The mission of the nursing education unit reflects the governing organization’s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes.
1.1 [Practical & Associate] The mission/philosophy and program outcomes of the nursing education unit are congruent with the core values and mission/goals of the governing organization.
Practical Nursing Program
The mission, philosophy, and outcomes of the nursing education unit are congruent with those of the governing organization.
During the NLNAC self-study process, nursing faculty examined the philosophy and outcomes of the PN Program and found that the framework was loose in its design and needed revision to clarify what was being taught to the students. Following group faculty discussions, it was decided that the program would align its theoretical framework and philosophy with the National
League for Nursing’s (NLN) Education Competencies Model (2010), and also integrate competencies from the Quality and Safety Education for Nurses (QSEN) initiative. Discussion related to the mission and philosophy can be found in meeting minutes from August of 2011
(Exhibit 1- Document A).
Practical Nursing Program Vision:
To provide quality patient care by guiding the development of caring, competent, and safe
Licensed Practical Nurses that provide patient care within the changing healthcare industry to a diverse population.
Practical Nursing Program Mission:
The mission of Central Lakes College Practical Nursing Program provides a quality, affordable, and accessible pathway for students to become competent, caring, entry level nurses. Graduates are prepared to become Licensed Practical Nurses that are skilled in providing holistic care for a diverse population.
Practical Nursing Program Philosophy:
The Central Lakes College Practical Nursing Program Student Learning Outcomes are based on the National League for Nursing (NLN) 2010 Framework, with further definition written by the
PN Program faculty based on the mission and philosophy of the existing program. The faculty identify that the NLN framework core values and integrating concepts are important and are threaded throughout the PN curriculum.

Student Learning Outcomes : are defined as the expected culmination of all learning experiences occurring during the program including the mastery of essential core nursing practice competencies, built upon the seven core values and six integrating concepts.
Course Outcomes : are defined as the expected culminations of all learning experiences for a particular course within the nursing program, including the mastery of essential core competencies relevant to the course.
NLN Education Competency Model’s Three Apprenticeships - knowledge, practice, and ethical comportment are based on Benner et al. (2009) work. Knowledge: encompasses the realms of science and theory (NLN, 2010, p. 15). Practice: includes the mastery of technical skills and the notions of situated thinking and knowledge use; it means being able to engage in practice in a thoughtful, deliberate, and informed way (NLN, 2010, p. 15-16). Ethical
Comportment
: involves the individual’s formation within a set of recognized responsibilities; it includes the notions of “good practice” and “boundaries of practice” (NLN, 2010, p. 16).
Core Competencies: are the measureable skills, essential for the practice of nursing that are developed by faculty in the schools of nursing to meet established program outcomes. These competencies increase in complexity both in content and practice during the program. The core competencies are applicable in varying degrees across all didactic and clinical courses and within all programs of study, role performance, and practice settings. They structure and clarify course expectations, content, and strategies, and guide the development of course outcome. They are the foundation for clinical performance examinations and the validation of the practice competence essential for patient safety and quality care (NLN, 2010, p. 32).
An illustration of the NLN Education Competencies Model as well as an expanded explanation of the framework values, concepts, and outcomes can be found in Appendix A- Document 1. 1. 1.

Theoretical Framework
The Theoretical Framework, which embraces the philosophy of the Practical Nursing Program at Central Lakes College, is based on the 2010 NLN
Education Competencies Framework, illustrated below.

Table 1. 1. 1 The Central Lakes College Practical Nursing Faculty believes in:
NLN Core Values Definition
Caring “Promoting health, healing and hope in response to the human condition” (NLN, 2010, p. 11).
Diversity recognizing differences among “persons, ideas, values and ethnicities,” while affirming the uniqueness of each
(NLN, 2010, p. 12).
Ethics
Excellence
Holism
Integrity
Patient-Centeredness
Involves reflective consideration of personal, societal, and professional values, principles, and codes that shape nursing practice (NLN, 2010, p. 13).
“Creating and implementing transformative strategies with daring ingenuity” (NLN, 2010, p. 12).
Is the culture of human caring in nursing and health care that affirms the human person as the synergy of unique and complex attributes, values, behaviors, influenced by that individual’s environment, social norms, cultural values, physical characteristics, experiences, religious beliefs and practices, and moral and ethical constructs within the context of a wellness-illness continuum (NLN, 2010, p. 14).
“respecting the dignity and moral wholeness of every person without conditions or limitation” (NLN, 2010, p. 13).
Is an orientation to care that incorporates and reflects the uniqueness of an individual patient’s background, personal preferences, culture, values, traditions, and family.
NLN Integrating Concepts
Context and Environment
Knowledge and Science
Personal/Professional Development
Is the setting in which something happens; the circumstances that lie behind a situation or event. In relation to social organization, refers to the conditions or social system within which the organizations’ members act to achieve specific goals (NLN, 2010, p. 16).
Refers to the foundations that serve as a basis for nursing practice, which, in turn, deepen, extend, and help generate new knowledge and new theories that continue to build the science3 and further the practice. (a) Understand and integrating knowledge from a variety of disciplines outside nursing that can provide inside into the physical, psychological, social, spiritual, and cultural functioning of the human beings. (b) understanding and integrating knowledge from nursing science to design and implement plans of patient-centered care for individuals and families,
(c) understand how knowledge and science develop, (d) understanding how all members of a discipline have responsibility for contributing to the development of that discipline’s evolving science, (e) understand the nature of evidence-based practice (NLN, 2010, p. 20-21).
Is a lifelong process of learning, refining, and integrating values and behaviors that (a) are consistent with the profession’s history, goals, and code of ethics; (b) serve to distinguish the practice of nurses from that of other health care providers’ and (c) give nurses the courage needed to continually improve the care of patients and families to ensure the profession’s ongoing viability (NLN, 2010, p. 23).

Quality and Safety
Relationship-Centered Care
Teamwork
Is the degree to which health care services 1) are provided in a way consistent with current professional knowledge;
2) minimize the risk of harm to individuals, populations and providers; 3) increase the likelihood of desired health outcome; and 4) are operationalized from an individual, unit and systems perspective (NLN, 2010, p. 25).
Positions (a) caring; (b) therapeutic relationships with patients, families, and communities; (c) professional relationships with members of the health care team at the core of nursing practice. It integrates and reflects respect for the dignity and uniqueness of others, valuing diversity, integrity, humility, mutual trust, self-determination, empathy, civility, the capacity for grace, and empowerment (NLN, 2010, p. 27).
To function effectively within nursing and interprofessional teams, fostering open communication, mutual respect, and shared decision making to achieve quality patient care (NLN, 2010, p. 30).

CLC graduates should be prepared (1) to promote and enhance human flourishing for patients and families; (2) to show sound nursing judgment (3) to continually develop their professional identity ; and (4) to maintain a spirit of inquiry as they move into nursing practice (NLN, 2010).
The PN Program is approved to prepare and qualify graduates to take the NLCEX-PN exam.
The graduate of the Central Lakes College Practical Nursing Program is able to:
*Nursing Practice

Collaborate with the registered nurse or other members of the health care team to organize and incorporate data collection and knowledge base to contribute to patient care and actions based on established nursing protocols and nursing process.
*Human Flourishing

Demonstrate nursing excellence in a caring and empathetic approach to the safe, therapeutic, and individualized care of each client and provide culturally competent care across the lifespan to individuals within a diverse society and within the context of their environment.
*Nursing Judgment

Effectively communicate with patients and members of the interdisciplinary health care team, incorporating interpersonal and therapeutic verbal and non-verbal communication skills.

Collect and analyze holistic patient-centered information from multiple sources to establish foundation for relationship-centered nursing care through nursing judgments within the practical nursing role.
*Professional Identity:

Demonstrate professional identity and personal/professional development through accountability, adhering to standards of practical nursing practice within legal, ethical and regulatory framework with specified populations and identification of rationale for scope of practice decision making.
*Spirit of Inquiry

Implement competent patient-centered care with integrity at the direction of the registered nurse through performance of nursing interventions and with a spirit of inquiry at the Practical Nurse entry level.
Congruency of the mission, philosophy, and outcomes between the governing organizations
(MnSCU and CLC) and the CLC PN Nursing Programs are demonstrated below in Table 1. 1. 2

Table 1. 1. 2: Comparison of MnSCU, CLC and Practical Nursing Program Vision/Mission and Values
Vision
Minnesota State Colleges and Universities (MnSCU) Central Lakes College
The Minnesota State Colleges and Universities CLC, Minnesota’s leading Community and system will enable the people of Minnesota to succeed by providing the most accessible, highest value education in the nation.
Technical College for lifelong learning
Practical Nursing Education Unit
To provide quality patient care by guiding the development of caring, competent, and safe Licensed Practical
Nurses that provide patient care within the changing healthcare industry to diverse population.
Mission
Values
The Minnesota State Colleges and Universities system of distinct and collaborative institutions offers higher education that meets the personal and career goals of a wide range of individual learners, enhances the quality of life for all Minnesotans and sustains vibrant economies throughout the state.
Integrity Access
Excellence Affordability
Accountability Flexibility
Diversity
Innovation
Civility
Citizenship
Institutional Uniqueness
We Build Futures. At Central Lakes College we:
-are committed to a supportive environment for the growth and development of students from diverse cultural, ethnic, economic, and educational backgrounds;
-offer liberal arts, technical education, and customized training programs of proven highquality that are accessible and affordable and that lead to employment, skill enhancement, or transfer to other institutions of higher learning;
-anticipate and respond to the needs of business and industry in a globally competitive economy;
-encourage and support cultural enrichment , life-long learning, civic responsibility, and community development
We
-act with integrity
-embrace diversity
-act responsibly
-communicate effectively
-foster relationships
-demonstrate fairness
-celebrate achievement
The Central Lakes College Practical
Nursing Program provides a quality, affordable, and accessible pathway for students to become competent, caring, entry level nurses . Graduates are prepared to become Licensed Practical
Nurses that are skilled in providing holistic care for a diverse population.
Core Values:

Integrity

Excellence

Diversity

Caring

Ethics

Holism

Patient-Centeredness

Associate Degree Nursing Program
The mission, philosophy and outcomes of the nursing education unit are congruent with those of the governing organization.
During the NLNAC self-study process, nursing faculty examined the philosophy and outcomes of the AD Nursing Program and recognized that the program has evolved and changed since
1979 when the program was originally established. The department’s original philosophical underpinnings were based on Sister Callista Roy’s Adaptation Theory, and the original curriculum design was based on this nursing conceptual model as well as the American Nurses
Association (ANA) Scope and Standards of Nursing Practice, the Minnesota Board of Nursing rules, and the National Organization for Associate Degree Nursing (N-OADN) Educational
Competencies for Graduates of Associate Degree Programs. Based on current research related to nursing curricular design, faculty determined that this conceptual framework as well as the program outcomes was no longer relevant or reflective of the program’s current philosophy.
Therefore, during the self-study process, nursing faculty elected to revise their original conceptual model and to adopt a theoretical framework, philosophy, and program outcomes based on the National League for Nursing’s (NLN) Education Competencies Model (2010) and to integrate concepts related to competencies established by the Quality and Safety Education for
Nurses (QSEN). This curricular change was presented to and approved by the CLC Academic
Affairs and Standards Council (AASC) on December 20, 2012. The AD Nursing curriculum retreat May of 2012 minutes that reflect the acceptance of this curriculum change and may be viewed in Exhibit 1- Document B. The AD Nursing Program’s statements of Vision, Mission, and Philosophy are therefore as follows:
AD Nursing Program Vision
Promote lifelong learning by providing a geographical and economically accessible mobility program for Licensed Practical Nurses that will meet the community’s need for caring, competent, entry-level professional nurses.
AD Nursing Program Mission
To build futures by educating Licensed Practical Nurses who have the potential for selfdevelopment to become professional nurses that will administer safe, client-centered, and holistic nursing care in a variety of healthcare settings.
AD Nursing Program Theoretical Framework and Philosophy
The Theoretical Framework and Philosophy of the Associate Degree Nursing Program at Central
Lakes College is based on the *2010 National League for Nursing (NLN) Education Competencies

Model ( Appendix A-Document 1. 1. 1 ) and the *Quality and Safety Education for Nurses (QSEN) competencies and includes the following:
Core Values

Caring

Diversity

Ethics


Excellence
Holism

Integrity

Patient-
Centeredness
Integrating Concepts

Context and
Environment

Knowledge and
Science

Personal/Professional
Development

Quality and Safety

Relationship-
Centered Care

Teamwork
Program Outcomes

Human
Flourishing

Nursing
Judgment

Professional
Identity

Spirit of
Inquiry
QSEN Competencies

Patient-
Centered
Care

Teamwork and
Collaboration

Evidence-
Based
Practice

Quality
Improvement

Safety

Informatics
The seven core values listed above are fundamental to the profession of nursing and provide the foundation for nursing practice. The integrating concepts and the QSEN competencies reflect the fact that nursing students must master varied areas of knowledge and science, be prepared to function in complex environments while maintaining the highest standards of quality and safety, be able to build relationships with others and work comfortably in teams, and to respond to those in need.
AD Nursing Program Student Learning Outcomes
The six AD Nursing Program student learning outcomes reflect the NLN Education
Competencies Model and include outcomes that promote Human Flourishing and the development of Nursing Judgment, Professional Identity, and a Spirit of Inquiry.
The graduate of the Central Lakes College AD Nursing Program is able to:
Human Flourishing
1.
demonstrate comprehensive, holistic assessments that include diversity in the dimensions of physical, developmental, emotional, psychosocial, cultural, spiritual, and functional status of the client in context of environment.
2.
effectively utilize therapeutic verbal and non-verbal communication techniques through culturally competent care that is directed toward promoting positive outcomes and establishing trusting client-centered relationships.
Nursing Judgment
3.
apply the knowledge and science of nursing by performing within the scope of practice of a registered nurse (RN).

4.
collaborate with the healthcare team, including use of nursing judgment to accurately plan patient priorities and preferences, utilize available resources and referrals, and develop shared accountability and mutual respect for safe, ethical, patient-centered holistic nursing care.
Professional Identity
5.
demonstrate development of personal/professional behaviors by implementing one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, life-long learning, service learning/civic engagement, caring, advocacy, excellence, and safe quality care for diverse patients within a family and community context.
Spirit of Inquiry
6.
analyze assessed information to determine effective clinical decision making through a spirit of inquiry that results in problem resolution, individualizing care through use of the nursing process, and assuring the delivery of accurate, safe care that moves the client and support person toward positive outcomes.
An illustration of the NLN Education Competencies Model as well as an expanded explanation of the framework values, concepts, and outcomes can be found in Appendix A- Document 1. 1.
1.
*American Associate of Colleges of Nursing QSEN Education Consortium. (2012). Graduate-
Level QSEN competencies: Knowledge, skills and attitudes. Retrieved from http://www.aacn.nche.edu/faculty/qsen/competencies.pdf
.
*National League for Nursing (NLN). (2010). Outcomes and competencies for graduates of practical/vocation, diploma, associate degree, baccalaureate, master's, practice, doctorate, and research doctorate programs in nursing. New York, NY: author.
AD Nursing Program Philosophy
The philosophy of the CLC AD Nursing Program reflects the interrelationship between the four central concepts of the nursing metaparadigm, including person, environment, health, and nursing, and incorporates the core values, integrating concepts, and nursing program outcomes of the National League for Nursing’s (NLN) Education Competencies Model as well as the Quality and Safety Education for Nurses (QSEN) Competencies.

Beliefs about Person
A person is a holistic and autonomous being with physical and psychosocial needs and desires worthy of dignity and respect.
A person is the combined effect of unique and complex attributes, values, and behaviors influenced by that person’s lived experience.
Beliefs about Environment
The environment is comprised of both internal and external variables with genetic, physiological, socioeconomic, cultural, political, legal, ethical, and spiritual dimensions that influence human health and flourishing.
The environment acts upon and influences the person’s health, and the person acts upon and influences the health of the environment.
Beliefs about Health
Health is a dynamic and fluctuating state, which may be viewed on a continuum.
The optimal state of health for the person is that which maximizes human flourishing.
Beliefs about Nursing
Nursing, as a profession, provides a unique service to society and is distinguishable from other healthcare professions.
The function of nursing is to promote health, healing, and hope, and to respond to individuals, families, and communities in need.
Nursing is the promotion of patient-centered care that enhances human flourishing for patients, families, and communities through teamwork and collaboration; the use of evidence-based practice; the integration of technology and informatics; and the endeavor of continuous quality improvement.
Beliefs about Learning
The learner realizes goals through his/her own efforts and is responsible for his or her own acts.

The learner strives for an “ideal self” against which measurements and evaluations are made.
The adult learner is self-motivated, takes initiative and responsibility for learning outcomes, and strives to actively apply knowledge.
Beliefs about Nursing Education
Nursing education must enable students to understand and integrate knowledge from the biological and social sciences, the arts and humanities, and the body of knowledge about the practice of nursing to create and implement evidence-based plans of patient-centered care.
Nursing education must enable students to build relationships and communicate effectively with others and work comfortably in teams in order to promote a culture of open communication, respect, and shared decision making to achieve quality patient care.
Nursing education must afford the student maximum opportunity to develop as a person by providing an environment which will cultivate the development of self-discipline, sound nursing judgment, professional identity, and a spirit of inquiry.
Nursing education should promote personal and professional growth, including the desire for a lifelong process of learning, refining, and internalizing behaviors and values that are consistent with Nursing’s history, goals, and Code of Ethics and provide students with the desire to continually improve the care of patients and ensure the sustainability of the profession.
Nursing education utilizes a variety of learning resources including the community, the academic, and clinical settings.
Nursing education prepares students to function in complex environments while maintaining the highest standards of quality and safety.
Beliefs about Nursing Faculty
Nursing Faculty must adhere to the beliefs of nursing education, select appropriate learning experiences for which student learning outcomes can be met, create a positive and stimulating learning environment, evaluate the learner’s progress according to established criteria and provide learner’s with feedback in a professional and timely manner, and act as a resource and role model within the educational system, community, and nursing profession.

All faculty teaching in the AD Nursing Program hold a minimum of a Master’s Degree in
Nursing. One faculty member is currently enrolled in a Doctor of Nursing Practice (DNP) program, and two faculty members have obtained NLN Certification in Nursing Education
(CNE). All faculty maintain their expertise as nurse educators and clinical RNs by attending conferences, participating in continuing education, and continuing to practice as RNs in various healthcare settings. Along with expertise in teaching and simulation development, faculty members possess significant clinical and professional work experience in the areas of oncology, gerontology, surgical, post-anesthesia care, medical, pediatric, and obstetric nursing. Faculty members are also experienced in staff development and nursing management.
Congruency of the mission, philosophy, and outcomes between the governing organizations
(MnSCU and CLC) and the CLC AD Nursing Programs are demonstrated below in Table 1. 1. 3

Table 1. 1. 3: Comparison of MnSCU, CLC and Associate Degree Nursing Program Vision/Mission and Values
Vision
Minnesota State Colleges and Universities
(MnSCU)
The Minnesota State Colleges and Universities system will enable the people of Minnesota to succeed by providing the most accessible , highest value education in the nation.
Central Lakes College
CLC, Minnesota’s leading Community and
Technical College for lifelong learning
Associate Degree Nursing Education Unit
Promote lifelong learning by providing a geographical and economically accessible mobility program for licensed practical nurses that will meet the community’s need for caring, competent, entry-level professional nurses.
Mission
Values
The Minnesota State Colleges and Universities system of distinct and collaborative institutions offers higher education that meets the personal and career goals of a wide range of individual learners, enhances the quality of life for all Minnesotans and sustains vibrant economies throughout the state.
Integrity
Excellence
Diversity
Accountability
Innovation
Civility
Citizenship
Institutional Uniqueness
Access
Affordability
Flexibility
We Build Futures . At Central Lakes College we:
-are committed to a supportive environment for the growth and development of students from diverse cultural, ethnic, economic, and educational backgrounds;
-offer liberal arts, technical education, and customized training programs of proven highquality that are accessible and affordable and that lead to employment, skill enhancement, or transfer to other institutions of higher learning;
-anticipate and respond to the needs of business and industry in a globally competitive economy;
-encourage and support cultural enrichment, life-long learning, civic responsibility, and community development
We
-act with integrity
-embrace diversity
-act responsibly
-communicate effectively
-foster relationships
-demonstrate fairness
-celebrate achievement
To build futures by educating Licensed
Practical Nurses who have the potential for self-development to become Professional
Nurses that will administer safe, client-centered and holistic nursing care in a variety of healthcare settings
Core Values:

Integrity

Diversity

Ethics

Excellence

Holism

Caring

Patient-Centeredness

1.2 [Practical & Associate] The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in governance activities; opportunities exist for student representation in governance activities.
MnSCU, CLC, and the PN and AD Nursing Programs place high value on faculty and student participation and involvement in governance. Faculty and students may participate through representation at the department and college levels. Faculty and nursing students may run for office and/or serve on committees. MnSCU requires that students be consulted before any changes in tuition, fees, or surcharges are adopted. The Minnesota State College Faculty contract governs all MnSCU college faculty members (Exhibit
1- Document C: MSCF contract). Table 1. 2. 1: College Governance Committees/Councils outlines the various committees in which administration, faculty, and students actively participate in the governance of CLC. Meeting minutes are recorded for all committees and are accessible online to all administrators and faculty on the CLC intranet.
Table 1. 2. 1: College Governance Committees/Councils
Committee /
Council Name
Academic Affairs and Standards
Council (AASC)
Constituents
Administration
Faculty
Current Nursing Program
Representative
Connie Frisch, Dean of Nursing
AD and PN faculty representatives as needed for academic affairs and standards related to nursing programs/courses.
Purpose
To provide direction for the college president in all matters included in academic affairs such as curriculum changes, i. e. new courses or new program, closing a course or program, or revising a course or program.
Also, maintaining high academic standards through setting policy, such as the use of placement tests, credit by evaluation, international travel courses, and standards in online courses and college in the schools courses.
Assessment of
Student Learning
Committee
Bridges Career
Exploration
Committee
Faculty
Administration
Faculty
Staff
Kim Scott, AD Nursing Faculty
Connie Frisch, Dean of Nursing
Becky Gammon, AD Nursing Faculty
Laura Oeltjenbruns, AD Nursing Faculty
Gayle Ollila, Nursing Lab Coordinator
To provide direction for the Academic Affairs & Standards Council in matters related to academic affairs/assessment.
To provide input and organization for a large career exploration event held on campus annually for thousands of area high school students.

Committee /
Council Name
Civic Engagement
& Service Learning
Advisory Board
Constituents
Administration
Faculty
Current Nursing Program
Representative
Connie Frisch, Dean of Nursing
Darci Goeden, AD Nursing Faculty
Sarah Jennissen, PN Faculty
Developmental
Education
Committee
Fiscal/ Facilities
Committee
Faculty
International Ed
Committee
Nursing Club
Nursing Faculty
Meetings
PN Faculty
Meetings
AD Faculty
Meetings
Nursing Program
Advisory Board
Purpose
To develop definitions for civic engagement and service learning, to establish a mission & vision for student involvement, success, and personal and professional growth as it relates to lifelong learning, community involvement and civic responsibility.
To provide direction for the Academic Affairs & Standards Council in matters related to academic affairs/ developmental ed.
Administration
Faculty
Staff
Faculty
Connie Frisch, Dean of Nursing To provide input into the governance of the college regarding facility space needs/ progress related to college facility/ building initiatives.
To provide direction for the Academic Affairs & Standards Council in matters related to academic affairs/ international studies.
Faculty Advisor
Nursing students
Dean of
Nursing
Faculty
Students
Kim Scott, AD Nursing Faculty (Staples)
Darci Goeden, AD Nursing Faculty
(Brainerd)
Sarah Jennissen, PN Faculty (Staples)
Jessica Herron, PN Faculty (Brainerd)
Connie Frisch, Dean of Nursing
All current PN & AD Nursing Faculty
Current nursing student representatives from each cohort on both Brainerd and
Staples campuses
To provide for leadership opportunities and participate in community service, fund-raising activities, Student Senate and college-wide activities.
Provide service or educational opportunities that benefit CLC student body.
To discuss and provide input related to all matters concerning nursing program operations. All Nursing Faculty Meetings are monthly and more often as needed. PN and AD Nursing Faculty occur 1-2 times monthly and more often as needed.
Administration
Faculty
Students
Clinical and community partner representatives
Connie Frisch, Dean of Nursing (exofficio)
All current AD and PN Faculty (exofficio)
Current nursing students and alumni of both programs
To enable clinical partners and communities of interest the opportunity to provide input and feedback with regard to the current nursing program as well as new initiatives to ensure a current and relevant curriculum.

Committee /
Council Name
Constituents
Online Committee Faculty
Current Nursing Program
Representative
Shirley Lofquist, PN Faculty
Laura Oeltjenbruns, AD Nursing Faculty
Peggy Rider, PN Faculty Personnel
Committee
Faculty
Human
Resources
Director
Staff
President’s Cabinet President
Lundblad
Vice Presidents
President’s
Leadership Council
CLC Deans
President’s
Cabinet members
CLC Directors and Supervisors
Connie Frisch, Dean of Nursing
Connie Frisch, Dean of Nursing
Purpose
To provide direction for the Academic Affairs & Standards Council in matters related to academic affairs/ online learning.
To review and discuss all personnel related material and report back to faculty union.
To focus on initiatives and promote strategies to support the college vision and mission. Make recommendations to the college president.
To provide input and make recommendation to college administration regarding operations of the college as they relate to the college community.
Communicate administrative activities to departments and provide the opportunity for input/feedback to administration from college departments to enhance cooperation and communication between administration, staff, and faculty.
To review and address campus safety concerns; discuss/develop policies to ensure compliance with state and federal safety regulations.
Safety Committee
Search Committees
Administration
Faculty
Staff
Administration
Faculty
Staff
Shared Governance Administration
Faculty Union
Representative
Connie Frisch, Dean of Nursing
Darci Goeden, AD Nursing Faculty
Jessica Herron, PN Faculty
Sarah Jennissen, PN Faculty
Gayle Ollila, Nursing Lab Coordinator
Connie Frisch, Dean of Nursing
AD Nursing Faculty: Rebecca Gammon,
Darci Goeden, Vickie O’Brien
PN Faculty: Jessica Herron, Sarah
Jennissen, Shirley Lofquist, Peggy Rider
Staff: Gayle Ollila, Nursing Lab
Coordinator
To interview and provide input related to college hiring decisions. Search committees are established with volunteers.
To review polices, provide for faculty input and recommendations regarding matters related to personnel, student affairs, facilities, fiscal and other college governance matters.

Committee /
Council Name
Constituents
Current Nursing Program
Representative
Purpose
Student Affairs
Committee
Student Senate
Administration
Faculty
Staff
Faculty Advisor
Students
Nursing Club Representative
To communicate and coordinate governance activities between the Shared
Governance Council and Faculty Committees.
Official voice of CLC student body. Provide student representation on college committees; provide approval for the formation of various student organizations; coordinate social activities at CLC. A nursing student represents the Nursing Club at Student Senate meetings.
1.3 [Practical & Associate] Communities of interest have input into program processes and decision making.
Input by communities of interest is a vital component of the PN and AD Nursing Programs. Communities of interest include the nursing programs’ clinical partners, regional healthcare professionals, students, staff, administration, PN and AD nursing faculty, and area community members. Representatives from each of these constituents participate on the Nursing Advisory Board (see Table 1. 3.
1 for Advisory Board Member Representation and Terms ). Discussion and feedback occurs during the twice-yearly Nursing Advisory
Board meetings (Exhibit 1- Document D: Nursing Advisory Board meeting agenda). This committee provides the opportunity for the sharing of multiple perspectives from a variety of stakeholders with regard to CLC nursing program outcomes, curricular changes and initiatives, program improvement, and trends in education and employment needs. Committee participation is active and helps to build strong community partnerships. Nursing Advisory Board By-laws (Exhibit 1- Document E) and meeting minutes can be found on a shared drive, accessible by all nursing faculty and the Dean of Nursing. Meeting minutes are routed electronically to all members within one to two weeks following the meeting and are formally approved at the following meeting. Exhibit 1- Document F: Advisory
Board Meeting Minutes binder contains meeting minutes for 2010-11, 2011-12, and 2012-13.
Table 1. 3. 1: Central Lakes College Nursing Advisory Board Member Representation and Terms
Name & Title Membership Represented Employer Term Limit Start of Term End of Term
Pat DeLong RN in clinical practice
Chief Nursing Officer Clinical healthcare facility representative
Essentia Health: St.
Joseph’s Medical Center
(SJMC)
3 years Fall 2011 Spring 2014

Sheila Miller
Assistant Director of
Nurses
Marie Michlitsch
Director of Nursing
RN in clinical practice
Alumni PN and AD Nursing Programs
Clinical healthcare facility representative
RN in clinical practice
Alumni PN and AD Nursing Programs
Clinical healthcare facility representative
Clinical healthcare facility representative Karen Treangen
RN
Bonnie Groneberg
Director, Corporate
Compliance &
Accreditation; Safety
Officer
Sarah Carlson
Manager, Human
Resources
Marty Bosch
RN Supervisor
Michelle Kangas
Kristine Layne
Director of Nursing
Person working in health related profession other than nursing
Clinical healthcare facility representative
Human Resource Manager from healthcare facility
Clinical healthcare facility representative
RN in clinical practice
Clinical healthcare facility representative
Healthcare Consumer not in healthcare field
RN in clinical practice
Clinical healthcare facility representative
Cuyuna Regional Care
Center (CRCC)
Essentia Health: St.
Joseph’s Medical Center
(SJMC)
Essentia Health: St.
Joseph’s Medical Center
(SJMC)
Community Behavioral
Health Hospital, Baxter
Central Lakes College
Riverwood Healthcare
System
3 years
Woodland Good Samaritan
Center
3 years
Lakewood Health System 3 years
3 years
3 years
3 years
2 years
2 years
Fall 2011 Spring 2014
Fall 2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring 2015
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2013
Spring 2014

Trista Rice LPN in clinical practice
Mary DeVahl
Student Counselor
Jill Mattson
Massage Therapist
Karen Williams
Applications Analyst
Student advocate from counseling or student services
Complementary care in healthcare
Electronic media expert employed in healthcare industry
Clinical healthcare facility representative
Alumni AD program (Brainerd) Kelly Hammerbeck-
Bonde
Derek Ruis
Verena Walton
Maureen Mau
Carrin DeLong
Autumn Urbanski
Elizabeth Robinson
Barbara Kramer
Sarah Lueck
Ryan Sather
Alumni AD program (Brainerd)
Alumni AD program (Brainerd)
Alumni AD program (Brainerd)
Alumni AD program (Staples)
Alumni AD program (Staples)
Current PN student (Brainerd)
Current PN student (Brainerd January start)
Current AD student (Brainerd)
Current AD student (Staples)
Cuyuna Regional Care
Center (CRCC)
Central Lakes College
Uplifing Hands Jill
Mattson Massage Therapy
2 years
Essentia Health: St.
Joseph’s Medical Center
(SJMC)
Central Lakes College
Central Lakes College
Central Lakes College
Central Lakes College
Central Lakes College
Central Lakes College
Central Lakes College
Central Lakes College
Central Lakes College
Central Lakes College
2 year
2 years
2 years
3 years
3 years
3 years
3 years
3 years
3 years
1 year
1 year
1 year
1 year
Fall 2011
Fall 2011
Spring 2013
Spring 2013
Fall 2011 Spring 2013
Fall 2011
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring 2013
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2013
Spring 2013
Spring 2013
Spring 2013

Input also occurs during periodic meetings with nursing representatives from the clinical sites utilized by CLC. This provides an opportunity for personal communication in which nursing faculty and hospital staff can discuss any updates in the nursing program or clinical facility, review and respond to issues, and provide feedback regarding the program or student/staff concerns. The feedback received from both the Nursing Advisory Board and the meetings with clinical facility staff and administration assists in the decision making process to improve the relevance and quality of the nursing program. For example, feedback from both acute care and long-term care clinical partners as well as participation in the Hartford Geriatric Nursing
Initiative (described in more detail below in Standard 1. 4) led to the decision to implement a long-term care clinical rotation for the AD Nursing Program, implemented Fall 2012. This change assists graduates in meeting community and workplace needs by better preparing RNs to care for older adults as the elderly population increases in the region, state, and nation. The first year implementation of the geriatric clinical rotation was perceived to be a valuable student learning experience, and AD faculty members are currently using student feedback to make necessary revisions related to this clinical rotation for Fall 2013. The AD faculty will also report back to the Advisory Board Fall 2013 regarding the long term care rotation implementation, faculty and student feedback, and achievement of student learning outcomes. The PN Program has implemented clinical experiences in the clinic setting, including very specific learning outcomes and activities to best prepare graduates to work in this setting as an LPN. The curriculum implementation, revisions, and future plans for the above initiative was shared with the Nursing Advisory Board members at the March 2013 meeting and gained unanimous support. See Standard 6. 2 for further discussion related to how evaluation findings are aggregated and analyzed to inform program decision making for the maintenance and improvement of student learning outcomes and program outcomes.
In addition to membership on the Nursing Advisory Board, student representatives are invited to attend monthly nursing faculty meetings at which time they may present concerns or provide input. Students also have the opportunity to provide feedback each semester related to individual courses, instructors, and clinical sites via an anonymous evaluation. An example of a change that was made based on student feedback via the evaluation process was to eliminate the required purchase of a Study Guide containing course information and PowerPoint slides, etc. from the campus bookstore. Instead faculty now posts course materials that the student may access online to promote improved course organization, student cost-savings, and flexibility in how students wish to individually utilize the content.
Input is also solicited from employers of the AD Nursing Program’s graduates. Employers are asked to complete the survey and provide feedback regarding how well the graduate meets the program student learning outcomes. This is accomplished through the Employer Satisfaction
Survey ( Appendix A- Document 1. 3. 1 ). In keeping with current technology, an online survey has been created to encourage a higher percentage of survey responses. Response rates did increase dramatically following this change for school year 2011-12. There have been some continued barriers to employer survey responses due to confidentiality and privacy laws.

Employer survey discussions with healthcare partners has been added to the October 2013
Advisory Board Meeting agenda for further discussion on best practice in this area of evaluation.
Information obtained from both the student and employer surveys are used to make program decisions and continued effort will be placed to focus on an efficient process resulting in high response rates.
1.4 [Practical & Associate] Partnerships that exist promote excellence in nursing education, enhance the profession, and benefit the community.
The PN and AD Nursing Programs develop and nurture personal and professional relationships both within CLC as well as within the community and region in order promote the achievement of program outcomes, educational mobility, community service, and job placement for nursing program graduates.
Partnerships within the college are as follows:

Nursing Faculty: Though the PN and AD Nursing Programs at CLC are separate and distinct, faculty from both programs meet as one faculty unit monthly and work together in an effort to maintain a consistent educational philosophy, standards, policies and procedures between programs in order to promote educational mobility by providing a seamless transition from the Practical Nursing to Associate Degree Mobility Nursing
Program within the college.

CLC Admissions: CLC employs a staff member in Admissions specifically dedicated to assisting, advising, and tracking the completion of prerequisite requirements for nursing students interested in the nursing programs and to promote efficient educational mobility for Practical Nursing students as well as LPNs who wish to continue on to the Associate
Degree Mobility program.

Continuing Education: The nursing programs work collaboratively with the Nursing
Assistant Director to provide Nursing Assistant courses and certification for individuals in the community in order to promote educational mobility. Nursing Assistant
Certification is a prerequisite requirement for entry to the Practical Nursing Program at
CLC.
Partnerships within the community and region are as follows:

Clinical Agencies. CLC has established written agreements/contracts with a variety of clinical sites that are utilized for hands-on clinical application of nursing concepts and theory. These contracts outline clinical agency and college responsibilities. A database of clinical contracts, otherwise known to MnSCU and CLC as Memorandum of Agreement
(MOA), is maintained. See Standard 4. 11 for more detailed information on clinical written agreements/contracts/MOAs. Healthcare partnerships and collaboration are highly valued by the nursing programs. Collaboration is described in many areas throughout the

self-study and includes but is not limited to Advisory Board membership, individual meetings and site visits, clinical site evaluation surveys, etc.

Bridges Academy and Workplace Connection. CLC and the nursing programs partner with regional high schools, employers, and the Brainerd Lakes Chamber in an innovative initiative that provides area high school students with the opportunity for workforce exploration and preparation in high-demand careers, including careers in healthcare and nursing. Students enrolled in Bridges Academy courses at their high school take a series of courses that provide students with knowledge and skills related to a specific career path. Some courses in the academies will articulate with CLC and provide college credit so that when students enroll at CLC, they will not need to repeat the same courses. Some examples of courses in the Health Careers Academy include Medical Terminology and
Anatomy and Physiology.

Regional School Districts. The CLC AD Nursing Program contracts with various school districts to provide nursing students with the opportunity for community nursing experiences in which student nurses assist school nurses with hearing and vision screening of elementary and middle school students. Contracts/ MOA’s for these experiences may be found in Exhibit 1- Document G . The PN and AD Nursing Programs also utilize regional school districts for various service learning opportunities.

Community agencies. To promote the programmatic outcome of civic engagement and community service, nursing students at CLC are required to volunteer for a minimum of
10 hours of community service in the AD Nursing Program and 5 hours in the PN
Program. Students serve at a wide variety of community sites, including the college campus during job and health fairs. A comprehensive list of community service sites is found within the Service Learning Handbook (Exhibit 1- Document H).

HealthForce Minnesota. HealthForce Minnesota is a collaborative partnership of education, industry, and community that is funded by the Minnesota legislature and was created to increase the number and expand the diversity of healthcare workers, to integrate health science education practice and research, and to build capacity for education and industry to collaborate to enhance patient care. One of the current objectives of HealthForce Minnesota is to increase the number of NLNAC accredited nursing programs in Minnesota. Support comes to MnSCU institutions and CLC via monthly NLNAC accreditation webinar meetings, as a funding source for attendance at
NLNAC self-study forums, and access to online resources and discussions related to the accreditation process. This group is also assisting MnSCU colleges to increase access to master’s degree nursing education for current part-time faculty who do not meet the minimum credentialing requirements.

College of St. Scholastica. CLC and the College of St. Scholastica (CSS) formed a partnership in 1985 allowing students to continue their education towards a Bachelor’s degree through CSS while taking classes on the campus of CLC. CSS now offers their
Bachelor’s degree in Nursing completely online; a speaker representing CSS presents to

interested AD nursing student each spring semester about this online opportunity to advance their nursing degree.

Colleges within MnSCU. CLC nursing has articulation agreements with six colleges
(Bemidji State University, Metropolitan State University, Minnesota State University-
Moorhead, Minnesota State University- Mankato, St. Cloud State University, and
Winona State University) for completion of a Bachelor’s Degree in Nursing. In addition, articulation agreements exist for 19 MnSCU colleges in which Practical Nursing students can seamlessly complete an AS Degree in Nursing. See link below for a complete list of colleges who have an articulation agreement with CLC. http://www. mntransfer. org/transfer/tools/t_artagreements. php?numResults=25&archive=false&from_inst=57&from_prog=&to_inst=&Search=Sea rch&pageNum=1

St. Cloud State University, St. Cloud, MN. CLC partnered with St. Cloud State
University and the St. Cloud Community and Technical College in a collaborative simulation grant to enable nursing students in both the PN and AD Nursing Programs the opportunity for hands-on practice that integrates concepts related to the care of diverse patients, delegation, supervision, collaboration, and scope of practice. This all-day simulation is conducted once each semester.

The Upper Midwest Geriatric Nursing Education Alliance. CLC is a member of the
Upper Midwest Geriatric Nursing Education Alliance, which promotes excellence in geriatric nursing education in order to prepare professional nurses to play leadership roles in improving the health of older adults. The PN Program also has some involvement on this alliance.

N-OADN. CLC is a member of the National Organization for Associate Degree Nursing, the leading advocate for Associate Degree Nursing programs. Its mission statement is to promote Associate Degree Nursing through collaboration, advocacy, and education to ensure excellence in the future of healthcare and professional nursing practice. See https://www. noadn. org/ for further details.

Minnesota Simulation in Healthcare Education Professionals (M-SHEP). Nursing faculty and the clinical laboratory assistant are involved with M-SHEP, a group made up of
Minnesota simulation educators and trainers, the purpose of which is to facilitate innovative collaborative learning related to the use of simulation and to enhance the state’s simulation resources. See www. mnsimlib. org for a library of simulation scenarios, current news, discussion forums, and links to other simulation resources.
1.5 [Practical & Associate] The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing.
Connie Frisch, MA, RN, is the current Dean of Nursing and supervisor of the Nursing Assistant,
Practical Nursing, Associate Degree Nursing, and Medical Assistant programs at CLC. Connie

began as a faculty member in the Practical Nursing program at CLC in 1984 and became a faculty member in the Associate Degree Nursing program in 2006. She became the Director of
Nursing in 2009, and was promoted to Dean of Nursing in July of 2012. Connie is a Registered
Nurse in the state of Minnesota. She received her Bachelor of Arts Degree in Nursing from the
College of St. Scholastica (Duluth, Minnesota) in May of 1981 and her Master of Arts Degree in
Nursing from the College of St. Scholastica in May of 1990. See Appendix A- Document 1. 5. 1 for complete Curriculum Vitae.
1.6 [Practical & Associate] The nurse administrator is experientially qualified, meets governing organization and state requirements, and is oriented and mentored to the role.
The Dean of Nursing is experientially qualified as evidenced by the following: The Dean has been employed at CLC for 24 years, serving as Director of Nursing for four years and as a nursing faculty member in the PN (17 years) and AD (3 years) Nursing Programs prior to her nursing administrative role. The Dean of Nursing continues to serve as the Director of Nursing in her new administrative role. Her extensive experience in these roles has enabled her to acquire substantial curricular knowledgeable about each of the nursing programs at CLC thus enabling her to effectively guide the continued development and administration of both nursing programs.
Additionally, she is knowledgeable about CLC policies and procedures as well as governing organizational processes and communication systems.
The Dean of Nursing holds a Master’s Degree in Nursing and an unrestricted registered nursing license in the state of Minnesota and therefore meets all credentialing requirements of both CLC and the Minnesota Board of Nursing.
Upon hire, the Dean of Nursing attended a two-day MnSCU orientation for administrators, and continues to attend training seminars on a consistent, on-going basis, including the Minnesota
Education Summit every fall and spring as well as multiple days of investigator and decision making training. Additionally, the Dean has been selected to participate in the 2013-1014 Luoma
Leadership Academy Program, a MnSCU program designed to promote the acquisition and application of leadership skills, principles, and practices. The Dean is mentored by CLC’s leadership team, and mentorship is provided by both the Academic and Student Services Deans.
On-going administrative support is available to the Dean of Nursing by the Vice-President of
Academic Affairs. The Dean of Nursing performance evaluations are conducted by the Vice
President of Academic Affairs.

1.7 [Practical & Associate] When present, nursing program coordinators and/ or faculty who assist with program administration are academically and experientially qualified.
The PN and AD Nursing Programs do not have nursing program coordinators who assist with program administration.
1.8 [Practical and Associate] The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities.
The Dean of Nursing position at CLC is a strictly administrative position in which 100% of work time is dedicated to administrative duties related to the operations of the Nursing (which includes
Nursing Assistant, Practical Nursing, and Associate Degree Mobility) and the Medical Assistant
Program, thereby enabling adequate time to fulfill the role responsibilities. The Dean of Nursing at CLC is the program leader with the authority to direct, supervise, and manage the nursing programs. The Dean of Nursing at CLC reports to the Vice President of Academic Affairs, Doug
Binsfeld . The job description for the Dean of Nursing as well as the CLC organizational chart can be found in Appendix A- Document 1. 8. 1 and Appendix A- Document 1. 8. 2.
1.9 [Practical & Associate] The nurse administrator has the authority to prepare and administer the program budget with faculty input.
The nurse administrator at CLC (Dean of Nursing) facilitates the budget request process, advocates for the needs of the nursing programs, and manages the non-personnel nursing program budgets. The Dean of Nursing initiates the budget request process annually by requesting input from nursing faculty and staff, who are actively involved in the budget request process by identifying and prioritizing program needs related to equipment, supplies, teaching/learning materials, as well as needs related to maintaining compliance with nursing program regulatory bodies (Minnesota Board of Nursing) and the pursuit of National League for
Nursing Accreditation (NLNAC). Faculty and the Nursing Lab Coordinator are directed to utilize a “Portfolio Request Form” in order to identify priority needs and assist in the decision making process. The CLC department portfolio has two main purposes including enabling departments to: 1) gather and analyze data and report on planning, assessment and continuous improvement activities at the college, and 2) submit their budget requests for the next fiscal year.
Each department’s portfolio is due fall semester of each year in order to determine the subsequent year’s allocations. The Dean of Nursing completes the portfolio with faculty and staff input. Notification of funds allocated for the upcoming fiscal year is received by February so that the Dean of Nursing and faculty can begin to plan for the upcoming academic year. Fiscal

responsibility and resourcefulness is an integral role of not only the Dean of Nursing, but all nursing faculty and staff.
CLC’s nursing programs began seeking national accreditation in late spring 2010 and became a candidate for accreditation in August 2011. CLC Administration has supported the pursuit of national accreditation for the nursing programs with release credits for designated faculty in each program for the facilitation of NLNAC work including the writing of the self-study. In addition, release credits were offered to all tenured PN faculty members who chose to work toward obtaining their Master’s Degree in Nursing. Three of the four eligible faculty accepted release credits in the pursuit of their Master’s Degree. This information is reflected in the nursing (PN and AD) budget comparison with other similar sized programs at CLC by FYE. See Table 1. 9. 1 and 1. 9. 2 .
Table 1. 9. 1 Practical Nursing Budget Comparison with Similar Size Program at CLC
Department FYE (Full
Year
Equivalent)
Revenue
Budget
Revenue
Actual
Personnel
Budget
Personnel
Actual
Operations
Budget
Operations
Actual
FY 2012
Budget
Practical
Nursing
145. 43
Biology 153. 67
Psychology 156. 03
FY 2011
Budget
Practical
Nursing
158. 97
Biology 194. 30
Psychology 157. 97
FY 2010
Budget
Practical
Nursing
164. 73
Biology 192. 80
$115,970 $116,036 $647,972
$13,531
-
$105,733 $102,809 $628,358
$15,000
-
$54,549
-
$13,411 $575,717
- $258,185
$12,157 $599,798
- $205,008
$82,935 $567,682
- $641,037
$647,972
$575,717
$258,185
$628,358
$599,798
$205,008
$567,682
$641,037
$128,598 $62,067
$128,598
$3,300
$45,672
$21,599
$4,034
$59,000
$19,000
$62,067
$5,251
$42,493
$20,762
$4,024
$57,988
$17,683

Psychology 125. 60 - - $183,823 $183,823 $2,588 $2,599
Table 1. 9. 2 Associate Degree Nursing Budget Comparison with Similar Size Programs at
CLC
Department FYE (Full
Year
Equivalent)
Revenue
Budget
Revenue
Actual
Personnel
Budget
Personnel
Actual
Operations
Budget
Operations
Actual
FY 2012
Budget
AD Nursing 59. 77
Chemistry 95. 63
61. 60 Natural
Resources
FY 2011
Budget
AD Nursing 68. 27
Chemistry 87. 50
68. 30 Natural
Resources
FY 2010
Budget
AD Nursing 65. 57
Chemistry 96. 00
Natural
Resources
71. 67
$57,929
$1,600
$9,749
$449,137 $449,137 $449,137
$2,500 $1,575 $170,332
$11,200 $9,782 $196,341
$25,000
-
$11,322
$42,488
$1,575
$9,088
34,081
-
$11,476
$495,333
$157,159
$200,525
$391,340
$142,510
$183,103
$495,333
$157,159
$200,525
$449,137
$170,332
$196,341
$391,340
$142,510
$183,103
$62,005
$3,190
$18,799
$39,500
$3,950
$29,870
$43,240
$2,426
$25,092
$56,001
$3,227
$23,166
$39,939
$3,985
$30,215
$33,757
$2,441
$25,304
1.10 [Practical & Associate] Policies for nursing faculty and staff are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit.

Nursing and non-nursing faculty are part of the same collective bargaining unit which gives all
MnSCU college faculty cohesive employment rights and responsibilities. These are described in the Minnesota State College Faculty (MSCF) contract found at: www. hr. mnscu. edu/contract_plans/index. html . The MSCF contract includes comprehensive policies related to work requirements, academic calendar, pay scale, tenure, promotion, termination, grievance procedures, and workload, all of which provide for the welfare of CLC nursing and non-nursing faculty and staff. The contract is negotiated between MSCF and MnSCU every two years. CLC policies and procedures for nursing and non-nursing faculty and staff can be accessed online on the CLC intranet Human Resources website at: http://www. clcmn. edu/hr/employeeresources. html and are consistent with the policies of MnSCU, the governing organization. CLC has an elected union representative that faculty may consult when contract questions or issues arise. In addition to MnSCU and CLC policies and procedures, nursing faculty also adhere to policies and procedures outlined in contracts with clinical agency partners, which include policies related to immunizations, current CPR certification, and criminal background checks.
1.11 [Practical & Associate] Distance education, when utilized, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit.
The PN and AD Nursing Programs define distance learning as the following: Distance education occurs when there is physical separation of teachers and learners. Methods used at CLC include the use of video/audio materials, multimedia communications, and computer or some combination of these along with other traditional delivery methods. The CLC nursing programs do not currently have a distance education option for either program; however, there are several courses that are offered as distance education (online or web-enhanced). Practical Nursing courses that are online are PNUR 1130 Life Span, PNUR 1132 Infection Control, PNUR 1138
Medical Terminology, and PNUR 1166 Gerontological Nursing. The Practical Nursing courses that are web-enhanced or hybrids are PNUR 1265 Medical Surgical Nursing I and PNUR 1270
Medical Surgical Nursing II. The AD Nursing Program courses that are online are NURS 2518
Clinical Reasoning & Skills in Professional Nursing Lecture and NURS 2522 Medication
Administration Concepts. The AD Nursing Program courses that are web-enhanced or hybrids are NURS 2501 Professional Nursing Concepts Through the Lifespan I, NURS 2502
Professional Nursing Concepts Through the Lifespan II, and NURS 2500 Professional Nursing
Leadership.
A primary focus for CLC is to provide access to lifelong learners who have the desire to continue their education. The PN and AD Nursing Programs have continued to expand the curriculum with flexible online, web-enhanced, and hybrid course options that aligns with CLC’s mission and philosophy for student learning. Other examples include the development of an online clinical orientation for students in both programs and the use of D2L to track documentation of clinical immunization, CPR, and background study requirements in both programs.