutic interventions within the nursing
process”
 Caring
100%
95%
96.8%
“Facilitates the development of basic and complex skills needs for
nursing care”
 Caring
91%
97.5%
80.95%
“The content and skills that are studied in each nursing course
prepares the students with the necessary competence for the practice
of nursing”
 Perceived competencies
76%
70%
60.88%
CRITERIA/COMPETENCE
“The program provides broad and in depth knowledge of human
beings as unique individual with basic needs”
 Lifelong Learning
 Caring
 Health Teaching
160
In addition to administering the questionnaire, each course has a summative evaluation
form, which also measures acquisition of competencies. Performance on licensure exam was also
considered to determine acquired competencies by graduates of the Program (See criteria 6.5).
The faculty is confident that students of the BSN Program reach the benchmark established of
85% in established competencies.
Table 6.4.2: Alumni satisfaction with attainment of competencies: 2004-2008, 2011-2012
CRITERIA/
DOMAINS/COMPETENCIES
2008-2004
2012
“Leadership skills”
 Professional Role
 Leadership
100%
89%
“Capacity of critical thinking”
 Professional Judgment
 Critical Thinking
86%
100%
“Application of the nursing process”
 Nursing Process
 Caring
100%
ND
“Ability to identify the basic needs of the client according to his/her
stage of growth and development”
 Nursing Process
 Caring
100%
100%
“ Capacity to make decision”
 Professional Role
 Leadership
86%
100%
“Skills in the direct care of clients”
 Nursing Process
 Caring
86%
100%
86%
100%
”Application of ethical-legal principles”
 Professional Judgment
 Values, Ethics, Legal

161
“Skills in interpersonal relationships”
 Professional Role
 Communication
 Teamwork
100%
100%
“Capacity to work in group”
 Professional Role
 Leadership
 Communication
 Teamwork
100%
100%
86%
89%
“Skills in written and oral communication”
 Professional Role

Communication
100%
100%
“Ability to plan and educate the client and/or family”
 Professional Role

Health Teaching
100%
100%
“Skills in Nursing Management ”
 Professional Role

Leadership

Teamwork
Communication
6.5 The Program demonstrates evidence of achievement in meeting the following program
outcomes: Performance on licensure exam, Program completion, Program satisfaction, job
placement.
The NEU evaluates Program Outcomes as determined by the 2008 ACEN Standards and
Criteria and established in the MPOE. Criteria 6.5.1 to 6.5.4 address our findings.
6.5.1 The licensure exam pass rates will be at or above the national mean
The Faculty of the NEU has established a benchmark of 90% on licensure exam pass rates
for first time takers (FTT). The JEEPR establishes a comparison mean from all examinees of
BSN Programs throughout the Island and sends a report to the Director of the NEU. Up to 2009,
162
the NEU’s program experienced a decline in licensure passing rates. This phenomenon was
observed also throughout the Island. Measures were taken by Directors of Programs of Nursing
to formally meet and discuss these concerns with the JEEPR. Explanations provided by the
Board were related to the changes in test format, integration of computerized test and a new
testing management company.
Faculty decided to maintain benchmark of 90% and succeeded to reach it. The NEU
appointed a group of Faculty members to work an improvement plan, forming the Board Exam
AdHoc Committee. The goal of this committee was to evaluate the possible reasons for the
decreased in passing rate, recommend and incorporate additional learning activities to improve
this PO. Many strategies were incorporated, these included a comprehensive Board exam review,
and action plans to strengthen longitudinal achievement of competencies and SLO in particular
Nursing courses.
The Curriculum Committee provided faculty with workshops on test
development, in-depth revision of curricular course designs, among other related activities (See
Plan for improvement on Board exam, Exhibit Standard 6).
For the past three years a solid
passing rate has been obtained, surpassing the outcome benchmark of 90%. Table and Graph
6.5.1 present the comparison of licensure exam pass rate when compared with the Puerto Rico
mean reported by the JEEPR for FTT in Puerto Rico.
TABLE 6.5.1: Comparison of Licensure exam pass rate of the NEU and the Puerto Rico level.
Year
2009
2010
2011
2011
2012
2012
Frequency of NEU
FTT
% Approval from NEU
FTT
% National Approval Rate
FTT
15/27
1/1
33/35
25/30
18/18
62/62
56%
100%
94%
83 %
100%
100%
56%
68%
79%
69%
77%
83%
163
Figure 6.5.1: Graphical representation of NEU Licensure exam pass rate compared to Puerto Rico level
Comparison of NEU Licensure exam pass rate first time takers with
National level
120%
passing rate
100%
NEU FTT
National level
80%
60%
40%
20%
0%
15/27
2009
2010
33/35
25/30
18/18
62/62
2011
2011
2012
2012
years
6.5.2 Expected levels of achievement for the program completion are determined by the
faculty and reflect program demographics, academic progression, and program history.
Faculty of the NEU has established that 85% of students graduate at the required
time according to Institutional policy (Certification 84-18, Academic Senate UPRM).
Graduation rate is defined by the Institution as the percentage of students who enter the major
and graduate from the Program within the 150% of the maximal timeframe allowed by the
Institution (not included internal or external transfers). Graduation rate is 6 years for a 4 year
program and 8 years the time-frame allowed for completing the program. This considers
students from time of admission to time of graduation. Graduation rate (GR) adopted by the
NEU is also equivalent to the definition of ACEN- which establishes GR as the number of
students who complete the Program within 150% of the time of the stated Program length.
The Associate Director follows statistics of student retention, attrition, and graduation rate and
reports to Faculty her findings at the end or beginning of the academic year. Available also is
the official statistics presented by the UPRM Institutional Research and Planning Office (OIIP,
in Spanish). The average time length of a student admitted in a four-year Baccalaureate
164
program is 5 years for graduation rates purposes. Table 6.5.2a presents findings in graduation
rates provided by the UPRM OIIP from cohort of 2009 through 2012.
Table 6.5.2a: Graduation rates from NEU- 2009– 2012 cohorts *
Years
2009-2010
2010-2011
2011-2012
Number of
students who
graduated
Time-frame for
program completion
On time
Graduation Rate
35
50
84
5 years
5 years
5 years
34 (97%)
49 (98%)
79 (94%)
*http://www.uprm.edu/oiip/
The number of students, who entered the Baccalaureate Nursing Program in 2009 to 2012,
2nd, 3rd, and 4th year cohorts and the retention rate, are reported by the UPRM-OIIP,
(http://www.uprm.edu/oiip/). Likewise, the Assistant Director presents to the faculty a report with
the findings of retention and attrition rate in order to evaluate and determine the effectiveness of
our retention strategies.
It has been identified, by the Associate Director and Faculty, the multiple factors affecting
student progression, retention and attrition. Some of these factors are: 1. student being employed
part-time or evening shift, 2. those who struggle with academic requirements due to knowledge
gaps, 3. pre-requisites courses as scheduled interfere with clinical laboratories of nursing courses,
4. financial difficulties, or 5. multiple roles as parent, spouse, or other related.
Table 6.5.2b
presents retention and attrition rates of the 2nd 3rd and 4th year cohort group of students in the BSN
program. The following tables represent the available data offered by the UPRM-OIIP, showing
the last two years (2009-2011) at attrition of cero and retention rates at 100%. The data for 20112012 was not available from the OIIP at the end of the self-study report.
165
Table 6.5.2-b Retention and attrition rates of students at the BSN program during 2009– 2011
nd
2
Year
Class Number
Attrition
% Rate
Retention
% Rate
87
48
16
2
18.4%
4.2%
71
46
81.6%
95.8%
Class Number
Attrition
% Rate
Retention
% Rate
2009-2010
2010-2011
87
48
30
*
34.5%
*
57
*
65.5%
*
4th Year
Class Number
Attrition
% Rate
Retention
% Rate
2009-2010
2010-2011
2011-2012
87
48
*
0
0
*
0%
0%
*
87
48
*
100%
100%
*
5 Year
Class Number
Attrition
% Rate
Retention
% Rate
2009-2010
2010-2011
2011-2012
87
48
*
0
0
*
0%
0%
*
87
48
*
100%
100%
*
2009-2010
2010-2011
rd
3
Year
*Data not available by the Office of Institutional Research and planning
6.5.3: Program satisfaction measures (qualitative and quantitative) address graduates
and their employers.
Graduates Satisfaction
The Questionnaire for the Evaluation of the Program from Graduating students of the
Baccalaureate of Science in Nursing Program is used at the end of the program from students
completing the BSN on December and May.
This survey provides three items for the
satisfaction criteria measured on a Lickert style scale with intervals from: agree, neutral and
disagree. See Table 6.5.3-a for evaluation results for years, 2010, 2011, and 2012.
166
TABLE 6.5.3-a: Graduates satisfaction with the BSN Program
2010
n=43
2011
n= 38
Completely
agree/agree
Completely
agree/agree
The quality of the program that I am going to be
graduating is excellent
84%
81.5%
2012
n=46
Complete
agree/agree
72%
The curricular content and the clinical laboratories
fulfilled my expectations
43%
70%
56%
I favorably recommend friends and family to study
in the nursing program
80%
81%
74.4%
Reactive
In faculty meetings there have been ample discussions on the low levels of satisfaction
reflected in the surveys.
Comparative analysis with qualitative section of the survey indicated
that students want more clinical practice, some courses are academically overwhelming and that a
separate pharmacology and health assessment courses should be included, instead of having them
integrated.
The Faculty approved to incorporate these two courses as permanent (See Faculty
Minutes). Nevertheless these two courses have been offered as electives with very good response
from students of the program. Additionally after the revision of courses curricular designs,
content was restructured to allow for more clinical practice time. Findings from such changes
will be collected in the next scheduled evaluations.
Alumni satisfaction
The Questionnaire for the Evaluation of Satisfaction with the Program by Alumni is
scheduled every five years if the response rate is more than 50 %. Measures have been taken by
the EC to increase the response rate, including posting the survey in the NEU’s social network
page. In the 2009 survey which included alumni’s from 2004-2008, a total of 149 questionnaires
were submitted with a response rate of 19%, for which the EC decided to reduce the evaluation
167
period to two years. A second online survey had a participation of 21 alumni‘s from 2009-2011.
Consideration to evaluate the length of the survey is underway as well as to use the student’s
email for evaluation purposes and maintain communication.
Table 6.5.3-b: Alumni Satisfaction
with the BSN Program reflects positive results from both survey groups 2004-2008; 2009-2011.
The benchmark of 90% established by the faculty on satisfaction level from Alumni was
exceeded in many of the satisfaction indicators in both groups; meeting Program Outcome #6:
90% of alumni responding to the Alumni Survey will reflect achievement of competencies and
satisfaction with the program.
Table 6.5.3b: Alumni Satisfaction with the BSN Program of the UPRM
Academic Aspect
Completely Satisfied
Very Satisfied
Satisfied
2004-2008
n=28
2009-2011
n=21
2004-2008
n=28
2009-2011
n=21
2004-2008
n=28
2009-2011
n=21
Quality of education in area
of expertise
64%
67%
3%
33%
10%
---
Satisfaction level
77%
100%
Quality of general education
57%
63%
25%
33%
18%
4%
Satisfaction level
100%
100%
System of evaluation from
the majority of professors in
the program
36%
57%
32%
43%
29%
----
Satisfaction level
97%
100%
Availability of the faculty
61%
67%
18%
19%
21%
14%
General attitude of the
faculty towards students
43%
58%
32%
33%
25%
9%
100%
100%
Satisfaction level
168
Academic Aspect
Completely Satisfied
Services of the Study Room
22%
53%
Satisfaction level
86%
96%
The process of enrollment in
the department of Nursing
35%
19%
Satisfaction level
93%
86%
43%
34%
100%
82%
11%
57%
Satisfaction level
68%
95%
Variety of knowledge in
your program
43%
52%
Satisfaction level
93%
99%
43%
57%
93%
99%
43%
71%
89%
99%
71%
71%
89%
99%
78%
81%
The Department facilities
for the general use of
computers
Satisfaction level
Academic counseling
Curriculum of the program
Satisfaction level
Services of the Lab Skills
Facilities
Satisfaction level
Would you study Nursing
again
Satisfaction level
Would you recommend
others to study in the
Department of Nursing
Very Satisfied
Satisfied
25%
24%
39%
19%
29%
29%
29%
38%
18%
29%
39%
19%
21%
29%
36%
9%
18%
33%
32%
14%
18%
38%
32%
4%
25%
24%
21%
4%
11%
19%
7%
9%
4%
19%
14%
169
Academic Aspect
Satisfaction level
Completely Satisfied
96%
Very Satisfied
Satisfied
100%
Employer’s satisfaction
Employers’ satisfaction levels with the BSN Program are evaluated in the questionnaire
“Questionnaire for the Evaluation of Employer’s Satisfaction with the Graduate of the Program”. This
survey consists of 24 items of multiple selection in a Lickert type scale with intervals from: excellent,
good, satisfactory and deficient. The MPOE establishes a five year period for the evaluation of Employer’s
satisfaction. The low response rate has prompt to increase the timeframe, and in the past 8 years, 2 surveys
have been sent to employers by regular mail mode. The first survey covered graduates from 2004-08.
Although the Evaluation Committee sent a total of 140 questionnaires, only 5% of the questionnaires were
received. Due to the low response rate, the second questionnaire was sent to employers during the
academic year 2011-12, 49 questionnaires were sent resulting in a 20% response. The EC is working in an
electronic format of the questionnaire and is expected to pilot the project in 2014.
Responses received from employers achieved the benchmark of 85% of satisfaction in all
components, meeting Program Outcome #5: Employer satisfaction. In addition validation of graduate’s
performance is received during the affiliated agencies meetings and communities of interest’s meeting
where graduate’s performance is always praised and recognized by employers. See Table 6.5.3c for
evaluation results for years 2004-2008, 2011-2012.
170
Table 6.5.3c: Employer’s satisfaction with the graduate 2004-2008; 2011-2012
General Performance of the
graduate
Graduates’ knowledge
Education of the graduate
Selection as employees
2004-2008
2011-2012
Excellent/ Good
Excellent/Good
100%
100%
100%
100%
100%
100%
100%
100%
6.5.4: Job placement rates are addressed through quantified measures that reflect
program demographics and history
Employment rates have reflected a change in the past five years or so due to hospital
fiscal constraints which have resulted in loss of nursing jobs in the area and; increase in programs
offering AD/BSN from nearby institutions.
These changes have prompted many of our
Graduates to relocate to the metropolitan area, when before many would stay employed at nearby
hospitals.
The employment rates are evaluated in the
Questionnaire for the Evaluation of
Satisfaction with the Program by Alumni and through comments posted in the NEU social
network page. The majority of our Graduates from 2009 survey (93%) and 2012 survey (89%)
obtained jobs in PR, mainly in the north and west side of the island. Meanwhile 3.5% alumni in
2009 survey and 7% of alumni in 2012 survey indicated they are employed in the United States.
Results of both surveys in relation to job placement rate reflected that 89% of the 2009 survey did
not have difficulty being employed and 11% indicated that a delay was due to licensure
procedures.
On the other hand, 70% of the participants from the 2012 survey did not report
difficulty in being employed as a nurse. The 30% that confronted difficulty stated that it was due
to; personal expectation about wages, limited positions open in areas of interest, and the employer
wanted people with experience. The timeframe to which all Graduates were employed could not
171
be quantified by the questionnaire. Qualitative information obtained reflected that graduates were
employed in a short period of time. Revisions to the questionnaire will include this area. Table
6.5.4: Employment rates from Graduates of the UPRM, reflects additional data related to this
criteria.
Table 6.5.4: Employment history and job rates from Graduates UPRM
Full Time
Part Time
Unemployed
Employed in other
profession
Post graduate studies
2004-2008
(n=28)
82%
----
4%
4%
10%
2009-2011
(n=21)
76%
5%
5%
14%
----
Through the systematic assessment established in the MPOE, the NEU has identified that
the expected level of achievement of PO have been obtained.
Licensure passing rate for first time takers has been 100%.
For the past two years, the
In 2012, three of our graduates
received the Professional Nurses Award by EDP University, one year after their graduation. We
find many, working in specialized areas such as, ICU, CICU, SICU, PICU, maternity wards,
Emergency Department and supervisory positions. Our graduates have excelled as leaders and
participate in professional committees from the CPEPR, Sigma Theta Tau, Inc. Epsilon Lambda
Chapter, and as members of the Coalition of Nurses for Communities in Disaster.
A vast
number have continued graduate studies (some in health related professions), Family Nurse
Practitioner Program, Anesthesia, or work in the United States. During the 2011-2012, four
graduates were commissioned as officers in the USAF-Army Corps. Most of all, the stories and
accomplishments of graduates and alumni reflect the mission that the NEU envisions to carry out.
172
The following Table 6.0: Master Plan; Outcomes Evaluation, presents the components evaluated,
methods, results and actions taken to improve or maintain the SLO and PO.
173
Table 6.0 – Master Plan: Outcomes Evaluation
EVALUATION PLAN
STANDARD 1: Mission and Administrative Capacity
The Nursing education unit’s mission reflects the governing organization’s core values and is congruent with its strategic goals and objectives.
The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of
identified outcomes.
OUTCOMES :
 Mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization.
 Faculty, administrator, and students participate in governance activities.
 Communities of interest have input into program processes and decision-making.
 Existing partnerships promote excellence in nursing education, enhance the profession, and benefit the community.
 A doctoral prepared nurse, with authority and responsibility over the unit, administers the nursing education unit.
 The nurse administrator has adequate time to fulfill the role responsibility of development and administration of the program.
 The nurse administrator prepares and administers the program budget with faculty input and is a strong advocate for equity among the units of the
UPRM.
 Policies of the nursing education unit are consistent with those of the UPRM, are comprehensive and, provide for welfare and safety of faculty and
staff.
 Differences in policies are justified by goals and outcomes of the nursing education unit.
 Program complaints and grievances are kept in records and receive due process including evidence of resolution.
PLAN
Component
MISSION AND ADMINISTRATIVE
CAPACITY
A. Congruency
1.
2.
3.
4.
5.
Vision/Mission
Philosophy
Conceptual Framework
Goals
NEU Outcomes
Frequency of
Assessment
Every 5 years
and as needed or
required
IMPLEMENTATION
Indicators / Assessment
Method
Review of: Faculty meeting
minutes
Review of: Student’s
Handbook, Faculty By-Laws
NEU Web page, NEU Annual
Report,
Undergraduate Catalogue,
previously known as Bulletin
of Information, Governing
Board former Board of
Trustees and Academic
Senate Certifications,
General Regulations of the
UPR
Report of Data Collection &
Analysis
Faculty meetings evidence the
approval of a vision statement
of 2000 and thereafter a review
of the congruency and
relevancy of Program Mission
and governance components
(philosophy, vision, mission,
goals, conceptual framework,
society trends, etc.)
Self-study process.
Actions or Comments
A vision, mission,
philosophy, program goals
and conceptual framework
statement were reviewed
by faculty since 2009. The
vision was revised in
Spring 2010. All these
documents were finally
approved by 2010-2011.
Societal and professional
trends were incorporated.
174
PLAN
Component
6.
7.
Societal and professional trends
Policies, procedures and Bylaws
Frequency of
Assessment
As required
IMPLEMENTATION
Indicators / Assessment
Method
Report of Data Collection &
Analysis
Establishment NEU
Outcomes (SLO, PO),
approved by Faculty 2011.
UPR- UPRM-NEU
Vision/Mission
Strategic Plan
Philosophy of the NEU
Outcomes of the NEU
UPR-UPRM-NEU
Organization Chart
General Regulation of the
UPR
Professional Nursing
Standards of CPEPR
Safety National Standards
NEU
Standards of Professional
Associations
Institutional Policies
Faculty Minutes
Curriculum Committee
Minutes
Workshops were conducted
since 2009 until 2012 when
activities concluded with
revised definitions and
concepts, evaluation of course
outcomes with content and
components of new societal and
professional trends.
Congruency was validated.



Actions or Comments
Administration
Faculty
Curriculum Committee
Faculty workshops for revision
of philosophy, vision/mission,
conceptual framework, program
goals, student profile.
Revised and adjustments
made
On Feb. 22, 2011
Revision and establishment
of Domains/Competencies
4/4/2011, 15/09/2011,
20/10/2011, Approval of
Master Plan: Outcomes
Evaluation
Establishment of SLO, PO
Continue assessment as
needed for the congruency
of Professional Nursing
Standards of the CPEPR
with NEU vision, mission,
goals and outcomes.
The NEU and the UPRM is
committed to cultural, racial and
ethnical diversity of the
community as stated in the
Undergraduate Catalogue 20122013.
Outcomes was attained.
175
PLAN
Component
B. Participation in Governance of the
Parent Organization
1.
2.
3.
Faculty
Administrator
Students
Frequency of
Assessment
Yearly or as
needed
IMPLEMENTATION
Indicators / Assessment
Method
Faculty Minutes
Listing of participation of
faculty and students in
governance Committees/Task
Forces/Workgroups of the
UPRM and NEU
Report of Data Collection &
Analysis
At the beginning or at the end of
every academic year the list is
reviewed.
See under Standard I for faculty
member of the various
committees.
UPRM: Governing
Organization Committee
 IRB Committee
 Law 51 Integral
Education Services for
the Disable
 Dialogue Committee
 Institutional
Recruitment
Faculty members of the NEU
have consistently participated
since 1997 to present in the IRB
Committee and one in the
Dialogue Committee.
The College of Arts and
Sciences have five standing
Committees:
 Undergraduate
Education
 Personnel Committee
 Curriculum Committee
 Library Committee
 Strategic Planning
Committee
Actions or Comments
Faculty is strongly
motivated to participate in
the UPRM committee
structure.
Continue motivating
faculty members to
participate in Institutional
Committees.
Continue participation
176
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators / Assessment
Method
Report of Data Collection &
Analysis
Actions or Comments
2008-2013
Faculty of the NEU has
participated in 100% of the
College of Arts and Sciences
Committees. Ad-Hoc
Committees or special
assignments at the university
level were also assessed through
faculty promotion portfolios and
monthly report of scholar
activities.
Administrators have the
discretion to participate in
any specific committees.
NEU Director has been
participating as member of
College of Arts and
Sciences Personnel
Committee appointed by
the Dean. As ex-officio
member the Director
participates in
Departmental Committee,
except Personnel
Committee where she is
member.
Student Participation
At the UPRM governing
organization and the College of
Arts and Sciences is guaranteed
by the General Regulations of
UPR
Participation of students in
NEU Standing Committees.
Fall 2012
 Evaluation Committee
(3 students)
 Curriculum Committee
(3 students)
 Promotion and
Recruitment
Committee (2 students)
Students’ representatives
have been elected by their
peers in the Student
Council of the College of
Arts and Sciences.
Participation list is kept by
the Director.
Students are continuously
motivated to participate in
Institutional and NEU
Committees.
Each year students are
encouraged to select its two
student representative.
177
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators / Assessment
Method
Report of Data Collection &
Analysis
Teaching and Learning
Resources and Faculty
Development Committee (3
students)
Actions or Comments
Continue to assess reasons
for low and nonparticipation of students in
order to establish further
actions.
Continue to encourage
participation.
Outcome was attained.
C. Administrator
1.
2.
3.
Academic credential
Experience
Authority and
responsibility
As necessary or
required
(According to
Certification 8687-476 of the
Administrative
Board).
According to Certification 8687-476 of the Administrative
Board-UPRM
Curriculum Vitae
Portfolio
Credentials of the nurse
administrator
Faculty handbook UPRM and
NEU
Human Resources UPRM
By-laws of the Faculty of the
Department (2-28-2011)
Standards and Criteria of
ACEN, 2008
Certification 08-09-309 –
Administrative Board
The NEU administrator
possesses an MSN with a
functional role in administration
and strong record of
administrative experience. Rank
of full professor and 34 years of
teaching experience.
Authorities and responsibilities
are documented in the By-laws
of the faculty of the NEU,
Article 1, Section 1.0 – 1.20.
Required six credit hours per
semester for teaching activities.
NEU administrator has
complied with fulfilling her
administrative and teaching
responsibilities.
Full evaluation can be
found in Standard I,
Criteria 1.5, of the SelfStudy Report. (SSR)
48 credits hours in a
Doctoral Program
Major in Educative
Management
Outcome is not
completely met.
178
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators / Assessment
Method
Questionnaire for the
Evaluation of Faculty
Satisfaction (Q6) n = 14
Report of Data Collection &
Analysis
100% - Satisfaction with
administrative capacity –
100% - Satisfaction with the
effective channels of
communication
93% - Satisfaction with
participation in decision
making.
85.6% - Satisfaction with
resources provided.
71% - Satisfaction with budget
planning participation
97.12% - Satisfaction with
services provided by the
program
100% - General satisfaction
with the Program.
4. Welfare of faculty and staff
Every 2 years
Questionnaire of the
Evaluation of Faculty
Satisfaction
Evaluation Committee
Report
100% of Faculty is satisfied to
teach at the NEU.
93% of Faculty is satisfied with
the quality of alumni.
Actions or Comments
179
PLAN
Component
As needed
D. Policies
1.
2.
3.
Frequency of
Assessment
Consistent
Accessibility
Rationale for policies
that differ from
governing organization
IMPLEMENTATION
Indicators / Assessment
Method
General Regulation Policies
of the UPRM
UPRM-NEU Student Manual
By-Laws of the Faculty of the
Department of Nursing
Website
Undergraduate Catalogue
Accrediting Agency Report
(MSN, CPEPR)
State Board of Nursing
documents
National Safety Standards
Professional Nursing
Standards
Report of Data Collection &
Analysis
Responsible person /committee:
The General Regulation of the
University of Puerto Rico is
accessible in the website:
http://www.upr.edu/politicas/
and in paper copies at the
administrative offices. New
Policies and Regulations
through certifications are made
available directly to parties
involved (faculty, students
and/or staff)
The NEU has no policies that
differ from the governing
organization rather it has
additional policies and
regulations justified by the
nursing practice in Puerto Rico.
Actions or Comments
To maintain the
consistency with the
institutional policies, the
Faculty By-laws were
revised in 2011.
Continued assessing and
reviewing consistency
according to the need.

Clinical laboratory
requirements

Professional
license and
registration

Professional
collegiate
requirements
Requirements meet.
E. Communities of Interest
F. Partnerships
At the end of
every academic
year
Evidence of participation of
Communities of Interest
Partnership agreements
(MOU, description of
partnerships, contracts, grants,
etc.) EC Minutes
Faculty Minutes
Director, Associate Director
Discussion of Affiliated
Agencies Report
Collaborative Agreements
for the compliance of SLO
180
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators / Assessment
Method
Memorandum of
Understanding (MOU) with
UPRM-UPR Aguadilla, Ponce
and Utuado
Certification No. 115 – 199697, UPR Board of Trustees
Report of Data Collection &
Analysis
Actions or Comments
Articulated Program
2010: 7 – Aguadilla
2 – Utuado
1 – Ponce
2011: 2 – Aguadilla
1 – Utuado
0 – Ponce
2012: 6 – Aguadilla
0 – Utuado
1 – Ponce
G. Budget
Yearly
Faculty minutes
Nurse administrator’s report
of Faculty Satisfaction
The Director of the NEU has
participation and authority in
budget preparation in
accordance with the assigned
budget for the fiscal year.
Based on NEU priorities,
specific program needs and
faculty, and administrative
personnel recommendations.
Questionnaire for the
Evaluation of Faculty
Satisfaction with
recommendation of the faculty.
Budget
57% - totally satisfy
14% - satisfied
29% - neutral
More participation of the
faculty in the process of
budget preparation.
Continue monitoring
181
PLAN
Component
H. Complaint and grievances
Frequency of
Assessment
As necessary
IMPLEMENTATION
Indicators / Assessment
Method
Records of complaints,
grievances and resolution
reports
UPR Student Regulations
amended in June 28, 2011
Article 2.36
Undergraduate Catalogue
2012-2013
Faculty meeting discussion
Associate Directors report
Ombudsperson annual report
Students interview
Dean of the College of Arts
and Sciences
Dean of Students
Report of Data Collection &
Analysis
Actions or Comments
Students have various avenues
to summit complaints according
to the type of complaint.
No formal complaints were
made.
Guidelines are established and
published in the Website.
Continue monitoring
182
EVALUATION PLAN
STANDARD 2: Faculty and Staff
Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit.
OUTCOMES:










All faculty are academically and experientially qualified and maintain expertise in their area of responsibility.
All faculty present evidence of credentials according to UPRM and state requirements.
At least 25% of faculty holds an earned doctoral degree in nursing.
All faculty present evidence of involvement in scholarship activities and evidence based practice.
Program outcomes are met with the number and utilization of full and part-time nursing and non-nursing faculty
Credentials of practice laboratory personnel are commensurate with their level of responsibilities
Faculty is oriented and mentored by a systematic and formal program in their areas of responsibilities.
All faculty performance demonstrates competencies consistent with program goals and outcomes.
Non- nurse faculty and staff performance is regularly reviewed in accordance with policies of the governing organization.
Faculty (full- and part-time) who engage in distance education is active in the process of ongoing development and receive support in distance education
modalities including instructional methods and evaluation.
PLAN
Component
Frequency of
Assessment
Indicators and Assessment
Method
Report of Data Collection &
Analysis
Actions or Comments
2005-2013
100% of the Department of
Nursing Faculty holds a Master
Degree as their minimum
academic preparation (nursing
specialty) and comply with laws
requirements.
Continue motivating and
assisting faculty to pursue
studies toward doctoral
degrees (implemented on a
yearly basis).
UPR-General Regulation
FACULTY
A. Credentials
B. Scholarship Activities
C. Performance/Evaluation
IMPLEMENTATION
Yearly and as
required
Certification No. 11-12-229 –
Administrative Board UPRM
Certification No. 08-09-309 Administrative Board UPRM
NEU Strategic and
Operational Plan 2009-2016
Outcome was attained.
183
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators and Assessment
Method
Certification No. 86-87-476
Administrative Board UPRM
Law 9 - Oct 11, 1987
Law 11 - June 23, 1976
Law 82 - June 1st , 1973
UPR General Regulation and
Bylaws of the Faculty of the
Department of Nursing
Evaluation by the NEU
Personnel Committee
As required: Appendix
Modules for evaluations: A,
B, C, F, G, H, I, L
(Certification 86-87-476 – of
the Administrative Board
UPRM)
Certification 11-12-229 –
Administrative Board
Professional Portfolios
Faculty CV
Faculty table of credentials
and responsibility
Monthly report of activity
involvement submitted to the
Director of the NEU.
Faculty, lab personnel, and
staff academic and
experiential credentials
Position and Job Descriptions
for faculty , lab personnel and
staff
Report of Data Collection &
Analysis
2005-2013
30% of Faculty have a Doctoral
Degree
Actions or Comments
Continue motivating
faculty to comply with the
Laws 11, 9, 82.
Doctorates in Nursing
 2 – DNP
 1 – Ph.D
 1 – ABD
Doctorates in others fields
 2 – Ed.D
 2 – Ph.D
Currently in Doctoral
Programs
 2 – DrPH
 1 – Ed.D
2005-2013
100% presented evidence as
required
2005-2013
52% - Research or proposal
development
100% - Community Service
52% - Publications
100% - Continuing Education
Courses
100% - Professional
presentation
Enhance faculty
compliment with
scholarships activities.
Request administrative
authorities of the College
of Arts and Sciences for
release time to be assigned
to professors interested in
conducting scholarship
activities.
184
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators and Assessment
Method
Report of Data Collection &
Analysis
100% - Teaching
100% - Professional
Organizations
Documentation of faculty-tostudent ratios in class and labs
Faculty/Student ratio in lab. –
1:10
Certification 08-09-309 –
Administrative Board
Faculty to student ratios in class
and labs. Are adequate
according to Certification.
Faculty workload
documentation including
teaching, advising, committee
work, research, service and
other responsibilities.
Evidence of scholarly
activities as defined by the
nursing education unit
Documentation of evaluation
for faculty and staff
Policies for evaluation
processes
2005-2013
Student Evaluation to Faculty
Survey (COE in Spanish)
Faculty Scholarship in
Nursing Indicators
100% taught with their area of
expertise.
100% Faculty with a second
academic specialty or
certification
Certifications in areas such as:
Advanced Practice Nursing
(APN)
 Board Certified Adult
Nurse Practitioner
 Family Nurse Practitioner
 Pediatric Nurse Practitioner
 Adult Nurse Practitioner
 Clinical Nurse Specialist
 Nurse Midwifery
Actions or Comments
Outcome was attained.
Some faculty taught with
their areas of expertise.
Faculty members have a
second academic
specialties or certifications:
Community & Family
Health, Gerontology,
Maternal & Newborn,
Child & Adolescent,
Mental Health and
Psychiatric Nursing,
Breastfeeding Education,
Obstetric Nursing, Prenatal
Education, Human
Sexuality, Diabetes
Educators, Forensic
Nursing (Disaster, SANE),
and Doulas, second role in
education and APN.
185
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators and Assessment
Method
Report of Data Collection &
Analysis
Actions or Comments
Outcome was attained.


Continue efforts
toward faculty
development.
Continue assigning
faculty to courses
within their area of
expertise.
Even though data shows that:

Some faculty members
in addition to their
academic area of
expertise have
knowledge and skills
on other areas due to
their previous job
experiences as nurses,
justifying their
assignment to certain
courses.
Article 45 of the UPR General
By-laws
Certification 86-87-476 of the
Administrative Board of the
UPRM, were reviewed.
Evaluation portfolio
Formative evaluation
Summative evaluation
Meeting with NEU Director
Continue with evaluation
process for faculty
promotion and the
strengthening of faculty
participation in scholarship
activities.
186
PLAN
Component
D. Staff and Lab. Personnel
Frequency of
Assessment
As needed
IMPLEMENTATION
Indicators and Assessment
Method
UPR-General Regulations
Human Resources Office
Report of Data Collection &
Analysis
UPRM Student evaluation to
Faculty Survey (COE)
distributed to the students by the
Director or Associate Director
in each course. Data collected,
at the 10th week of the academic
calendar of each semester, is
analyzed by the College of Arts
and Sciences Computer Center.
(See Faculty Portfolio)
Actions or Comments
Continue reinforcing
faculty excellence by
providing them with
evaluation feedback on
evaluation process.
Continue implementing
every semester.
Results are presented and
discussed by the Director of
NEU during individual
meetings with each professor.
Outcomes was attained.
The performance evaluation is
done by the Director of the
NEU.
Staff and lab. personnel
adequate to fulfill the
outcomes of the NEU.
The decisions related to
promotions is done by the
Human Resources Office.
E. Orientation and Mentorship
As needed
Orientation Manuals
Mentorship Guidelines and
Reports
Certification 96-97-596 –
UPRM – Professional
Enrichment Center (PEC)
The newly recruited professor
receives orientation and is
mentored.
Continuing with orientation
and mentorship program.
The PEC covers all aspect of
professional development
including teaching, learning,
evaluation, technology and
earch.
Outcome was obtained.
187
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Indicators and Assessment
Method
Report of Data Collection &
Analysis
Faculty of Arts and Sciences:
Mentorship Program for
Newly Recruited Faculty
The professor is oriented and
mentored at the PEC, Arts and
Sciences, and NEU.
Department of Nursing
Mentorship Program
Departmental Orientation
Program for Newly Recruited
Faculty
The Faculty mentor is assigned
by the Director to the new
faculty based on seniority,
credit load, and area of
teaching expertise.
Evidence of orientation and
mentoring processes for
faculty and staff.
Faculty Portfolio
Staff receives orientation and
mentorship.
Actions or Comments
Continue with orientation
and mentorship.
188
EVALUATION PLAN
STANDARD 3: Students
Student policies, development, and services support the goals and outcomes of the nursing education unit.
OUTCOMES:




Student policies are congruent with those of the governing organization, 100% publicly accessible, non-discriminatory, and consistently applied.
Differences in student policies are justified by the goals and outcomes of the nursing education unit.
Student services are commensurate with the needs of students pursuing or completing the BSN.
Policies concerned with educational and financial records are established and followed in compliance with policies of the UPRM and national
guidelines.
 There is complete compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements.
 There is clarity and consistency in communicating to students at a timely manner, of changes in policies, procedures and program information.
 Students are provided with orientation to technology and technological support.
PLAN
Component
STUDENTS
A. Policies
1. Congruency
2. Accessible
3. Non-discriminatory
4. Consistency
5. Compliance
6. Rational for those that differ
Frequency of
Assessment
Yearly or as
needed
IMPLEMENTATION
Assessment Method
Report of Data Collection &
Analysis
Actions or Comments
Review of UPRM Law #1 January 20, 1966,
Undergraduate Catalogue,
UPR Institutional Policies,
Undergraduate Student
Manual, NEU Brochure,
NEU Student Manual, UPRM
Website,
NEU Website, UPRM
Students Regulations
(Undergraduate Catalogue)
Rights and duties of the
students of the UPRM are
published in the Undergraduate
Catalogue and Website.
http://www.uprm.edu
Policies are continually
revised to establish
congruency, accessibility,
non-discrimination,
consistency and
compliance.
Student participation in
governing body is active. See
Table 1.2.1 (Standard 1)
General policy changes are
discussed to students through
student representatives,
assembly, Website, letters,
notice posts and others.
Website is continually
updated.
189
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Assessment Method
Report of Data Collection &
Analysis
Actions or Comments
Evidence of currency,
accuracy, clarity,
completeness, and consistency
of all program information
(paper or electronic).
Public Law 101-542 –
November 8, 1990
101st Congress
Public Law 101-226December 12, 1989
Revision of Institutional
Policies: FERPA, Title IV
ADA, and other federal and
state guidelines and
regulations
Evidence of communications
to students
Congruency was established.
Accessibility and nodiscriminatory policies was
evidenced. See Table 3.1.1
(Standard 3)
Documentation or written
student’s policies shows
policies and where they are
found.
Student policies:
All student’s policies and
procedures were found to be
published at the UPRM
Website, Undergraduate
Catalogue, NEU Students
Manual and Nursing Course
Syllabus.
Continue to inform
students and public about
policies, regulations and all
other information
disseminated through the
UPRM Website, public
radio communication,
newspaper and other
means.
190
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Assessment Method
Report of Data Collection &
Analysis
Actions or Comments
These documents were
evaluated and showed that the
information offered to the
university community and the
community in general is
current, accurate, clear and
consistent at institutional level.
National Safety Standards
Memorandum of
Understanding (MOU) with
UPRM-UPR Aguadilla, UPRPonce, UPR-Utuado
Certification No. 115-1996-97
UPR Board of Trustees
Financial Policies
Interview with Directors of
Support Services
Interview with Financial
Director and Registrar Officer
Faculty meeting minutes
National Safety Standards are
incorporated in courses.
Periodically reviewed as
needed.
Policy was revised and more
flexibility was accomplished.
Annually transferred students
are studying in the NEU.
All requirements of this
policy are met and
reviewed per semester.
Transfers to the NEU are
yearly. (MOU)
2010: 7 - Aguadilla
2 - Utuado
1 - Ponce
2011: 2 - Aguadilla
1 - Utuado
0 - Ponce
2012: 6 - Aguadilla
0 - Utuado
1 - Ponce
Continue with the
Memorandum of
Understanding with the
UPRM-UPR-Aguadilla,
Utuado and Ponce.
Increase student
recruitment through this
manner and establish
Memorandum of
Understanding with other
UPR campuses.
191
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Assessment Method
Report of Data Collection &
Analysis
Actions or Comments
Transfer Students:
Year
2010
2011
2012
Transfers
Readmissions
14
8
13
7
7
Certification 83-2 Academic
Senate-UPRM
Passing grade for nursing
courses is “C”. The NEU
supports the difference due to
the nature of our field which
requires from students to
perform in at least a satisfactory
manner.
Evaluation of student health
and clinical requirements.
Specific requirements from the
Department of Health of Puerto
Rico, includes Hep B vac.
HIPAA, Health Certificate,
Varicella Vaccine and CPR.
Others are specified by
affiliated agencies.
100% of faculty and students
comply with these
requirements.
100% of students and faculty
are certified in HIPAA.
100% of students and faculty
are certified in CPR.
.
Continue implementation
of this policy during
semesters.
Evaluate trends in health
requirements and policies.
192
PLAN
Component
B. Services
Frequency of
Assessment
Yearly or as
needed
IMPLEMENTATION
Assessment Method
Report of Data Collection &
Analysis
Actions or Comments
Institutional support services
are health care, transportation,
general library, job placement,
tutorial, academic counseling,
financial aid, safety and
security, veterans services,
quality of life, international
student services, among others.
See Table 3.2.1 (Standard 3)
Continue assessing support
services and student needs
and maintain accessible
and available with qualified
personnel.
Registrar services, computer
center, services to students with
disabilities and career
placement are provided and
accessible to students.
NEU additional support
services are evaluated for
effectiveness.
NEU support services are
computer center, skills
laboratory, transportation to
clinical areas outside of
Mayagüez, and areas that
UPRM transportation is
required.
The majority of clinical
laboratories experiences
are mainly in Mayagüez.
Additional computers and
software have been
recommended and obtained
for the computer room.
Skill laboratory is
equipped with new
materials and students have
access to high fidelity
simulation each semester.
193
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Assessment Method
Questionnaire for the
Evaluation of the Program
from Graduating Students of
the Baccalaurate of Sciences
in Nursing Program
Report of Data Collection &
Analysis
Graduating Students
Perceptions on services
provided: 2010, 2011, 2012
Computer Center:
2010
2011
67%
80%
2012
82%
Learning Skills Laboratory:
2010
2011
2012
79%
87.5%
74%
Academic Counseling:
2010
2011
2012
59%
70%
59%
Library:
2010
73%
2011
79%
2012
60%
Study Room:
2010
2011
58%
74%
2012
73%
Audiovisual Resources
Services:
2010
2011
2012
67%
85%
77%
Health Care Services
(Medical Services:
2010
2011
2012
8%
68%
58%
Actions or Comments
Faculty needs to conduct
an in-depth analysis in
regard to the low
benchmark results, hence a
plan is addressed with
strategies to reach
benchmark.
Share data with the
Teaching and Learning
Resources and Faculty
Development Committee,
Curriculum Committee and
Evaluation Committee for
corrective actions.
194
PLAN
Component
C. Technology
Frequency of
Assessment
Yearly or as
needed
IMPLEMENTATION
Assessment Method
Course Syllabus
Registry of Moodle use by
student
Report of Data Collection &
Analysis
Actions or Comments
Policies of the nursing
education unit are found to be
congruent with the governing
organization. General Policies
are published in the
Undergraduate Catalogue. They
are consistently applied in a
non-discriminatory way.
Review of Student Manual
of the Department of
Nursing
Evidence of orientation and
support provided for the
technology utilized by students
in classrooms, labs. and clinical
areas.
Incorporation of theory and
practice of electronic
medical record.
Use of technology in the
classroom from professors
and students.
Evidence based literature
search.
Student applies technology in
oral presentations.
Use of technology in clinical
area.
Questionnaire for the
Evaluation of the Program
from Graduating Students of
the Baccalaureate of Sciences
in Nursing Program
Graduating student perception
on Computer Center service:
2010
67%
2011
80%
2012
82%
Review of new technology
in nursing practice.
Guest speakers to
classroom and lab.
Continue evaluation of
students’ services by the
Teaching and Learning
Resources and Faculty
Development Committee,
Curriculum Committee and
Evaluation Committee for
corrective actions.
195
PLAN
Component
Frequency of
Assessment
IMPLEMENTATION
Assessment Method
Questionnaire for the
Evaluation of Nursing
Courses (Q1)
Report of Data Collection &
Analysis
Student perception on learning
resources (technology):
2010
92.25%
2011
93.5%
2012
93.46%
Actions or Comments
Continue reinforcing the
use of technology.
196
EVALUATION PLAN
STANDARD 4: Curriculum
The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care
environments.
OUTCOMES:
 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated course and program
outcomes.
 The curriculum is reviewed by the faculty for rigor, consistency and currency by the end of every academic year
 The program and course learning outcomes are used to organize the curriculum; guide the delivery of instruction; direct learning activities; and
evaluate student progress
 The curriculum integrates cultural, ethnic, and socially diverse concepts and includes experiences from regional, national or global perspectives.
 Evaluation methodologies are varied; reflect established professional and practice competencies; and measure the achievement of course and
program outcomes.
 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while
allowing for innovation, flexibility, and technological advances.
 Program length is congruent with the attainment of identified outcomes and consistent with state and national standards and best practices.
 Practice learning environments are appropriate for student learning and support the achievement of course and program outcomes, current written
agreements specify expectations for all parties and ensure the protection of students
 90% of the Faculty, 90% of the Employers and at least 85% of the Graduating students strongly agree or agree item by item that the
curriculum provides with the competencies, values, knowledge and skills necessary for nursing practice in the established program length.
 At least 85% of the students will rate overall clinical agencies as good to excellent in providing opportunities that facilitate students to
achieve the program/ course objectives.
 The distance education learning activities, instructional materials, and evaluation methods are appropriate and consistent with student learning
outcomes
PLAN
IMPLEMENTATION
Component
Nursing Education Unit Outcomes
A. Student Learning Outcomes
Frequency of
assessment
Every 5 years or
as needed
Indicators /Assessment
Method
Review of: program
philosophy, vision, and
mission, organizing
framework, objectives,
curriculum design, course
progression and outcome
measures.
Report of Data collection &
Analysis
Director, Associate Director
Curriculum Committee
Evaluation Committee
Faculty
Actions or Comments
Curricular designs of
courses were evaluated.
197
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Evidence of faculty review of
the curriculum (Faculty
Meeting minutes, Curriculum
Committee minutes, reports,
research, etc.)
Evidence that diverse
concepts, best practices, and
national patient safety goals
are incorporated into the
curriculum
Course materials (curricular
designs, syllabi, evaluation
methods, learning activities)
Sample of student written
work
Evidence that program length
facilitates achievement of
learning outcomes and is
consistent with state and
national standards
Class and clinical schedule
Clinical agency contracts and
agreements
Report of Data collection &
Analysis
Philosophy, mission, vision,
courses outcomes and
framework are congruent and
flow logically to achieve NEU
outcomes. Curricular program
go from the simple to complex
increasing in difficulty and
complexity. Concepts in
framework are integrated in
courses outcomes. Standards of
Professional Nursing practice
are integrated in the curriculum.
The faculty found necessary to
address societal changes,
current trends and issues.
Courses in the sciences and
humanities provide a broad
base of knowledge and skills
based to the practice of nursing.
Interdisciplinary collaboration
is evident in the curriculum.
Evaluation tools and methods
are consistent with courses
outcomes, competencies and
clinical component.
Actions or Comments
In order to strengthen
accomplishment of
program outcomes, the
faculty participated in
workshops and conferences
such as:



Nursing Process
Simulation and
Technology
Workshops
Outcomes
Assessment and
others
198
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
Actions or Comments
Evaluation tools/
methodologies for classes,
clinical and labs.
Analysis and revision of:
Undergraduate Catalogue
General courses syllabus
Curriculum design
Nursing courses syllabus
Certification No. 83-2 –
Academic Senate UPRM
Revision of curriculum design
and course syllabus was done.
Analysis and revision of:
Guidelines for Professional
Nursing Standards of CPEPR
and others
Student learning outcomes
The curriculum incorporates
established professional
standards, guidelines and
competencies; and has
articulated program outcomes.
NEU outcomes
Technology is used to enhance
course learning activities
through Moodle Platform.
Institutional Strategic Plan
includes technology training to
faculty members.
Students program
competencies
Evaluation tools and methods
of each nursing course
Nursing Ethical Code of the
CPEPR, Law #9 of October
1987, New Issues and trends
of societal and practice of
nursing that affects health in
PR
Faculty workshops to
revise the curriculum
design were conducted
during 2005-2013. The
faculty team responsible
for a particular course met
every academic semester to
discuss course matters,
content, currency,
sequencing, as well as
student performance in
meeting course outcomes.
At the beginning of each
semester the student
receives course syllabus (as
established by
Certification #130-19992000-Board of Trustees.
Evaluation tools and other
material methodology are
located in Moodle
Platform.
Continue with
interdisciplinary
collaboration to strengthen
the curriculum.
Outcomes were attained.
199
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
Actions or Comments
Faculty has been given
various technology
workshops to enhance
learning activities in the
classroom. Faculty has
nursing resources
integrated for courses in
Moodle platform or blogs.
Example of these are:
(ENFE 3021, ENFE 4001,
ENFE 4031, ENFE 4032,
ENFE 4041, and ENFE
5005).
Formative and summative
evaluations are appropriate to
determine achievement of SLO
outcomes.
Questionnaire for the
Evaluation of the Program
from Graduating Students of
the Baccalaureate of Sciences
of Nursing Program (Q3)
2010 - Graduating students
SLO achievement
Leadership:
2010
2011
91%
100%
2012
97%
Communication:
2010
2011
90%
97%
2012
97%
Continue reviewing and
revising the program
outcomes to maintain
accomplishment of SLO.
200
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
Team Work
2010
2011
2012
93%
100%
98%
Lifelong Learning
2010
2011
85%
91%
2012
88%
Caring
2010
95%
2011
98%
2012
92%
Health Teaching
2010
2011
93%
100%
2012
91%
Value, Ethics, Legal
2010
2011
95%
97%
2012
98%
Critical Thinking
2010
2011
94%
100%
2012
96%
Research Appraisal
2010
2011
91%
100%
2012
97%
Leadership
2010
2011
88%
83%
2012
98%
Actions or Comments
201
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Questionnaire for the
Evaluation of Faculty
Satisfaction (Q6)
Report of Data collection &
Analysis
Actions or Comments
Faculty Satisfaction with the
Program
100% - Satisfaction with the
Program
100% - Satisfaction with the
Curricular Structure
97% - Satisfaction with the
Services Provided by the
Program
100% - General Satisfaction
with the Program
Aggregated Qualitative data
from each questionnaire as
collected
Evaluation Committee
minutes
Faculty Meeting minutes
(May, 2013)
Curricular Committee Minutes
Examples of
revision/changes based on
evaluations include:
development of a 3 credit,
1 semester, ENFE 4XXX –
Research in Nursing,
instead of the current 1
credit, 2 semesters courses.
Faculty approved this
course as substitution of
ENFE 4041 (Seminar in
Nursing I) and ENFE 4042
(Seminar in Nursing II).
Minor curricular revision is
required.
202
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Aggregated qualitative data
from each questionnaire are
collected.
Evaluation Committee
minutes
Curriculum Committee
minutes
Faculty meeting minutes
Report of Data collection &
Analysis
Actions or Comments
Qualitative and Quantitative
course evaluation by students:
Formative and summative
evaluations of courses in the
program reflect a student desire
to decrease workload from
some nursing courses in the
program or add credit hours to
a particular course; student also
recommended that some of the
elective courses be required
(ENFE 5005-Health
Assessment, ENFE 3095Concepts of Pharmacology and
Posology for Nursing Practice,
ENFE 3315 – Fundamentals of
Thanatology).
Faculty considers students
suggestions provided in
course ENFE 3095Concepts of Pharmacology
and Posology for Nursing
Practice and ENFE 5005Health Assessment. Course
ENFE 3126 - Basic
Principles of
Pharmacology replaced
ENFE 3095.
In Faculty meetings the
general education courses
were discussed and it was
considered to provide in
CISO six (6) credits as
recommended by the
Department of Social
Sciences, and thus allowing
for approval of the NEU
recommendation. Faculty
approved offer ENFE
5005-Health Assessment
and ENFE 3126 – Basic
Principles of
Pharmacology as required
courses. (Faculty meeting
minute May, 2013.)
203
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
Actions or Comments
Faculty re-designed a
Pharmacology course, now
under Curriculum
Committee for evaluation.
Faculty revised workload
and evaluation methods of
courses.
Elective courses such as
ENFE 5005-Health
Assessment, ENFE 5115Women’s Sexual and
Reproductive Health and
ENFE 3315-Thanatalogy,
were offered.
Affiliated agencies contracts,
MOU*
ACEN Standards and Criterias
Faculty search the
characteristics of agencies
Associate Director report
*Memorandum of Understanding
The Faculty, Associate Director
and Director share
responsibility in the selection of
agencies that allow for the
teaching and learning
experiences to fulfill the SLO
and PO.
Agencies selected are licensed
and accredited by the Puerto
Rico Department of Health
and/or the Joint Commission
for Accreditation of Healthcare
Organizations and/or Medicare
and Department of Education
and other governmental
agencies. (See Table 4.8.1,
Standard 4)
Practice and learning
environment of affiliate
agencies are adequate to
fulfill the NEU
mission/philosophy and
SLO, PO courses
outcomes.
204
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Questionnaire for the
Evaluation of Affiliated
Agencies (Q2)
Report of Data collection &
Analysis
Clinical experiences reflect
current best practices and
nationally established patient
health and safety goals.
Evaluation of Affiliated
Agencies for the compliance of
competencies SLO
Communication:
2010
2011
97%
95%
2012
99%
Caring:
2010
97%
2011
98%
2012
98%
Leadership:
2010
2011
98%
97%
2012
99%
Values, Ethical, Legal:
2010
2011
2012
98%
96%
100%
Health Teaching:
2010
2011
94%
98%
2012
100%
Team Work:
2010
2011
98%
97%
2012
100%
Actions or Comments
Continue evaluation per
semester with respective
survey.
Continue reviewing
adequacy of current
affiliated agencies being
used.
Continue assessing new
clinical agencies for their
possible incorporation as
center of practice for our
students.
See Exhibit under Standard
(Contracts and
Agreements).
Continue reviewing
adequacy of current
affiliated agencies being
used.
Continue providing
adequate clinical and
community experiences of
students in the program.
205
Component
Frequency of
assessment
Indicators /Assessment
Method
Report of Data collection &
Analysis
Research:
2010
85%
2011
92%
Actions or Comments
2012
77%
Evaluation of affiliated
agencies for the compliance of
safety goals:
Safety:
2010
94%
2011
93%
2012
98%
Application of Standard of
Care:
2010
2011
2012
95%
94%
98%
C. Program Outcomes
1.
Performance of Licensure
Exam
Yearly or as
needed
Licensure Exam FTT* passing
rate
Results FTT
JEEPR Official Report
NEU FTT approval:
2010
2011
2012
100%
88%
100%
Board of Examination
Committee minutes and
reports
Faculty Meeting minutes
Evaluation Committee
minutes
National approval rate FTT:
2010
2011
2012
68%
74%
80%
*FTT- First Time Takers
Continue monitoring
Outcome attained.
206
PLAN
Component
D. Program Completion
Frequency of
assessment
Yearly
IMPLEMENTATION
Indicators /Assessment
Method
OIIP
Associate Director Report
Faculty Meeting
Certification
Undergraduate Catalogue
Report of Data collection &
Analysis
Graduation Rates
Continue monitoring
Years
Timeframe
On time
Graduation
Rate
2010
2011
2012
5 years
5 years
5 years
97%
98%
94%
Retention and Attrition Rates
th
ACEN Standards (2008)
4 year
2010
100%
2011
100%
2012
*
*Data not available by the Office of
Institutional Research and Planning
5th year
2010
100%
2011
100%
Actions or Comments
2012
*
*Data not available by the Office of
Institutional Research and Planning
Outcome was attained.
207
PLAN
Component
E. Program Satisfaction
1.
Frequency of
assessment
Yearly
Graduates Satisfaction
IMPLEMENTATION
Indicators /Assessment
Method
Alumni Satisfaction
2-5 years
Actions or Comments
Evaluation Committee
minutes
Faculty Meeting minutes
Questionnaire for the
Evaluation of the Program
by Graduating Students of the
Baccalaureate of Science in
Nursing Program (Q3)
2.
Report of Data collection &
Analysis
Graduates Satisfaction Level with
BSN Program
Year
2010
2011
2012
Average
69%
78%
67%
Evaluation Committee
minutes
Faculty Meeting minutes
Questionnaire for the
Evaluation of Satisfaction
with the Program by Alumni
(Q4)
Ample discussions in CC,
EC, and Faculty meetings
on satisfaction level.
Minor curricular revision
will undergo on August
2013 for incorporation of
new courses. Additional
clinical experience in
enhanced with High
Fidelity Simulation.
Continue monitoring.
Alumni Satisfaction Level with
the Program
Outcome was not
attained.
Satisfaction Level:
2004-2008
2009-2011
91%
97%
Alumini Satisfaction with
Attainment of Competencies:
2004-2008, 2011-2012
Continue monitoring.
Outcome was attained.
Leadership:
2004-2008
93%
2009-2012
94%
208
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
Critical Thinking:
2004-2008
2009-2012
93%
94%
Caring:
2004-2008
86%
2009-2012
100%
Values, Ethics, Legal:
2004-2008
2009-2012
86%
100%
Communication:
2004-2008
2009-2012
96%
97%
Health Teaching:
2004-2008
2009-2012
100%
100%
3.
Employers Satisfaction with
the Alumni
2-5 years
Evaluation Committee
minutes
Faculty Meeting minutes
Questionnaire for the
Evaluation of Employer’s
Satisfaction with the Alumni
of the Program (Q5)
Employer Satisfaction with the
Alumni of the Program
General Performance of the
Graduate:
2004-2008
Excellent
Good
86%
14% = 100%
Actions or Comments
209
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
Actions or Comments
2011-2012
Excellent
Good
78%
22% = 100%
Graduates Knowledge:
2004-2008
Excellent
Good
57%
43% = 100%
2011-2012
Excellent
Good
71%
29% = 100%
Education of the Graduate:
2004-2008
Excellent
Good
86%
14% = 100%
2011-2012
Excellent
Good
78%
22% = 100%
Selection as Employees:
2004-2008
Excellent
Good
71%
29% = 100%
2011-2012
Excellent
Good
89%
11% = 100%
Outcome attained
210
PLAN
Component
1.
Faculty Satisfaction
Frequency of
assessment
2-5 years
IMPLEMENTATION
Indicators /Assessment
Method
Evaluation Committee
minutes
Faculty Meetings minutes
Report of Data collection &
Analysis
Faculty satisfaction with the
Program
Actions or Comments
Continue monitoring
Outcome was attained.
100% - General Satisfaction
Questionnaire for the
Evaluation of Faculty
Satisfaction (Q6)
Maintain open
communication with
alumni.
Establishment of Alumni
Committee
F. Job Placement
2-5 years
Evaluation Committee
minutes
Faculty Meetings minutes
Questionnaire for the
Evaluation of Satisfaction
with the Program by Alumni
(Q4)
Employment History
Continue monitoring
2004-2008
Full-Time
2009-2011
Full-Time
82%
76%
Maintain open
communication with
employers.
Develop electronic survey
for rapid response.
211
EVALUATION PLAN
STANDARD 5: RESOURCES
Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.
OUTCOMES:





Fiscal resources are adequate to support the nursing education unit purposes and commensurate with the resources of the governing organization.
All physical resources are appropriate to support the purposes of the nursing education unit and meet the needs of faculty, staff, and students.
Support services are available and adequate for the operation of the nursing education unit
Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students.
Distance education courses are sufficient in fiscal, physical, technological and learning resources and meet the needs of faculty and students’
learning outcomes.
PLAN
IMPLEMENTATION
Component
RESOURCES
A. Fiscal resources
Frequency of
assessment
Indicators /Assessment
Method
Report of Data collection &
Analysis
Actions or Comments
Every year or as
needed
Review of :
General Budget of the UPRM
NEU Budget - Interview with
the Administrative Assistant
Comparative Table of mean
salaries
Faculty Meeting minutes
College of Arts &Sciences
Research and Project
Allocations
The salaries of the faculty
members compare with that of
other faculties except for
Engineering. (See Table 5.2 –
Comparison of mean salaries
and rank of the Department of
Nursing and Department of
Physical Education, Standard
5). Reduction of budget is
consonant with the reduction at
all levels in the UPR system.
Balanced budget was evident.
Budget reduction and its
effects so far has not
affected the NEU activities.
Budget re-distribution has
been implemented.
Faculty discusses the NEU
budget with the Director and
Administrative Assistant
Faculty development has been
adequate.
Continue establishing
priorities with faculty input
in the preparation of
budget.
Continue to provide
support in development,
research, instructions,
activities and community
public services.
212
PLAN
Component
B. Physical resources
IMPLEMENTATION
Frequency of
assessment
Indicators /Assessment
Method
Every year or as
needed
Evaluation of administrative
and clerical support services
Physical facility inventory
Report of Data collection &
Analysis
Adequate physical and learning
resources:
















Library
Skill Laboratory
Various Computer
Centers throughout of
the Campus
Technology
Assistance (Monzón
110)
Wi-Fi, Wireless
Campus
Audiovisual Resources
Tutorial Services
Recreational Center
Sport Facilities
Bookstore
Medical Services
Cafeteria
Parking
Security Services
Groups and Individual
Study Rooms
Others
Actions or Comments
213
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
Instructional Aids:
PPP, Distance learning
equipment, high fidelity
simulators.
Moodle
Boards
Internet Connection
TV Set
DVD/CD
Video player
Dummies
Anatomical models
Computers
Software
High fidelity simulators
Questionnaire for the
Evaluation of Faculty
Satisfaction
Faculty Satisfaction with
Fiscal, Physical and Learning
Resources
Fiscal:
Totally
Satisfied
Satisfied
Neutral
57%
14%
29%
Physical and Learning
Resources (Computer
Center):
Totally
Satisfied
Satisfied
Neutral
57.1%
42.8%
0
Actions or Comments
214
Component
Frequency of
assessment
Indicators /Assessment
Method
Report of Data collection &
Analysis
Skill Laboratories:
Totally
Satisfied
Satisfied
Neutral
79%
21%
0%
Clinical Scenario:
Totally
Satisfied
Satisfied
Neutral
86%
14%
0%
Audiovisual Resources:
Totally
Satisfied
Satisfied
Neutral
78.50%
21.4%
0%
High Fidelity Simulators:
Totally
Satisfied
Satisfied
Neutral
57.10%
28.50%
0%
Un-satisfied:
14.30%
Actions or Comments
215
PLAN
Component
C. Learning resources
Frequency of
assessment
Every year or as
needed
IMPLEMENTATION
Indicators /Assessment
Method
Report of Data collection &
Analysis
NEU resources inventory
Minutes of Resources and
Faculty Development
Committee
Actions or Comments
Ample physical and
learning resources to
promote the attainment of
SLO, PO.
Continue monitoring.
Administrative & clerical
support
These are sufficient and
available as needed. One
Director, one Administrative
Assistant, one Associate
Director.
Ample physical and
learning resources for
Faculty and Staff.
Continue monitoring.
Three Administrative
Secretaries, one Laboratory
Skill Technician, two
Housekeeping Personnel and
students under the Work-Study
Plan and on hourly basis.
The faculty recommends the
resources to be bought for each
course.
Additional funds to
enhance adequacy and
effectiveness of the
services. Next poll of
graduates and graduating
will be surveyed.
Additional funds have been
requested and granted
when needed.
216
EVALUATION PLAN
STANDARD 6: Outcomes
Evaluation of student learning demonstrates that students have achieved identified competencies consistent with the institutional mission and
professional standards and that the outcomes of the nursing education unit have been achieved.
 The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the nursing education unit outcomes and NLNAC
standards.
 95% of the evaluation activities are implemented as scheduled in the NEU Evaluation plan.
 Every academic year aggregated evaluation findings are reported in faculty meeting and used to maintain or improve student learning
outcomes
 Evaluation findings are shared with communities of interest at the end of each academic year:
 The program demonstrates evidence of achievement in meeting the program outcomes
 Nursing competencies: 85% of students achieve the required competency of each nursing course at their academic level.
 Nursing Board passing rate: 90% of our graduates pass the Puerto Rico Nursing Boards as first time takers.
 Graduation rate: 85% of the students graduate at the required time according to Institutional policy - (up to 6 years for a BSN)
 Employment rate: 90% of our graduates are employed in nursing within 6 to 9 months after graduation.
 Employer satisfaction: 85% of employers responding to the Employer Survey will rate the nursing performance of graduates as
satisfactory (qualitative and quantitative measures).
 Graduating Student satisfaction: 85% of the graduating students responding to the survey will rate the quality of the Program and
satisfaction level as satisfactory (qualitative and quantitative measures).
 Alumni Satisfaction: 90% of alumni responding to the Alumni Satisfaction Survey will rate the Program as Good to Excellent
(qualitative and quantitative measures).
PLAN
IMPLEMENTATION
Component
NURSING EDUCATION UNIT
OUTCOMES
Frequency of
assessment
Yearly or as
indicated
Assessment Method
Comparative analysis of
proposed evaluation plan
schedule
A. Student Learning Outcomes

Competencies
evaluation per
course.
Report of Data collection &
Analysis
Actions or Comments
Aggregated and analyzed data.
The implementation of
evaluation studies was
conducted as scheduled.
Reported to faculty at end of
semester or yearly.
Formative and summative
student evaluation per course.
217
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Assessment Method
Report of Data collection &
Analysis

Questionnaire for the
Evaluation of
Nursing Courses
(Q1)
2005-2012
Course Evaluation Survey
implemented as scheduled.

Questionnaire for the
Evaluation of
Affiliated Agencies –
every semester. (Q2)
100% - Affiliated Agencies
Evaluation Survey
implemented as scheduled.
Congruency of the mission and
governance component
implemented as scheduled.
Questionnaire for the
Evaluation of the
Program from
Graduating Students
of the Baccalaureate
of Science in Nursing
Program (Q3)
100% - Graduating Student’s
Satisfaction with the Program
Survey implemented as
scheduled.
Questionnaire for the
Evaluation of
Employer’s
Satisfaction with the
Alumni of the
Program – every 5
years (Q5)
100% - Employer’s Evaluation
Survey implemented as
scheduled.


Actions or Comments
92% of courses were
evaluated. Missed course
was due to administrative
class suspension (2000)
related to strike, or
weather conditions.
Decrease time frame from
5 years to every 2 years
for those not answering.
The Graduating Student
Satisfaction with the
Program Survey was
reviewed by faculty.
Revised and approved by
faculty questionnaire –
2009 and 2012.
Competencies: Table 6.4.1,
6.5.1 (Standard 6 – SSR)
Analyzed and trended
data. Informed faculty of
results and developed a
plan of action and
recommendations.
218
PLAN
Component
B. Report of evaluation findings
Frequency of
assessment
At the end of
each academic
year
IMPLEMENTATION
Assessment Method

Questionnaire for the
Evaluation of
Satisfaction with the
Program by the
Alumni (Q4) – every
5 years

Questionnaire for the
Evaluation of Faculty
Satisfaction (Q6)

Aggregated
Qualitative data from
each questionnaire as
collected (QD)
Report of Data collection &
Analysis
Actions or Comments
Surveys administered as
planned. Additional methods
of data collection implemented
due to low response rate on
Alumni Satisfaction with
Program Survey and
Employer’s Survey.
To improve response rate
a change in schedule for
administering Employer’s
Survey from every 5 years
to 2 years.
Yearly report with
improvement or continuation
plan by course faculty.
Evaluation Committee
Associate Director
Faculty
Curriculum Committee
Evaluation Committee
minutes
Faculty Meeting minutes
See Tables 6.5.3 (2), 6.5.3 (3)
SSR (Standard 6)
Associate Director’s Report
Comparison of Attrition and
Retention Rates Report of the
Office of Institutional
Research and Planning UPRM
Graduation Rates Report
UPRM

SLO were
obtained
219
PLAN
Component
C. Program Outcomes
1.
2.
Frequency of
assessment
Yearly or as
need
Program Satisfaction
a.
Employer Satisfaction
Report of Data collection &
Analysis
Actions or Comments
Associate Director
Report JEEPR-Licensure
Report
Nursing Board Ad Hoc
Committee Report
Evaluation Committee Report
Faculty offers Board
review
Analysis and plans to
strengthen SLO/PO
Faculty workshop on test
development
Nursing Board Passing Rate
(FTT)
Continue to monitor and
follow established plan.
2009 – 56%
2010 – 100%
(2) 2011 – 94%
(2) 2011 – 83%
(1) 2012 – 100%
(2) 2012 – 100%
Outcome was attained.
Yearly
Report of the OIIP
Report of the Associate
Director
Faculty Meeting minutes
Graduation Rate (. Table 6.5.2a
SSR)
Atrrition/Retention Rates
(Table 6.5.2b SSR, Standard 6)
Continue to monitor
Exceeded outcome of
85%
Every 5 years
Questionnaire for the
Evaluation of Employers
Satisfaction by Alumni of the
Program
Employer’s Satisfaction
2004-2008, 2011-2012
Aggregated scores
Table 6.5.3 © (Standard 6 –
SSR)
Revised questionnaire as
determined by faculty.
a. Graduate rate
b. Attrition rate
3.
Assessment Method
Puerto Rico Board of Nurse
Examiners Report
Associate Director of Nursing
Annual Report
Law 9 of October 1987 and its
Regulations
Review student’s involvement
in extra-curricular and
scholastic activities as
evidence by data provided by
the Associate Director,
Faculty and Director of NEU.
Nursing Board Passing Rate
Program Completion
IMPLEMENTATION
Outcome attained >85%
of employer are satisfied
according to
competencies.
220
PLAN
Component
b. Graduating Students
Satisfaction
Frequency of
assessment
Yearly
IMPLEMENTATION
Assessment Method
Questionnaire for the
Evaluation of the Program
from Graduating Students of
the BSN Program Q3)
Report of Data collection &
Analysis
Table 6.5.3 (a) (Standard 6 SSR)
Curricular Revision
A research course was
developed and approved.
Minutes of Curriculum
Committee
Faculty Meetings minutes
Evaluation Committee
Minutes
Alumni Satisfaction
Questionnaire for the
Evaluation of Satisfaction
with the Program Alumni
Outcome was not
achieved.
Faculty approved courses
petitioned by students.
Aggregated Qualitative Data
(QD)
c.
Actions or Comments
Courses have increased
additional practice skills
lab. and other activities.
Table 605.3 (b) (Standard 6 –
SSR)
Alumni show commitment
toward the educational
outcomes as evidence by their
participation in scholar and
creative activities.
Continue enhancing and
monitoring alumni
participation in creative
activities.
Follow up on “success
stories” of the graduates.
Development of Alumni
Committee
Questionnaire time frame
was decreased to 2 years
for these who did not
respond.
221
PLAN
Component
Frequency of
assessment
IMPLEMENTATION
Assessment Method
Report of Data collection &
Analysis
Actions or Comments
Alumni e-mail database
will be constructed to
provide follow-up and
send questionnaire.
Establish a direct
communication with
alumni to identify
professional activities and
growth.
Outcome was attained.
a.
Employment Rates
Every 5 years
Questionnaire for the
Evaluation Satisfaction with
the Program by Alumni (Q5)
2004-2008
Full-Time
2009-2011
Full-Time
82%
76%
No quantitative data was
obtained on employment
time placement.
Questionnaire to include
this area in next revision.
Qualitative data showed
that alumni working in a
short time frame.
Continue evaluation as
planned.
Leyend:
*SSR – Self-Study Report
222
APPENDICES
SECTION FOUR
APPENDICES
223
Appendix Standard 1:

UPR Organizational Structure

Administrative Structure of the Department of Nursing

Administrative Board of Mayaguez Campus 2013-2014
224
Appendix Standard 2:

Examples of Scholarship in Nursing by the Faculty of the NEU