Victoria College ASSOCIATE DEGREE NURSING SYSTEMATIC

Victoria College

ASSOCIATE DEGREE NURSING SYSTEMATIC PLAN OF EVALUATION

Mission & Administrative Capacity

Standard 1: The nursing education uni t’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.

COMPONENT /

INDICATOR

PLAN

EXPECTED LEVEL

OF ACHIEVEMENT

FREQUENCY/

DATE ASSESSED/

NAME OF

ASSESOR

ASSESSMENT

METHODS

IMPLEMENTATION OF PLAN

RESULTS OF DATA

COLLECTION & ANALYSIS

(including actual level of achievement)

ACTIONS FOR

PROGRAM

DEVELOPMENT,

MAINTENANCE OR

REVISION

REVIEW OF PLAN

FOLLOW-UP /

EVALUATION

(if needed)

1.1

The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization

(old plan: 1a)

There is 100% congruency between the mission/philosophy and outcomes of the

Victoria College

Associate Degree

Nursing Program and the Victoria College

Frequency:

Every 2 years

(even years) in

September or upon revision of the college or the nursing program’s mission/philosophy

.

Date Assessed:

February 6, 2012

Assessor:

Janet Ley

Michelle Ulbrich

Include but not limited to:

~Review VC mission statement & values with ADN program philosophy

~Review ADN program outcomes to ensure that they can be accomplished with the current VC mission statement & values & the ADN program philosophy.

Actual Level of Achievement:

There is 100% congruency between the mission / philosophy and outcomes of the Victoria

College Associated Degree

Nursing Program and the Victoria

College.

Results:

~The Victoria College mission statement & values were reviewed and compared with the ADN program philosophy.

The mission statement of the

Victoria College pledges to provide educational opportunities and services for the students and the community and the surrounding communities it services.

~The ADN philosophy states that the

ADN program is in accord with the mission, philosophy, purpose and values of the Victoria College. The purpose and philosophy of the ADN program reflects a commitment to the success of a culturally diverse population of ADN students and graduates of the nursing program as well as a commitment to meet the nursing care needs of the community and surrounding

~The Victoria College will revise their mission statements and philosophy in February, so follow up evaluation should be planned for

May 2012.

May 2012

~This standard will be reevaluated again in

September with the New

Evaluation schedule. The revisions that were made to the Victoria College mission statement in February were minor word changes.

Michelle Ulbrich MSN, RN

~Evaluation Committee

Chair

Next Scheduled Review:

September 2012

1.2

The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities

(old plan: 2a,b)

100% of the time there is representation of students, faculty, and administrators in ongoing governance activities at Victoria

College and the

Associate Degree

Nursing Program

Frequency:

Annually in

September

Date Assessed:

February 6, 2012

Assessor:

Faith Darilek

Michelle Ulbrich


~Review faculty committee assignments for campus-wide committees & ADN program committees

~Review representation on

Faculty Senate

~Review of advisory council, studentfaculty liaison & curriculum committee minutes for student participation

~ Review student participation in

Student Government

Association

~Review student participation at program level communities.

~ADN Program outcomes reflect a

92% rate of success in the graduate nurses who receive passing NCLEX test scores. The community benefits from having graduate nurses that are well prepared to meet the nursing needs of the community.


100% of the time there is representation of students, faculty, and administrators in ongoing governance activities at Victoria

College and the Associate

Degree Nursing Program

Results:

~Four ADN faculty members serve on faculty senate, two serving as officers. Senators participate in

Luncheon with the President.

~Ten members (71%) of the nursing faculty are elected members of college committees

(forum, special faculty, advisory and hearing, and administrative)

~100% of ADN full-time faculty are assigned to at least one department committee (faculty, curriculum,

Selection & retention, studentfaculty Liaison, advisory council, faculty pinning, evaluation, clinical performance review, courtesy, peer review, and SNA)

~SNA President participates in

Student Government Association.

Faculty members are requested to nominate students for Luncheon with the President each semester.

~All full time faculty members are members of the faculty committee.

Part-time and adjunct instructors are encouraged to attend.

~No actions needed ~No follow-up needed


September 2012

~Students participate in curriculum

(level IV), student-faculty liaison

Council (levels I-IV), advisory council, (level III & IV), and pinning committee (Level IV).

~Levels I-IV faculty members participate student-faculty liaison and advisory meeting annually.

1.3

Communities of interest have input into program processes and decision making.

(old plan: not directly assessed)

Communities of interest have input into program processes and decision making.

Frequency:

Annually in

September

Date Assessed:

February 6, 2012

Assessor:

Faith Darilek

Michelle Ulbrich


~Review advisory council & agency meeting minutes

~Review participation of practice consultants on CPR committees

~ Review student faculty liaison meeting minutes

~Review student representation in curriculum meetings


Communities of interest have input into program processes and decision making.

Results:

~Advisory Council meets annually in the fall with representation from hospitals (CMC, DeTar, Cuero

Community, Kindred, & Warm

Springs; Long Term Care

Facilities,:Twin Pines and Retama

Manor South, Golden Crescent

Workforce Solutions, Health

Department, Counselor from East and West High Schools, VISD CTE

Coordinator, Dean of UH-V SON, a

Level IV student representative, and a recent graduate from the ADN program). Recent collaborative efforts included: clinical usage, preceptorship, transition into workplace, changes in high school curriculum for student pursuing medical careers, etc.

~Agency meetings are held annually in the spring. Represented are key staff members for each facility to which students are assigned as well as faculty who conduct clinicals at that facility and level coordinators. Recent

~Continue to maintain strong relationships with communities of interest so that program improvement is an ongoing process.

~No action needed


September 2012

1.4

Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community.

(old plan:

not assessed)

Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community.

Frequency:

Annually in

September

Date Assessed:

February 6, 2012

Assessor:

Faith Darilek

Michelle Ulbrich


~Review articulation agreements

~Review participation in SNA, TNA and any other organizations

~Review participation in any grants

~Review affiliation agreements with healthcare agencies used for clinical experiences. collaborative efforts include: computer training, new departments in hospitals, vacancies for graduate nurses, National Safety Standards, etc.

~Two practice consultants (Jeff

Payne/CMC and Maggie

Barefield/DeTar) contribute to the

Clinical Performance Review

(CPR) Committee when the committee deems their input necessary.

~Student-Faculty Liaison committee meets in the fall and in the spring with student and faculty representatives from each level.

Current collaborative efforts include: dress code, parking, simulation days, cross walk across Red River.

~Curriculum Committee meets monthly with a student representative from Level IV.

Recent collaborative efforts include: student response programs/clickers,

MAP testing, revisions to grading forms e.g. therapeutic communication, curriculum review as needed, etc.


Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community.

Results:

~Articulation agreements are maintained in the Dean’s office. We have a written articulation agreements with UHV last signed in

Fall 2011. We have unwritten articulation agreements with TAMU

CC and TTU.

~Students are able to earn points for Student Nurses Association

(SNA) membership and participation in community projects

~Continue to maintain strong partnerships with area schools, organizations, facilities and/or agencies

~No action needed


September 2012

1.5

The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing.

(old plan:3a)

100% compliance with required qualifications of the nurse administrator for the

ADN program (Director of ADN Program).

Frequency:

Annually in

November

Date Assessed:

March 5, 2012

Assessor:

Michelle Ulbrich

1.6

The nurse administrator has authority and responsibility for the development and

100% of the time, the nurse administrator has authority and responsibility for the development and administration of the

Frequency:

Annually in

November

Date Assessed:

March 5, 2012


~Review Texas Board of Nursing requirements for program director

~Review NLNAC requirements for program director

~Review ADN director job description

~Review degree status of current program director


~Review job description for program director

~Review eg: food drives, Habitat for

Humanity, assisting with school physicals, attendance at TNA meetings.

~10 faculty members belong to

Texas Nurse’s Association (TNA) and the current president is a faculty member.

~Perkins Grants were recently used to purchase five electronic IV pumps in Spring 2012.

~The secretary to Dean maintains

Affiliation Agreements and reports that the agreements are renewed yearly and the last renewal was

August 2011.

~A level 4 ADN graduate is awarded each semester the BJ

Peterson Award. The student is nominated by their peers for demonstrating excellence in the nursing profession.

~Also, Citizens Medical Center and

Texas Nurses Association provide scholarships to our students based on their award criteria.


There is 100% compliance with the required qualifications of the

Director of the ADN program.

Results:

~ The Dean, LeAnn Wagner, has the responsibilities of the Director of the ADN program. She has a

Master of Science in Nursing from the University of Texas at El Paso.

An official transcript is file in the office of the Vice President of

Instruction


100% of the time, the nurse administrator has authority and responsibility for the development and administration of the program and has adequate

~No actions needed

~No actions needed

~No follow-up needed


November 2012



November 2012

administration of the program and has adequate time and resources to fulfill the role responsibilities.

(old plan: 3b) program and has adequate time and resources to fulfill the role responsibility.

Assessor:

Michelle Ulbrich organizational chart showing lines of authority and responsibility

~Interview director on his/her ability and resources to fulfill role responsibilities in adequate time time and resources to fulfill the role responsibility

Results:

~ The Dean of Allied Health, LeAnn

Wagner, has the responsibilities of the Director of the ADN Program.

~The job description of the Dean clearly demonstrates administrative authority over faculty assignments, curriculum evaluation and changes, course scheduling, clinical scheduling, budget development and implementation, liaison with the community and regulatory bodies, overall program policy development and changes, faculty recruitment, as well as program goal setting and total program evaluation.

~The Program Director currently conducts evaluation of the faculty members in her role as Division

Dean. The Program Chair conducts the evaluation of the program secretary.

~The Dean of Allied Health has no assigned teaching duties ;therefore, she has adequate time to fulfill the responsibilities of the Division Dean and Program Director positions.

~The Director, in her role as Dean of Allied Health Division, is responsible for the Vocational

Nursing Programs, Medical

Laboratory Program, Respiratory

Care Program, Physical Therapy

Assistant Program, and Allied

Health Education Center, in addition to the Associate Degree

Nursing Program. Each of these programs/departments, including the ADN Program, has a Chair who is responsible for the day-to-day activities of the program or department.

1.7

With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and among other units of the governing organization.

(old plan:15c)

With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates the equity within the unit and among other divisions of Victoria College.

Frequency:

Annually in

November

Date Assessed:

March 5, 2012

Assessor:

Michelle Ulbrich


~Review budgeting process with ADN director & discuss level of faculty input at faculty meetings


With Faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates the equity within the unit and among other divisions of Victoria

College.

Results:

~The job description of the Dean of

Allied Health states, “The

Instructional Deans are the principal academic and budgetary officers for their respective divisions within

Victoria College. Instructional deans are empowered with the authority necessary to provide positive leadership regarding academic personnel, curricular, and budgetary decisions that further the academic, programmatic, and scholarly mission of the institution in its service to the community. Such leadership includes the processes of academic personnel policy, participation in budgetary allocations, determination of academic standards and benchmarks, and the acquisition, retention or release of academic programs.”

~Because the day-to-day operation of the ADN Program is the responsibility of the Chair, she collaborates with the Dean of Allied

Health to formulate and implement annual budget recommendations and seeks faculty input regarding relevant budgetary matters. She also assists in procuring external funds for special projects.

~The ADN Program has seldom asked for an essential piece of equipment or personnel that has not been funded. While cuts have been necessary, this program has had no cuts higher than those made in

~The State of Texas has significantly cut funds to community colleges in the state over the next few years. The whole college has had to become creative on how to cut spending.

~Faculty now are in charge of conducting all weekly tutoring sessions when before an adjunct instructor was hired to do tutoring.

~ Faculty also no longer get paid to substitute for another clinical instructor.

~The division recently received Perkins funds to purchase new IV pumps in the learning lab.



November 2012

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.

(old plan:4a-j)

100% of policies of

Victoria College

Associate Degree

Nursing Program are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of Victoria

College; differences are justified by the goals and outcomes of the nursing program.

Frequency:

Annually in October

Date Assessed:

March 5, 2012

Assessor:

Tami Hurley

Michelle Ulbrich


~Comparative analysis of the policies in the Victoria

College Employee

Handbook, and ADN

Faculty Handbook

~Policies to be reviewed include:

1. Non-discrimination

2. Faculty

appointment

3. Academic rank

4. Grievance

procedures

5. Promotion

6. Salary & benefits

7. Tenure

8. Rights &

responsibilities

9. Termination

10. Workload

~Discuss market scarcity policy & workload policy.

~Any difference s are justified other programs. In fact, the ADN

Program has the highest budget of the programs at Victoria College because of the enrollment and need for laboratory and technical supplies.


100% of policies of Victoria

College Associate Degree

Nursing Program are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of

Victoria College; differences are justified by the goals and outcomes of the nursing program.-This expected level of achievement cannot be determined until approval of

Victoria College Employee

Handbook

Results:

~The Victoria College Employee

Handbook was completely reviewed and taken to the Board of Trustees in February 2012 for approval.

Official notice of approval of the employee handbook is still pending.

~The ADN faculty handbook was last revised summer 2011.

~The Victoria College Mission statement was reviewed after changes and approved by the

Board. Changes to the college mission statement were minor wording changes.

~Full-time ADN faculty receive a market scarcity stipend to supplement faculty income and make the ADN faculty position more marketable.

~ Continue to review handbook yearly to ensure cohesiveness between Victoria

College and the ADN program.

May 2012

100% of policies of

Victoria College Associate

Degree Nursing Program are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of

Victoria College; differences are justified by the goals and outcomes of the nursing program.

Expected level of achievement met

~Upon review of the newly adopted Victoria College

Employee Handbook, the policies found in the VC employee handbook and the

ADN faculty handbook were congruent and supported the overall mission of the college.



Chair


October 2012

1.9

Records reflect that program complaints and grievances receive due process and include evidence of resolution.

(old plan: 20 a,b,c)

Program complaints and grievances will receive due process according to the

Victoria College process published in the catalog and handbook.

Frequency:

Annually in October

Date Assessed:

March 5, 2012

Assessor:

Tami Hurley

Michelle Ulbrich


~Compare VC

Student Handbook,

ADN Student

Handbook, & VC &

ADN website for accurate and consistent information on grievance procedure

~Interview Allied

Health Dean/ADN director/Chair on any process and any complaints about program

~Explain Clinical performance Review

Committee


Program complaints and grievances receive due process according to the Victoria College process published in the catalog and handbook.

Results:

~When the students’ progress is being reviewed, the faculty offers the student the opportunity for rebuttal comments to be given.

This allows the student to voice any concerns they may have or questions.

~A copy of the Victoria College organizational chart is provided to the students in their student handbook. Using the appropriate chain of command is encouraged to all students at the beginning of every semester is any problems of conflicts arise.

~The Victoria College Student

Handbook contains student rights related to procedures for academic appeals. The ADN Program utilizes these rules for student concerns. http://www.victoriacollege.edu/stude nthandbook

~The process outlines specific time lines for the faculty and, as needed, administration to review and make decisions regarding the student

’s appeal. The appeals process is explained to a student when the situation is necessary. Students also always have access to that process via the student handbook.

~The ADN program has a clinical performance review

(CPR) committee that is composed of ADN faculty members.

The committee is utilized to:

1. Assess students’ clinical

~Continue to remind students each semester of the chain of command. Remind students that the appeal process is located in their student handbook and the purpose of the Clinical

Performance Review

(CPR) committee.



October 2012

evaluation and anecdotal records for objective teaching evaluation of students’ ability to meet clinical objectives.

2. Validate accuracy of the clinical performance assessment.

3. Act as a support system to the clinical instructor by offering positive reinforcement when accuracy of clinical performance assessment has been validated and student failure has been determined.

4. Assist clinical instructor in devising alternative methods for evaluating performance when the student is in

Jeopardy of failing (example:

Having another instructor

Observe and evaluate student).

~The resolution to most student concerns can be found in the student’s file.

1.10

Distance

Education:

Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit.

(old plan:1d)

The definition of distance education as defined by the Victoria

College Associate

Degree Nursing

Program is congruent with the mission of

Victoria College and the philosophy of the

Victoria College

Associate Degree

Nursing Department.

Frequency:

Every 2 years in

September (even years) or upon revision of the college or the nursing program’s mission/philosophy or a revision in the definition of distance education from the Southern

Association of

Colleges and


~ Review VC mission statement & values with ADN program philosophy

~Review SACS definition of distance education: 3.4.12:

The institution’s use of technology enhances student learning and is appropriate for


The definition of distance education as defined by the

Victoria College Associate

Degree Nursing Program is congruent with the mission of

Victoria College and the philosophy of the Victoria

College Associate Degree

Nursing Department.

Distance Education at Victoria

College is defined as:

The institution’s use of

~The Victoria College will revise their mission statements and philosophy in February, so follow up evaluation should be planned for

May 2012.

May 2012

~This standard will be reevaluated again in

September with the New

Evaluation schedule. The revisions that were made to the Victoria College mission statement in February were minor word changes.



Chair


September 2012

Schools (SACS)

Date Assessed:

February 6, 2012

Assessor:

Debbie Pena

Michelle Ulbrich meeting the objectives of its programs. Students have access to and training in the use of technology.

~Review how the RN-

LVN transition program curriculum is presented to students technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology.

Results:

~The VC ADN program is congruent with the mission of

Victoria College, the philosophy of the Victoria College Associate

Degree Nursing Department, and

Southeran Association of Colleges and School (SACS).

~Online course evaluations are completed at the conclusion of each online course. They are compared with face-to-face evaluations for significant discrepancies and are reported with the level evaluation summaries yearly.

Summer 2010 RNSG 1327, 25 online students, 24 retained, 1 W for a 96% retention rate

Fall 2010 RNSG 2514, 10 online students, 10 retained

Spring 2011 RNSG 2535, 17 online students, 17 retained

~The ADN-LVN curriculum is posted on the VC website and faculty discuss program specifics with interested students.



Faculty and Staff

Standard 2: Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit .

COMPONENT /

INDICATOR

PLAN

EXPECTED LEVEL OF

ACHIEVEMENT

FREQUENCY/

DATEASSESED/

ASSESOR

ASSESSMENT

METHODS


RESULTS OF DATA COLLECTION &

ANALYSIS (including actual level of achievement)

ACTIONS FOR PROGRAM

DEVELOPMENT,

MAINTENANCE OR

REVISION

REVIEW OF PLAN

FOLLOW-UP /

EVALUATION

(if needed)

2.1

Fulltime faculty are credentialed with a minimum of a master’s degree in nursing and maintain expertise in their areas of responsibility.

(old plan:5a,b,c)

2.1.1.

The majority of parttime faculty are credentialed with a minimum of a master’s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing.

(old plan:5a)

2.1.2.

Rationale is provided for utilization of faculty who do not meet the minimum credential.

(old plan:5a)

2.1

100% of full- time faculty are credentialed with a minimum of a master’s degree with a major in nursing or 6 graduate nursing hours in accordance with the

Texas Board of Nursing requirements (Texas

BON Rule 215.7.c) and maintain expertise in their areas of responsibility by maintaining a minimum of 20 CEU’s in accordance with the

BON licensure requirements (Texas

BON rule 2.16.a,b)

2.1.1

Part

‐ time faculty, adjunct faculty, are credentialed with a minimum of a master’s degree with a major in nursing or 6 graduate nursing hours in accordance with the

Board of Nursing requirements; Teaching assistants can hold a

Bachelor’s degree in

Nursing

Frequency:

Annually in

November

Date Assessed:

April 2, 2012

Assessor:

Faith Darilek

Michelle Ulbrich


~Interview ADN

Chair on credentials of fulltime faculty & get rationale for any faculty member without the minimum credentials

~Review faculty profiles that should include continuing education activities and any activities that demonstrate maintenance of expertise in area.

~Interview ADN

Chair regarding credentials for part-time faculty & get rationale for any faculty member without the minimum credentials.

~Review Texas

Board of Nursing requirements


As of Spring 2012, 100% of full- time faculty are credentialed with a minimum of a master’s degree with a major in nursing or 6 graduate nursing hours in accordance with the Texas Board of Nursing requirements (Texas BON Rule

215.7.c) and maintain expertise in their areas of responsibility by maintaining a minimum of 20 CEU’s in accordance with the BON licensure requirements (Texas BON rule 2.16.a,b)

Most adjunct faculty, are credentialed with a minimum of a master’s degree with a major in nursing or 6 graduate nursing hours in accordance with the Board of

Nursing requirements; Teaching assistants hold a Bachelor’s degree in Nursing

100% of faculty that do not meet above Board of Nursing qualifications are approved to work under a waiver in accordance with

Board of Nursing requirements

(Texas BON Rule 215.7.d)

Results:

~Alison Hewig, ADN Chair, has copies of all current faculty profiles..

~With a number of full-time faculty members retiring in the next year, the number of qualified instructors available to teach in the

ADN program in the Victoria area is limited. This is a future concern for the program with no clear solution to the problem. As of Spring 2012, we have enough instructors needed to teach the number of students in the program.



November 2012

2.1.2

100% of faculty that do not meet above Board of Nursing qualifications are approved to work under a waiver in accordance with Board of Nursing requirements

(Texas BON Rule

215.7.d)

She reports:

~ All Full-time faculty meet minimum credentials of a master’s degree with a major in nursing.

~All Adjunct faculty (part time) either hold a master’s degree with a major in nursing or 6 graduate nursing hours or have received a waiver from the Texas

Board of Nursing to work as an adjunct instructor

~All teaching assistants (part time) hold a Bachelor’s degree in Nursing.

~ Full-time and part time faculty maintain expertise in their areas of responsibility by maintaining a minimum of 20 CEUs

~TX BON site (accessed 3/30/12 @ http://www.bon.texas.gov/nursingeducat ion/faq_faculty.html

) states: A faculty member in a professional nursing education program should:

 be licensed as a registered nurse or have privilege to practice in the

State of Texas

 have teaching experience

 have current knowledge and clinical expertise in subject area of teaching responsibility

 hold a master’s degree or doctorate, preferably in nursing

Spring 2012

~14 Full Time faculty members all have Master’s Degree in nursing or a

Master’s degree with 6 graduate hours

in nursing

~3 adjunct faculty members

2 hold a Master’s Degree in Nursing and 1 adjunct holds a Bachelor’s

Degree in Nursing and is currently pursuing a Master’s Degree in Nursing.

She plans to graduate within the next year. She has received a waiver from the Texas Board of Nursing.

~1 Teaching assistant

She holds a Bachelor’s Degree in

Nursing

2.2

Faculty (full and part time) credentials meet governing organization and state requirements.

(old plan: 5a

100% of the full and part time faculty will be licensed in the State of

Texas to practice nursing and will meet the 3

‐ year full time equated work experience or related field in the area they are teaching (Texas

BON Rule 215.7.c)

Frequency:

Annually in

November

Date Assessed:

April 2, 2012

Assessor:

Faith Darilek

Michelle Ulbrich

2.3

Credentials of practice laboratory personnel are commensurate with their level of responsibilities.

(old plan:

100% of full and part time practice laboratory personnel are commensurate with their level of responsibilities in the practice lab and have appropriate credentials

Frequency:

Annually in

November

Date Assessed:

April 2, 2012

Assessor:


~Interview ADN

Chair to get credentials of all faculty members

~Review job description to see if faculty meet minimum qualifications

~Review Texas

BON requirements


~Review number of lab personnel, job description of lab personnel & highest degree attained


100% of the full and part time faculty are licensed in the State of Texas to practice nursing and meet the 3

‐ year full time equated work experience or related field in the area they are teaching (Texas BON Rule 215.7.c)

Results:

~All full-time faculty are licensed with the State of Texas and meet the 3-year full time equated work experience or related field in the area rule.

~Melissa Salinas (telephone communication on 3/30/12, Human

Resources) stated that the job descriptions are in the Human

Resources Department.


100% of full and part time practice laboratory personnel are commensurate with their level of responsibilities in the practice lab and have appropriate credentials

Results:

~No actions needed

~No actions needed



November 2012



November 2012

not assessed)

2.4

The number of utilization of faculty

(full and part time) ensures that program outcomes are achieved

(old plan:6a)

Janet Ley

Michelle Ulbrich

Program outcomes are achieved with the number of full time faculty, adjunct faculty, teaching assistants, and lab personnel

Frequency:

Annually in

November

Date Assessed:

April 2, 2012

Assessor:

Janet Ley

Michelle Ulbrich

~Interview lab personnel to confirm their level of responsibility


~Interview ADN chair on current number of full and part time faculty and any available openings

~Discuss in faculty meeting if current number of faculty allow the program to achieve program outcomes.

~Review Texas

BON requirement of faculty to student ratios in the clinical setting and confirm compliance

~The laboratory has two full time personnel.

~One of the lab persons, Mary Kitchens

LVN, primary responsibilities is to set up manikins in the lab and to make sure that the lab has adequate supplies for student practice. That person is an LVN with a current Texas license. She has experienced teaching in the nursing assistant program and her nursing knowledge and experience allows her to anticipate the needs of the students and prepare the lab with the supplies needed to facilitate their learning.

~The other lab person, Monica

Hamilton BSN, RN, is responsible for creating and assisting with simulation experiences. She holds a current Texas license and RN and has a Bachelor

Degree in Nursing and is working on her Master of Science in Nursing

Degree.

~Both individuals are classified as support staff and do not hold a faculty position.


Program outcomes are achieved with the number of full time faculty, adjunct faculty, teaching assistants, and lab personnel

Results:

~Victoria College AND program follows the Texas BON which mandates that clinical groups have no more than 10 students per faculty member or 15 students with a faculty member and a teaching assistant.

~Most full time faculty are responsible for only one clinical group and also have teaching responsibilities in theory.

~The ADN program also uses adjuncts in the clinical setting who have a BSN and completed a minimum of 50% of coursework at the Master’s Degree

~With a number of full-time faculty members retiring in the next year, the number of qualified instructors available to teach in the

ADN program in the Victoria area is limited. This is a future concern for the program with no clear solution to the problem. As of Spring 2012, we have enough instructors needed to teach the number of students in the program.

Getting instructors to teach has always been a challenge; however, the program chair has always found enough qualified instructors. Hopefully, this concern will be minimal.



November 2012

(Texas BON Rule

215.10.g,i)

Level. A waiver must be granted from the Texas BON to utilize these instructors

~ Teaching assistants must have a BSN as well as experience in the areas they are overseeing in clinical. The number and utilization of full and part time faculty is sufficient to meet the needs of the ADN program at this time.

Spring 2012

Level 1:

4 clinical groups



2 full time faculty (MSN) with each instructor having 10 students



1 adjunct instructor (BSN with a waiver) with 10 students



1 full time faculty (MSN) with a Teaching assistant and 15 students

Level 2:

4 clinical groups



4 full time faculty (MSN) with each instructor having 9-10 students

Level 3:

5 clinical groups



1 full time faculty (MSN) with

10 students.



1 full time faculty (MA in

Psych Nursing) had 2 groups of 10 students by choice



2 adjunct faculty (MSN) with

10 students each

Level 4:

6 clinical groups




10 students




2 clinical groups with 10 students in each group

~The Victoria College ADN program continues to maintain a high NCLEX

2.5

Faculty (full and part time) performance reflects scholarship and evidence based teaching and clinical practices.

(old plan:5c, 7a, 8a)

2.6

The number, utilization, and credentials of nonnurse faculty and staff are sufficient to achieve the program goals and outcomes.

(old plan:16a)

100% of full ‐ and part ‐ time faculty will participate in continuing education and reflect participation in diversity of scholarship through teaching, application, integration, and discovery as it relates to educational effectiveness in nursing education.

Frequency:

Annually in

September

Date Assessed:

February 6, 2012

Assessor:

Janet Ley

Michelle Ulbrich

The number and utilization of non

‐ nurse faculty and staff are sufficient to meet the needs of the nursing program and will meet the minimum requirements as defined in the job description

Frequency:

Annually in

September

Date Assessed:

February 6, 2012

Assessor:

Janet Ley

Michelle Ulbrich


~Review ADN program’s definition of scholarship by

Ernest Boyer

~Have faculty submit faculty profiles which need to contain accomplishments

& certifications & demonstrate scholarship

~Discuss with faculty regarding how evidence based practice is incorporated in the classroom & clinical (give examples)


~Discuss faculty perceptions of clerical support at faculty meetings and ability to achieve program outcomes with current support first time pass rate which demonstrates that program outcomes are being achieved.


100% of full

‐

and part

‐ time faculty participate in continuing education and reflect participation in diversity of scholarship through teaching, application, integration, and discovery as it relates to educational effectiveness in nursing education.

Results:

~Faculty profiles reflect that 100% of

ADN faculty participates in continuing education. Faculty profiles also demonstrate participation in diversity of scholarship as defined by Ernest Boyer through teaching, application and integration of evidence based practice into the classroom and a diversity of clinical experience that enriches the nursing education experience.

~See Systematic Plan of Evaluation binder for standard 2.5 list that identifies ways that faculty use evidence based practice as to enhance teaching


The number and utilization of staff are sufficient to meet the needs of the nursing program and meet the minimum requirements as defined in the job description. The program does not currently employee nonnurse faculty.

Results:

~Faculty perceptions of recent additions to staff are positive and the stated opinions expressed by faculty were that currently staff support is sufficient to achieve the program goals and outcomes.

~In November, a new ADN secretary was hired. She is doing well in her new role but obviously there will be a learning curve with her new position.

~Recommendation was made to change the wording on the concept care map to

“evidence based nursing rationale” to correspond with the current terminology.

~No actions needed



September 2012



September 2012

2.7

Faculty (full and part time) are oriented and mentored in their areas of responsibilities.

(old plan: not assessed)

100% of full

‐

and part

‐ time faculty are oriented according to the

Victoria College

Associate Degree

Nursing Program orientation policy.

Frequency:

Annually in

October

Date Assessed:

March 5, 2012

Assessor:

Janet Ley

Michelle Ulbrich

2.8

Systematic assessment of faculty

(full and part time) performance demonstrates competencies that are consistent with program goals and outcomes.

(old plan: 7a)

100% of full

‐

and part

‐ time faculty are systematically assessed and performance will demonstrate competencies that are consistent with program goals and outcomes.

Frequency:

Annually in

October

Date Assessed:

March 5, 2012

Assessor:

Janet Ley

Michelle Ulbrich


~Review ADN faculty handbooks for orientation policy for new full time faculty and adjunct faculty

~Interview ADN

Chair to assess if the orientation process is working

~Interview new faculty members on their perception of their orientation experience and their new role.

~Discuss with faculty regarding any changes that are needed to the orientation policy


~Interview Allied

Health Dean regarding number and timeliness of evaluations done and discuss his/her perceptions of competency expectations and consistency with

~Also, a student worker will be hired for the Spring semester.


100% of full

‐

and part

‐ time faculty are oriented according to the Victoria

College Associate Degree Nursing

Program orientation policy.

Results:

~The full and part time faculty orientation and mentoring is carried out in accordance with the policy guidelines of the Associated Degree Nursing

Program. Full time faculty are guided through a structured orientation process and assigned a mentor, which is usually the Course Coordinator, to facilitate the transition into their new position.

~New faculty interviewed reported mentors were very accessible, patient and knowledgeable during the mentoring phase of the orientation.

~Adjunct faculty are also put through a similar process and are then assigned a mentor who reviews their responsibilities.

~The policy for the ADN orientation process can be found in the ADN faculty handbook and ADN adjunct handbook.


100% of full

‐

and part

‐ time faculty are systematically assessed and their performance will demonstrates competencies that are consistent with program goals and outcomes.

Results

~Faculty and adjunct faculty are evaluated each semester by students and the results of the evaluations are reviewed by the dean.

~No actions needed

~No actions needed



October 2012



October 2012

2.9

Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization.

(old plan: not assessed directly

-mentioned in 16)

2.10

Distance Education:

100% of non

‐ nurse faculty and staff are systematically reviewed in accordance with the policies of Victoria

College.

Frequency:

Annually in

October

Date Assessed:

March 5, 2012

Assessor:

Janet Ley

Michelle Ulbrich

100% of faculty that teach distance

Frequency:

Annually in April program goals and outcomes.

~Review VC employee handbook & ADN faculty handbook for evaluation process and consistency


~ Review in VC employee handbook, policy on evaluation of non-nurse faculty and staff

~Interview with

ADN Chair on evaluation process of nonnurse staff and timeliness of evaluations

~Include but not limited to:

~Tenured faculty are evaluated every semester but only meet with the

Division Dean every 2 years or as needed according to VC policy.

~ Non –tenured and tenure track faculty are evaluated every semester and required to meet with the Dean every semester to discuss their results.

~Those faculty members seeking tenure meet yearly with a committee that oversees the tenure process. If major concerns arise, they are reviewed by the Division Dean and plans for improvement in problem areas are discussed or discussions about continued employment are considered.

~The ADN Chair also visits the classroom and/or clinical setting to evaluate faculty members.

~The policy for evaluation of nontenured and tenured faculty members is available in the Victoria College employee handbook

Actual level of Achievement:

100% of non-nurse staff are systematically reviewed in accordance with the policies of

Victoria College.

Results:

~The ADN program has no non –nurse faculty. The ADN secretary is reviewed in accordance with the college policy.

Faculty has informal input into the performance of secretarial staff as part of the evaluation plan.

~ Evaluations are done each spring semester. The evaluation includes the staff member’s self- assessment, the assessment of the supervisor and a discussion of the evaluation between the two.

Actual Level of Achievement

100% of faculty that teach distance

~No actions needed

~Continue to encourage faculty to seek ongoing



October 2012


Faculty (full time and part time) engage in ongoing development for distance education

(old plan: not directly assessed

-mentioned in 17a) education engage in ongoing development of distance education. faculty meeting

Date Assessed:

April 2, 2012

Assessor:

Debbie Pena

Michelle Ulbrich

~Faculty will provide documentation of ongoing development in distance education such as but not limited to blackboard training, Panopto training, computer courses, ITV, etc. education engage in ongoing development of distance education.

Results

~All faculty that teach online courses are to receive training in Blackboard by

Helen Dvorak and training in Panopto and ITV by Jeremy Gould. At the beginning of each semester, updates are given as needed by computer technology staff the week of convocation.

~The following instructors taught the following online courses:

Summer 2010

– RNSG 1327 was taught online by Marty Horecka, MSN,

RN

Fall 2010 – RNSG 2514 was taught by

ITV by Level 3 faculty

Spring 2011 – RNSG 2535 was taught online by Level 4 faculty

Summer 2011

– RNSG 1327 was taught online by Julie Cordova, BSN,

RN (33 graduate hours)

Fall 2011 – RNSG 2514 was taught online by Level 3 faculty

Spring 2012 – RNSG 2535 was taught online by Level 4 faculty

~The computer technology staff are very accessible when an issue arises.

The computer help desk also is helpful if it is after hours. Their hours are: http://www.victoriacollege.edu/index.

php?option=com_content&task=vie w&id=353

Helpdesk Office Hours

Fall and Spring Semester development for distance education.

Monday - Thursday | 8 a.m. - 4:30 p.m.

Friday | 8 a.m. - 4 p.m.


April 2013

Fall and Spring On-Call Hours

Friday | 6 p.m. - 10 p.m.

Saturday - Sunday | 6 a.m. - 10 p.m.

Summer Sessions

Monday - Thursday | 8 a.m. - 7:00 p.m.

Friday | Closed

Summer Sessions On-Call Hours

Friday | 6 p.m. - 10 p.m.

Saturday - Sunday | 6 a.m. - 10 p.m.

* You will receive a response within 4 hours of your message

E-mail Technology Services Helpdesk at helpdesk@victoriacollege.edu



Students

Standard 3: Student policies, development, and services support the goals and outcomes of the nursing education unit.

PLAN IMPLEMENTATION OF PLAN

COMPONENT /

INDICATOR

EXPECTED LEVEL

OF ACHIEVEMENT

FREQUENCY/

DATE ASSESSED/

ASSESSOR

ASSESSMENT

METHODS



ACTIONS FOR

PROGRAM

DEVELOPMENT,

MAINTENANCE OR

REVISION

REVIEW OF PLAN

FOLLOW-UP / EVALUATION

(if needed)

3.1

Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, nondiscriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit.

(old SPE: 9a-m)

100% of student policies of the

Victoria College

ADN Program are congruent with those of Victoria College, publicly accessible, and consistently applied; differences will be justified 100% of the time.

Frequency:

Annually in October

Date Assessed:

March 6, 2012

Assessor:

Debbie Pena

Michelle Ulbrich


~Comparative analysis of VC

Student handbook with the Victoria

College Nursing

Programs Student handbook

~Review and compare website for accessibility of student policies

~Any differences are discussed

Review the following student policies:

1. Non-discrimination

2. Selection and

admission

3. Academic

progression

4. Student evaluation

and Grading

5. Retention

6. Withdrawal/

dismissal

7. Graduation

requirements

8. Financial aid

9. Transfer of credit

10. Recruitment

11. Health requirements


100% of student policies of the

Victoria College ADN Program are congruent with those of Victoria

College, publicly accessible, and consistently applied; differences will be justified 100% of the time.

Results:

~ 100% of nursing student policies addressing items 1-13 is congruent with those of the college.

~The college student handbook is accessible at http://www.victoriacollege.edu/studentha ndbook

~The revised college student handbook is accessible at http://www.victoriacollege.edu/images/file s/pubs/handbook_addendum_2011.pdf

~The Victoria College Nursing Programs

Student Handbook is given to the student in printed form at the beginning of Level

1. Any revisions to the VC ADN handbook is given to the student throughout the program. The student is given an acknowledgement form to sign stating that they received the addition or change to the handbook.

~For a detailed chart of comparisons of

~Continue to review annually as new editions to handbooks are released.



October 2012

3.2

Student services are commensurate with the needs of students pursuing or completing the associate program, including those receiving instruction using alternative methods of delivery.

(old SPE: 10a)

Student evaluations reflect that student needs are commensurate with the needs of the students pursuing or completing the ADN program including those students with distance education.

Frequency:

Annually in

February

Date Assessed:

February 6, 2012

Assessor:

Tami Hurley

Michelle Ulbrich

12. Validation of prior

Learning

13. Grievance/ complaints/Appeals


~ Review Support services that are provided to students through Victoria

College and through the ADN program

~Review support services for distance education students handbook policies see the Systematic

Plan of Evaluation binder where that comparison is made.


Student evaluations reflect that student needs are commensurate with the needs of the students pursuing or completing the

ADN program.

However, student services for students using distance education as their mode of delivery is difficult to assess since evaluations the last few years have not been conducted separately except in the summer.

Results:

~During Fall 2010 and Spring 2011 the results for all four Levels were greater than 98% for the course evaluation questions #14,15 & 16 about library resources, AV resources and the bookstore. Course evaluations regarding services such as Library, Bookstore and

Computer services resulted in a mean score of 4.63, 4.63, 4.64 respectively out of 5.

~ During Summer 2010 (online course for transition students), 100% of students rated library resources, AV resources, computer services and the bookstore as average, food or very good. This resulted in scores of 4.67, 4.50, 4.67, and 4.58 respectively out of 5.

~College support services contact information is updated for all students each semester and provided in their syllabus (now learning resource packet).

~ New systems of Banner, Panopto and turning point clicker technology have all been implemented since Fall 2010 into various levels.

~Additionally, administration is currently

~The last few semesters, student evaluations have not been conducted separately in the Fall for the online transition students in level III, and the Spring for the online transition students in level IV.

The online and face to face evaluations have not been separated so a comparison could not be made between the two groups. The overall ratings from these levels have been good; however, it is difficult to evaluate between the two different modes of delivery.

~Fall 2010 there was no online course offered. There was an

ITV course offered instead. However, the evaluations from the

ITV students were not conducted separately.

The ITV students did voice their comments on the evaluations that were conducted. Many negative comments were received about

ITV. As a result of the dissatisfied students, the online mode of delivery was put back in place.

~The summer

May 2012

~Student evaluations for the transition online students were conducted this semester so the online and face to face students can be evaluated separately when that data becomes available.


~Evaluation Committee Chair


February 2013

3.3

Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines.

(old plan: 11a)

100% of student educational records are in compliance with the policies of

Victoria College and state and federal guidelines.

3.4

Compliance with the

Higher Education

3.4

100% Compliance with the Higher

Frequency:

Annually in March

Date Assessed:

March 6, 2012

Assessor:

Faith Darilek

Michelle Ulbrich

Frequency:

Annually in March pursuing more safety measures to ensure safety of students and faculty including Emergency alert system enhancements and policy changes.

* Data for Fall 2011 not yet reported transition students do conduct their evaluations separately as noted and have been pleased with the student services they have received.

~The course coordinators have been notified of the problems with not conducting online evaluations separately. They will take an active role in making sure that these evaluations are conducted separately in the future.



March 2013


~Communicate with the Director of

Financial Aid and

College Registrar regarding compliance with the policies of VC and state and federal guidelines.

~FERPA compliance reports


~Communicate with


100% of student educational records are in compliance with the policies of

Victoria College and state and federal guidelines.

Results:

~Kim Obsta, director of financial aid,

(phone conversation 3/2/12) stated that

100% of student education records are in compliance with the policies of the governing organization and state and federal guidelines. (e.g. records are confidentially maintained and kept within a secure location).

~Records of students enrolled or seeking enrollment in the ADN program are maintained in secured file cabinets in the nursing office.

~Missy Klimitchek, Registrar, stated that

VC is in 100% compliance with FERPA regulations. All employees are required to attend FERPA training.

~All students are required to sign a

FERPA release form.


100% Compliance with the Higher

Education Reauthorization Act Title IV



Reauthorization Act

Title IV eligibility and certification requirements are maintained

3.4.1

A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available.

3.4.2

Students are informed of their ethical responsibilities regarding financial assistance.

(old SPE: 21b)

Education

Reauthorization Act

Title IV eligibility and certification requirements are maintained.

3.4.1

100% of students that have loans receive a written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available.

3.4.2

Students are informed of their ethical responsibilities regarding financial assistance.

Date Assessed:

March 6, 2012

Assessor:

Faith Darilek

Michelle Ulbrich

3.5

Integrity and consistency exist for all information intended to inform the the Director of

Financial Aid regarding eligibility and certification requirements of

Victoria College

~Communicate with the Director of

Financial Aid regarding loan repayment program addressing loan information, default rate, counseling, monitoring and cooperation with lenders.

~Communicate with

Director of Financial

Aid regarding ethical responsibilities regarding financial assistance.

100% of information intended to inform the public, including the program’s accreditation status

Frequency:

Annually in October

Date Assessed:

March 6, 2012


~Compare content of

VC Student

Handbook, VC eligibility and certification requirements are maintained.

100% of students that have loans receive a written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available.

Students are informed of their ethical responsibilities regarding financial assistance.

~Kim Obsta, Director of Financial Aid, reports compliance with standards.

~Policies are in the Financial Aid office,

VC catalog, and VC student’s handbook.

Students receive a handout when applying for a loan that speaks about their responsibilities for repayment.

Face-to-face entrance counseling is conducted. Entrance and exit counseling is required.

~Students apply for financial aid by submitting a FAFSA form. Award letter informing them of grants and scholarship are sent to the students.

~Default rate:

2004=8.2

2005=9.7

2006=11.6

2007=12.4

2008=8.8

2009=14.8

2010=14.5 (draft)

~The emphasis on completion may be a contributing factor to the increasing default rate.


100% of information intended to inform the public, including the program’s accreditation status and the NLNAC contact information,

~No actions needed

March 2013



October 2012

public, including the program’s accreditation status and the NLNAC contact information.

(old SPE: 19a,b,c) and the NLNAC contact information, demonstrate integrity and consistency

Assessor :

Faith Darilek

Michelle Ulbrich

3.6

Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner

100% of changes in policies, procedures, and program information are clear and consistent.

These changes are communicated to students in a timely manner.

Frequency:

Annually in April

Date Assessed:

April 2, 2012

Assessor:

Tami Hurley

Catalog, ADN Student

Handbook and online versions of each for integrity and consistency of all information intended to inform public including information on program that is published in catalog and website.

~Verify that NLNAC contact information is available in appropriate publications


~Interview Program

Chair on how students are informed of changes to policies, procedures and program information. demonstrate integrity and consistency

Results:

~The VC Website contains several links to the ADN Program:

Allied Health https://www.victoriacollege.edu/alliedhealth ,

ADN program http://www.victoriacollege.edu/index.php?option=com_ content&task=view&id=652

Degree plan http://www.victoriacollege.edu/images/degree_plans/N ursing_AssociateDegree_TechPrepPlan_AAS.pdf

.

The Department website is available only through the portal.

~Available through the VC website are

ADN applications, clinical requirements, and student handbooks. 2011-12 handbooks are posted with 10/18/11 addendum. The handbooks are archived through 2001. Also available on the site are student forms e.g. instructions complaint, student complaint, etc.

~VC publications are available in many sites around campus, including the HSC building.

~VC student handbook and catalog are also available online.

~VC nursing handbooks are distributed to Level I students and updated as necessary through program of study.

Students sign an acknowledgement form upon receipt of the VC nursing handbook and program secretary and course coordinators monitor that all students have completed form.


100% of changes in policies, procedures, and program information are clear and consistent. These changes are communicated to students in a timely manner.

Results:

~Documents about the program are accurate, clear, and consistent.



April 2013

(old SPE: 9a-m)

3.7

Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery.


Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery.

Frequency:

Annually in April

Date Assessed:

April 2, 2012

Assessor:

Debbie Pena

Michelle Ulbrich


~Interview Distance

Education

Coordinator about availability of student orientation to technology such as

Blackboard

~Interview Information technology department regarding availability of technical support to students and hours available and if or where those hours are published.

~The website contains valid and sufficient information for the public about the ADN program to ensure accountability and consumer choice.

~The student handbook is reviewed regularly. The students receive copies of changes and sign acknowledgments of changes.

~Also, changes to entrance requirements for students beginning Level 1 after 9/12, are being given to students during their advising appointments with nursing faculty and letters are being sent to all applicants on new admission requirements.




Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of

 delivery.



Results:



~All students must complete the Blackboard orientation session. For the students taking Pharmacology, the instructor will not open the course to them until it is completed. This is an assurance that every nursing student completes the orientation since

Pharmacology is a requirement for the ADN program and the first online class in the program.



~For students to access the orientation session, they must log into the Pirate Portal, click on the My Courses tab and go



April 2013

to the Blackboard Orientation



Reservations channel.



Browser Compatibility with

Office 2007

Firefox, a web browser from

Mozilla, available as a free download from http://www.mozilla.com/en-US/

Browser Check

The Browser Check will verify the configuration of your browser for interaction with Blackboard.

Distance Education Resources

Student DE Resources

~Students also have access to the helpdesk. Helpdesk is available for technical assistance not course content.

Computer Help Desk Hours

Fall & Spring Semesters

Monday - Thursday, 8 am-4:30 pm

Friday, 8 am - 4 pm

Fall & Spring On-Call Hours

Friday - Sunday, 6 p.m. - 10 p.m.

Summer Semesters

Monday - Thursday, 8 am - 5 pm

Closed on Fridays

Summer Sessions On-Call Hours

Friday - Sunday, 6 p.m. – 10 p.m.





~All computer requirements are provided in the syllabus and all VC courses are required to have a Blackboard

3.8


Information related to technology requirements and policies specific to distance education is clear, consistent, and accessible.


Information regarding technology requirements and policies specific to distance education is clear, consistent and accessible.

Frequency:

Annually in April

Date Assessed:

April 2, 2012

Assessor:

Debbie Pena

Michelle Ulbrich shell.


~Interview Distance

Education

Coordinator on technology requirements needed for distance education students




Information regarding technology requirements and policies specific to distance education is clear, consistent and accessible.

Results:

~All computer requirements are provided in the syllabus and all VC courses are required to have a Blackboard shell.

~No action needed

~Browser Compatibility with Office

2007

Firefox, a web browser from Mozilla, available as a free download from http://www.mozilla.com/en-US/

~Browser Check

The Browser Check will verify the configuration of your browser for interaction with Blackboard.

~Distance Education Resources

Faculty DE Resources



April 2013



Curriculum

Standard 4: The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.

PLAN IMPLEMENTATION OF PLAN REVIEW OF PLAN

COMPONENT /

INDICATOR

EXPECTED LEVEL

OF ACHIEVEMENT

FREQUENCY/

DATE ASSESSED/

ASSESSOR

ASSESSMENT

METHODS

RESULTS OF DATA

COLLECTION & ANALYSIS

(including actual level of achievement)

ACTIONS FOR

PROGRAM

DEVELOPMENT,

MAINTENANCE OR

REVISION

FOLLOW-UP / EVALUATION

(if needed)

4.1

The curriculum incorporates established professional standards, guidelines and competencies, and has clearly articulated student learning and program outcomes.

(old plan: 12a)

100% of the curriculum incorporates established professional standards, guidelines and competencies, and has clearly articulated student learning and program outcomes.

Frequency:

Annually in October

Date Assessed:

February 20, 2012

Assessor:

Konnie Prince

Michelle Ulbrich


~Review the integration of

Gordon’s Functional

Health Patterns within the curriculum

~Evaluate the integration of threads into curriculum

~Review incorporation of

Differentiated

Essential

Competencies

(DEC’s) into the curriculum

~Review changes to the requirements/ standards of the

Texas Higher

Education

Coordinating Board

(THECB) and NLNAC


100% of the curriculum incorporates established professional standards, guidelines and competencies, and has clearly articulated student learning and program outcomes.

Results:

~Curriculum continues to be organized according to Gordon’s

Functional Health Patterns.

~Curriculum content was reviewed within the context of Gordon’s

Functional Health Patterns in Fall

2009 and will be done again in Fall

2012.

~All syllabi are designed around

Gordon’s Functional Health

Patterns.

~The clinical student learning outcomes are the Differentiated

DEC report was sent to

The Texas Board of

Nursing February 2012.

February 2012

~DEC report was approved

February 2012 by the Texas

Board of Nursing.

Changes have been implemented in all syllabi and on new weekly clinical evaluations form. It is in use in all levels.




October 2012

4.2

The curriculum is developed by the faculty and regularly reviewed for rigor

The curriculum is developed by the faculty and reviewed every 3 years or as needed for rigor and currency.

Frequency:

Annually in

November

Date Assessed:

April 16, 2012


~Review with curriculum chair when the last integrated content review by

Essential Competencies (DEC’s) which are mandated by the Texas

Board of Nursing. The DEC’s were implemented into the ADN program

Spring 2012. The implementation techniques used will be sent to the

Texas Board of Nursing. The weekly clinical evaluations are used to evaluate those competencies.

~The course student learning outcomes will be the Texas Higher

Education Coordinating Board outcomes for each course starting in the Fall 2012. These course outcomes can be found in the

Workforce Education Course

Manual (WECM). There will be minor changes in WECM course descriptions in Fall 2012 and those will be addressed at that time.

~The program outcomes are evaluated yearly in the systematic plan of evaluation and include:



85% of graduates will pass the NCLEX-RN on their first attempt



85% of students will graduate within 6 semesters of entering level 1



85% of graduates will rate job competency as average or better



85% of employers will rate overall job performance as average or better .



85% of licensed graduates will be employed as RN’s within one year of graduation


The curriculum is developed by the faculty and reviewed every 3 years or as needed for rigor and currency.

Recommendations:

~Secure a test Writing and Analysis workshop for all faculty members

~MAP Committee should

April 30, 2012

~In April 30, 2012 faculty meeting, the faculty approved that the Medication

Administration Practicum (MAP) be changed to the Medication

and currency.

(old plan: 12i)

Assessor:

Jo Ann Ferguson

Michelle Ulbrich faculty was completed.

~Interview ADN chair on when last ADN-

LVN articulation meeting was held

~Review general education courses and then link to

NCLEX test plan

~Review different entry and exit options of the ADN program

~Discuss when required drug list, level matrix and

Medication

Administration

Practicum was last reviewed

~Discuss different ways rigor is evaluated (ie.exams, statistical analysis of exams, clinical performance, standardized testing,

NLCLEX-RN results)

Results:

~All levels review for currency when syllabus is developed at the end of each semester and prior to each unit taught. Books and page numbers are updated as needed.

~Last review for integrated content was done Fall of 2009 and is scheduled again for Fall 2012.

~April 2011 reviewed and/or

Revised:



Simulations



Remediation



Tutoring



Math Competency Test

Plan



Medication

Administration Test

(MAT) including changing name to MAP

(Medication

Administration

Practicum) (goal was to make uniform across the levels)



Incorporate concept of

Patient Rights 5+3

~RN/LVN Task Force last met

10/31/11 to assess articulation between RN-LVN programs.

~General Education Courses i.e.

English 1302 changed to a

Humanities course, listed in Fall

12/13 Catalogue See Table 16 for diagram of Entry/Exit Options from

ADN Program reviewed at

Curriculum Meeting 4/16/12

~Required drug list, level matrix and Medication Administration

Practicum were all reviewed and/or revised Fall 2011 and other revisions still being considered

~Each test given during the semester is reviewed and elated to continue to discuss unifying the content across the levels and consequences of not passing the first and second attempts

~Continue to monitor

Administration Competency

(MAC).

~The MAC will allow the student to take the competency 3 times.

If the student is not successful rd after the 3 attempt, they will be dismissed from the program.




November 2012

4.3

The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress.


-mentioned in

12i,c)

The student learning outcomes

(Differentiated

Essential

Competencies

(DEC’s)) are used to organize the curriculum, guide the delivery of instruction, direct learning activities and evaluate student progress.

Frequency:

Annually in March

Date Assessed:

March 19, 2012

Assessor:

Nadine

VanBeveren

Michelle Ulbrich

4.4

The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.

The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experience from regional, national or global perspectives.

Frequency:

Annually In

November

Date Assessed:

April 16, 2012

Assessor:

Stacy Barth

Michelle Ulbrich


~Results of program outcomes are discussed at faculty & curriculum meetings.

~Documentation of changes in the program is made, if necessary, from the student results of the program outcomes.

~review curriculum content every 3 years; including NCLEX mapping


~Review thread inclusion in curriculum

~Review program pre-requisites for inclusion of diverse concepts (ex.

Sociology 1301)

~Review that clinical evaluation tools provide validation of level of Bloom’s taxonomy.

~Test difficulty progresses through levels and is based on a plan of increasing difficulty but variables such as presentation of new material vs. reviewed material as part of an integrated program does result in variations in levels of taxonomy.


The student learning outcomes

(Differentiated Essential

Competencies (DEC’s)) are used to organize the curriculum, guide the delivery of instruction, direct learning activities and evaluate student progress.

Results

~The Differentiated Essential

Competencies (DEC’s) were revised according to the Texas

Board of Nursing. The ADN program implemented the new

DEC’s Spring 2012. The

Weekly/Final Clinical Evaluation form was revised accordingly and helps assess the student learning outcomes.

~Program outcomes are monitored by the Evaluation Committee and will be presented at the April 2,

2012 Faculty meeting.

~Content review is due to be evaluated in the Fall 2012


The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experience from regional, national or global perspectives.

Results

~Sociology 1301 is a required general education course. This course analyzes culture and change to social groups.

~Beginning Fall 2012, the student learning outcomes for clinical will be the DEC’s and the student learning outcomes for theory will be the Texas Higher

Education Coordinating

Board outcomes for each course. These can be found in the Workforce

Education Course

Manual (WECM)

~Continue to Monitor

~Continue to monitor



March 2013



November 2012


-mentioned in

12a) exposure to patients of different ethnicities for clinical assignments.

~Discuss at curriculum meetings how each level includes diverse concepts into their curriculum.

~Cultural and ethnic aspects are included in each level of the nursing program.



Level 1 -discusses the origin of cultural behavior, cultural and ethnic groups, beliefs and practices, and these beliefs on nursing care



Level 2 -incorporates a unit on values clarification, which includes not only selfevaluation but also techniques to assist clients with clarifying values. This level also includes cultural, social and ethnic influences on attitudes towards death and dying.



Level 3 -teaches about socio-cultural theories related to domestic violence; discusses cultural aspects of mental illness, adolescent pregnancy, abortion, and fetal demise; and includes cultural aspects of the teaching process.



Level 4 -increases cultural awareness by elaborating on ways to assess cultural aspects of a client or group and applies psychosocial aspects of care for patients with burns, liver disease, renal disease, organ and tissue transplantation, chronic pain assessment and management, substance abuse, and end of life issues.

~The cultural competence of the

4.5

Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.

(old plan: 12g)

Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.

Frequency:

Annually in

February

Date Assessed:

February 20, 2012

Assessor:

Jo Ann Ferguson

Michelle Ulbrich

Evaluation methodologies are varied, reflecting established professional and practice competencies, and measure the achievement of student learning and program outcomes.

Methodologies reflect all styles of learning: visual, auditory, and kinesthetic. The following methodologies are used in all or some of the four program levels.

1. Unit exams

2. Skills check-offs

3. Standardized

exams

4. Group

presentations

5. Written work

6. Simulations

7. Clinical

Performance

evaluations in

both clinical

laboratory

settings

8. Math exams

9 Medication

Administration

Practicum

10. Test analysis

11. Inter-rater

reliability student is assessed as the student care for patients from a variety of cultures, ethnicities, and socioeconomic backgrounds during the clinical rotation. Feedback is provided through the weekly clinical evaluation form.


Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.

Results

~Evaluation methodologies continue to offer a wide range of variety throughout all levels of the

ADN program. They include but are not limited to:



Unit exams



Skills check-offs



Standardized exams



Group presentations



Written work



Simulations



Clinical Performance evaluations in both clinical laboratory

Settings



Math exams



Medication

Administration

Practicum



Test analysis



Inter-rater reliability



Test Question Analysis by using Bloom’s

Taxonomy



Clinical labs



Clinical experiences

~The Medication

Administration Practicum continues to be revised to ensure consistency across all levels of the program.

~ Starting in the Fall

2012, The Medication

Administration Practicum will be changed to

Medication

Administration

Competency. Students will have 3 attempts to be successful in each level on the Competency. If the student is not successful after the 3 rd attempt, the student will be dismissed from the program.



February 2013

4.6

The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances.

(old plan:

12b,c,e)


Frequency:

Annually In

February

Date Assessed:

February 20, 2012

Assessor:

Nadine

VanBeveren

Michelle Ulbrich


~Review the occurrence of interdisciplinary learning activities among the allied health programs.

~Review that curriculum is still guided by Gordon’s functional health pattern

~Review student access in clinical to computerized charting, medication dispensing & scanning during clinical

~Review the curriculum for the inclusion of simulations in clinical

~Discuss in meeting different ways faculty deliver content in the classroom and ensure that they are teaching the most up to date information

~Review Bloom’s

Taxonomy Program

Plan



Results

~Each levels include interdisciplinary learning activities:

Level 1 Denise Aflerbach - wound care,

Level 2 Chris Kallus - respiratory,

Denise Aflerbach- wound care,

Dr. Gordon Barth- laboratory values;

Level 3 Marianna Measom, David

Maddux, Janet Hilsabeck- neonatal nurse practitioners, Larry Dunn laboratory tests specific to liver disease and auto immune disease;

Level 4 burns, Chris Kallus ventilator

~Curriculum is reviewed according to Gordon’s functional health patterns every three years, last reviewed Fall 2009 and will be reviewed again starting Fall 2012

~Students receive computerized charting training at facilities at the beginning of Level I or as needed at the beginning of each semester and have access to computers to chart accordingly. Students have access to medication dispensing and scanning during medication administration during clinical.

~Each level incorporates simulation into the clinical experience:

Level 1 -adult/newborn assessment, cardiac, oxygenation

& soft skills.

Level 2 -OB/NB, cardiac, diabetes care (all sims include pediatric

~Continue to provide a curriculum that reflects educational theory, interdisciplinary collaboration, best practices.



February 2013

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.

(old plan:

12a,13c)

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.

Frequency:

Annually in March

Date Assessed:

April 2, 2012

Assessor:

JoAnne Settles

Michelle Ulbrich


~Review student curriculum for both generic students and transition students and the distribution of required courses.

Total credits should provide a balanced distribution of credits with no more than

60% allocated to nursing courses and total credits in the program are within

60-72 credits.

~NCLEX pass rates verify the attainment of program outcomes aspect)

Level 3 OB/NB, cardiac, fluid & electrolytes/trach care (all sims include pediatric aspect).

Level 4 cardiac (adult, infant, pedi,

OB) Adult, pedi, infant burns

~Content delivery in classroom includes: lecture, discussion, AV materials, printed materials, CAI programs, role modeling, role playing, demonstration

~Bloom’s Taxonomy is being utilized and each level is reviewing each theory test and categorizing each question. A flow sheet has been created to trend exam questions per level.


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.

Results

~Total credits fall within the defined parameters:



Generic ADN program:

72 total hours-37 hrs

(51.4%) of general education courses and

35 hrs (48.6%) in nursing courses

~New course descriptions were included in all syllabi to reflect the new wording from WECM

~All syllabi also included the BON new defined entry competencies,

Differentiated Essential

Competencies (DEC’s) as course outcomes by levels by the task force on DEC’s

~Master Syllabi for each course have been developed, presented,

~Requirements from the state of Texas have made necessary a change in the selection of general education courses: ENGL 1302 has been changed for next year’s incoming class to a Humanities choice off of the VC Core

Curriculum.

~Current students will complete the program as stated in their entering catalogs.

~Incoming Fall 2012 syllabi will use the newly stated WECM student outcomes for learning in the theory courses and will continue with the

DEC’s wording for the clinical syllabi.



March 2013

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.

(old plan:

14a,b,c)

4.8.1

Student clinical experiences reflect current best practices and nationally established patient health and safety goals.

(old plan: not directly assessed)

4.8


4.8.1

Student clinical experiences reflect current best practices and nationally established patient health and safety goals.

Frequency:

Annually in October

Date Assessed:

March 19, 2012

Assessor:

Stacy Barth

Michelle Ulbrich


~Review of clinical agency affiliation agreements maintained by Allied

Health Division Dean

~Discussion by faculty at curriculum meeting

~Verify with faculty that students are assigned to patients who best meet the learning outcomes of the clinical course for that level.

~Faculty review best practice and new goals and implement them into the curriculum.

~Clinical facilities are accredited by nationally recognized agencies.

~Curriculum and clinical experiences reflect best practices and nationally established patient health and safety goals.

~Review minutes from faculty-agency meetings and approved by the VC

Curriculum and Instruction

Committee (CIC)

~Results of the Program Analysis of outcomes is ready for the CIC hearing and comment period.

~NCLEX pass rates continue to be high-last testing group was 91% passing on the 1 st

attempt; the 2 previous groups were 93% and

94%



Student clinical experiences reflect current best practices and nationally established patient health and safety goals.

Results

~A written clinical affiliation agreement exists between Victoria

College and all agencies used for clinical experiences for Victoria

College Allied Health students. All agreements are signed by the college president and a designee of the agency annually. The dean of the Allied Health Division initiates and maintains all clinical affiliation agreements for the college Allied

Health programs. New agencies are added at the request of an instructor or because a new facility has been opened. All agreements provide faculty members with the control and freedom to select appropriate learning experiences for students.

~No action needed ~No follow-up needed


October 2012

4.9

Distance

Education

Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning

Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes.

Frequency:

Annually in April

Date Assessed:

N/A

Assessor:

N/A


~ Monthly curriculum meetings

~Review delivery formats, learning activities and instructional materials used and verify with faculty that outcomes are being met using them.

~Review how online program communicates and

~When in the clinical setting, students are assigned to patients who best meet the learning outcomes for the clinical course for that level. Faculty review current best practices for specific types of patients each semester prior to presenting the information to the students in theory. Hence, the current practice is expected during clinical performance. Also, each agency is accredited and, therefore, is practicing according to current standards. National patient safety goals are included in every level of the curriculum. In addition, the Chief Nursing officers and nurse managers of facilities meet with faculty annually at agency meetings.

~The following best practices are being utilized in clinical facilities:



Automated medication administration systems.



Hand Hygiene standards.



Protective devices for sharps.



Insulin Flex pens.



Hourly Rounding.



Critical Pathways.



Current annual Hospital

National Patient Safety

Goals.

~Standard 4.9 was not assessed as planned due to a mistake on the newly constructed systematic plan of evaluation.

~The standard was not designated as distance education so the assessment that took place was invalid.

~The appropriate corrections have been made to the systematic plan of evaluation.

Standard 4.9 will be evaluated in September

2012

Next Scheduled

Evaluation:

September 2012

outcomes.

(old plan:

not directly assessed) delivers curriculum

~Review how online students are tested & their lab and simulation experiences compared to face to face students.

Discussion at faculty meetings



Resources

Standard 5: Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.

COMPONENT /

INDICATOR

PLAN

EXPECTED LEVEL

OF ACHIEVEMENT

FREQUENCY/

DATE ASSESSED/

ASSESSOR

ASSESSMENT

METHODS




ACTIONS FOR

PROGRAM

DEVELOPMENT,

MAINTENANCE

OR REVISION

5.1

Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization.

(old plan:15a,b,c)

Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization

Frequency:

Annually in

February

Date Assessed:

February 6, 2012

Assessor:

Tami Hurley

Michelle Ulbrich


~Interview ADN

Chair if fiscal allocations of the nursing education unit are sufficient to achieve program outcomes and if they are commensurate with the resources of the governing organization.

~Discuss at faculty meeting perception of faculty on adequacy of fiscal allocations

~Discuss any changes in funding


Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization.

Results:

~Victoria College administration has been a great financial supporter for the Associate

Degree Nursing Program. The ADN program consistently has the largest instructional program budget at the college.

~Most of the funds are from the general college funds, but also the program receives funds from federal, state and private foundation grants. Local hospitals also periodically provide additional funds for faculty salaries, professional development and other program endeavors.

~In the 2011-2013 biennium, state funding was significantly reduced. Victoria College had a 3.6 million dollar reduction in state funding over the 2 years.

~Over the past 8 years, the number of full-

~No actions needed

REVIEW OF PLAN

FOLLOW-UP /

EVALUATION

(if needed)


Next Scheduled

Review:

February 2013

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

(old plan: 18a)

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

Frequency:

Annually in

February

Date Assessed:

February 6, 2012

Assessor:

Tami Hurley

Michelle Ulbrich


~Discuss faculty perceptions about physical facilities regarding size and adequacy to support teaching strategies

~Analyze student evaluations of physical resources.

Theory-# 11,12 & 13

Clinical #8

~Compare ADN faculty input into student evaluations. time ADN faculty members has been reduced from 17 to 14. This reduction has required more adjunct positions to be filled.

~The counseling department has been restructured so the majority of the advising is done with the faculty members as a part of their regular workload.

~NCLEX pass rates continue to be high despite the challenges with the decrease in state funding.


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

Results:

~The Health Science Center (HSC) is approximately 130, 000 square feet of which

40,000 square feet is used by nursing programs. All fulltime faculty have a private office and adjunct faculty share an office. All faculty have access to a printer, fax machine and scanner.

~There are 4 lecture rooms which have state of the art technology to assist faculty during lecture. There are 3 computer labs that are available to students in the HSC with a total of 97 computers between the 3 labs.

~The HSC also has 2 large learning labs and one small learning lab. There are also 4 simulation rooms with SIM Man’s and recording capability. There are 2 classrooms attached to the large learning labs.

~Since Fall 2009, our student evaluation scores on topics related to classrooms, lab spaces, and clinical sites have scored greater than 4.35 (out of a high score of 5) with the most recent data from Spring 2011 showing a score of 4.63.

~With the increase in ADN students and the addition of the PTA program, the use of

~Continue to utilize Meeting

Room Manager and review in coordinators meetings as needed to anticipate concerns or overlaps of physical facilities to ensure learning remains at a high level.


Next Scheduled

Review:

February 2013

5.3

Learning resources and technology are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery

(old plan: 17a,b,c)

Learning resources and technology are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery

Frequency:

Annually in

February

Date Assessed:

February 6, 2012

Assessor:

Michelle Ulbrich


~Compare faculty input to VC technology plan and analyze. Assess adequacy of plan to meet current and projected needs.

~Analyze student evaluations

Theory #9,10,14,16,

17,18,19

Clinical # 10,11,12

~Discuss technology available in lab and classroom

~Discuss technology available at

Gonzales Center space for classroom instruction and clinical sites forced the faculty to look diligently at schedules for flexibility and teamwork to facilitate learning for all users of the Health

Science Center and other sites.

~Faculty use Meeting Room Manager to book classrooms, labs, and clinical sites.

The faculty have to be flexible with other faculty and programs since the number of students is large.


Learning resources and technology are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery

Results:

~Students at Victoria College have access to the Victoria College/University of Houston

Victoria Library. The library has a website that can be accessed from any computer with internet access; http://vcuhvlibrary.uhv.edu

. It provides an online catalog, databases and interlibrary loan requests. This is very convenient for distance education students. The library has a distance education librarian to help off campus students retrieve materials.

~Students continue to be pleased with library services. On a scale of 1-5 with 5 being the best, students rated library services the following:



Spring 2010- 4.02



*Summer 2010- 4.67



Fall 2010- 4.24



Spring 2011- 4.5

*Online course

~Learning Resources available to ADN students are state of the art. The new

Health Science Center (HSC) is available to all students and provides Vital Sim mannequins, Sim Man’s, essential lab equipment and simulation rooms. Students have access to this equipment during lab times, by setting up appointments with the learning lab coordinator or attending open

~Conducting separate course evaluations for distance education students continues to be a challenge. The

Summer class

(RNSG 1327) that is held is with the

LVN/ADN students and there are no other students with them. The theory is all online.

Therefore, the summer classes are not an issue.

In the Fall, the transition students join level 3

(RNSG 2514) with the generic ADN students and in the Spring are in level 4 (RNSG

2535). The Fall and Spring continue to be a challenge for conducting separate evaluations for distance education students.

May 2012

~In May 2012, separate evaluations were conducted for the distance education students in level 4.

~Continue to remind course coordinators that separate evaluations are needed.

~Recommend to Faculty

Committee in Fall 2012 that Standards 5.3 and

5.4 be combined in the

Systematic Plan of

Evaluation because very similar information is requested.

~Michelle Ulbrich

Evaluation Committee

Chair

Next Scheduled

Review:

February 2013

lab times that are scheduled throughout the week.

~The Gonzales Center is also available to students and is utilized by many distance education students. The Center has a nursing lab with 10 beds, 6 mannequins, and

2 Sim Man’s. It also has computer labs that can be utilized by students.

~Computer labs are situated throughout the

Health Science Center and there are 97 computers available to students within the

HSC. There are also other computer labs available across campus. These computers are available during the times that the buildings are open unless it is reserved for a class. A computer help desk is also available to students, faculty and staff for technical support.

~ Panopto software is used in many classrooms which provides students access to audio, PowerPoint and a video of the instructor during class time. This has become very useful for the distance education students. Other available technology available in the classroom includes: internet access, PowerPoint,

DVD/VCR, microphone, document camera, projectors

~ Students continue to be pleased with technology services. On a scale of 1-5 with

5 being the best, students rated library services the following:

Computer Resources



Spring 2010- 4.16



*Summer 20104.67



Fall 2010- 4.44



Spring 2011- 4..55

*Online course

Supplemented computer-assisted instruction



Spring 2010- 4.26



*Summer 2010- 4.53



Fall 2010- 4.24



Spring 2011- 4.57

~Even though separate evaluations have not been conducted lately, the results of the combined evaluations demonstrate that students are pleased with the learning resources and technology available to them.

~The course coordinators for

Level 3 and 4 have decided to take on the responsibility of making sure separate evaluations occur.

This will hopefully solve the problem.

5.4

Distance Education

Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes.

(old plan: 17a,18 )

Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes.

Frequency:

Annually in

February

Date Assessed:

February 6, 2012

Assessor:

Debbie Pena/

Michelle Ulbrich


~Analyze student evaluations for generic and distance education students

Theory #

9,10,11,12,13,16 added# 7,11,14,17-

20

Clinical #

8,10,11,12 added #

5, 7

~Discuss availability to generic and distance education students on library resources, tech support, and physical and learning resources including Gonzales

Center

*Online course

Technology Assistance



Spring 2010- 4.27



*Summer 20104.61



Fall 2010- 4.20



Spring 2011- 4..57

*Online course

AV Resources



Spring 2010- 4.37



*Summer 20104.42



Fall 2010- 4.13



Spring 2011- 4.49

*Online course


Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes.

Results:

~Students at Victoria College have access to the Victoria College/University of Houston

Victoria Library. The library has a website that can be accessed from any computer with internet access; http://vcuhvlibrary.uhv.edu

. It provides an online catalog, databases and interlibrary loan requests. This is very convenient for distance education students. The library has a distance education librarian to help off campus students retrieve materials.

~Students continue to be pleased with library services. On a scale of 1-5 with 5 being the best, students rated library services the following:



Spring 2010- 4.02



*Summer 2010- 4.67



Fall 2010- 4.24



Spring 2011- 4.5

*Online course

~Learning Resources available to ADN students are state of the art. The new

Health Science Center (HSC) is available to

~Conducting separate course evaluations for distance education students continues to be a challenge. The

Summer class


LVN/ADN students and there are no other students with them. The theory is all online.


In the Fall, the

LVN/ADN students join level

3 (RNSG 2514) with the generic

ADN students and in the Spring are in level 4 (RNSG

2535). The Fall and Spring continue to be a challenge for conducting separate evaluations for

May 2012


~Continue to remind course coordinators that separate evaluations are needed.

~Recommend to Faculty

Committee in Fall 2012 that Standards 5.3 and

5.4 be combined in the

Systematic Plan of

Evaluation because very similar information is requested.

~Michelle Ulbrich

Evaluation Committee

Chair

Next Scheduled

Review:

February 2013

all students and provides Vital Sim mannequins, Sim Man’s, essential lab equipment and simulation rooms. Students have access to this equipment during lab times, by setting up appointments with the learning lab coordinator or attending open lab times that are scheduled throughout the week.

~The Gonzales Center is also available to students and is utilized by many distance education students. The Center has a nursing lab with 10 beds, 6 mannequins, and

2 Sim Man’s. It also has computer labs that can be utilized by students.

~Computer labs are situated throughout the

Health Science Center and there are 97 computers available to students within the

HSC. There are also other computer labs available across campus. These computers are available during the times that the buildings are open unless it is reserved for a class. A computer help desk is also available to students, faculty and staff for technical support.

~ Panopto software is used in many classrooms which provides the student access to audio, PowerPoint and a video of the instructor during class time. This has become very useful for the distance education students. Other available technology available in the classroom includes: internet access, PowerPoint,

DVD/VCR, microphone, document camera, projectors

~ Students continue to be pleased with technology services. On a scale of 1-5 with

5 being the best, students rated library services the following:

Computer Resources



Spring 2010- 4.16



*Summer 20104.67



Fall 2010- 4.44



Spring 2011- 4..55

*Online course

Supplemented computer-assisted distance education students.

~Even though separate evaluations have not been conducted lately, the results of the combined evaluations demonstrate that students are pleased with the learning resources and technology available to them.

~The course coordinators for

Level 3 and 4 have decided to take on the responsibility of making sure separate evaluations occur.

This will hopefully solve the problem

instruction



Spring 2010- 4.26



*Summer 2010- 4.53



Fall 2010- 4.24



Spring 2011- 4.57

*Online course

Technology Assistance



Spring 2010- 4.27



*Summer 20104.61



Fall 2010- 4.20



Spring 2011- 4..57

*Online course

AV Resources



Spring 2010- 4.37



*Summer 20104.42



Fall 2010- 4.13



Spring 2011- 4.49

*Online course

~Total Program Cost to the students for the

2011-2012 academic year was as follows:



ADN (In-County) $5,001



ADN (Out-of-County $6,740



LVN/ADN (In-County) $3,580



LVN/ADN (Out-of-County) $4,693

~The program cost is reasonable and financial aid is available for students that need assistance.

~NCLEX 1 st

time pass rates continue to validate that fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students.

~While the program’s retention rate is not ideal, many factors contribute to that number including: lack of available faculty to accept more students, leaving many students that have not been successful in the program unable to graduate within 6 semesters.

However, with the implementation of faculty advising and faculty tutoring and academic status reports, there has been a slight

improvement in that number.



Outcomes

Standard 6: Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved.

COMPONENT /

INDICATOR

PLAN

EXPECTED LEVEL OF

ACHIEVEMENT

FREQUENCY/

DATE

ASSESSED/

ASSESSOR

ASSESSMENT

METHODS




ACTIONS FOR

PROGRAM

DEVELOPMENT,

MAINTENANCE

OR REVISION

REVIEW OF PLAN

FOLLOW-UP /

EVALUATION

(if needed)

6.1

The Systematic Plan of

Evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards.

(old plan: 22a,b)

The Systematic Plan of

Evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards.

Frequency:

Every 2 years

(even years) in

February

Date Assessed:

February 6, 2012

Assessor:

Michelle Ulbrich


~Review and compare current NLNAC standards with ADN evaluation plan.

~Ensure that the

NLNAC standards are evaluated according to the Systematic Plan of

Evaluation master schedule and as needed


The Systematic Plan of Evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards.

Results:

~December 2011, faculty approved the new Systematic Plan of Evaluation

(SPE) which incorporates the 2008

NLNAC Standards. The old SPE was based on the NLNAC 2004 standards.

The new SPE will be implemented for use Spring 2012. The SPE is written so that all standards are evaluated a minimum of every 2 years. Most of the standards are evaluated yearly.

~It was decided that the Curriculum

Committee will evaluate Standard 4 during the monthly meetings and give a brief report on the implementation and actions decided.

~During the Spring 2012 semester, the entire SPE will be evaluated. In the

~It was decided to add an additional standard (Standard

6.5.5) which will evaluate the

Student Learning

Outcomes which are the Differentiated

Essential

Competencies

(DEC’s). This standard will be evaluated yearly or as needed. Standard

6.5.5 will not be evaluated until

September 2012 because the information needed to evaluate this standard will not be available till the end of the Spring 2012 semester.

May 2012

~Recommend to

Faculty Committee in Fall 2012 that

Standards 5.3 and

5.4 be combined in the Systematic Plan of Evaluation because very similar information is requested.

~Standard 4.9 will need to be evaluated

Fall 2012 since it was not evaluated in

Spring 2012 due to an error in the new systematic plan of evaluation.

~Michelle Ulbrich

MSN, RN

Evaluation

Committee Chair

Next Review:

September 2012

6.2

Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes.

(old plan:22c,d)

Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes

Frequency:

Annually in

March

Date Assessed:

March 5, 2012

Assessor:

Tami Hurley

Michelle Ulbrich


~Summarize program improvement decisions made as a result of the evaluation process

~Review evaluation findings for evidence of aggregation, trending, and analysis of data during plan implementation.

Fall 2012, the SPE will be evaluated on a rotating schedule.

~The program outcomes are evaluated yearly or as needed.


Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes

Results:

~Each month, the evaluation and curriculum committee reviews and analyzes data and brings recommendations to the faculty meetings.

~Faculty review multiple data items such as NCLEX-RN pass rates, graduation rates, employer and graduate survey results as these results are reported in a variety of meetings.

~Results of the data drive changes to curriculum in theory and clinical, and many other aspects of the ADN program.

Examples of recent changes that have been made as a result of the evaluation process include:



Instituted an adjunct faculty orientation to increase consistency with adjunct and full-time instructors



Instituted mandatory meeting with ADN Chair with elected student representative for the

Curriculum Committee to help the student understand their important voice in the meetings

 Instituted tracking of Bloom’s taxonomy to insure increase

~Continue to gather data and make changes as information dictates to ensure excellence in our program.

Next Scheduled

Review:

February 2014

April 30, 2012

~It was decided in the faculty meeting to institute that for every level in the

ADN program, students should be given 3 attempts to pass the MAC. If the student is unsuccessful after the 3 rd

attempt, the student will be dismissed from the program.


MSN, RN

Evaluation

Committee Chair

Next Scheduled

Review:

March 2013

6.3

Evaluation findings are shared with communities of interest

(old plan: don’t directly assess)

6.4

Graduates demonstrate achievement of competencies appropriate to role preparation.

(old plan: 23b,d)

Evaluation findings are shared with communities of interest

Frequency:

Annually in

February

Date Assessed:

February 6, 2012

Assessor:

Debbie Pena

Michelle Ulbrich


~Review advisory council, agency meetings and studentfaculty liaison meeting minutes

Graduates demonstrate achievement of competencies appropriate to role preparation.

Frequency:

Annually in April

Date Assessed:

April 2, 2012

Assessor:

Tami Hurley

Michelle Ulbrich


~measured by NCLEX pass rates

~graduate surveys

~employer surveys in complexity



Instituted a task force to help review and implement the new Differentiated Essential

Competencies (DEC’s) required by the Texas Board of Nursing



Instituted Medication

Administration Competency

(MAC) Task

Force/Committee to help standardize the medication administration competency test across all levels.


Evaluation findings are shared with communities of interest

Results:

~NCLEX pass rates, the number of student applicants, the number of graduates, and graduate surveys are shared annually with affiliated agencies at Advisory Council meetings, Agency meetings, and Student-Faculty Liaison meetings.

~Annually, each level reviews course evaluations and reports to the faculty during faculty meetings and scrutinizes and analyzes the results of the evaluations. The level seeks approval for any changes the level deems necessary as a result of the course evaluations.


Graduates demonstrate achievement of competencies appropriate to role preparation.

Results:

~ First time pass rates are consistently greater than 85% and greater than 96% for second time pass rate since Fall

2007. With one exception (Spring

2010)


As results from

Spring 2011 surveys are available, review for student preparation to ensure our students continue to meet the needs of our employers and public.

Next Scheduled

Review:

February 2013

Spring 2012

Agency Meetings

~The topic of job accountability was brought up at the

Spring 2012 agency meetings. Agencies felt that no significant intervention was needed at this time.


6.5.1

The licensure pass rates will be at or above the national mean

(old plan: 23a,b,c,d)

Program Outcome

85% of all graduates will pass NCLEX-RN on the first attempt

Frequency:

Annually in April

Date Assessed:

April 2, 2012

Assessor:

Michelle Ulbrich


~Review NCLEX-RN reports for academic year (Fall through

Summer)

~Compare online students to traditional students and note significant differences

~Evaluate standardized testing (ATI) as a predictor of student success on NCLEX-RN

~Review from graduate surveys (# 4) number that took an NCLEX review course

~Discussion at faculty meetings on ways to increase pass rates if needed

~Review licensure pass rates for both generic and transition students separately

~Analyze success of students according to content areas of

NCLEX-RN and note trends

~Our employer surveys show satisfaction at the average or higher ratings. The Spring 2010 survey resulted in a 84.6% average or better satisfaction rate; however, the survey had a low return rate.

~There were concerns of low performance related to accountability and teaching plans. These are areas that are assessed with every student each semester.

~To facilitate an increased return of employer surveys, we have changed our process for student permission of employer feedback.

We are awaiting our Spring 2011 surveys to evaluate results for needed interventions.


85% of all graduates pass NCLEX-

RN on the first attempt when looking at rates for an academic year.

Results:

~Licensure pass rates continue to be at or above the national mean for 1 st

time

NCLEX test takers. The academic year total 1 st

time pass rates over the last 4 years has been above 89%.

~When comparing online and face to face graduates, the 1 st

time NCLEX pass rates over the past 4 years are very comparable to each other validating that students are comprehending the material regardless of the delivery method. In Spring 2012, the online students actually did better than the face to face students.

~See the systematic plan of evaluation binder, standard 6.5.1, for a detailed chart of NCLEX pass rates and distance education and face to face students.

~Continue to encourage students to take a review course prior to taking the

NCLEX.

~Continue to encourage students to purchase NCLEX review books starting in Level 1 or 2.

~Monitor the

NCLEX pass rate comparison to ensure that both delivery methods continue to be comparable with the 1 st

time pass rates.

MSN, RN

Evaluation Committee

Chair

Next Scheduled

Review:

April 2013

May 2012

~After reviewing the

NCLEX pass rates that were presented at the

April 2, 2012 faculty meeting, I discovered that some of the first time NCLEX pass rate numbers were incorrect. For the Fall

2008, the first time pass rate was 70%.

For the Fall 2009, the first time pass rate was

90%. For the Fall 2010 the first time pass rate was 84%. For the Fall

2011, the first time pass rate is 95%.

~The first time pass rate was down in 2008 due to the change in the NCLEX test plan.

After this dip in scores, the faculty instilled in graduating students ways to better prepare for NCLEX and the importance of a review course. The past few

6.5.2

Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history

(old plan: 23b)

Program Outcome

85% of students will graduate within 6 semesters of entering level 1 (correlates with the Texas board of nursing criteria)

85% of transition students will graduate within 5 semesters of entering the program

Frequency:

Annually in

March

Date Assessed:

April 2, 2012

Assessor:

Michelle Ulbrich


~Review completion rate report

~Review reasons for students not completing the program within 3 years

~Review completion rates for generic and transition rates separately

~Discuss at faculty meetings ways to improve completion rate if needed


The goal of having 85% of students graduating within 6 semesters of entering level 1 (correlates with the

Texas board of nursing criteria) has not been met consistently in the past 3 years.

The goal of 85% of transition students graduating within 5 semesters of entering the program has been met the last 2 years but still is inconsistent.

Results:

~Theory and clinical failures are the biggest contributor for students not able to complete in the expected time.

Being able to re-admit these students in a timely manner is a challenge since our number of faculty do not allow many extra students.

~Faculty have instituted tutoring and academic progress reports to help increase student success. Students have the opportunity to attend group tutoring that is set at a specific time each week. The course coordinators

~Continue to provide tutoring and academic progress reports to increase completion rates. semesters, our graduates have scored higher than the national average.

~An accurate chart of the NCLEX pass rates can be found in the

NLNAC self study.


MSN, RN

Evaluation Committee

Chair

Next Scheduled

Review:

April 2013


Next Scheduled

Review:

April 2013

6.5.3

Program satisfaction measures (qualitative and quantitative) address graduates and their employers

(old plan: 23a)

Program Outcome

85% of graduates will rate job competency as average or better

85% of employers will rate overall job performance as average or better .

Frequency:

Annually in

March

Date Assessed:

April 2, 2012

Assessor:

Michelle Ulbrich


~Review employer satisfaction survey results (#31)

~Review graduate survey results (# 15)

~Discuss at faculty meetings ways to improve if needed

~Discuss at advisory meetings if any suggestions for improvement meet with students that are struggling after each exam to help them develop good study habits and discuss what may be hindering their success.

~Online students have shown a higher completion rate. This may be due to more experience since they already have a license.

~See the systematic plan of evaluation binder, standard 6.5.2, for a detailed chart.


85% of graduates rate job competency as average or better

85% of employers rate overall job performance as average or better

Results:

~The AD Nursing Program surveys graduates 6 months after graduation.

Survey results are reviewed and return rates are improving, but still are at less than 40% for students. Employer survey returns are about half that of the student rate.

~The overall results, based on this limited sampling, indicate both employer and student satisfaction with the program. In addition to this formal survey process, faculty interact with employers during clinical times.

Feedback from the nurse managers as well as administration indicates general satisfaction with graduates. This satisfaction is also reflected in comments received at the annual

Advisory Meeting.

Employer Surveys



Spring 2010- 85% satisfied



Fall 2009

– 100% satisfied



Spring 2009 – 100 satisfied



Fall 2008 – 100% satisfied

~Continue to encourage students and employers to send back the surveys.

~Offering an incentive to mail them back was mentioned to increase validity.

~Agency meetings are held every Spring and continue to provide us with valuable feedback


Next Scheduled

Review:

March 2013

6.5.4

Job placement rates are addressed through quantified measures that reflect program demographics and history

(old plan: 23a)

Program Outcome:

85% of licensed graduates will be employed as RN’s within one year of graduation

Frequency:

Annually in

March

Date Assessed:

April 2, 2012

Assessor:

Michelle Ulbrich


~Review student satisfaction survey results (# 8)

Return Rates for Employer Surveys



Spring 2010

– 13/65



Fall 2009 – 13/35



Spring 2009 – 10/65



Fall 2008 – 1/26

Graduate Surveys



Spring 2010

–

100% satisfied






Spring 2009 – 100% satisfied




Return Rates for Graduate Surveys



Spring 2010

– 26/65



Fall 2009 – 19/35



Spring 2009 – 28/65



Fall 2008

– 6/26

~See the systematic plan of evaluation binder, standard 6.5.3, for a detailed chart.


85% of licensed graduates are employed as RN’s within one year of graduation

Results:

~Students have indicated that they are able to find employment in nursing when they want to work.

~Of those who returned surveys in the last 4 years, all except three students were working in nursing or pursuing education. Of those three, two were not working by choice and the third was employed outside of nursing. There was no elaboration about why that one student was not employed in nursing.

Employed in Nursing



Spring 2010-25 graduates



Fall 2009 – 17 graduates



Spring 2009

– 27 graduates



Fall 2008 – 6 graduates

~The small number of graduate and employer surveys that have been received has actually improved over the last few years because of interventions by faculty.

~During the last semester of the program faculty and the Program

Chair speak to the students about the importance of the survey data and encourage them to return them when they are mailed in 6 months. Each student is also asked to sign permission for the


Next Scheduled

Review:

April 2013

Return Rates for Graduate Surveys



Spring 2010

– 26/65



Fall 2009 – 19/35



Spring 2009 – 28/65



Fall 2008 – 6/26

~Low return rates for graduate surveys continue to be a problem, but have improved over the past few years.

~See the systematic plan of evaluation binder, standard 6.5.4 for a detailed chart.

6.5.5

Student learning outcomes are assessed regularly and expected levels of achievement are obtained

6.6


The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students.

Student Learning

Outcome:

85% of students will achieve the

Differentiated

Essential

Competencies (DECs) in all nursing courses

(Theory & clinical)

*Theory- the student must make a “C” or better

*Clinical-the student must make a “S”

The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning

Frequency:

Annually in

September

Date Assessed:

Assessor:

Frequency:

Annually in March

Date Assessed:

March 5, 2012

Assessor:

Debbie Pena


~number of students that passed each level theory course with a “C” or better

~number of students that passed each level clinical course with a

“C” or better

~gather information on factors that contributed to students that were unsuccessful

~Will be evaluated in September

2012

~Standard 6.5.5 was added to the SPE in February 2012. Data needed for evaluation of this standard could not be gathered before our last meeting of the

Spring 2012 semester.


~The plan includes data for online students and they are compared to traditional students when applicable.

The results of the two groups will be


The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students. program to ask employers about their work after they leave the program.

~Previously, these permission forms were a part of the survey packet sent to students and the program was limited by the number of permits returned with the surveys. Now, the program has permission to survey employers without having to wait for the students to respond to their survey letters.

Not applicable Not applicable

~Review Summer

2011, Fall 2011, &

Spring 2012 retention rates as soon as data is ready.

~May also review student course evaluations when


~Continue to remind course coordinators that separate

(old plan: didn’t assess) and program outcomes are comparable for all students. comparable Results:

~The systematic plan of evaluation encompasses distance education in almost every standard. NCLEX pass rates are comparable between face to face students and online students as mentioned in 6.5.1

~Retention rates seem to be higher with the online students than the face to face students.

~Online course evaluations are to be completed at the conclusion of each online course. They are compared with face-to-face evaluations for significant discrepancies and are reported with the level evaluation summaries yearly.

However, the past few years the conducting of separate evaluations for online and face to face students have been a challenge.

~Online Cohort 2010-2011:

Summer 2010 RNSG 1327, 25 online students, 24 retained, 1 W for a 96% retention rate

Fall 2010 RNSG 2514, 10 distance learning students, 10 retained; 100%

Fall 2010 RNSG 2514, 65 face-to-face students, 65 retained; 100%

Spring 2011 RNSG 2535, 17 online students, 17 passed with A, B, or C;

100%

Spring 2011 RNSG 2535, 57 face-toface students, 49 passed with A, B, or

C; 86%

Resource: www.victoriacollege.edu/campusprofiles

~High retention rates prove that student learning and program outcomes are comparable for online and face-to-face students.

(See 6.5.1) available.

~Conducting separate course evaluations for distance education students continues to be a challenge.

The Summer class


LVN, ADN students and there are no other students with them and the theory is all online.


~ In the Fall, the

LVN, ADN students join level 3 (RNSG

2514) with the generic ADN students and in the

Spring are in level 4

(RNSG 2535). The

Fall and Spring continue to be a challenge for conducting separate evaluations for distance education students. evaluations are needed.

Next Scheduled

Review:

March 2013

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