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RIVERSIDE COMMUNITY COLLEGE
SCHOOL OF NURSING
PROGRAM REVIEW
2006
Topic I. Where are we now?
A.
Purpose and Goals and Relation to Institution
Riverside Community College (RCC) and the Associate Degree Nursing (ADN) and
Vocational Nursing Programs (VN) are committed to implementation of the Mission,
Goals, Vision and Values of the college. The nursing faculty concurs with the RCC
philosophy and purposes. The School of Nursing provides affordable, quality teaching
services. The diverse student population stimulates critical thinking, performs short and
long-term master planning, develops partnerships with entities within the community and
creates an environment conducive to optimal learning. Students completing the ADN or
VN programs are well prepared to enter the workforce and contribute to the community’s
economy and needs. The ADN and VN Program Philosophy and Purposes are congruent
with the college vision as demonstrated in Table I (p.26 – 27).
The overall goal of the School of Nursing programs at RCC is to graduate competent
clinicians who will be prepared to take national licensure examinations to become
licensed vocational nurses or registered nurses and, who in turn will provide safe and
competent nursing care to our community. The VN and ADN program curriculums and
competencies were developed to adhere to licensure requirements, accreditation
mandates, and are the industry standard.
The School of Nursing strives to be student centered and to achieve teaching excellence
throughout the VN and ADN programs. Students are encouraged and guided to think
critically when making clinical and professional decisions. The School of Nursing faculty
members are committed to providing a comprehensive, evidence-based curriculum that is
presented to students through interactive learning and case-based scenarios that facilitate
critical thinking.
B.
History
Vocational Nursing Program
In response to post World War II community demand, Riverside Community College
(RCC) established a Vocational Nursing (VN) Program and in 1952, the California Board
of Vocational Nurse and Psychiatric Technician Examiners (BVNPTE) approved
admission of the first students to the program. With the successful completion and
licensure of the students from that first class, the BVNPTE granted the program full
accreditation in 1953. Students have been admitted each fall for over 50 years, with
approximately 2,100 students completing the 51 semester unit certificate in Vocational
Nursing during that time period.
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In the late 1980s, a part-time Vocational Program was developed that allows students the
opportunity to meet program requirements in two years instead of the more concentrated
one year time frame of the full-time program. Part-time students are integrated into the
same classes as full-time students, but take the courses in a sequence modified for a twoyear format.
In 2001, a Caretaker’s Training Initiative grant facilitated a partnership with Plott Family
Care Centers to educate employees in healthcare entry-level positions to become
vocational nurses. Twenty-six students began the program and twenty-one completed the
program in March 2003. Twenty were successful in passing the licensing exam and are
currently employed in a variety of settings within the community as licensed vocational
nurses. Many are currently taking prerequisites to establish eligibility to enter the RCC
ADN Program.
The latest VN Program self-study accreditation report was prepared by the VN Program
faculty team and submitted to the BVNPT in spring 2004. The program was granted full
accreditation by the BVNPT, with no areas of noncompliance and no recommendations,
for the maximum four year period.
Approximately 75% of VN Program graduates enter the ADN Program in the second or
third semester as advanced placement students. These graduates have shown a high level
of success both in completing the ADN Program as well as passing the licensure
examination for registered nursing. On a related note, the VN Program serves as an
alternate route for generic ADN students to complete the ADN Program when they
become ineligible to continue. On a space available basis, those students can procure
advanced placement into the VN Program and upon completion, are eligible for advanced
placement into the ADN Program as LVNs. Likewise, this process has met with high
success and offers ADN students an alternate route for achieving their nursing education
goals.
In October 2002, the college celebrated 50 years of excellence in nursing education at
RCC. The commemorative booklet entitled Nursing Education, Celebrating Fifty Years
1952-2002 was published to highlight this historic event.
Associate Degree Nursing Program
The Vocational Nursing Program that was established in 1952 was so successful that in
1957 the College was selected as one of the five well-regarded community colleges in
California to take part in an “experimental” curriculum for registered nursing designed to
lead to an Associate Degree in Nursing (ADN). The first AD Nurses graduated from
RCC in 1959 and attained a 90.4% pass rate on their State Licensing Examination. Since
that time, RCC School of Nursing has graduated over 5,000 nurses for its community and
celebrated 50-years of Nursing Education at RCC in 2002.
In 1980 the RCC ADN Program made a decision to seek and attain National League for
Nursing (NLN) accreditation. Towards this end, faculty worked with a consultant to
develop a conceptual framework that was reflective of their beliefs and values about
nursing and nursing education. This curriculum has been modified and updated
throughout the years, but still encompasses the same five major concepts today. In 2006
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the NLN granted accreditation to the ADN Program for the maximum number of years
possible.
In 2001, the RCC ADN Program implemented a partnership distance education ADN to
BSN Program with California State University, Fullerton (CSUF) through funding from a
Department of Labor H-1B Nursing Shortage Grant. RCC provided the rooms for
teleconferencing baccalaureate classes from CSUF to ADN graduates who are able to
attend class on the RCC campus without having to commute to Orange County. The grant
paid for the teleconferencing lines, equipment, and the BSN instructor salaries. This
distance education partnership is continuing to be a successful option for ADN graduates
to earn their BSN. Since 2002 RCC School of Nursing has entered a new phase involving
the formation of partnerships with key community agencies with a goal of attaining grant
funds. RCC School of Nursing has been very successful in this endeavor, and has been
awarded several federal, state, and private grants. These funds have been used to increase
enrollment, develop innovative programs, and purchase needed equipment.
In August 2004, RCC School of Nursing used the HRSA Nurse Education, Practice, and
Retention Grant to fund a new flexible LVN to ADN program which videostreams the
theory component of the last year (Nursing 3 and 4) of the ADN Program to off-site
computer terminals. This unique and innovative program was developed in consultation
with District-wide distance education directors and is congruent with the philosophy and
purposes of both the college and the ADN program.
Today, the School of Nursing is entering a new era at Riverside Community College. In
response to California’s severe nursing shortage, ADN student enrollment is at an alltime high, with 280 ADN students enrolled for Fall 2005. The RCC Nursing Programs
are anticipating the building of a new School of Nursing in 2009, which will triple
existing square footage and include state-of-the-art technology. The ADN Program was
successful in being awarded two state grants that will allow the department to establish an
off-campus site in the Moreno Valley area to increase program growth in producing more
registered nurses for the community.
The School of Nursing at RCC continue to support the career ladder concept with
graduates of the VN program being admitted as advanced placement students into the
third semester of the ADN program. With the extension of the program to the Moreno
Valley campus, more advanced placement students will be admitted as part of program
growth. In addition, a partnership with California State University, Fullerton, to offer
their BSN program for ADN graduates at the RCC campus has allowed graduates to
continue their education toward their BSN.
Relevant Institutional Issues
The RCC District chancellor voices strong support for the School of Nursing within the
college and greater Riverside communities. This district support is evidenced in
numerous ways, including such areas as assistance with writing grants, supplying space
for the human patient simulator lab, providing tenure track faculty positions, and
budgeting for the expenses incurred in maintaining regional and national accreditations.
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Faculty members from other disciplines work closely with nursing faculty to assure
congruence of theory from foundation courses with application to nursing practice.
Nursing faculty members are represented fully on college-wide committees across the
district.
The greatest need that the School of Nursing has at this time is for more space to
adequately meet the needs of students who wish to secure a space in the program and the
needs of the community, which needs additional nurses. With the anticipated
groundbreaking of the School of Nursing building in Fall 2007, and occupancy projected
for Fall 2009, the space problem should be resolved, as the new facility provides three
times the current square footage.
Response to Prior Program Review
Since the last Program Review in the 1990s, the School of Nursing has grown
considerably in human, technological, and physical resources. A strong faculty works
collaboratively to keep the curricula current to meet advances in the ever changing
healthcare field. The School of Nursing has been awarded over $5,000,000 in grant
funding, which has been used to meet the school’s mission and goals. Strong leadership
by the District Dean of Nursing creates an environment in which faculty members are
able to optimize opportunities for student success and builds strong bonds with
community partners. Success rates on the licensing exams remain high, as does
assessment of the School of Nursing graduates in the workforce.
C.
Programs and Curriculum
Vocational Nursing Program
The Riverside Community College (RCC) Vocational Nursing (VN) Program is a 51
semester unit certificate curriculum pattern that complies with and is approved by the
California Board of Vocational Nursing and Psychiatric Technicians. The curriculum is
designed to be completed in either a one year full-time or two year part-time format.
Students enroll in the same courses, but take them in different sequences. The part-time
program is designed to allow those students with multiple responsibilities to complete the
program in a more convenient model. See Tables II & IIa (p. 28 – 32).
The Vocational Nursing Program prepares graduates to establish eligibility for the
national licensing examination (NCLEX-PN) to become licensed vocational nurses (LVN).
Success on the NCLEX-PN qualifies the candidate to practice as an LVN in the state of
California as delineated by the BVNPT Nursing Practice Act with Rules and Regulations.
Classroom instruction is offered concurrently with clinical practice to assist the student in
the application of nursing theory to actual nursing situations. Graduates are thus qualified
to work in a variety of healthcare settings within the community.
The VN Program is comprised of 51 semester units, including three units each of
anatomy and physiology and growth and development. See Table II (p. 28 - 30) entitled
Vocational Nursing Program Curriculum Plan for course sequence. Upon completion of
the curriculum pattern, the student is awarded a certificate in Vocational Nursing. The
Associate in Science degree in Vocational Nursing will be awarded upon completion of
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the requirements for the certificate, plus completion of the graduation requirements as
described in the catalog, as well as electives totaling 60 units of college work as required
for the associate degree.
All VN Program course outlines are being revised to be congruent with the new course
outline format and the required student learning outcomes. Co(pre)requisites, learning
objectives /outcomes, and competencies can be found on the course outlines.
Associate Degree Nursing Program
The two-year ADN program fulfills all the requirements for the Associate in Science
Degree in Registered Nursing degree at RCC and qualifies the graduate to take the
national licensing examination (NCLEX-RN) to become a licensed registered nurse.
Students take courses to meet their general education requirements and complete a total of
71.5 units to earn the Associate in Science Degree in Nursing. See Table III (p. 33).
The ADN curriculum’s content, depth, scope, and sequence of instruction, as well as the
program prerequisite courses, were designed to meet the standards set forth by the
California State Board of Registered Nursing and the National League of Nurses. The
ADN curriculum fulfills all requirements to qualify a graduate to take the National
Council Licensing Examination for Registered Nursing. Successful passage of this
examination qualifies the graduate to practice in the State of California as a licensed
registered nurse. Graduates are prepared to function as safe entry-level practitioners in
diverse community settings where health promoting, prevention of illness, and provision
of quality care are directed toward clients with common and recurring health-illness
problems.
The Associate in Science Degree in Nursing will be awarded upon completion of all
general education, prerequisite courses, and nursing courses, totaling 71.5 units. Students
are encouraged to complete all general education courses prior to entering the ADN
program due to rigorous course load.
The total credits for completion of the RCC ADN Program are balanced and distributed
between prerequisite, general education, and nursing courses. Fifty-two percent (5 2%) of
course credits are nursing courses and 48% of course credits are general education
courses.
The RCC ADN Program prerequisite science courses of anatomy, physiology and
microbiology, as well as the eligibility requirement of college-level chemistry or its
equivalent, ensure nursing students have the necessary science background needed to
provide the foundation for the nursing curriculum. Anatomy, physiology, and
microbiology provide the necessary theory to understand health-illness problems,
infection control concepts, and lay the foundation for understanding normal human
physiology and pathophysiology of health-illness problems.
RCC ADN students are encouraged to complete the following general education courses
prior to enrollment in the program: English, Speech, Word Processing, an analytical
thinking course, and completion of the mathematics, reading, and writing competencies.
The English and Speech courses plus the reading competency establish the foundation for
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verbal and written communication skills and reading comprehension that are used
throughout the ADN Program. Competency in mathematics is essential for calculating
medication dosages and intravenous therapy flow rates.
Developmental Psychology content establishes the nursing foundation of
Erikson/Newman and Newman’s Eleven Developmental Stages and Maslow’s Hierarchy
of Basic Human Needs. These are components of the RCC ADN Conceptual Framework
and are incorporated into individualizing the nursing care plans. Psychosocial content is
integrated throughout the program and is a major focus in Nursing 3 during the Mental
Health/Psychiatric nursing rotation.
Students Served in the School of Nursing
The RCC VN and ADN student populations reflect the rich diversity of the college as
demonstrated by Tables IV & V (p. 34 – 35). The nursing faculty respects the varied
cultural and ethnic backgrounds of all students and believes the diverse population
enriches the learning environment, which promotes cultural competence.
The ADN program is impacted with over 300 applications for 60 spaces. Students who
have met the admission criteria for the ADN Program are randomly selected for
admission into the program. Sixty students are admitted into Nursing 1 in spring and fall
semesters. Ten advanced placements students are admitted into Nursing 3 in the fall
semester each year. Additional advanced placement students are admitted if spaces
become available due to attrition. The 2004 HRSA grant allowed for program expansion
with the use of videostreaming technology. This grant provided an additional ten to
twenty spaces for working LVNs to be admitted into Nursing 3 each semester. Priority
for admission was given to qualified applicants who are underrepresented in the program
and who are employed in partner healthcare agencies. The objective of the grant was to
produce 24 RNs within a 3--year time frame. The awarding of two state grants to the
ADN program will allow for program expansion in the Moreno Valley area. Thirty
additional students will be admitted in Fall 2006 into a Nursing 1 cohort group, along
with 20 LVN to RN advanced placement students into Nursing 3. These students will
attend classes at the March Education Center due to limited facility space on the
Riverside campus. The grant is intended to produce 140 ADN graduates over the period
Fall 2006 to Fall 2008.
Likewise, the Vocational Nursing (VN) Program is impacted with upwards of 250
qualified applicants. Since the 1960s, 45 to 48 full-time and 30 part-time students have
been admitted into the VN Program each fall. In 2003, a Health Resources and Services
Administration (HRSA) grant provided a categorically funded full-time faculty member
for the VN Program, allowing for the acceptance of 60 full-time students into the
program. The funding of this position continues. An innovative strategy to promote the
success of students who are ineligible to continue in the ADN Program has been fully
implemented in the last several years. These students transfer into the winter or spring
semester of the VN Program to fill spaces vacated due to attrition. This process has shown
exceptional success, which is attributed to the additional theory and clinical experience.
Upon completion of the VN Program, these graduates are eligible for the ADN Program
as advanced placement students. Not only have their academic and clinical skills been
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strengthened, but their confidence is improved by having successfully passed the
vocational nurse licensure exam.
D.
Student Outcomes Assessment
The nursing faculty of the ADN and VN Programs are in the process of revising all
nursing course outlines of record using the new 2005 Curriculum Committee template.
Revised course outlines are going through the required approval process, including
submission to the college-wide Curriculum Committee. It is anticipated that all nursing
course outlines will be completed and approved by Fall 2006.
The School of Nursing builds on a foundation of general education courses that students
complete prior to or during enrollment in the program. Students enrolled in the ADN
Program, with the exception of 30-unit option students, are obligated to meet all general
education requirements for the Associate of Science degree. Although the VN Program is
a certificate, not degree, program, students must possess a basic foundation in anatomy
and physiology, growth and development, nutrition, and pathophysiology.
The ADN Program maintains an ongoing assessment of program effectiveness.
Graduation rates, performance on licensure examinations, job placement rates, and
program satisfaction (graduates and/or employers) is collected, analyzed, aggregated, and
trended each semester. The RCC ADN Program graduation/retention rates have been in
the range of 87% to 93% for the past five years Tables VI & VII (p. 36). This rate is well
above the average 80%-82% for other Southern California ADN programs. The NCLEXRN licensing exam pass rates for RCC ADN graduates in the last ten years has varied
from 83.8% to 94.5% with most recent being 94.4%. This is above the California State
average NCLEX pass rates of 80.8%-84.8% Table VIII (p. 37). National pass rate is 85%.
Employment rates for graduates six months after graduation for the past five years, is
reported to be 100% Table IX (p. 38). ADN Program Evaluation Surveys are completed
by all students prior to graduation, 6 months, and 2 years after graduation. The survey
results consistently demonstrate that RCC ADN graduates believe the Program
adequately or more than adequately prepared them for practice as Registered Nurses in
California. Employer Program Surveys are completed to assess employer perceptions of
RCC ADN graduate skills. Results of these surveys indicate that the expected level of
achievement was met for 21 out of the 22 identified outcomes, with 85% or greater of
responding employers indicating that RCC graduates were prepared to function for entrylevel practice as Registered Nurses. Lowest rated areas were in evaluation of
interventions, supervision and delegation to other team members, competency with
current technologies, and participation on committees/organizations. The faculty is
exploring strategies to improve these areas.
Nursing regulatory bodies and accrediting agencies approve course student learning
outcomes and require that students meet them in order to progress in the program. Two
areas that the department has identified for assessment of student learning outcomes that
bridge all semesters and both programs are dosage calculation and nursing care plans.
Dosage calculation is identified because of the potential for life-threatening medication
errors if proficiency in this skill is deficient. Proficiency in clinical competencies is
necessary to provide safe client care and is an expected learning outcome for each
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semester level. Clinical competencies are leveled beginning from foundational skills in
the first semester to more advanced skills by the fourth semester.
Although The School of Nursing conducts ongoing assessment of student learning
outcomes through such means as tests, weekly nursing care plans, and clinical
evaluations, this assessment needs to be written into a formalized plan. Once developed,
the faculty in each semester/course will monitor their plan and report progress in
semester level and program minutes. The timeline for implementation of a written plan
will be Fall 2006. See assessment of
Student Learning Outcomes plan, which follows.
Student learning outcomes (SLOs) for Vocational Nursing Program courses are
congruent with General Education SLOs. Samples of course SLOs and statements from
School of Nursing documents provide evidence for this assertion.
Critical Thinking
Nursing 50: Recognize the nursing process as an application of critical
thinking for providing individualized nursing care.
Nursing 60: Apply critical thinking skills in problem-solving and development of a
plan of care.
Information Skills
The MLK Teaching and Learning Center houses two computer labs exclusively for
the use of nursing students. Dozens of self-paced computer programs are available
to supplement in-class learning activities for nursing students. The following
statement appears in a document describing the resources accessible in the Nursing
Learning Lab. “All nursing students are encouraged to enroll in the Nursing
Learning Laboratory for self--paced practice leading to mastery of clinical nursing
skills, dosage calculation, assistance with nursing care plans and computer
nursing programs.”
In the clinical agencies, the majority of documentation is written on the computer,
requiring vocational nursing students to possess computer literacy.
Communication Skills
Nursing 60: Compare and contrast therapeutic and non-therapeutic communication.
Recognize the factors that influence communication, including barriers to
communication.
Describe the process for developing a therapeutic relationship with clients in
various stages of the life cycle.
Quantitative Reasoning
Nursing 50: Prepare for safe medication administration by earning 100% on an
Arithmetic proficiency test.
Nursing 62: To calculate an accurate measurable dose for administration.
Breadth of Knowledge
The Vocational Nursing Program curriculum includes courses from several of the
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major knowledge fields (Psychology 9, Anatomy and Physiology 10). This
introduces vocational nursing students to the basic content and modes of inquiry
of the broad foundation of knowledge.
Application of Knowledge
Nursing 62: To promote application of Nursing 62 theory to a simulated nursing
care situation.
Apply the nursing process to the care of clients with common health-illness
problems and needs according to Maslow.
Nursing 63: Apply the nursing process and principles of mental health in the care
of client, in all health delivery settings, with conditions which interfere with
normal intellectual, social, and/or emotional behavior and result in problems in
interpersonal relationships.
Nursing 71: Compare application of the nursing process in management of
multiple clients with stable conditions and acute conditions.
Global Awareness
Nursing 50: Compare and contrast nursing needs of clients from diverse cultural
backgrounds.
Nursing 60: Analyze therapeutic communication techniques related to client
assessment, using concepts of culture and spirituality.
Nursing 62: Describe one situation during your home health visit in which you
would have applied your understanding of diverse cultures.
Name five categories for which cultural variations influence one’s response to
healthcare. For example, mental health.
Assessment is ongoing in the Vocational Nursing Program. The most observable
assessment is the pass rate on the licensing exam. Table X (p. 39), Pass rates for all
California Vocational Nursing Programs are publicized on the Web site of the Board of
Vocational Nursing and Psychiatric Technicians. A document is sent to schools quarterly
with the latest pass rates for the quarter and for the year. Student retention has been good
ranging from 81% - 93% over last eight years, Table XI (p. 40).
At the end of each course, students are asked to complete a course evaluation, which is
used as one measure of the success of the learning environment and often serves as the
basis for changes in program procedures. Likewise, at the end of the program, graduates
fill out a survey that is designed to provide students the opportunity to give a
comprehensive evaluation of the program. Both faculty and students are required to
evaluate each clinical agency in which there is practicum. This evaluation is vital to
determine whether or not the experiences at the agency permit students to meet learning
objectives.
Vocational nursing students participate in weekly assessments of their achievement of
SLOs. This includes quizzes, written assignments such as annotated bibliographies and
diet analyses, and development of nursing care plans. Students receive a written
evaluation at the end of each clinical rotation to document their achievement of clinical
SLOs.
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The School of Nursing is required by the accrediting bodies to carry out ongoing
assessment of program outcomes. The comprehensive plan to assess student learning
outcomes can be found in Table XII (p. 41 – 74), entitled “Systematic Plan for Program
Evaluation.”
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Riverside Community College
School of Nursing
Assessment of Student Learning Outcomes Plan
Faculty members in the School of Nursing use numerous resources to perform ongoing
assessments of student achievement of student learning outcomes (SLOs). The two that
bridge all semesters and both programs are leveled tests of dosage calculation
competency and development of nursing care plans. The plan to monitor these two SLOs
is as follows:
Dosage Calculation Competency
1.
Each semester in the ADN and VN programs, a dosage calculation competency
exam appropriate to the clinical objectives related to medication administration for
the semester is administered. The exam is given at the beginning of the semester,
except in the first semester of each program, when dosage calculation must be
introduced prior to testing. Students are required to repeat the exam until 100%
proficiency is achieved. Review is recommended prior to repeating the exam.
2.
Dosage calculation problems may be included on exams throughout the semester.
Practice problems are provided for self-assessment.
3.
Each semester/course will develop and implement a dosage calculation competency
policy that assures students meet the student learning outcomes.
4.
Students who are unable to meet the SLOs in dosage calculation will be required to
do remediation and provide documentation to the nursing faculty.
5.
Plan: The faculty will keep statistics on student success on achieving 100% on the
dosage calculation exams. Comparison of initial with final dosage calculation
competency will be made with the expectation of improved first time pass rate by
the end of the semester.
a.
Percentage of students who earned 100% on the initial exam the first time
.
b.
Percentage of students who earned 100% on the final exam (administered
at or near the end of the semester) the first time
.
Clinical Competency Testing
Each semester has essential clinical skills that are introduced and in which students must
be competent at the completion of each semester. All semester levels determine the
process by which students receive didactic and skills practice, in addition to minimum safe
skill proficiency.
Students will be evaluated on their initial skill performance. If their level of performance
does not meet satisfactory level, there will be remediation assigned. Upon completion of
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remediation, the skill will then be performed and be reevaluated by faculty. Clinical
Competency check off sheets will be completed by faculty and can be placed in students’
files or students will be required to maintain these records.
Each semester will determine the remediation strategies appropriate to promote
satisfactory skill performance. Semester faculty will determine practice and testing
procedures applicable for their semester. Additional testing may be required as semester
levels determine the need.
Outcome criteria: Faculty will document each student’s skill performance at the time of
skill introduction, during clinical experiences, and/or at the end of the semester. Nursing
Progress Notes will be completed on each student who does not satisfactorily perform
clinical competencies. Progress Notes will be placed in the student’s file for program
review outcome documentation.
The results will be reported on the “End of Semester Report.”
E.
Collaboration with Other Units
RCC nursing faculty members collaborate with college administrators, prerequisite
course instructors, and counselors to refine ADN enrollment criteria, facilitate prenursing student progression in science and other courses, and ensure course content in
those courses provides a smooth transition to the ADN curriculum. The Occupational
Education Counselor is a member of the Nursing Enrollment Committee who provides
valuable input into nursing enrollment and curriculum issues and serves as a
communication link between The School of Nursing and the Counseling Department.
This link ensures that RCC counselors have the latest prerequisite and enrollment
information available to appropriately guide pre -nursing students. The science faculty
and the School of Nursing faculty meet whenever either department is considering a
curriculum change that impacts the other department. Most recently, the School of
Nursing faculty collaborated with science faculty on enrollment criteria for the
microbiology course. The science, math, and nursing faculty have also met frequently in
the last year to plan the Nursing, Science, and Math building, and have worked together
to ensure all departments’ needs are addressed.
Immunizations, lab tests, and referrals are made available by College Health Services.
Approximately 25% of nursing students have accommodations through Disabled Student
Programs and Services.
The nursing faculty has established an endowed scholarship with a minimum corpus of
$10,000. Scholarships from this fund will be awarded each spring to the ADN and VN
Programs’ Man and Woman of Distinction, beginning Spring 2006. A close relationship
with Financial Services is maintained in order to be aware of grant, loan, and scholarship
opportunities for nursing students. The Student Nurses’ Organization collaborates with
Student Services in events such as health fairs, Halloween Town, the Blood Drive, and
Festival of Trees. The District Dean and numerous nursing faculty members work with the
office of Grants and Contracts to submit and procure grant funding, that have brought
about five million dollars to the School of Nursing for additional services to and spaces
for nursing students.
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One faculty member represents the department on the college-wide Strategic Planning
Committee. Other faculty members serve on committees such as Health, Human, and
Public Services as advisory committees, Faculty Academic Senate Committees, and hiring
committees. Nursing faculty consult with faculty from numerous other disciplines on an
as needed basis to ensure congruence of academic foundation courses, such as
Psychology 9, with knowledge needed for the School of Nursing.
F.
Outreach
The School of Nursing faculty and students participate in numerous activities in
partnership with entities within the community, including educational institutions and
businesses. These activities are designed to recruit and retain nursing students, especially
underrepresented members of the community, to advance the nursing profession and the
School of Nursing, and to provide service to the community. Nursing Orientation
Meetings are conducted on a regular basis by the Nursing Enrollment Technician to
inform students interested in nursing about the nursing program requirements. On
February 1, 2005, the Riverside City College (RCC) School of Nursing Multicultural
Advisory Committee (MAC) had its initial meeting. It was agreed that the committee has
the purpose of recruiting and retaining nursing students and faculty who represent the
diversity in the greater Riverside area. Members of the committee were drawn from nurse
leaders at partner healthcare agencies and RCC School of Nursing graduates. Committee
composition characterizes the diversity found in local healthcare agencies, as well as that
of nursing students.
MAC meetings are held quarterly in February, May, August, and November. Agenda
items have revolved around designing a recruitment and retention plan targeted at
underrepresented minority and disadvantaged nursing students and faculty and have
included such topics as identifying strategies and planning interventions for recruitment
and retention of diverse students and faculty; creating, administering, interpreting the
results, and planning actions to address the results of a Survey on Nursing Student
Diversity; studying cultural competence through discussion of scholarly works; and report
of statistics about the retention and successful completion of minority students admitted to
School of Nursing. Future meetings will focus on continuing to strengthen the cultural
competence component in the nursing curricula with the goal of improved retention of
the targeted population.
Numerous opportunities exist for distributing nursing career track information to
students, counselors, and teachers at secondary schools that feed into the Riverside
Community College District. A nursing faculty member receives 0.1 reassigned time to
participate in outreach activities as the Tech Prep Healthcare Careers Coordinator.
Additionally, the Nursing Enrollment Technician often attends career-focused events at
healthcare agencies and secondary schools in the district.
The Tech Prep Healthcare Careers Coordinator participates in Health Careers Academy
Steering Committee meetings at Canyon Springs High School (CSHS) and La Sierra
High School (LSHS). She serves as a mentor for an academy student from CSHS and
attends a number of functions related to each academy. Presentations are given to
students and parents from both academies and at Career Fairs at high schools within the
district about the healthcare career programs offered by RCCD. A representative from the
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School of Nursing serves not only on the School of Nursing Occupational Advisory
Committee, but also on Advisory Committees for Dental Technology, Medical Assisting,
and Healthcare Technician. Several lectures are given yearly about the health career
programs at RCC to foster teenagers in the RCC Youth Emancipation Program and DPSS
Independent Living Program. Vocational nursing students served at the “Look good, feel
good” event for Hurricane Katrina victims on October 8, 2005, and at Indian Pow Wow
held at the VA Hospital in Loma Linda on November 19, 2005.
The Student Nurses’ Organization (SNO) is involved in many outreach activities on and
off campus. SNO takes part in the orientation of incoming ADN students to welcome
them to nursing and their pre-professional organization each semester. It sponsors a
Welcome Tea to bring together all nursing students, faculty, and student elected officers
for each nursing class as well as elected SNO officers each semester. Each semester, they
hold a Back to School Event to provide the opportunity for students, their families, and
friends to come on campus and see the nursing department and skills labs available for
student use. SNO participates in health fairs and other community events that promote or
support health. The Break Through to Nursing Director of SNO coordinates students
visiting middle, junior and high schools to talk about a college education and nursing as a
profession. SNO provides speakers at events on campus and in the community at the
request of the RCC Foundation. SNO has been acknowledged with Humanitarian Awards
for community service and for coordinating four Blood Drives a year. SNO participates
in other campus/community events such as Halloween Town in October, Festival of
Trees in November (with proceeds going to purchase pediatric equipment at the Riverside
County Regional Medical Center), baskets for the needy for Thanksgiving and Christmas,
and Christmas Shoeboxes which are sent to needy children around the world. SNO
members attend leadership and educational conferences on a local, state, and national
basis.
Guest speakers and academic advisors from Loma Linda University, California State
University San Bernardino, and California State University, Fullerton, are invited to meet
with students who are interested in the ADN to BSN programs. Students are able to bring
their transcripts for evaluation. Orientation programs are set up with community hospital
partners and CSUF.
G.
Resources
The School of Nursing provides a wealth of learning resources to enhance student
opportunity for success in the nursing programs, such as instructional aids and
technology, including hardware, software, and human patient simulators.
The Nursing Computer Labs are located in the Martin Luther King, Jr., Teaching and
Learning Center (MLK). The main lab is located on the second floor of MLK and
contains 66 computer stations. This is complemented by an additional 29 stations in a
separate dedicated room on the third floor, for a total of 95 computer stations dedicated
for nursing students. With the assistance of the Computer Information Science (CIS)
department, nursing students have access to the computers 15 hours per day Monday
through Thursday, 10 hours on Friday and four hours on Saturday.
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The computers in MLK reside on a network which serves all the nursing computers both
in MLK and the nursing classrooms. VTEA funding has been the primary resource used to
provide software programs for the computer labs. Students have access to 175 computerassisted instructional (CAI) programs related to nursing content, as well as study skills,
test taking skills, and National Council for Licensure Exam (NCLEX) style practice
exams. Most of the CAI programs are interactive programs which stimulate active
learning and critical thinking.
A growing number of the nursing-related video holdings from IMC have been digitized
and are now available in MLK via videostreaming as well. All nursing faculty include
required and supplemental materials from the MLK computer lab holdings in their
nursing curriculum. In Spring, 2006, the School of Nursing is piloting administration of
online exams using WebCT in an effort to streamline the administration of exams and
expose the students to practice on computerized exams to help prepare them for the
computerized NCLEX exam. With the opening of the MLK computer labs in August,
2005, the School of Nursing has adequate computer resources to meet student needs.
Some of the software holdings are becoming outdated and will need to be replaced in the
next two to three years, as they will no longer be compatible with the next Windows
operating system upgrade.
The Nursing Skills Labs consist of two labs. One is located in LS207 and includes two
patient beds with manikins with medical supplies and equipment for students to practice
clinical skills. LS207 also has three computers for student use for developing papers and
care plans. A coin-operated photocopy machine is provided in this lab for students to
copy materials as needed. Two intravenous (IV) simulators are also housed in the LS207
skills lab. These simulators allow students to practice the invasive procedure of starting
IVs as much as needed with no harm presented to humans. The simulators have been an
integral part of the curriculum, but have become unreliable in the last two years, requiring
frequent maintenance and return to the manufacturer. Funding has been requested
(response pending) to purchase two replace Virtual IV simulators from a different vendor
with a better service record. LS207 also contains study tables and chairs for students to
work individually or in groups as needed.
The nature of nursing education includes practice of many technical skills, requiring the
use of medical equipment and many disposable supplies. VTEA continues to be a major
source of funding for equipment, while the district provides funding for disposable
instructional supplies.
Due to the generosity of a Human Resources Services Administration grant in Fall, 2005,
the School of Nursing opened a Human Patient Simulator Lab (Simlab) for the Spring,
2006 semester. The lab is housed in LS206 and contains four high-fidelity adult patient
simulators of varying complexity. Human patient simulators (HPS) provide the
opportunity for students to practice clinical skills, patient assessment, and care plan
development and implementation in a virtual reality environment. Students are able to
practice nursing care on the virtual patients and realize the outcomes of their care,
appropriate or not, in a safe environment. Use of the HPS stimulates critical thinking
through real-life scenarios, thus enhancing student learning outcomes. The use of the
Simlab has grown steadily during its first semester of operation, presenting the need for
more staffing.
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The lab is currently staffed four half-days a week by the School of Nursing Resource
Specialist (NERS), who is a full time faculty member with 0.9 reassigned time to
coordinate the skills lab and computer labs, as well as develop and integrate the Simlab
into the nursing curriculum. The overwhelming positive response to the HPS has resulted
in the NERS staffing the Simlab approximately 12 hours per week in addition to the 16
planned hours. Some adjunct faculty have been trained on the HPS and are assigned to
assist in the Simlab when possible as well. Student requests for more open time for
practice in the Simlab have been increasing. A new Capacity Building for Nursing
Program Expansion grant will provide a 23 hour per week lab assistant to work in the
Simlab for the 2006-2007 academic year.
The general skills lab and computer labs are staffed by BSN and MSN prepared faculty.
Most of these adjunct faculty members are practicing nurses in the community. The
average staffing is three part time faculty per day, Monday through Friday, with faculty
utilized between the computer lab, skills lab, and Simlab as needed. Students enhance
their learning through informal instruction, reinforcement of instruction, and tutoring as
needed by these experienced nurses.
While we have experienced an excellent start with the Simlab, it is a very basic lab
environment, lacking space and facilities to create a true virtual clinical environment.
Currently there is no sink for hand washing. Folding screens are used to provide patient
privacy and are cumbersome to move around. Grant funding will allow installation of a
sink and patient privacy curtains for Fall, 2006. The two most sophisticated simulators
require the use of noisy air compressors for some of their mechanical functions. The
noise of the air compressors is very distracting to student learning. Facilities management
is being consulted to develop sound-muffling housing that will decrease the noise level;
however, a lab with rooms built for that purpose will provide a better learning
environment.
In addition, the Simlab currently houses only adult simulators. For continuity of
instruction in all levels of nursing education, there is a need for maternal-child simulation
as well. Grant funding will allow purchase of pediatric and infant HPS for Fall, 2006, but
LS206 is not large enough to expand further. Plans are under way to use half of a portable
building located between the Life Sciences and Physical Sciences building to open a
second Simlab, which will be designated a Maternal-Child lab. This lab will house the
obstetric simulator as well as pediatric and infant. Both of these labs are considered stopgap measures until a more appropriate facility can be built. In order to take full advantage
of technology and interactive learning, the School of Nursing needs a much larger, up to
date facility built with separate patient rooms and the appropriate wiring, piping,
furniture, and equipment to create a realistic interactive environment for learning.
Due to the continuing pressure to address the nursing shortage in California, the School
of Nursing recently was awarded two capacity building grants for 2006-2008. As a result
of this funding, a satellite ADN program will be started at March Education Center
(MEC) in Fall, 2006. A designated room at MEC will become a small skills lab for basic
skills practice for the MEC cohorts. Grant funding will provide three beds, three basic
HPS, supplies, and equipment to complete that lab.
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The nursing classrooms consist of LS201, LS202, and LS208. They currently house 60+
students and are very crowded. The nursing department is at maximum capacity, which
limits the ability to expand, even though there is constant pressure from local, regional,
and state levels to do so. The satellite cohort program at MEC is a temporary fix because
the MEC is only approved for two years, and requires that the student population is
divided. This requires duplication of many resources, including equipment and personnel.
When the new School of Nursing building is funded and built as proposed, it will allow
some expansion over current class size, but this may not be enough for future needs as
the nursing shortage continues.
H.
Other Comments
The School of Nursing has been awarded a number of grants in the last several years. A
summary follows and details are provided in Table XIII (p. 75).
Grants have become an essential part of the programs’ budget, needed to cover the
necessary faculty, space, and equipment expenses. The following is a listing of
current/upcoming grants and their purpose:
ADN State Enrollment Growth Funds -- $118,155 over two years; funds one full-time
faculty position for 12 students.
HRSA Equipment Only -- $131,878 has been used to purchase a video streaming unit, four
Human Patient Simulators, and other related lab equipment.
HRSA Nurse Education, Practice and Retention: Career Ladder -- $789,919 over three
years; funds faculty/equipment to continue career ladder and increase enrollment.
Capacity Building and Expansion Grants -- $478,696 will be used to purchase more
simulators, related equipment, basic lab equipment, and some remodeling costs for both the
March Education Center Extension Program and the main campus program. $ 1,589,396
will be used to fund three faculty positions, technology support, lab coordination, and
secretarial support needed to add 60 generic and 80 LVN to RN slots over the next 2-1/2
years.
Song-Brown -- $278,167 will be used to fund two faculty positions to admit 10 generic and
10 LVN to RN students.
VTEA -- $55,190 was used in 2005/2006 to fund professional development, simulator lab
development, remediation testing, equipment, and DVD/computer programs.
I.
Overall Assessment of Discipline performance
Areas of Strength

Excellent faculty who are educationally well-prepared, committed to RCC and the
ADN Program, innovative, and very student-centered.
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
Well-established and proven nursing curriculum that has been repeatedly validated as
such by the California BRN, BVNPT, and NLNAC.

Ethnically and culturally diverse nursing student body, which takes immense pride in
the RCC Nursing Program.

Exceptional community support.

Wide variety of clinical experiences available for students.

Active Nursing Advisory Committee, comprised of nursing faculty, students, and
community representatives.

On-going strong RCC administrative support for the School of Nursing, as evidenced
by the approved plan for a new School of Nursing and other resources.

Proven track record in obtaining alternative funding sources such as grants, which have
been used to enhance the Program’s budget.

Multiple learning resources available to augment student learning.

Excellent graduation/retention, NCLEX pass, job placement, graduate program
satisfaction, and employer satisfaction rates.
Areas Needing Improvement

Not all part-time faculty are prepared at the Master’s level.

The faculty as a whole is not representative of the diverse community and RCC nursing
student population it serves.

Current physical space in the School of Nursing is being used to its maximum
capabilities.
Plans for Strengthening Program

Continue to actively recruit and hire ethnically and culturally diverse Master’s prepared
part-time faculty whenever possible, as well as facilitate educational advancement of
current part-time faculty members.

Plans for the new RCC School of Nursing building that will triple existing square
footage to be constructed in 2007-2009 will solve existing space issues and allow for
Program expansion.
Future Plans

Continuous planning and development of the new School of Nursing building with
state-of-the-art classrooms, labs, and a virtual hospital.
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
Implementation of an extension of the RCC ADN Program at the March Education
Center (off-campus).

Expansion of current Flexible LVN to ADN Program.

Incorporation of newly purchased Human Patient Simulators throughout the
curriculum.

Continued curriculum revisions to ensure currency with contemporary nursing practice
by effective use of program outcome data.
Insights Gained
Changes in enrollment procedures to comply with Title V requirements have resulted in a
slow decline in ADN retention rates over the last 5 years, from 2-3% to 10–13%.
Furthermore, concerns raised by the RCCD Prerequisite Sub-committee indicate that
enrollment criteria for the VN Program may also have to be changed to better comply
with Title V. The faculty are in agreement that no changes should be made without
careful research to ensure continued program and student success. With the assistance of
Institutional Research validation studies on key variables for both the VN and RN
programs should be performed during the 2006/2007 academic year to better pinpoint
which enrollment criteria are most predictive of successful program retention and
completion.
Topic II. Where do we want to be?
A.
Environmental Scan
The ADN Program has been impacted to some extent for many years, but in the last two
years alone, the number of applications has tripled. For 2004/2005, the program received
700 applications, of which 589 were qualified, for 114 enrollment slots. Randomized
computer selection determined the final candidates. Currently, slots are already filled for
Fall 2006 and for over 50% of Spring 2007. Recently awarded grants will increase
enrollment slots by 60 generic and 90 Advanced Placement for the 2006/2007 and
2007/2008 academic years.
The VN Program has also seen an increase in applications, with many students applying
for both the VN and the ADN programs to increase their enrollment opportunities.
Approximately 30% of VN graduates go into our ADN Program as Advanced Placement
students. Of 2005 VN Program graduates, 98% indicated plans to pursue registered
nursing education, 48% immediately and another 27% as soon as prerequisites are
completed. Both programs are undergoing curricular review through the Prerequisite
Sub-committee to evaluate their enrollment processes.
The critical nursing shortage in California, the worst in the nation, will serve to fuel
program demand for many years. As RCC and other nursing programs increase their size,
clinical placement of students will become more of an issue, as well as the availability of
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qualified nursing faculty. Partnerships with healthcare institutions are critical to
continued program success.
B.
Internal Review
The School of Nursing Strategic Plan 2006-2010 addresses where the faculty see both
programs evolving over the next five years. As mentioned previously, falling ADN
retention rates indicate that further research studies are needed to validate enrollment
criteria to ensure student success and program completion.
C.
Revised Vision/Summary
This Program Review has demonstrated consistent progress in the achievement of the
goals identified in the 2006-2010 Strategic Plan. The Nursing Advisory Committee
members support the direction of the program, especially the increased enrollment to
address the nursing shortage in this region. The vision is being implemented on schedule
and undergoes updating on a regular basis to adapt to the changes in the current
healthcare environment.
The School of Nursing goals include the desire to be a state-of-the art nursing program
that is recognized as graduating safe, competent entry level nurses in sufficient quantity
to meet community needs for nurses. The nursing faculty is exploring strategies to ensure
student success and minimize student attrition in the nursing program. Human patient
simulation technology has been embraced by the faculty to enhance student learning.
Efforts are being made to increase the cultural diversity of faculty and students to reflect
the diversity of the community we serve. The school of nursing has a good distribution of
culturally diverse students through both the VN and ADN nursing programs and would
like to continue increasing these numbers.
The primary challenges faced by the discipline are facility space, finite clinical agency
sites, and the limited number of students who can be enrolled in the nursing program
each semester. Both the VN and ADN programs are impacted with qualified applicants
who cannot be admitted due to space availability. Another challenge is helping students
successfully complete the nursing programs once they are admitted. A new challenge
as the School of Nursing embarks on program expansion with extension to the March
Education Center is to maintain the quality of the ADN program. The department will
monitor student outcomes as the expansion proceeds.
Topic III. What do we need to do to get there?
A.
Planning
The nursing faculty meets on a regular basis to establish goals and identify program
needs, and update the strategic plan for the programs. As goals are achieved, new goals
are established. The strategic plan developed by the department for 2006-2010 identifies
the five-year plan for the department.
One of the top priorities for the department has been a new School of Nursing building.
Program expansion on the Riverside campus has been limited due to facility space.
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Evidence of the need for space for increased enrollments in both the ADN and VN
programs is shown in Tables XIV-XVIII (p. 76 – 80), Applicant Reports. The table
shows that average number of applicants to the generic ADN Program is approximately
360 each semester, with only 60 spaces available. For the 60 spaces each fall semester in
the VN Program, the current number of applicants is 400. The expansion of the ADN
Program to March Education Center will allow the admission of an additional 60 first
semester students and 80 Advanced Placement students over two years supported by
grant funding. Long term solutions need to be found. A new School of Nursing building
would allow the program to permanently expand and meet the growing community need
for nurses.
School of Nursing
Strategic Plan
2006 – 2010
I.
Continue to plan and establish new School of Nursing with state of the art classrooms,
a Human Patient Simulator/Computer Lab, a virtual hospital skills lab, an
admissions/counseling area, and adequate office/conference/work space (specifics
available in the School of Nursing office).
II.
Increase total number of nursing graduates by up to 100% to meet community needs.
1.
Maintain current retention and NCLEX pass rates and full approval by all
accrediting bodies.
2.
Expand career ladder to include CNA to LVN to ADN to BSN to MSN pathways.
3.
Continue, expand, and evaluate the flexible LVN to ADN program using
videostreamed lectures in partnership with local hospitals.
4.
Develop an alternate evening and/or weekend ADN program.
5.
Investigate a high school to RN fast track program.
6.
Investigate a paramedic, respiratory therapist, and/or psychiatric technician
to ADN program.
7.
8.
Secure state approval for an RCC baccalaureate degree or a 1 + 2 + 1
collaborative BSN degree.
Collaborate to provide on-campus MSN program.
III.
Employ faculty and staff necessary to support an expanded array of programs.
1.
Dean to focus on external programs, grants, partnerships, strategic planning,
budget management.
2.
Associate Dean/Director to focus on day to day program operations,
including compliance with accreditation standards.
3.
Assistant chairs for each major program.
4.
Full-time School of Nursing Retention and Remediation Specialist.
5.
Full-time School of Nursing Resource Specialist.
6.
Dedicated Nursing Counselor on-site in department.
7.
Additional full-time faculty necessary to develop and implement curriculum
for new programs.
8.
Additional classified staff necessary to support program expansion.
IV.
Secure alternate funding sources to augment program expansion.
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1.
2.
3.
4.
Grants.
State and Federal Funds/Allocations.
Endowments.
Partnerships.
V.
Provide classes for nurses and others in the community as needed to improve nurse
retention rates and meet community needs.
1.
Cultural Language Immersion Program.
2.
Caregiver Classes.
3.
B.
Resources
Additional employee resources: faculty, counseling, and clerical personnel are needed to
fully implement the strategic plan as proposed. The recent awarding of grant funds will
allow the ADN Nursing Program to expand to March Education Center (MEC).
Administrative support was provided for this program expansion with approval of
replacing one vacant faculty position and hiring two additional tenure track positions for
Fall 2006. The grant will provide funding for two categorical positions beginning Spring
2007 and some funding for equipment purchase. New clinical agency contracts have been
established with San Antonio Community Hospital, Arrowhead Regional Medical Center,
and Valley Health Systems (to include Hemet Valley Hospital) to provide additional
clinical sites needed for program expansion. The department would need additional
funding to establish a full-time School of Nursing Retention and Remediation Specialist to
address remediation and retention issues for nursing students and a School of Nursing
Resource Specialist to coordinate the Human Patient Simulator lab. A dedicated indepartment nursing counselor would be beneficial to ensure that students interested in
nursing education are advised appropriately regarding required coursework to meet
admission criteria for the programs. Additional secretarial and clerical assistance will be
needed as the department continues to expand.
Topic IV. What evidence do we need to track our progress?
A.
Documentation
The effectiveness of the ADN Program and the evidence needed are tracked through the
Systematic Plan for Program Evaluation. The standards set by the National League
for Nursing are: Mission and Governance, Faculty, Students, Curriculum and
Instruction, Resources. Each criterion has specific criteria for the expected level of
achievement, plan, and implementation. The Plan defines the components, frequency of
assessment, and the assessment methods. In the Implementation activities, the results of
the data collection and analysis and the actions for the program (development,
maintenance, or revision) are described. The Systematic Plan includes, but is not limited
to, monitoring the following program outcomes:
1.
Student diversity
2.
School of Nursing statistics on attrition and retention of nursing students.
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3.
School of Nursing Strategic Plan.
4.
NCLEX-RN and NCLEX-PN pass rates.
5.
Employer surveys of graduate performance.
6.
Alumni surveys of program’s satisfaction.
7.
Graduate job placement rates.
8.
Accreditation status (BRN, BVNPT, and NLN).
See Systematic Plan for Program Evaluation (Associate Degree Registered Nursing
Program Self-Study Report), Table XII (p. 41 – 74) submitted to the National League
for Nursing Accrediting Commission, November, 2005.
The list of suggestions resulting from the NLNAC accreditation visit has been reviewed
by the faculty. A new committee has been formed, the Educational Effectiveness
Committee, to address these suggestions. The committee has met twice and is
developing a Systematic Plan for Program Evaluation Calendar. This calendar will
organize on a monthly basis the plan and implementation of assessment and actions for
the program.
In addition, the Multicultural Advisory Committee was developed to monitor program
diversity and identify strategies for recruitment and retention of underrepresented
student populations. The School of Nursing Advisory Committee is made up of
representatives from community partners (medical facilities) that employ our graduates.
This committee continues to assist our program in reaching its goals and assessing
student outcomes.
B.
Student Learning Outcomes Assessment
The Riverside Community College ADN and VN programs have a long history of
excellence in nursing education, including entry-level competence of graduates, NCLEX
pass rates, initial job placements, and graduate responses on program satisfaction surveys.
RCC ADN and VN graduates are highly sought after for employment in the greater
Riverside community and beyond. ADN employment rates six months after graduation
for the past five years were reported to be 100% Table IX (p. 38).
As previously mentioned, the faculty from each nursing course is in the process of
developing a formal assessment plan for implementation in Fall 2006. The ADN Program
outcome assessment plan, which consists of program evaluation by students, graduate
surveys, employer surveys, and NCLEX-RN results, provides evidence to evaluate
program outcomes and meets the requirements of our regional and national accrediting
bodies. A Systematic Plan for Program Evaluation has been developed for the ADN
Program and is monitored by the Educational Effectiveness committee that meets
monthly to review and evaluate progress in achieving the objectives identified in the plan.
The ADN program has successfully maintained continuous accreditation by the Board of
Registered Nursing and the NLNAC.
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The Riverside Community College VN Program has maintained full accreditation from
the BVNPT since its first approval in 1953. Data on pass rates for the national licensing
exam (NCLEX-PN) provide the most concrete assessment of VN Program effectiveness.
Currently the pass rate for Riverside Community College as reported on the Board of
Vocational Nursing and Psychiatric Technicians Web site (www.bvnpt.ca.gov) for 1999
to 2006 ranges from 89 – 100%, with an average of 94.3% Table X (p. 39). This is
approximately 14% above the state average. A second measure of program success is the
employment rate of graduates and employer satisfaction with their work. Informal
surveys show that any graduate who is interested in employment as an LVN is successful
in obtaining a position in the greater Riverside area and healthcare agencies within the
community report high satisfaction with LVN graduates of the RCC VN Program. At the
end of the VN Program, graduates are asked to complete a survey entitled “Vocational
Nursing Program Evaluation.” Of 2005 graduates, 83% either strongly agreed or agreed
that the curriculum, textbooks, learning lab, clinical experiences, and tests prepared them
for LVN practice. Areas of noted dissatisfaction were with use of required texts, adequacy
of learning lab hours, and college skills lab. These matters will be examined closely
during the next Program Review process.
Topic V. How can we improve the discipline self-study process?
A.
Suggestions/Recommendations
Both the ADN and VN programs are required to write Self-Study reports to maintain
BRN, BVNPT, and NLNAC accreditations (ADN Program only). These self-studies
occur approximately every four to eight years and are very time intensive for the faculty.
The College Program Review incorporates some of the same content that has already
been addressed in previous self-studies and is duplicative work for the department. The
nursing programs have consistently conducted on-going program reviews, strategic
planning, and curriculum reviews on an annual basis. Departmental needs have routinely
been communicated through the Dean, School of Nursing, Academic Planning Council,
and the College Strategic Planning Committee. If the self-study reports developed by the
ADN and VN program teams for state and national accreditations could be utilized to
satisfy the RCC Program Review requirement, much faculty work and time could be
saved and this effort redirected to further curriculum review and improvement. A
recommendation for improving the Program Review process is to have departments
submit a five year strategic plan with yearly progress reports. To ensure that course
outlines remain current, the College-wide Curriculum Committee should establish criteria
for how often course outlines should be reviewed and updated by departments.
Topic VI. Summary of Goals, Activities, and Findings
A.
Summary
Goals:
The School of Nursing has been successful in accomplishing goals identified in the
Nursing Strategic Plan. The achievement of many departmental goals has resulted from
grant funding and administrative support. The School of Nursing is currently focusing on
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program expansion, student remediation/retention, and development of the human patient
simulation lab while maintaining the quality and excellence of the School of Nursing.
Activities:
Program activities will focus on developing and implementing the new extension
program at March Education Center with the first class beginning Fall 2006. A skills
laboratory will need to be established at MEC for students to practice their skills.
Equipment for this skills lab is being purchased. An Assistant Director and two nursing
faculty (one to be hired) have been identified to teach at MEC and are planning the
implementation of the new program.
The nursing faculty is exploring ways to improve retention and student success within the
programs. The department goal is to implement a system that will incorporate strategies
for improving study skills, test-taking, remediation, and retention.
Mentoring of newly hired faculty is also planned for Fall 2006 and Spring 2007. The
department is hiring three tenure-track positions and one categorical position for Fall
2006. Two additional categorical positions will be hired for Spring 2007 to accommodate
program growth.
Findings:
The School of Nursing has taken advantage of the opportunities for State grants that the
severe nursing shortage has provided. The School of Nursing recognizes that
achievement of program goals could not have been attained without administrative
support and the department is truly grateful for this support. RCC’s School of Nursing is
attempting to meet the community’s demand for nurses by working on program
expansion. The nursing faculty is using videostreaming technology to meet the needs of
working LVNs who desire to continue their education toward their ADN degree. This
flexible program was developed in response to an identified community need. It is
proving to be successful and is still being evaluated by the nursing faculty. The
department is exploring a method for students to self-evaluate whether this mode of
education would be effective for their particular learning style. The graduate pass rates
for the NCLEX-RN (96%) and NCLEX-PN (100%) demonstrates that the program is
meeting its overall program goals.
This Program Review report summarizes the achievements and accomplishments of the
School of Nursing faculty. The nursing faculty is a cohesive group that works
collaboratively toward a common goal to improve nursing education and produce
competent and knowledgeable nurses. This working relationship has been vital to the
attainment of program goals and is attributed in part to the department leadership. Both
the ADN and VN programs are well respected in our community and it is our desire to
maintain a quality program as we move to program expansion.
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APPENDICES
TABLE I
VALIDATION OF CONGRUENCY BETWEEN THE RCC MISSION,
GOALS, VISION AND VALUES AND THE RCC ASSOCIATE DEGREE NURSING AND
VOCATIONAL NURSING PHILOSOPHY AND PURPOSES
RCC MISSION/GOALS/VISION AND
VALUES
RCC ADN AND VN PHILOSOPHY AND PURPOSES
RCC . . . committed to providing an
accessible, affordable, post-secondary
education . . . to a diverse student body.
The nursing faculty concurs with the Riverside
Community College philosophy and purposes as expressed in
the statements regarding its Mission, Goals, and Vision and
Values.
. . . occupational program leading to Associate
in Science degree.
The graduates of the ADN Program earn an Associate
in Science Degree in Nursing and are highly successful on the
national licensing examination for registered nurses (NCLEXRN). VN Program graduates are awarded the certificate in
Vocational Nursing and may use those 51 units to satisfy
requirements for the Associate in Science Degree.
. . .prepare students for intellectual, cultural
awareness.
RCC . . . committed to providing an
accessible, affordable, post-secondary
education . . . to a diverse student body.
. . . occupational program leading to Associate
in Science degree.
. . . Nursing education should take place within an
institution of higher learning. It is appropriate that education of
the associate degree and vocational nurse occur in the
community college whose purposes include occupation and
transfer education. . . . . . The nurse graduate
. . . participating in lifelong learning activities.
. . .prepare students for intellectual, cultural
awareness.
. . . reaching out to the underserved/
underrepresented and designing programs and
approaches relevant to diverse segments of
population.
. . .tailor program to meet the needs of the
students and the communities served.
. . .responsive to the communities we serve.
The nursing faculty respects the varied cultural and
ethnic backgrounds of students and believes the multicultural
student population enriches the learning environment which
promotes cultural competence. . .
highly regarded for commitment to all students . . .openly
responsive to community served.
. . . Our values . . . Student Centeredness,
Student centeredness, teaching excellence, an environment
Teaching Excellence, Learning Environment, conducive to learning, and tradition, as values of the institution,
and Tradition
form the foundation upon which Riverside Community College
is built and grows. These values guide individual and collective
actions of its faculty and staff.
Student Centeredness
Riverside Community College . . . provides quality teaching and
accessibility to a diverse student population.
. . . serve the best educational interest of the
students.
The college offers a comprehensive and flexible curriculum
together with programs and services to meet diverse and
. . . offer curriculum/programs according to
evolving student needs.
diverse and evolving student needs.
. . .personalized public institution of higher learning
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. . . treat each other with sincere, caring attitude.
. . . help students progress toward their
educational goal.
Faculty’s role to provide learning experiences and guidance to
assist students.
. . . supportive and collaborative relationship between teacher
and student.
Teaching Excellence
. . . respected for excellence in teaching.
Excellence in teaching is provided by a faculty that
communicates knowledge in a creative, stimulating, and
challenging manner.
. . . to communicate a body of knowledge in a
creative, stimulating, and challenging manner.
Faculty . . . facilitate learning by providing an environment that
promotes inquiry, critical thinking, accountability, selfevaluation, and attainment of program outcomes.
. . . expectation of high achievement.
. . .encourages students to think critically and analytically,
applying learned principles, concepts, and skills.
...encourage student to think critically and
analytically applying learned principles,
concepts, and skills, to inspire independence of
thought and self-reliance.
Learning Environment
Atmosphere . . . pride in achievement.
. . . satisfaction in their work.
. . . programs that are responsive to student and
community needs.
The nursing faculty respects the varied cultural and ethnic
backgrounds of all students. . .The faculty use teaching
methodologies that integrate innovative technology to meet the
differing abilities and learning styles of all students.
The nursing faculty believes teaching is a dynamic process that
integrates principles of adult learning. . . creative instructional
processes to meet differing abilities and learning styles of
students.
. . .highly successful on the national licensing examination
(NCLEX-RN).
. . .receive excellent ADN and VN entry-level evaluations.
Tradition
To further traditions of pride, quality,
innovation, and professionalism.
. . . Share our heritage.
. . . build the future on the foundations of our
past.
This process will move the college toward achievement of the
vision, to be the leader among community colleges, highly
regarded for commitment to students, widely respected for
excellence in teaching,.
. . . evolved from the successful 50-year history and tradition of
excellence in nursing education. . .
. . . meet the needs of the community. . .enhances the quality of
. . . the educational center of the communities it life.
serves.
. . . openly responsive to communities served.
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TABLE II
March 25, 2000
RIVERSIDE COMMUNITY COLLEGE
VOCATIONAL NURSING PROGRAM
CURRICULUM PLAN
Course Title
SUMMER INTERSESSION
Survey of Human Anatomy & Physiology
Intro. Vocational Nursing Foundations
Course Units
No.
Theory Clinical Classif.
Hours Hours
10
50
3.0
2.0
54
36
0
0
A&P
Fund-30
Com-4
Pt Ed-l
Nsg Pro - .1
51
3.0
54
0
Intro. Concepts of Vocational Nursing Nursing Fundamentals
52
9.5
72
297
Intermediate Vocational Nursing Foundations Nursing Process/Communication
60
1.0
18
0
Developmental Psychology
9
3.0
54
0
Nutr - 22
Fund - 31
Com Dx - 1
Fund - 36
Nutr - 2
Ger - 6
Com Dx - 4
Com - 1
PtEd-2
Nsg Pro - 1
Rehab - 2
Pharm - 18
Psych - 5
Com - 3
Nsg Pro - 10
Nutr - 6
G&D-44
Ger - 4
WINTER INTERSESSION
Intermediate Concepts of Vocational Nursing Care of the Family
61
6.0
63
135
FALL SEMESTER
Intro. Concepts of Vocational Nursing Health/Illness
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Nutr - 5
Peds - 18
Pharm - 8
Matern - 28
Com Ox - 2
PtEd-2
Nursing
Course Title
SPRING SEMESTER
Intermediate Concepts of Vocational Nursing Medical/Surgical
Intermediate Concepts of Vocational Nursing Mental Health
SUMMER INTERSESSION
Advanced Vocational Nursing Foundations -
12/06
Course Units
No.
Theory Clinical Classif.
Hours Hours
62
12.0
126
270
63
3.0
36
65
70
1.0
18
0
Role Transition
Advanced Concepts of Vocational Nursing Medical/Surgical
PROGRAM TOTALS:
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71
7.5
72
189
51.0
603
956
Nutr - 7
Pharm - 18
M/S - 89
Com Ox - 3
PtEd-2
Rehab - 7
Nutr - 1
Pharm - 2
Psych - 29
Com - 3
PtEd-l
Psych - 3
M/S - 10
Lead - 3
Super - 2
Nutr - 5
Pharm - 8
M/S - 51
Com Dx - 2
PtEd-2
Rehab - 4
Nursing
12/06
CURRICULUM CONTENT
UNITS
Anatomy & Physiology (A & P)
Nutrition (Nutr)
Psychology (Psych)
Normal Growth & Development (G & D)
Maternity Nursing (Matern)
Nursing Fundamentals (Fund)
Medical-Surgical Nursing (M/S)
Pharmacology (Pharm)
Pediatric Nursing (Peds)
Gerontological Nursing (Ger)
Nursing Process (Nsg Pro)
Patient Education (Pt Ed)
Leadership (Lead)
Supervision (Super)
Communication (Com)
Communicable Diseases (Com Dx)
Rehabilitation Nursing (Rehab)
TOTALS
Formula for computing hours:
3.0
Int.
Int.
3.0
Int.
Int.
Int.
Int.
Int.
Int.
Int.
Int.
Int.
Int.
Int.
Int.
Int.
51
1 unit = 18 theory hours
1 unit = 54 clinical hours
Total Program Hours: 1559
Total Program Units: 51
30 of 80
THEORY
HOURS
54
48
37
44
28
97
150
54
18
10
12
10
3
2
11
12
13
603
CLINICAL
HOURS
0
Int.
43
0
57
183
355
Int.
50
100
42
22
8
8
50
20
18
956
Nursing
12/06
TABLE II-A
RIVERSIDE COMMUNITY COLLEGE DISTRICT
School of Nursing
Part-Time Vocational Nursing Program
Curriculum Pattern
PREREQUISITES
Nursing 50
Introductory Vocational Nursing Foundations
2 Units
Anatomy & Physiology 10
Survey of Human Anatomy & Physiology
3 Units
5 Units
Introductory Concepts of Vocational
Nursing-Health/Illness
3 Units
Nursing 60
Intermediate Vocational FoundationsNursing Process/Communication
1 Units
Psychology 9
Developmental Psychology
(Birth Through Old Age
3 Units
FIRST YEAR
FALL SEMESTER
(1 Day: T)
Nursing 51
7 Units
SPRING SEMESTER
(1 Day: T)
Nursing 63
SUMMER SESSION
Intermediate Concepts of Vocational
Nursing-Mental Health
(No Required Courses)
3 Units
0.0 Units
SECOND YEAR
FALL SEMESTER
(3 Days: WThF)
Nursing 52
31 of 80
Introductory Concepts of Vocational
Nursing-Nursing Fundamentals
9.5 Units
Nursing
12/06
WINTER INTERSESSION
Nursing 61 (Four 8-hour days/week) Intermediate Concepts of Vocational
Nursing-Care of the Family
6 Units
SPRING SEMESTER
(3 Days: WThF)
Nursing 62
Intermediate Concepts of Vocational
Nursing-Medical/Surgical
12 Units
Nursing 70
Advanced Vocational FoundationsRole Transition
1.0 Units
Nursing 71
Advanced Concepts of Vocational
Nursing-Medical/Surgical
7.5 Units
SUMMER SESSION
(5 Days: MTWThF
for 8 Weeks)
8.5 Units
NOTE: Most classes are scheduled 7 a.m. – 5 p.m.; selected hospital labs may be scheduled
during afternoon and evening hours (1 - 10 p.m.). All days are approximately 8 hours in
length. All days and times are subject to change on the basis of enrollment and
available class/clinical space.
EQUIVALENT COURSES
RCC VN PROGRAM
A & P 10
EQUIVALENT COURSES
A & P 2A and A & P 2B
POLICY: PROGRESSION IN PART-TIME VOCATIONAL NURSING PROGRAM
Course sequence for the Part-Time Vocational Nursing Program will be as printed on the R.C.C.
Part-Time Vocational Nursing Program Curriculum Pattern. Students will lose their space if they
fail to progress according to this sequence and must reapply to the program. Readmission will be
granted on a space available basis according to the admission point system.
VN students in the part-time program will be required to earn a minimum grade of C in the
Nursing 51, 60, 63, and in Psychology 9 prior to being eligible to enroll in Nursing 52. In order
to repeat a VN Program course, the student is required to submit a “Petition for Readmission to
the Nursing Program,” as well as an application to the Nursing Program. These are obtained
from and submitted to the Counseling Office during the Nursing Program application time
periods.
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TABLE III
REQUIREMENTS OF THE CALIFORNIA BRN MET BY THE RCC ADN PROGRAM
CALIFORNIA BOARD OF
REGISTERED NURSING
SEMESTER
REQUIRED CONTENT
NUMBER
COURSE TITLE
UNITS
BASIC SCIENCES (BRN Requirements = 16 units / RCC Requirements = 18 units science, 9 general education/27 total
Anatomy
Anatomy & Physiology 2A
Anatomy and Physiology I
4
Physiology
Anatomy & Physiology 2B
Anatomy and Physiology II
4
Microbiology
Microbiology I
Microbiology
4
Societal/Cultural Patterns
Sociology 1 or
Anthropology 2
Intro to Sociology or Cultural
Anthropology
3
Psychology
Psychology 9
Developmental Psychology
3
Humanities* (GE Req.)
Any Degree
Applicable Course
* Not required content for licensure
3*
Communications & Analytical
Thinking* (GE Req.)
Any Degree
Applicable Course
* Not required content for licensure
3*
American Institutions*
(GE Req.)
Any Degree
Applicable Course
* Not required content for licensure
3*
GE SUBTOTAL 27
COMMUNICATION (BRN Requirements = 6 units / RCC Requirements = 7 units)
Group
Speech 1 OR
Public Speaking
3
Verbal
Speech 9
Interpersonal Communication
__
Written
English 1A
English Composition
4
GE TOTAL 34 units GE
NURSING (BRN Requirements = 36 units / RCC Requirements = 37.5 units)
Medical/Surgical
N1, N2, N3, N4
Varied Nursing Concepts in Health
and Illness
8+8+9+9
Obstetrical
* N2, N4
* Beginning Nursing Concepts In
Health & Illness
__
Pediatric
N2, N4
Same
__
Psych/Mental Health
N1, N3, N15*
* Introduction to Nursing Roles
2
Geriatrics
(30 hrs. - First Year)
(30 hrs.-Second Year)
N1, N2, N3, N4, N15, N16*
* Dimensions of AD Registered Nursing 1.5
Relationships
Nursing TOTAL 37.5 units
ADN Degree OVERALL TOTAL 71.5 units
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TABLE IV
VOCATIONAL NURSING PROGRAM STUDENT ETHNICITY
2005
2004
2002
2001
2000
1999
1998
0%
0%
0%
0%
0%
1.50%
0%
Asian/Pacific
14.47%
3%
7.40%
5.50%
4.70%
8.80%
4.90%
Filipino
7.89%
13.79%
9.60%
6.80%
14.10%
20.60%
13.10%
African American
14.47%
17.24%
20.20%
17.80%
12.50%
17.60%
27.90%
Hispanic
21.05%
25.86%
30.90%
30.10%
32.80%
22.10%
19.70%
White/Caucasian
42.11%
39.66%
31.90%
39.70%
35.90%
29.40%
34.40%
Other/Unknown
0%
0%
0%
0%
0%
0%
0%
Female
88.16%
94.83%
92.60%
97.30%
96.90%
82.40%
95.10%
Male
11.84%
5.17%
7.40%
2.70%
3.10%
17.60%
4.90%
Total Underrepresented
63.16%
60.34%
68.10%
60.30%
64.10%
70.60%
65.60%
Native American
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TABLE V
ADN
ETHNICITY/GENDER/AGE NURSING STUDENT TRENDS
Ethnicity
2004
2003
2002
2001
2000
1999
1998
Native American
1%
1%
0%
1%
1%
1%
0%
Asian/Pacific Islander
17%
18%
17%
13%
11%
12%
11%
African American
9%
12%
12%
12%
9%
8%
10%
Hispanic
23%
21%
22%
24%
25%
19%
15%
Caucasian
45%
44%
45%
47%
52%
56%
57%
Other
5%
4%
4%
3%
2%
4%
7%
100%
100%
100%
100%
100%
100%
100%
Male
13%
16%
17%
12%
9%
15%
14%
Female
87%
84%
83%
88%
91%
85%
86%
100%
100%
100%
100%
100%
100%
100%
<17
0%
0%
0%
0%
0%
0%
0%
18-19
0%
0%
0%
0%
0%
0%
0%
20-24
26%
18%
14%
6%
2%
0%
0%
25-34
44%
45%
48%
52%
49%
43%
41%
35-54
29%
36%
37%
40%
47%
55%
56%
55>
1%
1%
1%
2%
2%
2%
3%
100%
100%
100%
100%
100%
100%
100%
Gender
Age
Source: School of Nursing Data Base
35 of 80
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TABLE VI
RCC ADN PROGRAM RETENTION RATES
TABLE VII
COMPARISON BETWEEN RCC ADN PROGRAM RETENTION RATES
AND CALIFORNIA RETENTION RATES
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TABLE VIII
COMPARISON OF RCC NCLEX-RN PASS RATE
VERSUS
CALIFORNIA AVERAGE PASS RATE
37 of 80
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12/06
TABLE IX
RCC ADN JOB PLACEMENT RATES
WITHIN 6 MONTHS, OF GRADUATION
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TABLE X
RCC NCLEX VN Pass Rates
Name of School
Riverside Community College
39 of 80
Pass
Rate
1999
98%
Pass
Rate
2000
89%
Pass
Rate
2001
92%
Pass
Rate
2002
100%
Pass
Rate
2003
89%
Pass
Rate
2004
100%
Pass
Rate
2005
92%
Nursing
12/06
TABLE XI
Retention - Vocational Nursing
100
Retention Percent
90
80
81%
84%
90%
93%
92%
94%
94%
70
Start
Drops
F's, D's, W's
Completed
Retention
Retention
60
50
40
30
20
10
Term
06
Sp
r
20
5
00
Fa
ll
2
05
Sp
r
20
4
00
Fa
ll
2
04
Sp
r
20
3
00
Fa
ll
2
20
Sp
r
Fa
ll
2
00
2
03
0
40 of 80
93%
Nursing
12/06
TABLE XII
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD I: Mission and Governance
CRITERION # 1
Mission and/or philosophy of the nursing education unit is congruent with that of the governing organization or differences are
justified by nursing education purposes.
 Expected Level of Achievement: Philosophy/purpose of program is congruent with mission/goals/vision/values of college.
Philosophy is accessible, appropriate, and contemporary. Nursing unit is reflective of
cultural/racial/ethic diversity of community. Distance education program is congruent with
philosophy/purposes/mission.
PLAN
IMPLEMENTATION
Components
Frequency of
Assessment
RCC Mission
Goals/Vision/
Values
Statement
Every 3
years or
when
mission
changes
Comparative analysis of written
materials in College Catalog,
ADN Student Handbook, and
Nursing Web site to assess
congruency and accessibility.
Annually
Comparative analysis between
nursing student diversity versus
community diversity.
Annually
Comparative analysis between
nursing faculty diversity versus
community diversity
Philosophy
of Nursing
Program
Program
Diversity
41 of 80
Assessment Method/s
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
Written materials in Catalog,
Handbook and Web site are
congruent and accessible
Fall, 2004
Nursing Student = 55%
Campus = 60%
Community = 52%
Actions for Program
Development(D),
Maintenance(M), or
Revision(R)
M – Expected Level of
Achievement (LoA) met.
M – Web site updated every
semester.
M – ADN Handbook and RCC
Catalog updated yearly.
Program Review Minutes,
6/9/05, 12/16/04
M – LoA met.
 Nursing student statistics
compiled biannually.
 RCC/community statistics are
compiled annually.
Nursing
CRITERION # 1
Flexible
Annually
LVN to ADN
Program
Information
42 of 80
12/06
Comparative analysis between
Flex Program Information and
Nursing Program Philosophy.
Spring 2005
Flex program philosophy is the
same as traditional ADN
Program.
M – LoA met.
Program Review Minutes,
12/16/04
* Nursing Faculty Minutes,
5/23/05
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD I: Mission and Governance
CRITERION #
2
Faculty, administrator, and students participate, in governance as defined by the parent organization and nursing education unit.
 Expected Level of Achievement: The Dean, Assistant Department Chair, and 100% of the full-time faculty are actively involved in
college-wide and nursing departmental committees. All nursing committees that are appropriate
for student input will have student representation.
PLAN
Components
Frequency of
Assessment
Faculty/
Annually
Assistant
Department
Chair/
Administrator/
Student/
Participation
Annually
43 of 80
IMPLEMENTATION
Assessment Method/s
Review of lists of committees
and meeting minutes that
document participation by the
Dean, Assistant Department
Chair, and faculty in collegewide and department
committees.
Review of meeting minutes that
document student participation
in appropriate department
meetings.
Results of Data
Actions for Program
Collection and
Development (D),
Analysis
Maintenance(M), or
including actual level/s
Revision(R)
of achievement
Spring 2005
M – LoA met.
100% of full-time faculty,
* Nursing Faculty Committee
Assistant Department Chair and
Assignments
Dean participate in collegewide and nursing committees.
Students are represented on all
nursing committees except
Enrollment, Faculty Affairs,
Scholarship, and Content
Experts.
M – LoA met.
Nursing Committee Minutes
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD I: Mission and Governance
CRITERION #
3
Nursing education unit is administered by a nurse who is academically and experientially qualified, and who has the authority and
responsibility for development and administration of the program.
 Expected Level of Achievement: Dean holds a minimum of a graduate degree with a major in nursing.
Dean job description accurately reflects authority and administration responsibilities.
PLAN
Components
Frequency of
Assessment
Dean’s
Every 3 years
authority and or more as
responsibility. changes in
organizational
structure
occur.
44 of 80
IMPLEMENTATION
Assessment Method/s
Review of Dean’s curriculum
vitae.
Review of RCC organizational
chart.
Review of Dean’s job
description.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
Review indicates Dean is
qualified.
Review of organizational chart
and job description indicates the
Dean has the authority and
responsibility to administer the
nursing program.
Actions for Program
Development(D),
Maintenance(M), or
Revision(R)
M – LoA met.
* See Dean Curriculum Vita
M – RCC Organizational Chart
was revised in June 2005.
M – Job description was
revised in Fall 2004 to better
reflect actual responsibilities.
Job title being changed from
“Dean/Director, Nursing
Education” to “Dean, School of
Nursing.”
* See Job Descriptions
Organization Charts
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD I: Mission and Governance
CRITERION #
4
Policies of the nursing education unit are consistent with those of the governing organization, or differences are justified by nursing
education purposes.
 Expected Level of Achievement: 100% of the nursing faculty agree that the nursing program’s policies affecting faculty and staff
are consistent with the college, are accessible, and that differences can be justified by the
uniqueness of the clinical component.
PLAN
Components Frequency of
Assessment
College/
Contractual
(CTA)/
Nursing
Faculty
Policy
Congruency
Annually
IMPLEMENTATION
Assessment Method/s
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Comparative analyses of policies Spring 2005
provide ongoing review to ensure Policies are 100% consistent
consistency.
except for requirements per
clinical agencies.
 RN license/
CPR maintenance
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
R – RCC Faculty Handbook
revised annually
R – Nursing Faculty Handbook
revised annually
M – Faculty CTA Contract in
effect through 2007
 Health exam
Policies are accessible in the
RCC Faculty Handbook, Nursing
Faculty Handbook, and
RCC/CTA Contract.
45 of 80
* Program Review Minutes,
12/18/03, 6/12/03
Nursing
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SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD II: Faculty
CRITERION # 5
Faculty members (full- and part-time) are academically and experientially qualified, and maintain expertise in their areas of
responsibility.
 Expected Level of Achievement: 100% of theory and clinical faculty have a master’s degree with a major in Nursing.
100% of faculty maintain current California RN licensure.
100% of faculty maintain expertise in nursing and education by attending a minimum of two
nursing education workshops yearly.
PLAN
Components
Frequency of
Assessment
Faculty
Qualification
s
Time of
Employment
IMPLEMENTATION
Assessment Method/s
Review of CV and transcripts.
-Nursing Lab
Faculty
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
100% of full-time faculty have
minimum MSN.
Approximately 50% of total parttime faculty have MSN
-Nursing
Clinical
Faculty
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA met.
D – LoA not met. Continue to
recruit qualified part-time
faculty to increase to 100%
qualified.
M – Facilitate completion of
advanced degrees.
As needed
Review of copies of faculty RN
licenses.
100% of full- and part-time
faculty have current RN license.
M – LoA met.
* CPR/ Licensure Book
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CRITERION #
Maintenance
of Expertise
5
Annually
Review of faculty FLEX
activities schedules.
100% of full-time faculty have
attended at least two workshops
per year.
M – LoA met.
RCC/CTA Contract requires
18 hours/year of professional
development.
* Faculty CVs.
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SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD II: Faculty
CRITERION #
6
Number and utilization of full- and part-time faculty meet the need of the nursing education unit to fulfill its purposes.
 Expected Level of Achievement: 100% of faculty teaching loads are consistent with the CTA contract.
Student/faculty ratio in the clinical areas are maintained at 1:10.
PLAN
Components Frequency of
Assessment
Faculty
Utilization
Faculty/
Student
Ratios
Every
Semester
Every
Semester
IMPLEMENTATION
Assessment Method/s
Review of teaching assignments.
Clinical class rosters indicate no
more than 10 students/group.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Fall 2005
100% of faculty TAs are
consistent with the CTA
contract.
Fall 2005
63% of clinical groups are
maintaining 1:10 ratio.
37% of clinical groups have 1112 students/ group to facilitate
student progress in the program.
Actions for Program
Development (D),
Maintenance (M), or
Revision(R)
M – LoA is being met.
* Teaching Assignments
M – Clinical classes are
automatically capped at 10.
* Class Rosters
M – Faculty wish to maintain
the academic freedom to agree
to take an extra student
occasionally to meet special
needs.
* Program Review Minutes,
6/9/05:
48 of 80
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD II: Faculty
CRITERION #
7
Faculty performance is periodically evaluated to ensure ongoing development and competence.
 Expected Level of Achievement: 100% of faculty are evaluated according to the CTA contract.
PLAN
Components
Frequency of
Assessment
Faculty
Every 3
Development years for
tenured
faculty.
Annually for
non-tenured
faculty.
Every 1-3
years for
part-time
faculty.
49 of 80
IMPLEMENTATION
Assessment Method/s
Peer and administrator review of
faculty – developed course
materials, classroom, lab and
clinical visitations, and student
evaluations are evaluated as per
contract.
Results of Data
Actions for Program
Collection and
Development (D),
Analysis
Maintenance (M), or
including actual level/s
Revision (R)
of achievement
Spring 2005
M – LoA is being met.
100% of full- and part-time
faculty were evaluated according * Faculty Evaluation Schedule
to contract guidelines.
* Nursing Faculty Minutes,
9/27/04, 4/26/04, 2/28/03
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD II: Faculty
CRITERION #
8
The collective talents of the faculty reflects scholarship through teaching, application, and the integration and discovery of knowledge
as defined by the institution and within the nursing education unit.
 Expected Level of Achievement: 100% of the full-time faculty are engaged in scholarly activities, including committee work,
grant-writing, publications, coursework, and research.
PLAN
Components Frequency of
Assessment
Faculty
Scholarly
Activity
Annually
IMPLEMENTATION
Assessment Method/s
Review of college FLEX
plan, committee lists and
minutes, list of faculty
publications, proof of
attendance at professional
development and/or
doctoral courses.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
100% of faculty have participated in
scholarly activity.
100% have participated in college-wide
committee work.
100% have participated in department
committee(s).
45% have participated in grant-writing.
15% have published articles/research/books/
software.
20% have a doctorate.
45% are enrolled in a doctoral program.
100% have attended professional
development workshops in the last year.
50 of 80
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA is being met.
* Nursing Faculty CVs
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD III: Students
CRITERION #
9
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 nursing education unit purposes.
 Expected Level of Achievement: Student policies are consistent except where differences are necessary. 100% of student policies
are accessible.
PLAN
Components
Frequency of
Assessment
Policy
Congruency
Every 3
years
IMPLEMENTATION
Assessment Method/s
Comparative analysis of
ADN program student
policies and RCC student
policies.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
100% of compared policies are
accessible and non-discriminatory.
100% of differing policies are
validated as being necessary to be
different.
51 of 80
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA is being met.
* Validation of ADN Student
Policies Which Differ from
Governing Organization
(NLNAC Report)
* Nursing Enrollment Minutes,
11/18/04
* Nursing Faculty Minutes,
3/29/04
Nursing
CRITERION #
12/06
9
Policy
Annually
Accessibility
Review of RCC Student
100% of policies are published and
Handbook, College
accessible.
Catalog, ADN Student
Handbook, RCC Nursing
Web site, and nursing level
study guides.
M & R – A LoA met. ADN
Handbook and level study guides
revised yearly to update policies.
M – RCC Nursing Web site is
updated once/semester by NERS.
M – RCC Student Handbook and
catalog are updated yearly.
52 of 80
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD III: Students
CRITERION #
10
Students have access to support services administered by qualified individuals that include, but are not limited to health, counseling,
academic advisement, career placement, and financial aid.
 Expected Level of Achievement: 100% of students have access to support services.
100% of services are administered by qualified individual(s).
PLAN
Components
Frequency of
Assessment
Availability
of Student
Services
Annually
Qualification
of Support
Service
Administrator
When
change in
personnel
occurs
53 of 80
IMPLEMENTATION
Assessment Method/s
Review of records from College
Health Services, Financial Aid
Office, Admissions/Records,
Counseling, Disabled Student
Services, Early Childhood Center,
Assessment Center, and Workforce
Preparation.
Determine qualifications of the
administrator of Student Services.
Results of Data
Actions for Program
Collection and
Development (D),
Analysis
Maintenance (M), or
including actual level/s
Revision (R)
of achievement
Spring 2005
M – LoA met.
Records review/oral report
from Dr. Linda Lacy, Vice
Chancellor, Student Services &
Operations, indicates that 100%
of nursing students have access
to support services.
Dr. Lacy is academically and
M – LoA met.
experientially qualified to
administer Student Services.
* CV of Dr. Lacy
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD III: Students
CRITERION #
11
Policies concerned with educational and financial records are established and followed.
 Expected Level of Achievement: Policies for the maintenance of educational and financial records are published in the College
Catalog.
PLAN
IMPLEMENTATION
Components
Frequency
of
Assessment
Policies
Accessible
Annually
Review of RCC Catalog to ensure
policies are published.
Records
Annually
Management
Review of student’s educational
records in the Nursing Education
Program office.
Review of student records in
Admissions/Records and Financial
Aid offices.
Records
Annually
Management
54 of 80
Assessment Method/s
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
100% of policies are published.
Records are maintained
according to policy.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA met.
Catalog is updated on an
annual basis.
M – LoA met.
Spring 2005
M – LoA met.
Per Lorraine Anderson, Dean,
Admissions & Records, and
Eugenia Vincent, Dean, Student
Financial Services, student
records are maintained per
college policy.
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD IV: Curriculum
CRITERION #
12
Curriculum developed by the nursing faculty flows from the nursing education unit philosophy through an organizing framework into
a logical progression of course outcomes and learning activities to achieve desired program objectives/outcomes.
 Expected Level of Achievement: 100% of faculty participate in curriculum development.
Philosophy, organizing framework, objectives, curriculum design and learning outcomes are
congruent.
PLAN
Components
Frequency of
Assessment
IMPLEMENTATION
Assessment Method/s
Faculty
Annually
Participation
Review of Curriculum Committee
minutes, faculty meeting minutes and
Program Review minutes.
Congruence
of
Philosophy,
Framework,
Objectives,
Outcomes
Comparative analyses of Philosophy,
Conceptual Framework, Level
Objectives, Curriculum Design, and
Learning Outcomes/Competencies
(Terminal Objectives).
55 of 80
Every 3 years
or as
necessary
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
100% of faculty participated
in curriculum development.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA met.
* Nursing Faculty,
Program Review,
Curriculum Minutes
Spring 2005 Comparative
R – Minor changes were
analyses demonstrated
made in all areas to update
consistency in the curriculum and ensure consistency
but need to update some
throughout the curriculum.
areas due to practice/
contemporary changes.
* Program Review Minutes,
6/9/05, 12/16/04
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD IV: Curriculum and Instruction
CRITERION #
13
Program design provides opportunity for students to achieve program objectives and acquire knowledge, skills, value, and
competencies necessary for nursing practice.
 Expected Level of Achievement: Total curriculum credits are ≤ 72 semester credits.
90% or greater of graduating students will pass the NCLEX exam the first time.
90% of graduates will report that they have acquired the skills and competencies necessary to
provide client care.
90% of employers will report that RCC ADN graduates have the skills and competencies
necessary to provide client care.
PLAN
Component
s
Total
Curriculum
Units
NCLEX
Scores
Frequency of
Assessment
Annually
Quarterly
IMPLEMENTATION
Assessment Method/s
Monitor number/parent of students who
successfully pass RCC Chemistry
Placement exam
Review and trending of student NCLEX
pass rates.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
Current NCLEX pass rate
is 94.44%.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – Trend of data indicate
LoA is consistently met.
* RCC ADN NCLEX Pass
Rates (trended from
1996)
* Program Review Minutes,
6/9/05, 6/10/04
56 of 80
Nursing
12/06
CRITERION #
13
Alumni
Program
Evaluation
Surveys
Bi-annual
Distribute, review and trend Program
Evaluation/Alumni Surveys.
Spring 2005
Surveys demonstrate 96%
of graduates report the
program has prepared them
to function as an entry-level
nurse.
R – RN Program Evaluation
Survey was revised to
correlate with the Learning
Outcomes/ Competencies
(Terminal Objectives).
* ADN Program Evaluation
Survey (trended from
1999)
Employer
Program
Evaluation
Surveys
Annually
Distribute, review, and trend Employer
Program Evaluation Surveys to Directors
Educational Liaisons, and/or Clinical
Managers.
Spring 2005
Survey results:
Highest rated areas:
1. 93% of RCC ADN
graduates were able to
prioritize goals,
demonstrate competent
skills, be caring,
collaborative, advocate,
be accountable, practice
within ethical/legal
framework, be culturally
sensitive, and adapt
practice when
constructive criticism is
given.
R – Employer Program
Survey was revised to
correlate with ADN
Learning Outcomes/
Competencies (Terminal
Objectives)
Lowest rated areas:
2. 20% were identified as
being minimally prepared
or unable to supervise
and delegate tasks
appropriate to other
57 of 80
R – Faculty identified
management and delegation
skills as an area for
improvement. Theory
content and testing methods
were changed as a result of
feedback.
* Program Review Minutes,
6/9/05
Nursing
CRITERION #
12/06
13
members of nursing
team.
3. 13% did not demonstrate
adequate competency
with current
technologies.
4. 13% did not contribute
thru committees/
organizational
participation.
58 of 80
R – New HPS Lab
beginning Fall 2005 will
have scheduled
competency testings for
each semester level.
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD IV: Curriculum and Instruction
CRITERION #
14
Practice learning environments are selected and monitored by faculty and provide opportunities for a variety of learning options
appropriate for contemporary nursing.
 Expected Level of Achievement: 100% of contracts with clinical sites are current.
100% of faculty agree that clinical facilities provide experiences needed to achieve course
objectives. 90% of students rate clinical facilities as meeting their learning needs.
PLAN
Components Frequency of
Assessment
Contracts
Facility
Evaluations
59 of 80
On-going
On-going
IMPLEMENTATION
Assessment Method/s
Review of clinical contracts.
Review of faculty meeting
minutes, clinical facility
evaluations, semester level
meeting minutes.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
100% of contracts are current.
Spring 2005
100% of faculty indicate clinical
facilities provide needed
experiences.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA is being met.
Five new facility contracts were
added in 2004/2005
* Contracts
* Nursing Faculty Minutes,
5/23/05
M – LoA met.
*
*
*
*
N1 Minutes, 12/13/04
N2 Minutes, 3/4/04
N3 Minutes, 3/28/05
N4 Minutes 3/25/05
Nursing
CRITERION #
12/06
14
100% of students rate majority of
clinical facilities as meeting their
learning needs.
60 of 80
M – LoA met.
* Clinical Facility Evaluations
* Joint Faculty/ Student/
Facility Minutes
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD V: Resources
CRITERION #
15
Fiscal resources are sufficient to support the nursing education unit purposes and commensurate with the resources of the governing
organization.
 Expected Level of Achievement: 100% of faculty agree that the fiscal resources are adequate to support Nursing Education’s goals
and objectives.
PLAN
Components Frequency of
Assessment
Budget
Faculty
Input
Annually
Annually
IMPLEMENTATION
Assessment Method/s
Review of budget, including
grants, with nursing faculty.
Review of faculty meeting
minutes, Learning Resource
meeting minutes.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Fall 2004
100% of faculty agree budget is
adequate to meet departmental
needs.
Spring 2005
100% of faculty have input into
budget.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
Spring 2005
M – LoA met.
* Nursing Faculty Minutes,
4/25/05, 5/24/04, 2/23/04
D – VTEA Plan 2005/06
developed and submitted for
new equipment.
M – HRSA grant to fund 2.0
faculty positions through
2006/07.
D – Human patient simulators to
be ordered in summer 2005 with
HRSA Equipment Only grant
funds.
61 of 80
Nursing
CRITERION #
12/06
15
* Learning Resource Minutes,
5/2/05, 4/18/05, 12/16/04
M – May 2005
VTEA-funded Staff
Development Day on
Learning Interventions
62 of 80
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD V: Resources
CRITERION #
16
Program support services are sufficient for the operations of the nursing education unit.
 Expected Level of Achievement: 100% of faculty agree administrative and clerical services are available as needed.
PLAN
Components
Frequency of
Assessment
IMPLEMENTATION
Assessment Method/s
Administrative Annually
Services
Review of faculty meeting
minutes.
Clerical
Services
Review of faculty meeting
minutes.
63 of 80
Annually
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
100% of faculty agree that
administrative services are
available.
Spring 2005
100% of faculty agree that
clerical services are available.
Actions for Program
Development (D)
Maintenance (M), or
Revision (R)
M – LoA is being met.
M – LoA is being met.
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD V: Resources
CRITERION #
17
Learning resources are comprehensive, current, developed with nursing faculty input, accessible to faculty and students.
 Expected Level of Achievement: Faculty and students agree that learning resources are 1) sufficient to meet program objectives;
2) current; 3) accessible; 4) selected with faculty and student input.
PLAN
Components
Frequency of
Assessment
Resource
Annually
- Sufficiency every Spring
- Currency
Accessibility
IMPLEMENTATION
Assessment Method/s
Review of Skills Lab inventory
list, list of CAIs, library list of
books, IMC list of videos/DVDs,
Program Evaluation Surveys.
Remove from shelves all
holdings greater than 10 years.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
Faculty/students agree inventory,
CAIs, videos, DVDs are adequate.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA is being met.
D – List of new books
submitted to library for
purchase.
* Learning Resource Minutes
5/2/05, 4/18/05, 9/12/04
* Learning Resources – CAIs,
IMC, Library Lists
Resource
Input
64 of 80
Annually
Review of Learning Resource
Committee meeting minutes.
Minutes reveal numerous
video/CAI/ equipment purchases
in 2004/2005:
 VTEA $73,603
 HRSA $62,339
 Equip. Only $20,292
M – LoA met.
D – HRSA Equipment Only
grant funds to purchase
Human Patient Simulators in
Summer 2005.
Nursing
CRITERION #
12/06
17
* Learning Resources
Equipment List
* Learning Resource
Committee Minutes,
12/6/04, 11/1/04
65 of 80
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD V: Resources
CRITERION #
18
Physical facilities are appropriate to support the purpose of the nursing education unit.
 Expected Level of Achievement: 100% of the faculty agree that the physical facilities are adequate to meet the outcomes of
Nursing Education.
PLAN
Components Frequency of
Assessment
Resources:
Physical
Facilities
Annually
IMPLEMENTATION
Assessment Method/s
Review of nursing faculty
meeting minutes.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
Faculty agree that although
outcomes are being met, the
physical facilities are inadequate
to allow for further program
growth and expansion.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
D – A new School of Nursing,
with 3X (24,000 sq. ft.) the
amount of current square
footage, has been planned.
Building is to begin
construction in 2007 with an
estimated move-in date of
2009.
* New School of Nursing Floor
Plan
* Program Review, 12/16/04,
2/11/05
* Faculty Meeting, 4/25/05
M – A flexible LVN to ADN
Program was developed to
allow for program expansion
without needing additional
classroom space.
66 of 80
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD VI: Integrity
CRITERION #
19
Information about the program, intended to inform the public, prospective students, current students, employers, and other interested
parties, is current, accurate, clear and consistent.
 Expected Level of Achievement: 100% of policies and procedures are published, current, accurate, clear, consistent and
accessible.
PLAN
Components
Frequency of
Assessment
Programmatic Bi-annually
Information
IMPLEMENTATION
Assessment Method/s
Review of RCC Catalog, Web
site, ADN Information Packet,
Nursing Enrollment Committee
Policy and Procedure Manual,
and ADN Student Handbook by
appropriate committee.
Results of Data
Actions for Program
Collection and
Development (D),
Analysis
Maintenance (M), or
including actual level/s
Revision (R)
of achievement
Spring 2005
M – LoA met.
100% of policies are published,
current, accurate, clear,
R – Nursing Web site and ADN
consistent and accessible.
Information Sheet updated each
semester to notify students of
upcoming changes.
R – RCC Catalog, ADN Student
Handbook, and Nursing
Enrollment Committee Manual
are updated annually.
* Nursing Enrollment, 5/3/05
* Nursing Faculty, 9/27/04,
5/24/04
67 of 80
Nursing
CRITERION #
12/06
19
Annually
Nursing 6, 7,
8, 9
68 of 80
Bi-Annual
Student Surveys re: Enrollment
Process/Access to Enrollment
Information
Trend class rosters to determine
percent of students enrolled.
Spring 2005
Students agreed the following
were most useful to them in
obtaining program information
(n = 196)
 85% RCC catalog
 88% Nursing RCC Web site
 90% ADN Program
Information Packet
 85% Pre-nursing Information
Workshops
D – A survey tool was
developed to evaluate student
perceptions of their access to
enrollment/program information.
Tool and complete results are
available in:
*SPPE Notebook.
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD VI: Integrity
CRITERION #
20
Complaints about the program are addressed and records are maintained and available for review.
 Expected Level of Achievement: 100% of records are on file.
PLAN
Components Frequency of
Assessment
Program/
Student
Complaints
Annually
IMPLEMENTATION
Assessment Method/s
Review of
grievances/complaints/concerns in Office
of Diversity, Academic Affairs, Dean’s
Council, Semester Level Meetings.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
Complaints on file in Dean’s
Office, Dean’s Council
Minutes, and Semester Level
Minutes.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA is being met.
 Process of Problem
Resolution is published
and accessible in the
ADN Student Handbook.
 Process reviewed each
semester with entering
students.
* Dean’s Council Minutes
69 of 80
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD VI: Integrity
CRITERION #
21
Compliance with Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained.
 Expected Level of Achievement: There is 100% compliance with legislation of Higher Education Reauthorization Act.
PLAN
Components Frequency of
Assessment
Integrity:
Title IV
70 of 80
Annually
IMPLEMENTATION
Assessment Method/s
Review of published material in
RCC Catalog and in Financial
Aid Office.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Spring 2005
Review indicates there is 100%
compliance with Title IV
legislation. Current RCCD
Default Rate is 3.6%.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – Reviewed annually by
Dean, Financial Aid.
* CV of Eugenia Vincent,
Dean, Financial Aid
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD VII: Educational Effectiveness
CRITERION #
22
There is a written systematic plan for program evaluation that is used for continuous program improvement.
 Expected Level of Achievement: 100% of the nursing faculty agree that the Systematic Evaluation Plan for Program Evaluation is
comprehensive and systematic.
100% of faculty agree that the SPPE is integrated into program operations.
PLAN
Components
Frequency of
Assessment
Systematic
Plan for
Program
Evaluation
(SPPE)
Annually
Educational
Quarterly
Effectiveness
Committee
71 of 80
IMPLEMENTATION
Assessment Method/s
Systematic Plan for Program
format.
Educational Effectiveness
Committee meeting minutes,
Program Review Meeting
minutes.
Results of Data
Collection and
Analysis
including actual level/s
of achievement
Fall 2004
Review of Systematic Plan for
Program Evaluation
demonstrated it was not
congruent with current NLNAC
Standards & Criteria.
Spring 2006
Committee formed at suggestion
of NLNAC site visitors on
November 2005.
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
R – Systematic Plan for
Program Evaluation was
revised to reflect current
NLNAC Standards & Criteria.
All criteria now have
measurable outcomes and data
is being collected, analyzed,
and reviewed for program
improvement.
* Nursing Faculty Minutes,
5/23/05
D: Committee had 2 meetings
in Spring 2006 to update SPPE.
Nursing
12/06
SYSTEMATIC PLAN FOR PROGRAM EVALUATION
STANDARD VII: Educational Effectiveness
CRITERION #
23
Student academic achievement by program type is evaluated by: graduation rates, licensure/certification pass rates, job placement
rates, and program satisfaction.
 Expected Level of Achievement: Graduation/retention will be at or above 85%.
NCLEX pass rate will be at or above 90%.
90% of graduates will be placed in a job within one year of graduation.
90% or more of responding graduates will indicate that Riverside Community College provided
adequate preparation for nursing practice.
85% or more of responding employers will indicate that Riverside Community College ADN
graduates were prepared for entry-level practice as Registered Nurses.
PLAN
Components Frequency of
Assessment
Graduation
Rate
NCLEX
Pass Rates
Annually
Annually
IMPLEMENTATION
Assessment Method/s
California Board of Registered
Nursing Annual Report,
National League for Nursing
Annual Report, RCC list of
graduates, Nursing Education
database
California Board of Registered
Nursing
Results of Data
Collection and
Analysis
including actual level/s
of achievement
2003/2004
91% retention
2004/2005
87.5% retention
2004/2005
94.44%
Actions for Program
Development (D),
Maintenance (M), or
Revision (R)
M – LoA met.
* Retention Rates (trended
from 1999)
M – LoA met.
* NCLEX RN Pass Rates
(trended from 1996)
72 of 80
Nursing
12/06
CRITERION #
23
Graduate
Program
Satisfaction
Annually
Employer
Program
Satisfaction
Annually
73 of 80
Program Evaluation Surveys
(graduate, 6-month and 2-year)
Employer Program Evaluation
Surveys
Spring 2005
93-96% of graduates indicate that
the program prepared them for
hospital/clinical employment.
M – LoA met.
Spring 2005
Survey results:
Highest rated areas:
1. 93% of RCC ADN graduates
were able to prioritize goals,
demonstrate competent skills, be
caring, collaborative, advocate,
be accountable, practice within
ethical/legal framework, be
culturally sensitive, and adapt
practice when constructive
criticism is given.
Lowest rated areas:
2. 20% were identified as being
minimally prepared or unable to
supervise and delegate tasks
appropriate to other members of
nursing team.
3. 13% did not demonstrate
adequate competency with
current technologies.
4. 13% did not contribute thru
committed organization.
M – LoA met in most areas.
* Program Evaluation Surveys
(trended from 2000)
R – LoA not met.
Faculty have identified
management and delegation
skills as an area for
improvement. Theory content
and testing methods were
changed as a result of
feedback.
Nursing
12/06
CRITERION #
Job
Placement
23
Annually
Program Evaluation Survey (6
months and 2 years)
Since Fall 2000, reported data is
consistently 100%.
M – LoA met.
* ADN Job Placement Rates.
Telephone Follow-Up Survey
74 of 80
Nursing
12/06
TABLE XIII
RCC SCHOOL OF NURSING GRANTS (2004-PRESENT)
Grant
Capacity Building Grants
Year
2006-2008
Capacity Building Grants
2006-2008
Song Brown
2006-2008
Amount
$478,696.00
$1,589,396.00
(faculty, tech
support, lab coord.
secretary support)
$278,167.00
2 faculty positions
Purpose/Outcome
 60 generic ADNs
 80 LVN to ADN
 Outfit new Lab and expand
Simulator Lab
 3 faculty, tech support, lab
coordinator, secretarial support
 10 generic students
 10 LVN to ADN students
H-1B
2001-2004
$2,100,000.00
HRSA
Nurse Education,
Practice and Retention:
Career Ladder
2004-2007
$798,919.00
Continue career ladder/increase
enrollment
• Traditional LVN to ADN
• Generic ADN
• Flexible LVN to ADN Program
HRSA Equipment Only
Grant
2004-2007
$131,000.00
Purchase state-of-the-art lab/human
patient simulators and equipment
ADN State Enrollment
Growth Funds
Nursing Workforce
Initiative
2004-2006
$54,218.00
Add 10 ADN enrollment spaces/year
2/20056/2005
$71,969.00
Graduate last 19 students funded
through the H1B grant
National Student Nursing
Association
2004-2005
$46,300.00
Supplement ADN enrollment growth
funds to graduate additional 10 ADNs
VTEA
2004-2005
2005-2006
$82,450.00
$55,190.00
Purchase equipment/software
Staff development
CTI Grant
2001-2003
$100,000.00
75 of 80
Career ladder/specialty training/staff
development:
• CNA – 215 • VN - 23 graduates
• ADN - 71 graduates • BSN - 19
• Specialty courses - 139
• Staff development - 685
Partner with skilled nursing facility to
educate ancillary staff to become
LVNs. 21 out of 26 completed the
program.
Nursing
12/06
TABLE XIV
Spring 2006 RN Applicant Statistics
RN Generic Applicants
Total Applicants
386
First Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
263
44
21
1
44
50
2
83
18
203
60
Second Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
76 of 80
0
0
0
0
0
0
0
0
0
0
0
Ineligible RN Applicants
100
9
11
1
12
19
0
41
7
83
17
Third Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
Fourth Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
3
1
0
0
0
1
0
0
1
3
0
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
20
4
3
0
4
5
3
1
0
17
3
Nursing
12/06
TABLE XV
Spring 2006 Advanced Placement/Flex Applicant
Statistics
ADV/FLEX Applicants
Total Applicants
72
First Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
34
3
9
0
4
9
0
7
2
28
6
Second Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
77 of 80
3
0
0
0
0
0
0
2
1
2
1
Ineligible RN Applicants
19
5
4
0
1
2
0
6
1
16
3
Third Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
Fourth Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
13
0
3
0
1
5
0
4
0
11
2
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
3
0
1
0
1
1
0
0
0
3
0
Nursing
12/06
TABLE XVI
Spring 2006 30-Unit Option Statistics
30-Unit Option
Total Applicants
7
First Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
Fourth Priority
1
0
0
0
1
0
0
0
0
0
1
Second Priority
0
0
0
0
0
0
0
0
0
0
0
Ineligible
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
0
0
0
0
0
0
0
0
0
0
0
Third Priority
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
1
0
0
0
0
0
0
1
0
1
0
78 of 80
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
5
0
1
0
3
0
0
1
0
5
0
Nursing
12/06
TABLE XVII
Spring 2006 RN Petition Statistics
RN Petitions
Total Applicants
Nursing 1
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
26
3
0
1
0
0
0
0
1
1
3
0
Nursing 3
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
79 of 80
Nursing 2
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
3
0
0
0
0
1
0
2
0
2
1
Nursing 4
12
0
4
0
3
3
0
2
0
11
1
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
8
2
0
0
1
2
0
3
0
8
0
Nursing
12/06
TABLE XVIII
Fall 2005 VN Applicant Statistics
VN Applicants
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
445
35
65
2
62
117
1
147
16
371
74
Ineligible VN Part Time Applicants
Total
24
Asian
1
African American
6
American Indian
0
Filipino
3
Hispanic
9
Pacific Islander
1
White
3
Other
1
Female
21
Male
3
234
19
30
1
31
59
0
90
4
194
40
Ineligible VN Full Time Applicants
Total
187
Asian
15
African American
29
American Indian
1
Filipino
28
Hispanic
49
Pacific Islander
0
White
54
Other
11
Female
156
Male
31
Eligible VN Full Time/Part
Time Applicants
Total
Asian
African American
American Indian
Filipino
Hispanic
Pacific Islander
White
Other
Female
Male
80 of 80