APPALACHIAN STATE UNIVERSITY
NURSING DEPARTMENT
FACULTY HANDBOOK
2014-15
ii
Table of Contents
Page
Table of Contents…. ……………………………………………………………………..ii
Forward…………………………………………………………………………………..4
Introduction………………………………………………………………………………4
I: Mission and Governance
Vision, Mission, Goals, Philosophy, Expected Program Outcomes……….……7
Department of Nursing By-Laws ........................................................................11
II: Faculty: Position Descriptions, Faculty Rank, Tenure and Promotion
New Faculty Orientation .....................................................................................17
Faculty Retention, Promotion, and Tenure ........................................................17
Peer Review ........................................................................................................17
Faculty Requirements………………………………………………………….17
Professional Development………………………………………………..……19
Special Consideration for Off-campus Courses ..................................................19
Participation in University and Nursing Department Functions .........................19
Position Descriptions: Department of Nursing
Chairperson ................................................................................................20
Director, BSN Program………………………………………… ….…….23
Coordinator, RN-BSN Program .................................................................24
Administrative Assistant ............................................................................25
Professor ....................................................................................................26
Associate Professor ....................................................................................27
Assistant Professor .....................................................................................28
Instructor ....................................................................................................29
Lecturer ......................................................................................................30
Part-time Clinical Faculty ..........................................................................31
Simulation Laboratory Instructor ...............................................................32
Student Program and Compliance Coordinator ........................................ 34
Preceptor/Preceptorship .............................................................................35
III: Curriculum and Teaching Learning Practices
Degrees Offered ..................................................................................................37
BSN Curriculum .................................................................................................37
BSN Admission ..................................................................................................38
Test Security...…………………………………………………………………38
BSN Progression (progression, dismissal, readmission) ....................................39
BSN Course of Study…………………………………………………………..42
BSN Course Descriptions ..................................................................................45
RN to BSN Curriculum ......................................................................................50
RN to BSN Admission and Progression...……………………………………..52
iii
RN to BSN Course Descriptions ........................................................................52
RN to BSN Course of Study ...............................................................................54
Clinical Agencies ................................................................................................54
BSN Clinical Placement .....................................................................................55
RN to BSN Clinical Placements .........................................................................56
Measurement of Program Outcomes, and Nursing Knowledge and Skills…… 57
ATI Program……...…………………………………………………………….57
Course and Faculty Evaluations..........................................................................62
Community of Interest ........................................................................................62
IV: Program Effectiveness:
Program Evaluation ...............................................................................................64
Formal Complaints ................................................................................................64
Appendices:
Appendix A. New Faculty Orientation Checklist ................................................67
Appendix B. Faculty Evaluation Form and Annual Activity Report...................68
Appendix C. Reappointment, Promotion and Tenure Policy ..............................73
Appendix D. Faculty Evaluation of Chair ............................................................78
Appendix E. Peer Review Guidelines ...................................................................79
Appendix F. Remediation Forms: Academic and Clinical ...................................84
Appendix G. Student Evaluation of Faculty and Courses ....................................86
Appendix H. Survey to Community Advisory Board...........................................89
Appendix I. BSN Program Evaluation Plan ........................................................90
Appendix J. RN to BSN Program Satisfaction Survey: Graduating Seniors .....105
Appendix K. BSN Program Satisfaction Survey: Graduating Seniors ..............107
Appendix L. RN to BSN Program Satisfaction Survey: Alumni .......................109
Appendix M. BSN Program Satisfaction Survey: Alumni ..................................112
Appendix N. RN to BSN Program Satisfaction Survey: Employers/Supervisors115
Appendix O. BSN Program Satisfaction Survey: Employers/Supervisors .........117
Appendix P. Faculty Clinical Agency Evaluation ..............................................120
Appendix Q. Student Clinical Agency Evaluation .............................................121
Appendix R. BSN Exit Survey ...........................................................................122
Appendix S. Survey of Campus Facilities ..........................................................123
Appendix T. Accident and Injury Policy and Reporting Form ...........................126
Appendix U. Social Media Policy ......................................................................129
Appendix V. Precepted Clinical Experience Policy ...........................................131
Appendix W. Inclement Weather Policy and Form ............................................141
4
ASU NURSING DEPARTMENT FACULTY HANDBOOK
FORWARD
This handbook includes information that is essential to faculty orientation to ASU and the
Nursing Department. It is designed to provide faculty with general and some specific knowledge
germane to the academic tripartite roles of teaching, research/scholarship, and service. In
addition to this faculty handbook, each faculty member is responsible for accessing the latest
edition of all required nursing program documents (e.g. ASU Faculty Handbook, ASU
Undergraduate Bulletin, AACN’s The Essentials of Baccalaureate Education For Professional
Nursing Practice, and the Department of Nursing Student Handbook). Please refer to Appendix
A for the New Faculty Orientation Checklist.
Faculty members should be aware that the ASU Faculty Handbook provides access to
information pertaining to the operation of the University. Policies, procedures, and operational
guidelines are contained within this document. This publication is available on the Web pages.
Faculty members are encouraged to check the Web frequently for any changes regarding
policies, procedures, and operating guidelines.
INTRODUCTION
Appalachian State University (ASU) is a comprehensive public university located in
Boone North Carolina. It is nestled in the Blue Ridge Mountains of North Carolina in the
northwestern part of the state. ASU is part of the Appalachian Learning Alliance which is a
partnership between ten community colleges in western North Carolina and Appalachian State
University. The alliance is designed to offer baccalaureate and graduate degrees to students on
community college campuses who are unable to attend on-campus classes at ASU. Appalachian
State University is charged with the delivery of upper-division undergraduate and graduate
courses while the community colleges determine availability of physical resources such as space
and technology to meet the needs of the academic programs. The Department of Nursing is in the
College of Health Sciences at ASU. The Department of Nursing offers Bachelor of Science
Degree (BSN) for both Pre-licensure students and via the RN to BSN program for registered
nurses who do not yet possess the baccalaureate degree in Nursing. The BSN Pre-licensure
program is offered on the Boone, NC campus and the RN-BSN program is offered on-line.
History and Overview of Appalachian State University
Appalachian State University was founded in 1899 as Watauga Academy. It later became
a state teacher’s college, acquired status as a regional university, and in 1971 became a part of
The University of North Carolina System. ASU offers 98 undergraduate majors and 45 graduate
majors to more than 15,000 students. In addition, it offers majors leading to an educational
specialist degree, a specialist in school psychology, and a doctorate of education. (For more
information see: http://www.web.appstate.edu/about).
A vital component of the ASU mission is its commitment to fostering an understanding
of Appalachian regional culture and the protection of the natural environment. The people in this
region are made up of many unique backgrounds including Native Americans, Irish, English,
Scots, Germans, and Poles. Appalachian culture is evidenced through its arts and crafts, music,
foods, customs, and traditions. The culture has been mostly preserved by families and churches
in the region. People native to this region display a strong sense of right and wrong,
5
independence, a desire to help each other, and a closeness to nature
(http://www.arministry.org/appalachianculture.asp.).
The BSN program is committed to the residents of this region through: improving health
care delivery; addressing the potential shortage of professional nurses with a Bachelor of Science
in Nursing (BSN) degree; and responding to increasing demands for nurses. The BSN program is
approved by the North Carolina Board of Nursing for 80 qualified students. Qualified graduates
of both hospital diploma and associate degree nursing programs are admitted to the RN to BSN
program option.
ASU is a constituent institution of the 17 state campuses that comprise the University of
North Carolina (UNC) System and is the sixth largest institution in the UNC System. Sixteen of
these institutions are four-year universities and one is a public residential high school added in
2007 (the NC School of Science and Mathematics).
The University of North Carolina (UNC) was chartered by the North Carolina General
Assembly in 1789 and was the first public university in the United States. It was the only public
university to graduate students in the eighteenth century with the first class admitted in Chapel
Hill in 1795.
The University of North Carolina System was created in 1931 by the NC General
Assembly as a cost savings approach during the Depression. At that time, there were only three
institutions under the leadership of one Chancellor and a Board of Trustees. In 1971, the General
Assembly passed legislation in which they consolidated 16 institutions; they became part of one
system in 1972.
The policy-making body is the UNC Board of Governors. This board is “legally charged
with ‘the general determination, control, supervision, management, and governance of all affairs
of the constituent institutions.’ It elects the president, who administers the University”.
(http://www.northcarolina.edu/content.php/bog/index.htm) The General Assembly elects 32
voting members to the Board of Governors for four-year terms.
The Board of Governors elects a chancellor as the chief executive officer for each
constituent institution. In addition, the Board of Governors elects eight members to the Board of
Trustees. Of the remaining members of the Board of Trustees, four are appointed by the
governor. The president of the student body serves in an ex-officio capacity.
The Chancellor is responsible for the daily operation of the University. Several vicechancellors participate in the administrative duties of the University. In addition, these
administrative officers receive advice from the Faculty Senate, Staff Council, and Student
Government Association.
ASU is committed to excellence in all its endeavors with instruction its primary focus.
Scholarship and community service are complementary components of its mission. ASU is
accredited by the Commission on Colleges of the Southern Association of Colleges and Schools
to award undergraduate and graduate degrees. The most recent accreditation was 2013.
Additionally, ASU is accredited by other state and national associations and organizations.
The ASU Department of Nursing is committed to the tripartite roles of teaching,
scholarship, and professional service that contribute to the cultural, intellectual, and social
development of professional nurses in the Appalachian region. Students are afforded the
opportunity to obtain a liberal education that incorporates professional nursing standards and
prepares them for lifelong learning, professional development, and service. The Nursing
Department holds membership in the American Association of Colleges of Nursing (AACN) and
maintains accreditation through the Commission on Collegiate Nursing Education (CCNE).
6
I. Mission
&
Governance
7
VISION STATEMENT, MISSION, GOALS, PHILOSOPHY,
AND EXPECTED OUTCOMES
ASU DEPARTMENT OF NURSING
VISION STATEMENT:
Appalachian State University Department of Nursing will provide evidence-based
nursing education in an intellectually stimulating and challenging environment that is
designed to prepare the beginning professional nurse with the knowledge and skills
needed to practice in diverse settings in a highly complex health care system.
MISSION:
The mission of the BSN program at Appalachian State University is to advance
our students’ cultural, intellectual, and personal development in order to prepare them for
professional practice as registered nurses. This mission is achieved through the efforts of
faculty committed to excellence in teaching, scholarship, and service. A broad in-depth
curriculum is built on the study of arts, humanities, mathematics, natural and social
sciences, and standards for professional nursing practice. Graduates serve their
community by applying research and principles of education in their practice of nursing.
GOALS:
The goals of the BSN program are to:
1.
Provide a quality program in nursing based on a liberal education and professional
nursing values, competencies, and knowledge.
2.
Facilitate the development and implementation of professional nursing roles in
caring for individuals, families, groups, and communities from diverse
geographical and cultural backgrounds through the application of knowledge,
theory, and research from nursing as well as other related disciplines.
3.
Instill in students an appreciation for and commitments to lifelong learning,
scholarship, and service in order to promote their personal growth, advance the
profession of nursing, and meet the health needs of society.
4.
Prepare nurses who can practice as generalists in any health care setting.
5.
Provide a foundation for graduate nursing education.
PHILOSOPHY
The faculty believes that Nursing is a practice discipline that provides a vital and
distinctive service to society through the utilization of principles from nursing, physical,
biological, and social sciences to assist individuals, families, groups, and communities to
achieve an optimal level of health. The focus is holistic nursing care including caring,
health promotion, health maintenance, risk reduction, restoration, and end-of-life care.
Professional nurses are those who have received at a minimum the baccalaureate in
nursing. Professional nursing care is predicated on effective communication and critical
thinking skills, current knowledge for evidence-based practice (EBP), technical and
assessment skills, the nursing process, and a code of professional ethics.
As vital members of an interdisciplinary health team, nurses practice in multiple
and diverse environments, and manage environmental factors in order to promote optimal
healthy functioning of persons. The overarching three roles of the nurse are: Provider of
8
Care; Designer, Manager, and Coordinator of Care; and Member of a Profession. The
nurse as Provider of Care practices from a holistic perspective and serves as an advocate
and educator through empowering persons to make informed decisions concerning their
health care. In the role of Designer, Manager, and Coordinator of Care, persons are
assisted in learning how to obtain, interpret, evaluate, and apply health information from
appropriate sources. The nurse as a Member of a Profession exhibits accountability for
her or his own practice and a commitment to continued professional development. These
three roles provide a framework for the BSN curriculum. Core concepts such as holistic
nursing care, communication, critical thinking, and leadership are the broad concepts
across the three roles with sub concepts subsumed within each of the three roles (Table
1).
The faculty believe that each person is a holistic being who embodies inherent
dignity and worth, and the right to self-determination. The focus of nursing care is
persons as individual, family, group, and/or community. There is a synergistic
relationship among person, nursing, health, and environment. Depending on the context,
the term person may be used interchangeably with other terms such as client, patient, and
partner.
Health is defined by the perception of each person. Health may be viewed in
innumerable ways from the absence of disease to the maximum experience of the
richness of life or death. Health involves the totality of body, mind, and spirit, and the
way in which humans interact with their environment. Health changes moment to
moment and the resulting configurations of what constitutes health is eternally new.
Environment is every factor, internal and external, that provides the context for
human life. The internal environment consists of genetic, physical, psychological,
spiritual, and social factors. Examples of the external environment encompass all
conditions or circumstances in which the person lives including physical, social, and
cultural factors as well as toxins, pollutants, weather changes, and numerous other
factors. People and their environments are inseparable. The combined influences of the
external and internal environments determine the growth and development of persons,
their state of health, and ultimately their survival.
The nursing faculty believes that baccalaureate nursing education is the
foundation for professional nursing practice and has as its primary goal the preparation of
generalists who promote optimal health outcomes in multiple settings and with persons
across the lifespan. Subsumed within the nursing generalist preparation are the following
three roles: Providers of Care; Designers, Managers, and Coordinators of Care; and
Members of a Profession.
While the faculty is committed to appreciating each student’s uniqueness and
accommodating each student’s learning needs, the faculty expects students to be
responsible for their own learning and to engage with the faculty in a dynamic,
interactive, educational process. Faculty believe that education is a mutual endeavor in
which students and faculty share, pursue, and generate knowledge, values, attitudes, and
skills in an organized setting with planned activities resulting in the desired educational
outcomes.
9
Nursing concepts of inquiry, professionalism, leadership, evidence-based practice,
ethics, cultural competence, spirituality, critical thinking, technical competence, and
communication are introduced in the “foundations” course and threaded, with increasing
complexity, throughout the undergraduate program.
Education is the progressive discovery of knowledge and potentiality. While
acquisition of new information, values, and skills occur continuously, formal education in
a collegiate setting is focused on a process of intellectual growth. The search for
knowledge requires living in ambiguity as values and beliefs are challenged and scholarly
endeavors explored. Education is a mutual process between the teacher and the student
requiring intentionality and shared responsibility, fostering a spirit of inquiry with the
common goal of student learning. A university education teaches students how to think.
Education cannot be measured in how much a student has committed to memory, or even
how much a student knows. The goal is for students to recognize what they know, do not
know, and how to learn what they need to know.
Teaching is a multifaceted art and science. An effective teacher has many roles
including instructor, leader, coordinator, facilitator, guide, problem solver, coach,
researcher, learner, motivator, and example of excellence. Successful teaching combines
expertise in the academic material with pedagogical practices most suitable to the content
and student characteristics in a given setting. Nursing faculty is ultimately responsible for
selecting course content and for engaging students’ learning through multiple teaching
strategies. In addition, nursing faculty must facilitate the development of professional
values and behaviors in nursing students.
To learn, students must be curious, open-minded, reflective, strategic, skeptical,
and critical thinkers. Learning is an active, ongoing process requiring dedication, time,
and energy resulting in a change in the learner’s behavior.
PROGRAM OUTCOMES:
The following educational outcomes are based on the mission, goals, and
philosophy of Appalachian State University’s Department of Nursing. They will:
1.
2.
3.
4.
5.
6.
Provide holistic nursing care to individuals, families, groups, and communities
across the lifespan based on professional nursing standards.
Engage in evidence-based practice through the utilization of critical thinking
skills and state-of-the art knowledge for persons with varying health promotion,
health maintenance, health restoration, and end-of-life care needs.
Participate in formal and informal experiences that promote both personal and
professional growth and lifelong learning.
Employ effective communication skills (listening, verbal, nonverbal, written and
electronic) with individuals, families, groups, and communities as well as
members of the interprofessional health care team.
Identify, access, evaluate, and disseminate health information resources for self,
colleagues, individuals, families, groups, and communities.
Demonstrate leadership skills such as coordinating, collaborating, delegating, and
supervising nursing care provided by others.
10
7.
8.
9.
10.
Empower persons to function at their highest level of ability through mutual goalsetting, advocacy, and education.
Fulfill the roles of Provider of Care, Designer, Coordinator, and Manager of Care,
and Member of a Profession appropriately and competently.
Exhibit a patient centered approach that reflects the professional values of
altruism, autonomy, human dignity, integrity, and social justice.
Adhere to economic, ethical, legal, and professional nursing standards in nursing
practice.
Mission, Goals, and Outcomes: Adopted April 4, 2007
Philosophy: Adopted April 25, 2007
Revised: October, 2008
Revised: February 2009
Revised January, 2013
Table 1. Four Major Curriculum Concepts and Their Relationship to the Three Nursing Roles
CONCEPT
HOLISTIC NURSING
CARE
COMMUNICATION
CRITICAL THINKING
LEADERSHIP
PROVIDER OF CARE
Theory-based Practice
Patient-centered Care
Teaching/learning
Nursing Process
Technical Skills
Safety/quality
Diversity
Values
Legal/ethical issues
Evidence-based Practice
(EBP/research)
Caring
Educator
Advocate
Interprofessional health
care team member
Collaboration
Diversity
Inquiry
Clinical judgment
Prioritizing/discriminating
Interpretive reasoning
Goal setting
Application of knowledge
Evaluating Outcomes
EBP/research
Safety/quality
Professionalism
Autonomy
Empowerment
Evaluating Outcomes
DESIGNER, MANAGER, AND
COORDINATOR OF CARE
Theory-based practice
EBP/research
Professional values
Legal/ethical issues
Safety/quality
Caring
MEMBER OF A
PROFESSION
Theory-based Practice
Safety/quality
Caring
Information Management (access,
evaluate, and
disseminate health care
Information)
Interprofessional health
care team
Collaboration
Inquiry
Prioritizing
EBP/research
Evaluating Outcomes
Goal setting
Application of knowledge
Advocate
Educator
Empowerment
Delegation
Supervision
Evaluation
Accountability
EBP/research
Legal/ethical issues
Professionalism
Empowerment
Professionalism
Professional Identity
Life-long learner
Legal/ethical issues
Accountability
Professional values
Global perspective
EBP/research
Clinical Judgment
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GOVERNANCE: DEPARTMENT OF NURSING
The Department of Nursing functions as a Committee of the Whole with the exception of
ad hoc committees appointed as needed and one standing committee, the Admissions Committee.
The By- Laws of the Department follow:
Appalachian State University
Department of Nursing
By-Laws
These by-laws exist to guide the governance and operations of the Department of
Nursing. The Department of Nursing administers a BSN program with an RN to BSN track.
Article I. Administration
The Department of Nursing is led by a Chairperson, who reports to the Dean of the
College of Health Sciences.
Article II. Membership
The Faculty Organization, hereafter called the Nursing Faculty, consists of all nursing
full-time (tenure-track and clinical) and part-time faculty. Tenure-track faculty members are
voting member. Part-time faculty may attend Nursing Faculty meetings but will not have a vote.
The faculty governs as a Committee of the Whole.
Article III. Officers
The Chair of the Department of Nursing acts as the chief officer and is responsible for
calling faculty meetings. All full-time faculty members are to attend these meetings unless
excused by the Chair. The Recorder is designated by the Chair.
Article IV. Responsibilities of the Nursing Faculty
The responsibilities include:
 information sharing
 decision making
 problem solving
 course development and organization
 evaluation of all Departmental functions
 continually revise and develop curriculum
 ensure accreditation of the department by all accrediting bodies (AACN, SACS, etc.)
 promote the scholarly activities of the faculty and students
 receive reports of ad hoc committees
 give budgetary input to Chair
 relate to other university departments as appropriate
 contribute to the greater good of the university
12
Article V. Meetings of the Faculty
Meetings will be held at the discretion of the Chair but will occur no less than one time
per month. An agenda will be circulated to faculty by the Chair prior to each meeting; however,
this agenda may be altered by the Chair or a majority of the faculty in attendance at the meeting.
Minutes of the meeting will be taken as assigned by the Chair.
Article VI. Quorum
A simple majority of faculty eligible to vote and present at a meeting constitutes a
quorum.
Article VII. Committees
1.
Committee of the Whole
The department functions as the Committee of the Whole. Ad hoc committees are
formed as needed. Standing Committees bring recommendations to the Committee of the
Whole for consideration
2.
Admission Committee: BSN Nursing Program
Purpose: Review applications to the BSN program and make admission decisions based
upon published criteria approved by faculty.
Functions
a. Maintain knowledge of current trends, research, and other pertinent information
regarding admission, retention, progression, and graduation in BSN nursing education.
b. Coordinate and monitor the nursing program’s admission policies and procedures
as they relate to:
1. Attrition trends and characteristics.
2. North Carolina Board of Nursing Education Rules
3. Commission on Collegiate Nursing Education accreditation criteria
c. Collaborate with other nursing faculty committees as appropriate
d. Serve as a study and resource committee regarding admission matters and making
recommendations to nursing faculty for final approval as indicated.
e. Work with Admissions Office and Advising Center regarding admission criteria
and nursing student applications.
f. Communicate appropriately to accepted and non-accepted applicants
g. Review applicant health records and other required admission items for
completeness, and conduct appropriate follow-up for questionable records.
Membership: The Committee shall be composed of a minimum of three full-time
nursing faculty members. The Chair of the Department of Nursing will serve as an exofficio member. The Admission Committee shall meet a minimum of once per semester
with other meetings being scheduled as needed.
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3.
Curriculum Committee:
Purpose: Oversee curriculum issues related to the nursing program. Ensure the integrity
of the total curriculum according to professional and regulatory guidelines and
accreditation criteria.
Functions:
a. Periodically evaluate non-nursing, prerequisite and support courses and suggest
changes as warranted to the BSN Faculty Organization.
b. Review all course syllabi annually for consistency with philosophy, program
outcomes, level objectives and conceptual frameworks and suggest changes as
warranted to the BSN Faculty Organization.
c. Review course evaluation instruments and processes to ensure standards for
measuring educational quality are being met.
d. Collects and reviews data related to curriculum outcome measures.
e. Propose recommendations for continuing quality improvement of curriculum to
the BSN Faculty Organization.
Membership: The committee shall be comprised of four (4) faculty members, from
different specialty areas when possible, and two (2) student representatives. All part time
faculty are invited and encouraged to attend but will have no voting rights/ The
Department chair serves as an ex-officio, non-voting member.
4.
Program Evaluation Committee:
Purpose: To oversee the comprehensive program evaluation for the Department of
Nursing.
Functions:
a. Review and revise the program evaluation plan considering CCNE, NCBON,
and SACS criteria.
b. Monitor the evaluation process to ensure that individuals/committees/groups
responsible for the plan are implementing the plan as designated.
c. Ensure that outcome data as indicated in the plan is being obtained, trended, and
results used for continuing quality improvement.
Membership: The committee shall be composed of three faculty members. All faculty
are invited to attend but will not have voting rights. The department chair may serve as
either the Chair of the committee or an ex officio member. The committee shall meet a
minimum of two times each semester.
14
5. Student Affairs Committee
Purpose: Functions as a liaison for communication between and among students
and faculty and facilitates activities related to opportunities for scholarship, honors, and
awards for nursing students.
Functions:
a. Review applications and recommend to faculty undergraduate students for
scholarships and awards.
b. Facilitate and encourage student membership in professional nursing
organizations.
c. Coordinate the planning for pinning and other special ceremonies for nursing
students.
d. Organize focus group interviews for all nursing students.
e. Work with the Program Director and Academic Coordinator to support the
coordination of Open Houses and recruiting events.
f. Secure student representation for the faculty committee and other designated
committees.
g. Report to the Nursing Faculty Organization matters related to student affairs
and make recommendations as appropriate.
h. Monitor and update the Systematic Evaluation Plan for outcomes related to
student affairs.
i. Assumes primary responsibility for updating Student Handbook.
Membership: The committee shall be composed of three (3) faculty members, one (1)
student representative from the BSN program, and one (1) student representative from the
RN to BSN track. Student member are nonvoting. The Department Chair serves as an
ex-officio, non-voting member.
6. Faculty Development/Learning Resources Committee
Purpose: Informs faculty members of opportunities to continue their professional
development, ensure adequacy of library holdings, maintains accurate and relevant
information on the ASU nursing website.
Functions:
a. Conducts periodic review of library holdings to determine adequacy and make
recommendations to library for new acquisitions.
b. Updates and maintains nursing website.
c. Disseminates to faculty information regarding faculty development offerings.
d. Collects, monitors and updates the Systematic Evaluation Plan for outcomes
related to faculty development instructional resources.
e. Plan continuing education offerings for community.
f. Assumes primary responsibility for updating Faculty Handbook.
15
Membership: The committee shall be composed of two faculty members. The Department Chair
serves as an ex-officio, non-voting member.
Article VIII. Adoption, Review, or Change of the By-Laws
Articles or portions of the articles of the By-Laws may be adopted, reviewed, or changed by a
two-thirds vote of the faculty eligible to vote and present at the meeting. If a motion to change
the By-Laws comes before the Committee of the Whole, there must first be a discussion of the
proposed changes and then the vote cannot be taken until the meeting after the proposed changes
is read.
Adopted: June 11, 2007
Amended: June 28, 2011
Amended: October, 2012
Amended: October 2013
16
II.
Faculty Position Descriptions
&
Faculty Rank
&
Promotion and Tenure
17
NEW FACULTY ORIENTATION
New faculty members receive an orientation to the Department and must complete the
New Faculty Orientation Checklist (see Appendix A). In addition, they are responsible for
reviewing the ASU Faculty Handbook and being familiar with the policies therein.
FACULTY RETENTION AND PROMOTION
An annual performance evaluation of each full-time and part-time faculty member is
conducted in accordance with the ASU Faculty Handbook (see Appendix B for Faculty
Evaluation Form and Appendix C for the Promotion and Tenure Policy). Part-time faculty
members are evaluated by the Nursing Chair and/or the Director of the BSN Program at the
completion of their contracts. The Nursing Chair, as part of the faculty orientation process, will
review the faculty tripartite role, tenure, promotion in rank, and salary increases/adjustments.
Five members of the faculty serve as the Departmental Personnel Committee (DPC) in reviewing
promotion/tenure recommendations. Faculty also has the opportunity to evaluate the Department
Chair annually (Appendix D).
PEER REVIEW
The Department of Nursing adopted a peer review process of teaching in order to
improve faculty teaching performance as well as to provide information necessary for tenure,
promotion, and merit increases. This process was approved during the Fall semester of 2007 and
implemented in the Spring semester of 2008. The process was modified to a
satisfactory/unsatisfactory rating with peer discussion in spring 2014. The peer review results are
used for both formative and summative reviews of teaching by all faculty members. The
information collected is a part of the faculty personnel file (Appendix E).
FACULTY REQUIREMENTS
All faculty members are responsible for insuring that documentation of the following
requirements are submitted on an annual and as needed basis to the Director of Academic
Support and Program Compliance for the maintenance of complete and up to date records. The
items delineated below may be requested by and shared with clinical facilities/agencies.

North Carolina Registered Nurse License. Each faculty member is responsible for
validation of her/his North Carolina (or compact state) license as a Registered Nurse.
This includes a print out of the current validation from the NC Board of Nursing website.
This must be submitted to the Nursing Department Chair prior to employment and upon
renewal.

Professional Liability Insurance. Each faculty member is responsible for securing and
maintaining professional liability insurance coverage (minimum 1,000,000/3,000,000).

Current AHA Healthcare Provider CPR certification
18

Immunizations :
o MMR: 2 doses or positive titer,
o PPD: verification of completion of two step PPD and subsequent annual testing.
Submission of results of a current Quantiferon Gold Blood test is accepted. For
those with a positive PPD, the completed TB questionnaire and supporting
documentation is acceptable.
o DPT; 3 doses and a booster Tdap administered after the release date of 2006
o Hepatitis B: a series of 3 vaccines and a positive blood titer
(Faculty may sign a declination form)
o Varicella: 2 doses of the vaccine or a positive titer
o Flu vaccination: if required by the agency.

Criminal Background Check. Required on all new hires by the University. Employee
needs to request a copy of the report be sent to the Director of Academic Support and
Program Compliance (DASPC) for his/her file and submitted to agencies/facilities upon
request. In addition agencies may require a more recent background check (eg within 6
months).
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Drug Screen. If required by the facilities. Some agencies enforce a “within the last 30
days” regulation. A 12-panel drug screen is required by some affiliated facilities. If
applicable, individual faculty members will be advised by the DASPC.

Annual HIPAA and Bloodborne Pathogens Education. Updated education regarding
HIPAA and Bloodborne Pathogens will be provided to the faculty upon hiring and will be
renewed annually as part of the department compliance program. Documentation of
completion will be placed in the employee’s departmental personnel file.

Office Hours/Weekly Schedule/Off Campus
Full-time faculty members are expected to maintain a minimum of 7 (virtual or actual)
office hours per week. The office hours and weekly schedule for the semester are to be
posted on the faculty member’s office door with a copy given to the Nursing Department
Chair. Office hours are to be convenient for students. Recognizing the characteristics of
the RN to BSN students who are mostly working full-time and living off campus, faculty
will make every effort to accommodate these students whenever possible.

Student Advising and Mentoring
Every student who is accepted into an ASU nursing program is assigned a faculty
advisor by the chair of the department, according to academic cohorts. The faculty
member will be available to the student for guidance. The advisor will serve as a mentor
and as a source of information regarding the policies of the Department of Nursing.
Advisors assist with the registration process of the student and maintain a record in
Degree Works.
19
Students are ultimately responsible for appropriate registration and for the completion of
all graduation requirements, including applying for graduation. The advisor can be
contacted at the Department of Nursing.
PROFESSIONAL DEVELOPMENT
Non-doctoral faculty members are encouraged to complete a terminal degree. All faculty
members are allocated funds for continuing education to meet program and/or individual
professional development needs. Each faculty member has the responsibility to stay abreast of
development in her/his area of faculty responsibility. A request for continuing education must be
submitted in advance to the Nursing Department Chair. Each faculty member is responsible for
arranging coverage for class and/or clinical responsibilities. Upon return from the continuing
education activity, the faculty member has the responsibility to share the information with other
colleagues.
ASU encourages all faculty members to attend seminars, conferences, and meetings as
part of their professional growth and development. Additionally, faculty members are
encouraged to make professional presentations.
SPECIAL CONSIDERATION FOR OFF-CAMPUS COURSES
Faculty may request the use of a state car when traveling off campus for teaching or other
ASU business. If faculty members prefer to drive their own car, they will be reimbursed
according to the current university mileage rate. Travel will also be compensated for special
travel as designated and/or approved by the Nursing Department Chair.
PARTICIPATION IN UNIVERSITY AND NURSING DEPARTMENT FUNCTIONS
All full-time faculty members are expected to participate in graduation, convocation,
pinning ceremony, faculty retreats, and other relevant University, College, and Nursing
Department activities. Faculty members are required to wear full academic regalia for ASU
graduation. All faculty members serve on the departmental committees, as well as University
committees as assigned.
20
POSITION DESCRIPTION
DEPARTMENT OF NURSING
CHAIR
DEPARTMENTAL CHAIR
Departments are integrally related to their colleges and to the total University and at the
same time are separate units with viable and justifiable functions all their own. A given
department must, therefore, be well organized to function properly within the full life of the
academic community and within its own special commitment.
Each department must provide the setting in which competent persons are able to realize
their professional capabilities and make their most creative contributions to their students,
colleagues, and society. Members of the department should experience freedom, have the power
to articulate goals, and accept accountability to themselves, to others, and to the scholarly
discipline in which they work.
DESCRIPTION
The Nursing Department Chairperson is a registered professional nurse who is
responsible for developing, coordinating, and administering the BSN program. In addition, this
person will provide leadership in developing and managing additional new programs as directed.
The Chair reports to the Dean, College of Health Science.
QUALIFICATIONS:
A doctorate in Nursing or closely related field and an unencumbered RN License in
North Carolina or a compact state is required. A department chair must provide evidence of
effective teaching and high quality scholarship with a minimum of two years’ experience in
direct patient care and two years’ experience in full time teaching in a baccalaureate nursing
program.
RESPONSIBILITIES:
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Participate in the development of University policies and be responsible for their
communication and implementation at the department level.
Communicate the needs of the department (personnel, space, fiscal) to the appropriate
administrative units.
Serve as an advocate for the department and represent the department in the University,
the community, to appropriate external agencies, and at meetings of learned and
professional societies.
Prepare an annual report to the Chancellor in consultation with the faculty of the
department.
Provide leadership in the recruitment and appointment of faculty members.
Arrange effective and equitable distribution of faculty responsibilities, including teaching
duties and committee assignments within the department.
21
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Evaluate and counsel with all departmental faculty members concerning the performance
of their duties.
Encourage and support good teaching, scholarly activity, and professional development
with the department.
Initiate, in consultation with the departmental personnel committee, recommendations for
appointment, reappointment, promotion, tenure, and dismissal in accordance with the
University and college policy.
Endeavor to maintain faculty morale by reducing, resolving, or preventing conflicts.
Make salary recommendations in accordance with University and college guidelines.
Organize and coordinate the departmental faculty and staff in developing, implementing,
and evaluating short and long-range departmental goals, objectives, standards and
programs.
Work with the faculty to develop standards, curricula, and procedures which provide
adequate preparation of graduates for professional or further academic endeavor.
Provide for appropriate advisement of students majoring in the department.
Provide leadership in supporting equality of opportunity and the protections available to
members of the University community under all applicable laws.
Manage the departmental resources, including the budget, in accordance with the college
and University guidelines.
Participate in planning capital improvements and maintenance of physical facilities.
Endeavor to secure and maintain adequate supplies, materials, and equipment for the
department.
Supervise the departmental support staff.
Engages in other appropriate professional activities
Develops and maintains productive relationships with external constituencies
Provides administration of facilities, personnel, and budget
Provides leadership in consonance with the University’s mission
Advocates for Nursing in the academic environment
Cooperates in the development of other health related degrees and programming
Coordinates and monitors continuous program quality improvement (along with faculty)
according to the Southern Association of Colleges and Schools (SACS) and the
Commission on Collegiate Nursing Education (CCNE ) guidelines
Conducts annual performance evaluation for faculty and administrative assistant
Negotiates with clinical agencies to prepare students to meet program outcomes and
advance the mission of the University and Department of Nursing
Participates in the recruitment and advising of students
Develops and implements (along with faculty) new programs in nursing
Schedules and chairs departmental meetings
DEPARTMENTAL ASSISTANT CHAIR
If a department has an assistant chair, that person will receive an initial term of up to
three years in accordance with the Departmental Assistant Chair policy. Subsequent terms may
be approved in accordance with the Departmental Assistant Chair policy. Review of the
assistant chair will follow the Departmental Assistant Chair policy. Every department with an
assistant chair must develop a departmental assistant chair policy, approved by the department
22
(see Article II, Section 2 of the Faculty Constitution). It is the general responsibility of the
assistant chair to work with the department chair to guide the department toward its goals. It is
the specific responsibility of the assistant chair to:
 Represent the departmental chair in the chair’s absence.
 Serve as the departmental representative on University Committees as needed.
 Provide faculty with another level of administrative communication.
 Communicate with the departmental chair concerning departmental business and the
assistant chair’s responsibilities.
 The departmental chair, as determined by the departmental assistant chair policy, may
assign other duties.
Adopted: October 24, 2007
Amended June 29, 2011
Reviewed September 25, 2013
23
POSITION DESCRIPTION
DEPARTMENT OF NURSING
DIRECTOR, BSN NURSING PROGRAM
DESCRIPTION
The Director of the Undergraduate Nursing Program has direct responsibility for
administration of the BSN program and reports to the Department Chairperson. The Program
Director is responsible for facilitating the planning, implementation, evaluation, and continuous
improvement of the Department’s undergraduate curricula and related activities and programs.
QUALIFICATIONS:
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A professional nurse with a Doctorate in nursing or related field, or in progress.
Baccalaureate and Master’s in Nursing.
Minimum of two years full-time teaching experience at or above the baccalaureate level.
Two years full-time employment or equivalent in clinical nursing practice as a registered
nurse.
Current unrestricted and unencumbered RN license in North Carolina or compact state.
RESPONSIBILITIES:
1.
2.
3.
4.
Assists the Department Chairperson with faculty recruitment.
Coordinates the recruitment, retention, and advisement of BSN students.
Coordinates the awarding of Department of Nursing BSN scholarships.
Oversees program evaluation of the BSN program to ensure that the policies and
standards of the Department of Nursing, the University and the NC Board of Nursing are
met.
5. Monitors application, admission, matriculation, progression, and graduation patterns of
BSN students.
6. Assists Department Chairperson with accreditation and other reports.
7. Makes recommendations to the Department Chairperson regarding annual budget and is
responsible for managing the BSN program budget and resources.
8. Evaluates nursing personnel, including faculty and support staff.
9. Coordinates, in collaboration with the Department Chairperson and BSN faculty, BSN
course offerings, class schedules, clinical teaching sites and schedules, and other BSN
experiences.
10. Develops, in collaboration with the Department Chairperson, faculty workload
assignments.
11. Teaches 2 courses per semester in area of expertise.
12. Assumes responsibilities as designated by the Department Chairperson.
Adopted: 4/15/2009
Reviewed September 25, 2013
24
POSITION DESCRIPTION
DEPARTMENT OF NURSING
COORDINATOR, RN-BSN EDUCATION
DESCRIPTION
The Coordinator of RN-BSN education is primarily responsible for leading the processes
of teaching and learning specific to the on-line course delivery format, RN-BSN student
advisement, information management specific to the RN-BSN pathway, quality improvement
recommendations, and facilitating a collaborative working relationship between the Department
of Nursing and the Office of Distance Education and the RN-BSN Program Manager.
QUALIFICATIONS:
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holds an unencumbered license to practice as a registered nurse in North Carolina or one
of the Compact states;
meets the North Carolina Board of Nursing education rules for nursing faculty;
holds a master’s degree in nursing; and completed a minimum of three (3) years teaching
experience in a baccalaureate nursing program.
The Coordinator works under the supervision of the Chair of the Department of Nursing
to carry out the position responsibilities.
RESPONSIBILITIES:
1. Reviews each RN-BSN application verifying all admission criteria are met.
2. Coordinates delivery of RN-BSN curriculum for optimal student and program
outcomes.
3. Communicates to the Office of Distance Education course and program specific
information needed for semester scheduling.
4. Participates in RN-BSN information sessions and recruitment sessions annually.
5. Ensures RN-BSN check-sheets are current and correctly worded for distribution in
print and on-line media.
6. Advises assigned RN-BSN cohort.
7. Acts as an advising resource for faculty assigned to advise other cohorts.
8. Facilitates open communication and a collaborative working relationship between the
Office of Distance Education and the Department of Nursing.
9. Analyzes RN-BSN program data for trends.
10. Recommends to the Department of Nursing and the Office of Distance Education
program improvements based on data.
11. Prepares and submits as directed reports for regulatory and accrediting bodies.
25
POSITION DESCRIPTION
DEPARTMENT OF NURSING
ADMINISTRATIVE ASSISTANT
RESPONSIBILITIES:
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Reports directly to the Chair and provides services to faculty, Advisory Committees, and
task forces associated with the department
Responsible for program support for each site
Compiles and disseminates data related to the BSN program and the department,
including policies, procedures, and other program resources
Is knowledgeable of all Banner Student Services
Responsible for all personnel actions, including but not limited to personnel requisitions,
time sheets, contracts, payroll, and employment forms.
Record management for entire department, i.e., electronic databases
Serves as liaison between Department of Nursing Chair and faculty, students, clients,
federal/state authorities, university departments and administration, and the community,
including but not limited to healthcare providers, agencies, and organizations
Responsible for establishing, posting, tracking, and reporting all budgets associated with
the department, including state budgets, grants and contracts; will monitor accounts and
provide Chair with up-to-date information
Responsible for travel requests and reimbursements
Responsible for purchase requisitions and reconciliations
Responsible for assisting with grant applications
Responsible for maintaining calendar of activities for the department.
Organizes and implements the administrative support for the department.
Performs as office manager for the BSN program
An active participant in project planning for the program
Responsible for scheduling conferences, workshops, and meetings
Responsible for development and organization of administrative functions
Responsible for frequent review of data, extensive computer records, faxes and other
documents
Provides accurate information on all facets of the Institute’s operations
Ensures a high level of visual attention to details and the ability to mentally focus on
multiple tasks simultaneously
Responsible for maintaining a safe work environment, in accordance with University
Policies and Procedures
26
POSITION DESCRIPTION
DEPARTMENT OF NURSING
PROFESSOR
DESCRIPTION
Professors within the Department of Nursing assist the Department Chairperson in the
development and continuous program quality improvement of the BSN program. This
includes student recruitment, advising, curriculum development, program evaluation and
revision, and other matters that support the mission of the University and Department of Nursing.
QUALIFICATIONS:
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A terminal degree from an accredited institution in the field in which he/she is appointed
to teach or supervise students in the clinical setting is preferred.
At least ten years of appropriate experience; recognized skill in teaching, evidence of at
least one of the following: outstanding accomplishment in research or outstanding
accomplishment in professional service to the University and/or to the public.
Willingness to participate in institutional affairs. Must hold an unencumbered RN
license in North Carolina or a compact state.
RESPONSIBILITIES:
Teaching:
 Assumes responsibility for classroom and clinical instruction
 Serves as an academic advisor as assigned by the Department Chairperson
 Maintains a minimum of seven office hours per week
 Utilizes appropriate modes of educational delivery
 Assists in the development and ongoing evaluation of the nursing curriculum
 Maintains knowledge in the discipline
 Measures appropriately student performance
 Elicits student feedback through course evaluation and focus group discussion in order to
improve teaching effectiveness
Scholarship:
 Engages in scholarly, creative activities that promote professional growth
 Participates in continuing education workshops that enhance teaching/professional
competence
 Applies research findings as well as existing knowledge for evidence-based practice for
self and student
Service:
 Assists in new program development and evaluation
 Participates in accreditation process (CCNE)
 Serves on Nursing Department and University committees
 Serves as a member of the ASU Department of Nursing Advisory Board
 Participates in service activities in the department, University, profession, and
community
27
POSITION DESCRIPTION
DEPARTMENT OF NURSING
ASSOCIATE PROFESSOR
DESCRIPTION
Associate Professors within the Department of Nursing assist the Department Chairperson
in the development and continuous program quality improvement of the BSN program. This
includes student recruitment, advising, curriculum development, program evaluation and
revision, and other matters that support the mission of the University and Department of Nursing.
QUALIFICATIONS:
 A terminal degree from an accredited institution in the field in which he/she is appointed
to teach or supervise students in the clinical setting is preferred.
 At least five years of appropriate experience; recognized skill in teaching, evidence of at
least one of the following: recognized accomplishment in research or recognized
accomplishment in professional service to the University and/or to the public.
 Willingness to participate in institutional affairs.
 Must hold an unencumbered RN license in North Carolina or a compact state.
RESPONSIBILITIES:
Teaching:
 Assumes responsibility for classroom and clinical instruction
 Serves as an academic advisor as assigned by the Department Chairperson
 Maintains a minimum of seven office hours per week
 Utilizes appropriate modes of educational delivery
 Assists in the development and ongoing evaluation of the nursing curriculum
 Maintains knowledge in the discipline
 Measures appropriately student performance
 Elicits student feedback through course evaluation and focus group discussion in order to
improve teaching effectiveness
Scholarship:
 Engages in scholarly, creative activities that promote professional growth
 Participates in continuing education workshops that enhance teaching/professional
competence
 Applies research findings as well as existing knowledge for evidence-based practice for
self and student
Service:
 Assists in new program development and evaluation
 Participates in accreditation process (CCNE)
 Serves on Nursing Department and University committees
 Serves as a member of the ASU Department of Nursing Advisory Board
 Participates in service activities in the department, University, profession, and
community.
Adopted 12/3/07, Reviewed September 25, 2013
28
POSITION DESCRIPTION
DEPARTMENT OF NURSING
ASSISTANT PROFESSOR
DESCRIPTION
Assistant Professors within the Department of Nursing assist the Department Chairperson
in the development and continuous program quality improvement of the BSN program. This
includes student recruitment, advising, curriculum development, program evaluation and
revision, and other matters that support the mission of the University and Department of Nursing.
QUALIFICATIONS:
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A terminal degree from an accredited institution in the field in which he/she is appointed
to teach or supervise students in the clinical setting is preferred.
A minimum of two years teaching experience is desirable.
Demonstrated ability in teaching.
Evidence of ability in at least one of the following: research or professional service to the
University and/or public.
Willingness to participate in institutional affairs. Must hold an unencumbered RN license
in North Carolina or a compact state.
A minimum of two years’ experience in direct patient care.
RESPONSIBILITIES:
Teaching:
 Assumes responsibility for classroom and clinical instruction
 Serves as an academic advisor as assigned by the Department Chairperson
 Maintains a minimum of seven office hours per week
 Utilizes appropriate modes of educational delivery
 Assists in the development and ongoing evaluation of the nursing curriculum
 Maintains knowledge in the discipline. Measures appropriately student performance
 Elicits student feedback through course evaluation and focus group discussion in order to
improve teaching effectiveness
Scholarship:
 Engages in scholarly, creative activities that promote professional growth
 Participates in continuing education workshops that enhance teaching/professional
competence
 Applies research findings as well as existing knowledge for evidence-based practice for
self and student
Service:
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Assists in new program development and evaluation
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Participates in accreditation process (CCNE)
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Serves on Nursing Department and University committees
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Serves as a member of the ASU Department of Nursing Advisory Board
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Participates in service activities in the department, University, profession, and
community
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Adopted 12/3/07Reviewed September 25, 2013
29
POSITION DESCRIPTION
DEPARTMENT OF NURSING
INSTRUCTOR
DESCRIPTION
Instructors within the Department of Nursing hold a Master’s degree in Nursing from an
accredited institution. They assist the Department Chairperson in the development and
continuous program quality improvement of the BSN program. This includes recruitment,
advising, curriculum development, program evaluation and revision, and other matters that
support the mission of the University and the Department of Nursing.
QUALIFICATIONS:
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A master’s degree from an accredited institution in an appropriate field.
Evidence of potential in teaching.
Evidence of potential in one of the following: research or professional service to the
University and/or to the public.
Must hold an unencumbered RN license in North Carolina or a compact state.
RESONSIBILITIES:
Teaching:
 Assumes responsibility for classroom and clinical instruction.
 Serves as an academic advisor as assigned by the Department Chairperson.
 Maintains a minimum of seven office hours per week.
 Involved in curriculum development and evaluation.
 Develops instructional material for assigned courses.
 Maintains knowledge in the discipline.
 Measures appropriately student performance.
 Elicits student feedback through course evaluations and focus group discussion in order
to improve teaching effectiveness.
Scholarship:
 Engages in scholarly, creative activities that promote professional growth.
 Participates in continuing education workshops that enhance teaching/professional
competence.
 Applies research findings as well as existing knowledge for evidence-based practice.
Service:
 Assists in new program development and evaluation.
 Participates in accreditation process (CCNE).
 Serves on Nursing Department and University Committees.
 Serves as a member of the ASU Department of Nursing Advisory Board.
 Participates in service activities in the department, University, profession, and
community.
 Participates in student recruitment activities.
Adopted 12/3/07, Reviewed 9/25/13
30
POSITION DESCRIPTION
DEPARTMENT OF NURSING
LECTURER
DESCRIPTION
Lecturers within the Department of Nursing hold a Master’s degree in Nursing from an
accredited institution . They assist the Department Chairperson in the development and
continuous program quality improvement of the BSN program. This includes recruitment,
advising, designing and preparing courses, participation in program evaluation and revision, and
other matters that support the mission of the University and the Department of Nursing.
QUALIFICATIONS:
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A master’s degree from an accredited institution in an appropriate field.
Teaching and research experience preferred.
Must hold an unencumbered RN license in North Carolina or a compact state. (This is a
non-tenured position).
RESONSIBILITIES:
Teaching:
 Assumes responsibility for classroom and clinical instruction.
 Serves as an academic advisor as assigned by the Department Chairperson.
 Maintains a minimum of seven office hours per week.
 Involved in course development and evaluation.
 Develops instructional material for assigned courses.
 Maintains knowledge in the discipline.
 Measures appropriately student performance.
 Elicits student feedback through course evaluations and focus group discussion in order
to improve teaching effectiveness.
Scholarship:
 Engages in continuous professional development that promotes professional growth.
 Participates in continuing education workshops that enhance teaching/professional
competence.
 Applies research findings as well as existing knowledge for evidence-based practice.
Service:
 Participates in accreditation process (CCNE).
 Serves on Nursing Department and University Committees.
 Serves as a member of the ASU Department of Nursing Advisory Board.
 Participates in service activities in the department, University, profession, and
community.
 Participates in student recruitment activities.
Adopted 12/3/07, Revuiewed 9/25/13
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POSITION DESCRIPTION
DEPARTMENT OF NURSING
PART-TIME CLINICAL NURSING FACULTY
DESCRIPTION
Adjunct Clinical Faculty in the Department of Nursing at Appalachian State University
work under the guidance and direction of the course coordinator, Director of the BSN Program,
and Department Chairperson. Part-time Clinical Faculty create positive learning environments
for students in accordance with the educational objectives of the course and implement the
policies identified in the course syllabus to ensure the successful achievement of course
objectives.
QUALIFICATIONS
A professional nurse with a master’s degree in nursing from an accredited institution is
preferred. A BSN degree is required. Prior to, or within the first three years of employment, have
preparation in teaching and learning principles for adult education, including curriculum
development, implementation, and evaluation. Possess, at a minimum, two calendar years or the
equivalent of full time clinical experience as a registered nurse. Clinical expertise or education in
a specialty area – maternal/child, medical/surgical, mental health, critical care. Excellent clinical
and communication skills. Teaching experience preferred. Current unrestricted and
unencumbered RN license in North Carolina or compact state.
RESPONSIBILITIES:
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Knowledgeable about the goals and outcomes of the BSN program as well as specific
course(s) being taught.
Directs the learning of students in clinical settings.
Plans student assignments in accordance with clinical agency representatives.
Reviews written assignments and provides appropriate, timely, written feedback.
Documents student progress on appropriate forms.
Conducts formative and summative evaluations according to program policies and
guidelines.
Completes a formal, written midterm and final evaluation on a designated form for each
student.
Notifies course coordinator of at-risk students, unusual occurrences, and student
performance issues impacting patient safety, in the clinical setting, as soon as identified.
Attends BSN faculty meetings as appropriate to provide input and feedback for
curriculum evaluation and/or revision.
Maintains required competencies as determined by Appalachian State University, the
Department of Nursing and North Carolina (or compact state) Board of Nursing.
Approved: 4/1/09
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POSITION DESCRIPTION
DEPARTMENT OF NURSING
SIMULATION LABORATORY INSTRUCTOR
DESCRIPTION
Coordinates all aspects of the simulation laboratory; teach psychomotor skills;
responsible for incorporating technology and simulation experiences (i.e. patient simulators) into
nursing skills lab. Works collaboratively with other personnel within the nursing department, the
course coordinators, and program director.
QUALIFICATIONS:
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A professional nurse with a minimum of a Bachelor of Science in Nursing degree from
an accredited institution is required.
A master’s degree in nursing is preferred. Prior to, or within the first three years of
employment, have preparation in teaching and learning principles for adult education,
including curriculum development, implementation, and evaluation.
Possess at a minimum, two calendar years or the equivalent of full time clinical
experience as a registered nurse.
Excellent clinical and communication skills, teaching experience preferred.
Current unrestricted and unencumbered RN license in North Carolina or compact state is
required.
RESPONSIBILITIES:
Core Competency: Teaching & Learning
1. Demonstrates the ability to design, implement, and evaluate learning experiences that
support student competency in nursing care delivery.
a. Lesson plans reflect best practices for teaching and measurement of psychomotor
skills.
b. Utilizes instructional methods that promote critical thinking, problem-solving,
decision making, clinical competency and lifelong learning.
c. Collaborates with nursing faculty when designing focused lab experiences for a
specific course.
d. Role models for students’ evidence-based practices when performing
psychomotor nursing skills, delivering clinical simulation scenarios, delivering
feedback, and receiving feedback.
2. Demonstrates the ability to remediate students requiring assistance with clinical learning.
a. Works with students in small groups and individually to support competency in
clinical learning that includes, but is not limited to psychomotor skill accuracy,
assessment, diagnosis, planning, implementation, and evaluation of nursing care.
b. Forwards outcomes of remediation sessions (Appendix F) to appropriate clinical
and/or course faculty.
33
Core Competency: Communication
3. Demonstrates the ability to communicate as part of a professional nursing community of
practice.
a. Informs nursing faculty of student progress including remediation outcomes
(Appendix F).
b. Records student completion of assigned nursing skills/simulation labs.
c. Assures adequate levels of supplies and equipment needed for lab instruction.
d. Forwards to program director supply and equipment requests, supply and
equipment inventories, and other information needed for budgeting.
e. Maintains electronic copies of lesson plans including simulation scenarios.
f. Attends BSN faculty meetings as appropriate to provide input and feedback for
curriculum evaluation and/or revision
4. Other duties as assigned.
August 2010
Reviewed 9/25/13
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POSITION DESCRIPTION
DEPARTMENT OF NURSING
STUDENT PROGRAM AND COMPLIANCE COORDINATOR
DESCRIPTION
The Student Program and Compliance Coordinator at Appalachian State University is a
12-month full-time position. This individual works under the guidance and direction of the
Chair of the Department of Nursing to ensure the compliance of the Department of Nursing with
North Carolina Board of Nursing, CCNE, SACS, and clinical agency guidelines for both on
campus and off-campus BSN programs.
QUALIFICATIONS
A registered nurse with a Bachelor of Science in Nursing degree or a minimum of seven
years of nursing/management experience with knowledge of regulatory (NC Board of Nursing)
and accreditation (SACS, CCNE, and Joint Commission) requirements. Certified American
Heart Association (AHA) Basic Life Support (BLS) Instructor for health care professionals.
Unrestricted and unencumbered RN license in North Carolina or compact state. Must have
excellent communication skills.
RESPONSIBILITIES:













Provides leadership and counsel to faculty regarding specific clinical agency guidelines
Monitors student records to ensure compliance with clinical agency guidelines including
criminal background checks, drug screens, and immunizations.
Provides AHA BLS instruction to students and faculty.
Provides HIPAA, OSHA, and Blood Borne Pathogen information to students.
Maintains a current knowledge of regulatory and accreditation standards for the BSN
program.
Advises Chair as to compliance/noncompliance matters.
Works directly with clinical agencies to provide required information/documentation to
verify student compliance with agency regulations.
Audits records of prospective students to ensure that they meet NCBON, CCNE, and
Department of Nursing requirements with regard to criminal background checks, drug
screens, and immunizations and reports findings to Chair and Director, Pre-licensure
Program.
Assists faculty in, eliciting, monitoring, and reporting program outcomes - e.g. alumni
and employer surveys.
Develops and maintains processes and tools to receive and analyze data related to matters
of compliance.
Conducts student information sessions for freshmen and transfer students.
Serves as an advisor to pre-licensure students.
Provides information to prospective students and their parents.
35
POSITION DESCRIPTION
DEPARTMENT OF NURSING
CLINICAL PRECEPTOR
DESCRIPTION:
A preceptorship is a planned experience for a specific nursing clinical course. Preceptor
is defined as a registered nurse, who functions in a role which enhances nursing students’
learning experience; and is not a substitute or replacement for nurse faculty. The preceptor is an
experienced professional and practitioner with an interest in and commitment to teaching. The
nursing faculty member or members are responsible for facilitating the accomplishment of
course and program objectives. The preceptorship is incorporated into a student’s clinical
experience and occurs in a clinical agency with which the Department of Nursing has a clinical
agreement. The goal is to use education, clinical experiences, and expertise to facilitate the
achievement of student learning outcomes. (Appendix V).
QUALIFICATIONS:
 Be an employee of an agency with a clinical agreement with the ASU Department of
Nursing.
 Not be the direct supervisor of the student in an employed position
 Hold a BSN or higher degree for at least two years or RN with a strong clinical
background.
 Express a willingness to serve in the role of preceptor.
 Collaborate with the student to arrange coordinated schedules for the learning
experience
 Serve as a resource for clinical activities.
 Serve as a role model for professional nursing practice.
PRECEPTOR RESPONSIBILITIES:
 Provide the Department of Nursing evidence that she/he is an RN with a current
unrestricted North Carolina RN license and has been in their current position for a
minimum of two years.
 Agree to serve as a role model, resource person, and to provide direct supervision and
guidance for a preceptee for the entire clinical experiences.
 Complete a preceptor orientation provided by ASU Department of Nursing.
 Collaborate with nursing faculty and student based on course objectives and course
requirements to ensure there is a quality learning experience .
 Plan and/or schedule the learning experiences guided by the specific clinical
objectives and overall nursing course objectives and agency policies and procedures.
 Guide, supervise and instruct the student as appropriate in the learning setting.
 Participate with nursing faculty in providing the student with formative and
summative evaluation recognizing that faculty retains final authority & responsibility.
 Encourage increasing levels of responsibility by the student in providing patient care
as appropriate.
 Coordinate with course faculty the resources and support deemed appropriate for the
learning experience.
36
III.
Curriculum
&
Teaching-Learning Practices
37
Degrees Offered
The Department of Nursing offers two avenues to achieving the Bachelor of Science in Nursing
(BSN) degree: the BSN nursing program and the RN to BSN program.
BSN Curriculum
The Bachelor of Science in Nursing (BSN) program is for students who have the
educational goal of obtaining the Bachelor of Science in Nursing degree in order to be eligible to
sit for the National Council Licensing Examination (NCLEX) to become a registered nursing
(RN). The Appalachian State University Bachelor of Science in Nursing degree (Pre-licensure
program) is accredited by the Commission on Collegiate Nursing Education (CCNE). The Prelicensure BSN program is designed to provide an undergraduate student the opportunity to earn a
Bachelor of Science degree in Nursing (BSN), leading to licensure as a Registered nurse.
The curriculum is derived from the mission, philosophy, goals, and expected outcomes of
the Appalachian State University Department of Nursing. Program outcomes are consistent with
professional nursing standards and guidelines. The mission, philosophy, goals and expected
program outcomes were developed, revised, and implemented by the entire nursing faculty; they
were officially adopted in April 2007 and have been revised as needed since then.
From its inception, the program incorporated concepts from four professional nursing
standards and guidelines (The Essentials of Baccalaureate Education for Professional Nursing
Practice (AACN, 1998); Scope and Standards of Clinical Practice (ANA, 2004); the Code of
Ethics for Nurses with Interpretive Statements (ANA, 2001); and the Nursing Practice Act, State
of North Carolina (2009) to provide the foundation and direction for the overall curriculum
including the mission, philosophy, goals, and expected program outcomes.
The BSN program is structured from the simple to the complex, from wellness to
complex alterations in health, and from caring for the individual to caring for families, groups,
and communities. Each semester and level builds on knowledge gained in the previous semester
and level.
Updated January 23, 2013
BSN Admission
Students must be admitted to the University and the College of Health Sciences prior to
applying for admission to the Bachelor of Science (BSN) degree program. Students may declare
a major upon completion of 30 semester hours, including credit for ENG 1000 and UCO 1200 or
equivalent courses; however students are not eligible to apply for admission to the upper division
nursing major until 45 semester hours have been completed. The application deadline for
admission is January 15. Acceptance into the Pre-licensure BSN program is based on the
student’s application, earned GPA, and academic performance on selected preliminary course
work. Scores from standardized tests may also be considered when evaluating applicants.
Specific guidelines on admission requirements and application form are available on the
Department of Nursing website.
Acceptance to the University and the College of Health Sciences, completion of
preliminary course work, GPA, and standardized test scores do not guarantee admission to the
BSN program. Admission of students is a competitive process. Not all applicants who meet the
requirements can be accommodated; therefore, applicants whose credentials present the best
qualifications for those meeting the requirements will be selected.
38
Test Security
When tests are administered in the nursing courses the following policy should be implemented.
1.
Backpacks should be placed in the room periphery. Students may have pencils, pens,
erasers, a drink, and a non-distracting food item if desired, that does not make noise when
opened or eaten. A non-programmable calculator may be used for math calculations.
2.
Students should be prepared with tools for testing. For example, bring two pencils in case
one breaks. Calculators may not be shared. If students forget to bring a calculator to the test they
will need to perform calculations by hand. No exceptions.
3.
If a student needs to use the restroom during an exam they should place their test facedown and raise a hand to notify the instructor. The instructor will call for an escort. Students will
not be permitted to go to the restroom during a test un-escorted.
4.
Cell phones should be silenced, and stowed in backpacks during testing. They may not be
used for calculations or any other part of the testing.
5.
Student may not approach the instructor or test proctor with a question about the test
content during the examination.
6.
Students should be seated and prepared to start the exam at the appointed time. Students
who are late may be denied the privilege of testing and receive a “0” for the test.
7.
Students who find that they will be absent on the day of a test must notify the instructor
as soon as it is apparent they will not be in class for the test, preferably before the test, but if this
is not possible (as in the case of an auto accident, etc.) then as soon as possible.
8.
There will be an automatic 5 point deduction in score for any late test, for any reason.
9.
A test that is missed must be made up within one week of the missed exam except for
extenuating circumstances (such as hospitalization, for example).
10.
A make-up test is given at the discretion of the instructor. If an instructor is not notified
in a timely way that a test will be missed that instructor has the discretion to assign a score of “0”
for that test. If a make-up test is administered it may be different from the test taken by the class
at the discretion of the instructor.
11.
Instructors will be vigilant for any behaviors by students that look like cheating.
Instructors will not be doing work while a test is administered or checking email, they will be
watching the class. Even if a student is not cheating they can be accused of having cheating-like
behaviors such as looking in the direction of another student, or holding their test up at face level
to read it.
12.
A hat with a bill may not be worn during a test. An instructor may request that students
utilize a plain sheet of paper to cover up Scantrons® and tests.
13.
If an instructor or proctor observes actual cheating or cheating like behaviors, they will
remove the test from the student and the student will be dismissed from the room. The student
should make an appointment to converse with the instructor at the first opportunity. From this
point the academic integrity policy of the university will be enforced.
14.
Instructors will keep Scantrons® to tests until students graduate. Tests should be kept by
the instructor under double lock in offices. Students should not review graded tests unless the
instructor is directly proctoring the review.
15.
Students should be given the opportunity to review all graded tests.
16.
This policy will be included with all nursing course syllabi
Accepted 11-21-13
39
BSN Progression (progression, dismissal, readmission)
To progress from one semester to the next in the BSN program a student must achieve a
grade of “C” or higher in each nursing (NUR) course and achieve a grade of “Satisfactory” in
each clinical nursing course. If a student receives a grade of “incomplete” for a nursing course,
the “incomplete” must be satisfied with a grade of C or higher before a student may progress to
the next semester of nursing courses. Students must also maintain a cumulative nursing GPA of
at least 2.5 at the end of the junior spring semester and each semester thereafter, maintain current
CPR certification at the healthcare provider level, maintain yearly tuberculosis screening, meet
all current health and immunization requirements of the Department of Nursing, and adhere to all
policies of the University, the Nursing Department and the clinical agencies where assigned for
clinical experiences.
Remediation policy
The policy in the Department of Nursing is to facilitate the success of every student in the
program. When a student shows signs of potential academic or clinical failure any faculty
member may initiate a remediation plan (Appendix F). A remediation plan MUST be initiated in
the following circumstances:



Student receives a failing grade on a paper or exam in any nursing course
Student receives less than a Level 2 on any proctored ATI test
Student receives an unsatisfactory grade at Midterm evaluation for a nursing clinical
course.
A remediation plan may be instituted for other reasons as well, such as that a student is
having difficulty with a clinical skill, or exhibiting signs of stress, etc. The remediation plan will
be initiated by the instructor who is associated with the event that precipitates the need, (such as
the instructor for the class in which a failing grade was received). The plan will be instituted
within one week after the need is uncovered. The student and the instructor will co-develop the
plan, and both will sign the form. Follow up will occur on the date co-decided. The plan will be
placed in the student file.
Dismissal policy
A student will be dismissed from the nursing program for any of the following reasons.
1. Failure to achieve a grade of at least “C” in a nursing (NUR) course.
2. A summative grade of “Unsatisfactory” in a clinical nursing course
3. Denial of clinical access by the clinical agency based upon review of a criminal
background check or other screening outcomes such as the results of a urine drug screen
4. A refusal of student to comply with policies and procedures of the ASU Department of
Nursing and/or the clinical agency.
5. A student engages in unsafe practice.
40
Students who are dismissed from the program will receive a formal letter of dismissal
from the Chair of the Department of Nursing informing them of the dismissal, the reason for
dismissal, and about eligibility (if applicable) for readmission to the program.
In the following instances a student is permanently dismissed and NOT eligible for
readmission:
1. Grade of lower than C- in any one nursing course (D+, D, D-, or F)
2. Grade of C- or lower in more than one nursing course throughout the nursing program.
3. A student who has already been readmitted one time is not eligible for a second
readmission.
4. A student who has engaged in unsafe practice is not eligible for readmission.
5. Continued refusal to comply with policies and procedures of the ASU Department of
Nursing and/or the clinical agency.
Readmission policy
There are two situations where a student who has been dismissed from the program is
eligible to apply for readmission. This does not guarantee readmission, however, it gives the
student a chance to be considered by the nursing faculty for readmission one time.
The situations in which a student is eligible to request readmission to the program are:
1. The student received a grade of C- in one Nursing course one time.
2. A student received a clinical grade of “Unsatisfactory” in one clinical course, one time.
Both situations above, numbers 1 or 2, must represent the student’s first and only failing
grade in the nursing program. If a student facing one of these situations desires readmission
to the nursing program, the following protocol will be followed.
Readmission Procedure
1. The student who is requesting re-admission must submit a letter of appeal to the Chair of
the Department of Nursing within four weeks of notice of dismissal. This letter may be
sent by email. This letter should contain the following:
a. Request to be readmitted to the nursing program
b. The student’s perception of the factors that led to failure to succeed.
c. A listing of attempts that were made over the semester to improve the grade. (for
example, scheduling a test review with the instructor, discussing test-taking
strategies with advisor, etc.)
d. An outline of specific plans the student has made to remedy the situation so that if
allowed re-admission there would be an improved chance for success. (for
example, a decision to eliminate working at a part-time job, joining a study group,
requesting testing accommodations, etc.)
2. The Chair of the Department of Nursing will call a meeting of the Admissions Committee
to review the request. The following factors will be considered by the Committee when
making the decision to recommend readmission:
41
a. The information in the letter of appeal. For example, what degree of
responsibility did the student assume for the failure and what plans for future
success did the student suggest? Was there some outstanding co-factor such as a
severe illness?
b. Overall GPA in nursing courses
c. Individual grades in nursing courses taken at the same time.
d. Trends or patterns in grades for the student
e. Number of absences/ tardy episodes in nursing courses over the semester
f. Clinical evaluations
g. Attempts made by the student over the semester to improve grades
h. Other miscellaneous information.
i. The committee may request an appearance by the student before the committee.
3. The Admissions Committee will recommend readmission or will recommend the student
not be readmitted to the program. This recommendation will be forwarded to the Chair
of the Department of Nursing for final approval.
4. The Chair of the Nursing Department will inform the student in writing of the decision of
the Committee with the rationale for that decision. The decision of the Nursing
Department is considered final
5. If a student is readmitted, a developmental plan for success will be formulated by the
Admissions Committee for that student. To develop this plan, input from the student’s
advisor may be sought or the faculty member who taught a course in which the student
was unsuccessful. This plan could involve a requirement to audit portions of nursing
courses, to maintain a higher GPA than those who have not failed to progress, or to
complete focused content review through ATI, etc. The plan will vary depending on the
individual situation. The student will be required to agree to the developmental plan and
sign an agreement to the plan. This plan will then be forwarded to their academic advisor.
The student will make an appointment with their academic advisor to begin
implementation of the plan for success.
6. If a student is NOT readmitted to the program, a summary of the specific rationale for
that decision will be formulated and communicated to the student by the Chair of the
Nursing Department. Students who are not readmitted will be advised regarding options
for change of major and directed to proper departments for new advising.
Developed January 2010, revised January 2013, revised October 2013
42
BSN Course of Study
Freshman Year
FALL
COURSE
CHE 1101 Introductory
Chemistry I
CHE 1110 Introductory
Chemistry I Lab
ENG 1000
Quantitative Literacy
UCO 1200
Local to Global Perspective
course *
TOTAL:
SPRING
S. H.
3
1
3
4
3
3
17
COURSE
CHE 1102 Introductory
Chemistry II
CHE 1120 Introductory
Chemistry II Lab
STT 1810. Basic Statistics
PSY 1200 Psychology:
Historical, Social, and
Scientific Foundations
Aesthetic Perspective Course*
Local to Global Perspective
Course *
TOTAL:
S. H.
3
1
3
3
3
3
16
* Aesthetic and Local to Global Perspective courses must include one course
from fine arts and historical studies and literary studies.
Sophomore Year:
FALL
COURSE
E_S 2031. Anatomy and
Physiology I
ENG 1100
S. H.
4
3
PSY 2301. Psychology of Human
Growth and Development
3
SOC 1000 The Sociological
Perspective
PHL 2000. Philosophy, Society
and Ethics
3
TOTAL:
3
16
SPRING
COURSE
S. H.
E_S 2032. Anatomy and
4
Physiology II
BIO 2200. Introduction to
4
Microbiology
CS 1410 Introduction to
2
Computer Applications
(may demonstrate competency
through exam)
Aesthetic Perspectives Course
3
*
FCS 2202 Nutrition and Health
3
(Wellness Literacy: 2 hours
count in the general education
core and 1 hour counts in the
major)
TOTAL:
16
43
Summer
Between
Sophomore &
Junior year
NUR 2002
Introduction to
Professional
Nursing (3 sh)
3 sh
Fall Junior
Year
Spring Junior
Year
NUR 3100
Adult Health
Nursing I
(3 sh)
NUR 3102
Adult Health
Nursing II
(3 sh)
NUR 3110
Adult Health
Nursing I
Clinical (3 sh)
NUR3112
Adult Health
Nursing II
Clinical (3 sh)
NUR 3120
Health
Assessment
Across the Life
Span (4 sh)
NUR 3122
Pharmacology
in Nursing (2
sh)
NUR3126
Mental Health
Nursing (3 sh)
NUR 3124
Foundations of
Professional
Nursing (3 sh)
NUR 3130
Trends and
Issues in
Nursing (2 sh)
15 sh
14 sh
NUR3128
Mental Health
Nursing
Clinical (3 sh)
Fall Senior
Year
Spring Senior Year
NUR 4100
NUR 4128
Introduction to Leadership and
Nursing
Management in
Research
Nursing (3 sh)
(3 sh)
NUR 4120
NUR 4110
Nursing Care of
Adult Health
Families and
Nursing III
Communities (3
(2 sh)
sh)
NUR 4122
NUR 4112
Nursing Care of
Adult Health
Families and
Nursing III Clinical
Communities
(2 sh)
Clinical (3 sh)
NUR 4124
NUR4130
Nursing Care of
Professional
Childbearing
Nursing Capstone
Families,
(3sh)
Women, and
Children (3 sh)
NUR 4126
Elective (2 hours to
Nursing Care of
meet university
Childbearing
requirement-outside
Families,
the major)
Women, and
Children
Clinical (3 sh)
15 sh
12 sh
The table on the following page displays the credit hours per course by class hours, laboratory
hours, and clinical hours per week.
44
Course Name and
Number
Total
Credits
N2002. Introduction to Professional
Nursing
N3100. Adult Health Nursing I
N3102. Adult Health Nursing II
N3110. Adult Health Nursing I Clinical
N3112. Adult Health Nursing II Clinical
N3120. Health Assessment Across
the Lifespan
N3122. Pharmacology in Nursing
N3124. Foundations of Professional
Nursing
N3126. Mental Health Nursing
N3128. Mental Health Nursing Clinical
N3130. Trends and Issues in Nursing
N4100. Introduction to Nursing
Research
N4110. Adult Health Nursing III
N4112. Adult Health Nursing III Clinical
N4120. Nursing Care of Families
and Communities.
N4122. Nursing Care of Families
and Communities Clinical
N4124. Nursing Care of Childbearing
Families, Women, and Children
N4126. Nursing Care of Childbearing
Families, Women, and Children
Clinical
3
N4128. Leadership and Management
In Nursing
N4130. Professional Nursing Capstone
Class Hrs. Per
Week
4hrs/7weeks
Lab Hrs. Per Week
Clinical Hrs. Per Week
Ratio Class: Lab
4hrs/8 weeks
5hrs/3 weeks
3
3
3
3
4
3
3
0
0
3
0
0
9 hours total
9 hours total
3
0
0
9 (x 13 wks)
9 (x 13 wks)
0
1:1.7 ( 28 hours class, 47 hrs
lab/clinical)
N/A
N/A
1:3
1:3
1:1 Contact hrs; 3:1 credit hrs
2
3
2
3
0
0
0
0
N/A
N/A
3
3
2
3
3
0
2
3
0
0
0
0
0
9
0
0
N/A
1:3
N/A
N/A
2
2
3
4 (x 7) weeks)
0
3
0
12 (x 1 week)
0
0
12 (x 6 weeks)
0
3
0
9 hours total
0
9 hrs ( x 13 wks)
0
3
3
3
0
3
0
3
0
N/A (Total: 28 hrs.)
1:3 ( 84 lab/clinical hrs)
N/A
1:3
9 hrs child- bearing
families
18 hrs children
0
4 hours total
Course, Lab, and Clinical Hours by Course
1 credit hour of lecture time = 50 minutes of class time per week unless otherwise specified
1 credit hour of lab or clinical time = 3 hours of lab/clinical time per week unless otherwise specified
Estimates are based on a 15 week semester with week 15 being the final exam week.
N/A
9 hrs/week: child- bearing
families (x6 wks); 9 hrs/wk
children (x 5 weeks)
1:3
0
N/A
18 hrs/wk x 7 wk
N/A (135 lab/ clinical hrs)
45
BSN Course Descriptions
SUMMER BETWEEN SOPHOMORE AND JUNIOR YEAR:
NUR 2002. Introduction to Professional Nursing (3). SS.
This course presents selected nursing concepts, theoretical principles and nursing
skills needed to care for individuals and families across the lifespan. Laboratory
simulation experiences are used to develop communication and technical skills
prior to attending clinical. Emphasis is placed on the student’s development as a
safe and caring Provider of Care. Pre-requisite: Admission to Bachelor of
Science in Nursing Degree Program.
JUNIOR YEAR (3000 LEVEL COURSES)
NUR 3100. Adult Health Nursing I (3). F.
This course focuses on the role of the professional nurse as Provider of Care and
member of the interprofessional health care team. Emphasis is on the general
principles of health promotion, maintenance, illness care, and rehabilitation in
caring for selected adult clients with common alterations in health care needs. The
nursing process is reinforced as a basis for nursing care. Pre-requisite: Admission
to Bachelor of Science in Nursing Degree Program
NUR 3102. Adult Health Nursing II (3) S.
This course continues the development of students in the roles of Provider of Care
and Designer, Manager and Coordinator of Care. Emphasis is placed on caring
for older adults. Students integrate previous knowledge and skills related to
common alterations in health care needs in the care of patients and their families
experiencing acute and chronic alterations in health care needs. Pre-requisite:
Admission to Bachelor of Science in Nursing Degree Program
NUR 3110. Adult Health Nursing I Clinical. (3) F.
This clinical course provides the beginning student opportunities to implement the
role of Provider of Care through the application of the nursing process with
patients experiencing common alterations in health care needs across the adult life
span in a clinical setting. This course is graded as Satisfactory/Unsatisfactory.
Pre-requisite: Admission to Bachelor of Science in Nursing Degree Program.
NUR 3112. Adult Health Nursing II Clinical (3). S.
This clinical course provides the student opportunities to implement the role of
Provider of Care and Designer, Manager, and Coordinator of Care. The nursing
process is applied in the care of patients and their families who are experiencing
acute and chronic alterations in health care needs. Emphasis is placed on caring
for the older adult in a clinical setting. This course is graded as
Satisfactory/Unsatisfactory. Pre-requisite: Admission to Bachelor of Science in
Nursing Degree Program.
46
NUR 3120. Health Assessment Across the Lifespan. (4). F.
This course examines how the nurse integrates evidence-based knowledge and
skills of health assessment into the roles of Provider of Care and Designer,
Manager and Coordinator of Care. Through the presentation of the concepts of
health assessment, coupled with the nursing process, this course emphasizes
assessment, identification and documentation of normal and abnormal physical
and psychosocial findings across the lifespan with an appreciation of different
cultural factors that may influence health. Pre-requisite: Admission to Bachelor
of Science in Nursing Degree Program
NUR 3122. Pharmacology in Nursing (2). F.
This course examines nursing management of medication therapy across the life
span. Nursing process, pharmacodynamics, pharmacokinetics, and
pharmacotherapeutics are presented as the foundation for safe and effective
medication management. Emphasis is placed on dosage calculation,
administration technique, patient safety, patient monitoring, patient teaching, and
legal and ethical considerations. Medication administration procedure and
documentation are practiced through lab simulation. The professional nursing
roles of Manager of Care, Coordinator of Care, and Provider of Care are explored,
specific to managing medication therapy. Pre-requisite: Admission to Bachelor
of Science in Nursing Degree Program.
NUR 3124. Foundations of Professional Nursing. (3). F.
This course explores the role of the professional nurse as Provider of Care,
Designer, Manager, and Coordinator of Care, and Member of a Profession.
Nursing history and process are discussed. Students receive an introduction to
theory, practice, and research concepts. Evidence-based practice, research, critical
thinking, and ethical/legal principles are introduced. The nursing process and
principles that guide practice are analyzed. Pre-requisite: Admission to Bachelor
of Science in Nursing Degree Program
NUR 3126. Mental Health Nursing (3). S.
The course describes the role of the nurse as Provider of Care, Designer,
Manager, and Coordinator of Care, and Member of a Profession related to
meeting the mental health nursing needs of individuals experiencing alternations
in mental health, in the context of families and communities. Promotion and
restoration of mental health and prevention of mental illness are explored in
individuals across the lifespan. Theories of mental health/illness and approaches
to the care of persons with selected mental illness/emotional needs are examined.
The focus is on holistic, patient-centered, and evidence-based care of the patient
with mental health nursing needs Pre-requisite: Admission to Bachelor of
Science in Nursing Degree Program
47
NUR 3128. Mental Health Nursing Clinical (3). S.
This course assists the student to learn practical applications of the content taught
in NUR 3126, Mental Health Nursing. These applications are inherent in the roles
of the professional nurse as Provider of Care, Designer, Manager, and
Coordinator of Care, and as a Member of a Profession. The focus is on evidencebased, holistic approaches to care of the patient in the area of selected mental,
emotional, and cognitive alterations. This course is graded as
Satisfactory/Unsatisfactory. Prerequisite: Pre-requisite: Admission to Bachelor
of Science in Nursing Degree Program.
NUR 3130. Trends and Issues in Nursing (2). S.
In this course, students explore and analyze economic, ethical, legal, policy, and
regulatory issues affecting nursing. This course enhances students’ acquisition of
the roles of Designer, Manager and Coordinator of Care and Member of a
Profession. Students learn and practice advocacy skills for vulnerable populations.
Topics include financial and economic issues in health care, the functions of
government agencies in the development and enforcement of heath care policies,
bioethical issues, and the roles of various regulatory agencies in the nursing and
health care fields. Pre-requisite: Admission to Bachelor of Science in Nursing
Degree Program.
SENIOR LEVEL COURSES (4000 LEVEL)
NUR 4100. Introduction to Nursing Research (3). F.
This course examines the role of research and theory in nursing practice and
health care. In addition, it provides an overview and an analysis of research
methodologies and the theoretical approaches with a continued look at evidencebased nursing practice. The roles of the professional nurse as a Member of a
Profession, Designer, Manager, and Coordinator of Care, and Provider of Care as
they relate to the application of nursing research in practice are explored. Prerequisite: Admission to Bachelor of Science in Nursing Degree Program.
NUR 4110. Adult Health Nursing III. (2). S.
This course is a 7 and 1/2 week concentrated course in which students continue to
develop the three nursing roles: Provider of care; Designer, Coordinator, and
Manager of Care; and Member of a Profession. Emphasis is on complex
alternations in the health status of adults and the impact on their families. It builds
on knowledge and skills from Adult Health Nursing I and II. Prerequisite: Prerequisite: Admission to Bachelor of Science in Nursing Degree Program.
48
NUR 4112. Adult Health Nursing III Clinical (2). S
This clinical course provides opportunities for students to apply the nursing
process and assume the roles of Provider of Care, Designer, Coordinator, and
Manager of Care, and Member of a Profession in caring for adults and their
families who are experiencing complex alternations in their health status across
the adult life span. Settings include high acuity and/or highly technical
environments including critical care units and emergency departments. The course
is offered over a 7 and 1/2 week period. It includes 12 hours of clinical for 6
weeks and 12 hours of laboratory simulation for a total of 84 hours. This course
is graded as Satisfactory/Unsatisfactory. Pre-requisite: Admission to Bachelor of
Science in Nursing Degree Program.
NUR 4120. Nursing Care of Families and Communities (3) F.
Students concentrate on the nurse’s roles of Provider of Care, Designer, Manager,
and Coordinator of Care, and Member of a Profession. Students use evidencedbased practice resources to promote optimal health in individuals, families,
groups, and the community. Emphasis is placed on vulnerable and diverse
populations. Current public health problems, epidemiology, trends in healthcare
delivery, and community resources are examined. Students analyze the
sociocultural, political, economic, ethical, and environmental factors that
influence community and global health. Students learn how to partner and
interact with the interprofessional health care team within community agencies.
Pre-requisite: Admission to Bachelor of Science in Nursing Degree Program.
NUR 4122. Nursing Care of Families and Communities Clinical (3) F.
In this course, students implement the nursing roles of Provider of Care, Designer,
Manager, and Coordinator of Care, and Member of a Profession. Students apply
evidenced-based practice resources to provide holistic nursing care for
individuals, families, groups, and communities. The focus in on assisting
vulnerable and/or diverse populations to achieve optimal health goals and
outcomes. Knowledge of current public health problems, epidemiology, trends in
healthcare delivery, and community resources are applied. Students analyze the
sociocultural, political, economic, ethical, and environmental factors that
influence community and global health. Students partner and interact within the
interprofessional health care team and community agencies to positively influence
community health care. This course is graded as Satisfactory/Unsatisfactory. Prerequisite: Admission to Bachelor of Science in Nursing Degree Program
49
NUR 4124. Nursing Care of Childbearing Families, Women, and Children (3). F.
This course focuses on the roles of the professional nurse as Provider of Care,
Designer, Coordinator, and manager of Care, and member of a Profession in
caring for diverse families, women during childbearing years, and children from
utero through adolescence. Students learn how to provide nursing care that is
patient-centered, holistic, evidence based, and culturally competent. Nursing and
family theory as well as communication theory is examined in the context ocaring
for childbearing families, women and children. Pre-requisite: Admission to
Bachelor of Science in Nursing Degree Program
NUR 4126. Nursing Care of Childbearing Families, Women, and Children
Clinical (3). F.
This course focuses on the roles of the professional nurse as Provider of Care,
Designer, Manager, and Coordinator of Care, and Member of a Profession.
Students provide patient-centered, holistic, culturally competent, and evidencedbased care to families, women during their childbearing years, and children from
utero through adolescence. Nursing and family theories provide guidance and
understanding of patient diversity in a variety of settings. Sound communication
techniques are emphasized. This course is graded as Satisfactory/Unsatisfactory.
Pre-requisite: Admission to Bachelor of Science in Nursing Degree Program.
NUR 4128. Leadership and Management in Nursing (3). S.
This course emphasizes professional practice in the leadership and management
of nursing care, and concentrates on the roles of the nurse as Provider of Care,
Designer, Manager, and Coordinator or Care, and Member of a Profession. The
focus includes theories, research, and issues related to leadership, change, and
management of nursing practice in the context of healthcare delivery. Prerequisite: Admission to Bachelor of Science in Nursing Degree Program.
NUR 4130. Professional Nursing Capstone. (3) S.
This capstone course is offered over a 7 1/2 week block and is designed to prepare
students for professional nursing practice in the role of a generalist. The course
includes 18 hours of clinical per week for 7 weeks and 9 hours of laboratory
simulation for a total of 135 hours. Students are provided an opportunity to
integrate knowledge and skills from previous coursework and experiences in
order to demonstrate how successfully and to what extent they have achieved
course and program outcomes. Students meet this expectation through: a)
developing learning contracts tailored to their own learning needs and interests,
and b) engaging in activities that display a mastery of previous learning applied to
new situations. Students will assume the following nursing roles: Provider of
Care; Designer, Coordinator and Manager of Care; and Member of a Profession.
This course is graded as Satisfactory/Unsatisfactory. Pre-requisite: Admission to
Bachelor of Science in Nursing Degree Program
50
RN to BSN Curriculum
Bachelor of Science in Nursing for RNs (RN/BSN)
Non-Teaching
Department of Nursing
Degree Code 563 A
The RN/BSN Degree is a program designed to provide the opportunity for RNs to
earn a Bachelor of Science Degree in Nursing. Students must meet the general
requirements for admission to Appalachian State as a transfer student; provision of
evidence of an earned Associate Degree in Applied Science or Diploma in Nursing from an
accredited institution; possession of a current unrestricted and unencumbered license to
practice nursing in North Carolina and/or compact state. Students who are accepted and
enrolled in the RN/BSN program must complete the following course requirements with a
minimum grade of “C” in each course.
I.
REQUIRED CORE ………………………………………………………44 hours
English Composition (6 SHS)
Two English composition courses
Humanities/Fine Arts (12 SHS)
One literature course required
One fine arts course required
Two additional courses from: art, dance, drama, foreign language,
music, literature, interdisciplinary humanities, philosophy, and religion.
Social/Behavioral Sciences (12 SHS)
One history course
An introductory course in sociology
An introductory course in psychology
An additional course from: anthropology, economics, geography, history,
political science, psychology, and sociology *
Mathematics (6 SHS)
Introductory mathematics course
(survey, college algebra, trigonometry, calculus, etc.)
Introductory statistics course (does not have to be math prefix)*
Natural Sciences (8 SHS)
Human Anatomy & Physiology with Lab*
51
COGNATE COURSES …………………………………………….......... 18*
II.
Human Anatomy & Physiology (8)
if not taken as part of the Required Core
Microbiology with lab (4)
Developmental Psychology or Human Growth and Development (3)
if not taken as part of the Required Core
College level Statistics (3)
if not taken as part of the Required Core
*Courses in the Cognate may also count as part of the Required Core.
Additional hours needed are made up in Electives to total 124 semester hour
degree requirements
III.
MAJOR NURSING COURSES…………………………………………… 60
NURSING COURSES (30 sh)
Junior Level Courses:
NUR 3000……….(3) Nursing Informatics
NUR 3011……….(4) Concepts of Professional Nursing (W)
NUR 3021……….(4) Health Assessment
NUR 3031……….(3) Nursing Care of Older Adults
Senior Level Courses:
NUR 4011……….(3) Nursing Research *
NUR 4021……….(4) Nursing Care of Communities *
NUR 4029……….(4) Nursing Leadership and Management
NUR 4032……….(5) Professional Nursing Synthesis (CAP)
NOTE: Only one course may be repeated (one time) during progression through the
nursing curriculum.
*Upon successful completion of the third semester of the program, the student will
receive 30 hours of validated credit for prior nursing courses and clinical
competencies (30 sh).
IV. ELECTIVES (as needed to meet the 124 sh requirement) .......……….3-17
TOTAL SEMESTER HOURS: 124
The student file check-sheet is in DegreeWorks
Approved: 02/26/10
52
RN to BSN Admission and Progression
Criteria for admission to the RN to BSN program include: submission of an application;
admission to Appalachian State University by meeting the general requirements for admission as
a transfer student; provision of evidence of an earned associate degree in nursing, AAS
(Associate of Applied Science) or a Diploma in Nursing from an accredited institution;
possession of a current unrestricted and unencumbered RN license from North Carolina and/or
compact state; and a minimum cumulative GPA of 2.5 on a 4.0 scale calculated over all college
coursework. Admission to the RN-BSN program is contingent on completion of all required
core, elective and/or cognate courses with a minimum grade of “C” in each course. All required
core, elective and cognate courses must be satisfactorily completed prior to beginning the RNBSN program.
The Bachelor of Science in Nursing degree (RN to BSN) (563A/51.3801)
The program of study is available at: www.programsofstudy.appstate.edu/nursing-rn-bsnbsn-563a-2013-2014
Progression Policies
In order to progress through the RN to BSN program, the student must maintain a current
unrestricted and unencumbered RN license from North Carolina and/or compact state; achieve a
grade of “C” or higher in each nursing course before proceeding to the next nursing course;
maintain a cumulative GPA of 2.5 or higher and an overall GPA of 2.5 in nursing courses at the
end of the junior year and every semester thereafter; maintain current CPR certification, annual
TB screening, Hepatitis B vaccinations; and adhere to all policies of the University, the nursing
program, and clinical agencies. Only one nursing course may be repeated (one time) during
progression through the nursing curriculum. Students should refer to www.nursing.appstate.edu
for complete policies and procedures regarding progression in the RN to BSN program.
RN TO BSN Course Descriptions
COURSE DESCRIPTIONS (All courses delivered online)
COURSE DESCRIPTIONS
NUR 3000. Nursing Informatics (3). F
This course examines the integration of computer science, information science, and nursing science in the
nurse’s role of designer, manager of information, and coordinator of care. The acquisition, evaluation,
and application of information from a variety of sources are analyzed in terms of their applicability for
evidence-based practice (EBP) as well as their validity for public access and utilization. Lecture three
hours. Delivered on-line. Pre-requisite: Admission to the nursing program (RN to BSN). Co requisite:
NUR 3011.
NUR 3011. Concepts of Professional Nursing (4). F.
This course introduces an expanded knowledge about nurses as members of the profession, providers of
care, and coordinators, designers, and managers of care related to differentiated practice. Nursing history,
process, and roles are explored. Students receive an introduction to theory, practice, and research
concepts. Evidence-based and community-based nursing are introduced along with critical thinking. The
nursing process and principles that guide practice are explicated. Nursing trends and issues are identified.
53
COURSE DESCRIPTIONS
Lecture four hours. Delivered on-line. Pre-requisite: Admission to the nursing program (RN to BSN).
Co requisite: NUR3000. (WRITING).
NUR 3021. Health Assessment (4), F
This course examines the integration of evidence-based knowledge and skills of health assessment into the
nurse’s roles of provider of care and designer, manager, and coordinator of care. Through the
presentation of the concepts of health assessment, coupled with the nursing process, this course
emphasizes assessment, identification and documentation of normal and abnormal physical and
psychosocial findings across the lifespan with an appreciation of different cultural factors that may
influence health. Lecture three hours, laboratory two hours. Delivered on-line. Pre-requisite: NUR 3000
and NUR 3011 with a grade of “C” or higher in each. Co requisite: NUR 3031.
NUR 3031. Nursing Care of Older Adults (3),S.
This course covers past, present and predicted trends of the elderly population and their relationship to
nursing. The course explores the roles of the nurse with the older adult and his/her family as provider of
care as well as designer, manager, and coordinator of care in the many settings where the elder adult lives.
The student explores common and chronic health problems, holistic care, safety, ethics, resources, and a
variety of health promotion techniques related to the care of the older adult and his/her family. Lecture
three hours. Delivered on-line. Pre-requisite: completion of NUR 3000 and NUR 3011 with a grade of
“C” or higher in each. Co requisite: NUR 3021. (SPEAKING).
NUR 4021. Nursing Care of Communities (4). S.
In this course, students concentrate on the nurse’s roles of provider of care, designer, manager, and
coordinator of care and member of a profession in caring for groups in a community setting. The focus is
on assisting vulnerable populations to achieve improved health goals and outcomes. Students participate
in a variety of techniques for improving health care, such as patient education. Also, students partner with
community agencies to positively influence health care. Lecture three hours, clinical laboratory two hours.
Delivered on-line. Pre-requisite: Completion of NUR 3000, NUR 3011, NUR 3021, and NUR 3031 with
a grade of “C” or higher in each. Co requisite: NUR 4029.
NUR 4029. Nursing Leadership and Management (4). S.
This course emphasizes professional practice and concentrates on the roles of the professional nurse as a
provider of care, as well as a designer, manager, and coordinator of care, in addition to being a member of
a profession. Focus includes theories, research, and issues related to leadership, change, and management
of nursing practice within the broader context of healthcare delivery. Lecture: four hours. Delivered online. Pre-requisite: Completion of NUR 3000, NUR 3011, NUR 3021, and NUR 3031 with a grade of
“C” or higher in each course. Co requisite: NUR 4021. (WRITING)
NUR 4033. Nursing Research (3). SU.
This course examines the role of research and theory in nursing practice and health care. In addition, it
provides an overview and an analysis of research methodologies and the theoretical approaches with a
continued look at evidence-based practice. The roles of the professional nurse as a member of a
profession and provider of care as they relate to the application of nursing research in practice are
explored. Lecture three hours. Delivered on-line. Pre-requisite: NUR 4021 and NUR 4029. Co
requisites: NUR 4032.
NUR 4032. Professional Nursing Synthesis (5). SU
This capstone course is a synthesis of knowledge, theories, and clinical experiences from course work
throughout the nursing major. Students develop learning contracts incorporating the roles of provider of
care; designer, manager, and coordinator of care, and member of a profession. The course consists of 120
clinical hours and 30 hours of clinical conference. Delivered on-line. Pre-requisite: NUR 4021 and NUR
4029. Co requisite: NUR 4033.
The RN to BSN nursing program is offered over three semesters. The table below shows how
courses are sequenced and the semester allocation for each course. Following the table is a table
providing course descriptions for each course within the RN to BSN curriculum.
54
RN to BSN Course of Study (2012, 2013 Admission)
TERM
1st term
2nd term
3rd term
4th term
COURSES
NUR 3000. Nursing Informatics
NUR 3011. Concepts of Professional Nursing
NUR 3021. Health Assessment
NUR 3031. Nursing Care of Older Adults
NUR 4021. Nursing Care of Communities
NUR 4029. Nursing Leadership and Management
NUR 4032. Professional Nursing Synthesis (Capstone)
NUR 4033. Nursing Research
TOTAL
HOURS
SEMESTER
HOURS
3
4
4
3
4
4
5
3
30
RN to BSN Course of Study (2014 Admission)
TERM
1st term
2nd term
3rd term
COURSES
NUR 3000. Nursing Informatics
NUR 3011. Concepts of Professional Nursing
NUR 3021. Health Assessment
NUR 3031. Nursing Care of Older Adults
NUR 4021. Nursing Care of Communities
NUR 4029. Nursing Leadership and Management
NUR 4032. Professional Nursing Synthesis (Capstone)
NUR 4033. Nursing Research
TOTAL
HOURS
SEMESTER
HOURS
3
4
4
3
4
4
5
3
30
Clinical Agencies
The Nursing program uses a wide variety of clinical agencies to provide a broad scope of
clinical experiences for student clinical learning. Faculty are responsible for being
knowledgeable regarding the stipulations of the contracts of the agencies in which their students
are placed and to ensure that students (as well as the faculty member) are in compliance with the
requirements. The following table lists the agency and the number of placements per agency for
the BSN program.
55
BSN Clinical Placement
(representative examples of agencies, current listing available from Compliance
Coordinator semester by semester)
Agency
Appalachian District Health
Department
Ashe County Board of Education
Ashe County School System
Ashe County Health Department
Blue Ridge Health Care Facilities
Types of placement
Public/Community Health
Grace Hospital
L&D, PP, Level I and II Nursery
Pediatric Unit and School Health
Nursing
Valdese Hospital
ICU
Grace Heights Long Term Care and
Rehabilitation
Broughton Hospital
Long term care/rehab
Burke County Health Department
Caldwell County Health Department
Caldwell County Hospice
Caldwell Memorial Hospital
Cannon Memorial Hospital
School Nursing
Public/Community Health
Mental Health
Acute Adult Admissions:
Adult Extended Treatment Services:
Youth Services
Deaf Services
Geropsychiatric Services
Medical Unit
Public/Community Health
Adult Health
Dental Clinic
Environmental Health
Health Education
WIC
CH
FP
Public/Community Health
Hospice
Patient Care Unit
Home Care Patients
ICU
ED
Med-Surg/Peds
Family Birth Place
Med-Surg/LTC
Behavioral Health
CCU
56
Agency
Types of placement
OP Behavioral Services
Forsyth Medical Center
Critical care, OB
Glenbridge Health and Rehabilitation
Center
Iredell Memorial Hospital
Nursing Home
Medical Facilities of North Carolina
Carolina Rehab of Burke
Watauga County Board of Education
Watauga Regional Medical Center
Wake Forest Baptist Medical Center
Wilkes County Health Department
Telemetry
Medical-Surgical/Peds
Oncology
Surgery
Mother/Baby
Cardiac Cath lab
Critical Care Units
Dialysis
ED
Endoscopy
Out Patient Surgery
OR
PACU
Skilled Nursing Facility
Rehab/skilled nursing
Short-term Rehab
LTC
School Nursing
Birthing center
Oncology
Dialysis
ED
Home health
ICU
IMCU
Medical/Surgical Units
Out Patient Surgery
OR
PACU
Critical care
Community
RN to BSN Clinical Placements
Students in the RN to BSN program typically select their own clinical placements (based
on availability of current contracts with the specified agency). Students must comply with
contract stipulations, i.e. criminal background checks and drug screens, if requested, and so
forth. The DASPC maintains the clinical checklist.
57
Measurement of Program Outcomes, Nursing Knowledge and Skills
RN to BSN Students
The EBI instrument is used to measure program outcomes for the RN to BSN student as
well as the core values, core knowledge, core competencies, and role development found in The
Essentials of Baccalaureate Education (AACN, 2008)
BSN Students
To aid in the evaluation of BSN student competencies, the Assessment
Technologies Institute (ATI) tests will be utilized throughout the curriculum.
The ATI Self-Assessment Inventory and Critical Thinking Skills Test will be
administered at the end of the first term of enrollment. Having data early in the course of the
program is helpful in identifying learning style characteristics, thinking processes, work values,
and professionalism, and students who may be at risk for academic difficulty.
Content Mastery exams are administered throughout the program. Students will receive
comprehensive feedback including their individual performance on each test and areas of
identified weaknesses. Individualized educational, advisement, and remediation plans (Appendix
F) will be developed for students. A comprehensive NCLEX-RN readiness examination will be
administered in the senior year, prior to graduation. A second ATI Critical Thinking Skills Test
will be used for program outcome evaluation.
ATI Program
Policy for ATI testing and remediation
Assessment Technologies Institute (ATI)’s Assessment-Driven Review program will be
utilized throughout the undergraduate nursing curriculum to aid in the continuous assessment of
student competency. The ATI Self-Assessment Inventory and Critical Thinking Skills Test will
be administered during the summer nursing course Introduction to Professional Nursing. Early
data will reveal learning style characteristics, thinking processes, work values, and
professionalism and students who may be at risk for academic difficulty will be identified during
this time. The ATI Assessment System will be used as a means to ensure that students have the
foundation to support and address the content outlined in the NCLEX-RN test plan, which
underpins the curriculum in the Department of Nursing and data will be used for program
outcome evaluation. ATI offers various learning tools that help students review course content,
identify strengths and weaknesses and improve test taking abilities.
Content Mastery formative assessments will be administered after most of the content
completion of each of the following courses: Fundamentals, Medical-Surgical, Maternal/
Newborn, Pediatrics, Mental Health, Pharmacology, Community Health, and Leadership and
Management. The combination of application level questioning, supplemental review books
online or hard copy, DVDs or videos online, and online reviews, individual practice test with
58
reviews will assist students with diverse learning styles to be successful. Students have an
opportunity to take the course specific non-proctored or practice tests as many times as they wish
prior to taking the course specific proctored assessment test prior to the end of each course.
Students will receive comprehensive feedback including their individual performance score on
each test and identify areas of weaknesses. Individualized educational, advisement, and
remediation plans will be developed for students by assigned faculty. A comprehensive NCLEXRN readiness examination will be administered in the senior year, prior to graduation. A second
ATI Critical Thinking Skills Test will be administered prior to graduation in the senior year and
used in program outcome evaluation.
Number of Tests: 14
Name of Test
Semester
Suggested Timeline
Self-Assessment
Critical Thinking
Fundamentals
Maternal/Newborn
Pediatrics
Mental Health
Community Health
Pharmacology
Medical Surgical
Nursing Leadership
Critical Thinking Exit
Comprehensive
Junior Year Summer
Junior Year Summer
Junior Year Spring
Senior Year Fall
Senior Year Fall
Junior Year Spring
Senior Year Fall
Senior Year Spring
Senior Year Spring
Senior Year Spring
Senior Year Spring
Senior Year Spring
July
July
April
December
December
Late April
December
March
March
April
April
April
Criterion Referenced Proficiency Levels Guidelines:
Performances on content-specific course mastery examinations are based on Criterion
Referenced Proficiency Levels. The Criterion Referenced Proficiency Levels are as follows:
The student meeting the criterion established for Level 3 is:
 Very likely to exceed NCLEX standards in this content area.
 Demonstrates a higher than expected level of knowledge in this content area that
confidently supports academic readiness for subsequent curricular content.
 Exceed most expectations for performance in this content area.
 Demonstrates achievement of a level of competence needed for professional
nursing practice in this content area that exceeds most expectations.
 Meets benchmark and does not require remediation.
The student meeting the criterion established for Level 2 is:
 Fairly certain to meet NCLEX standards in this content area.
 Demonstrates a level of knowledge in this content area that more than adequately
supports academic readiness for subsequent curricular content.
 Exceed minimum expectations for performance in this content area.
59
 Demonstrates achievement of a satisfactory level of competence needed for
professional nursing practice in this content area.
 Meets benchmark and does not require remediation.
The student meeting the criterion established for Level 1 is:
 Is likely to just meet NCLEX standards in this content area.
 Demonstrates the minimum level of knowledge in this content area required to
support academic readiness for subsequent curricular content.
 Meets the absolute minimum expectations for performance in this content area.
 Demonstrates achievement of a minimum level of competence needed for
professional nursing practice in this content area.
 Does not meet benchmark and requires focused self-remediation.
The student scoring below the Proficiency Level 1 recommended cut score did not meet the
criterion established for Level 1.
 Does not meet benchmark and requires mandatory remediation.
Minimum scores for proficiency levels vary for each assessment in the RN Content Mastery
Series. The National Standard Setting Study – ATI establishes each assessment score based on
the NCLEX-RN® Test Plan.
60
Appalachian State University BSN Nursing Program
Academic Counseling and Assessment Plan
Testing Time
Standardized
Assessment
Desired Minimum
Testing Outcome
Interventions if
Outcome < minimum
Desired Program
Outcomes
During
summer
orientation to
nursing
program
ATI SelfAssessment
Inventory
Early data about
students’ learning
style
characteristics,
thinking processes,
work values, and
professionalism
During
summer
orientation to
nursing
program
ATI Critical
Thinking Skills
Test
Score at or above the
national program mean
Referral to Department of
Nursing and campus
learning resources
Early recognition
of students who
are at risk for
academic
difficulty in
nursing.
*Progression
Testing
prior to the end
of each
selected
course.
Content Mastery
Series:
Fundamentals,
OB, Pediatrics,
Medical-Surgical,
Mental Health,
Community
Health,
Pharmacology,
Score at or above
proficiency level II as
established by ATI
Individual student and
advisor notification.
Encourage and
recommend review,
remediation and retesting
of identified areas.
Provide feedback to
faculty of content
analysis for potential
course changes.
Early intervention
and remediation in
selected content
areas
Final Semester
Medical/Surgical
Nursing,
Leadership and
Management
(Content
Mastery)
Score at or above
proficiency level II as
established by ATI
Appalachian State
University
NCLEX-RN firsttime pass
rate - minimum of
90% annually
Final Semester
** RN
Comprehensive
Predictor Exam
Predictive probability
score of 91% minimum
Individual student and
advisor notification in
identified areas of
weakness. Advisor
encouragement and check
for completion for
review, remediation and
retesting in areas of
weakness as determined.
Provide feedback to
faculty of content
analysis for potential
changes in course content
areas.
Individual student and
advisor notification in
identified areas of
weakness. Use for
program outcome
evaluation. Advisor
encouragement and check
for completion for
review, remediation and
Appalachian State
University
NCLEX-RN firsttime pass
rate - minimum of
90% annually
61
Final Semester
ATI Critical
Thinking Skills
Test
Score at or above the
national program mean as
established by ATI
Following
Graduation
NCLEX-RN
Profile Report
Passing score by National
Council of State Boards of
Nursing (NCSBN)
retesting in areas of
weakness as determined.
Provide feedback to
faculty of content
analysis for potential
changes in course content
areas.
Use for program outcome
evaluation.
Use for program outcome
evaluation.
Score at or above
the national
program mean as
established by ATI
Appalachian State
University
NCLEX passing
rate for repeat
testers above 70%
*Progression testing is the use of standardized tests in specific content areas to measure mastery of critical nursing
content as students’ progress through required nursing courses. Progression testing gives students experience in
responding to standardized challenging, incremental tests in content areas addressed by the NCLEX-RN. (Mosser,
Williams, & Wood, 2006).
**Students demonstrate knowledge and retention of content areas addressed by the NCLEX-RN. On completion of
the curriculum, graduates must provide additional evidence that they have the knowledge base for practice by
passing the licensure exam (NCLEX). (Mosser, Williams, & Wood, 2006).
Implementation of the plan:
Faculty who teach the courses associated with an ATI test will emphasize the importance of the
program and encourage students to use the resources available. The practice tests will be made
available by the instructor teaching the affiliated course and instructions with deadline for
completing the practice included in the syllabus.
The score sheet from the practice test must be delivered to the instructor prior to the proctored
exam. If the student has not completed the practice test, they will not be allowed to take the
proctored test.
The proctored test will be a requirement of the affiliated course. Students who do not complete
the proctored test will receive an “incomplete” for the course. Individual instructors have the
discretion to award extra credit course points for achievement of a level II or level III on
associated exams.
The proctored test will be administered during class time or at a time outside of class that is
arranged by the instructor and communicated to the class on the syllabus. The affiliated course
instructor will make arrangements for use of the computer lab and decide on the date and time
for the testing to occur.
Students must achieve a level II or level III on any proctored test. If one of these levels is not
achieved, then the student must remediate.
62
Remediation
The faculty member teaching a course during which ATI is administered will function as the ATI
counselor for the student in regards to this test. Students must pass each proctored ATI exam
with a level II or level III senior spring midterm prior to practicum. If a student does not achieve
level II or level III they must remediate prior to progressing to their practicum. ATI remediation
will be structured by the faculty for each course and a copy of the record will be kept in the
student’s file regarding progress, counseling of the student, and assistance with strategies for
success. Once the student has successfully remediated, the faculty will make a notation on the
remediation form in the student’s record prior to the end of the semester.
The pharmacology and medical surgical proctored ATI tests that are administered in March of
the senior spring semester must be passed with a level 2 or 3 prior to the student being allowed to
commence their capstone clinical. If a student does not achieve a level 2 or 3 on either or both of
these tests they must remediate to the satisfaction of the capstone coordinator prior to being
allowed to commence capstone clinical preceptorship.
Course and Faculty Evaluations
The Department of Nursing administers course and instructor evaluations at the end of
each course, each semester. Students will receive online course evaluations in the second half of
each semester from the ASU Office of Institutional Research and Planning. Evaluation of course
forms are found in Appendix G. The benchmark for faculty evaluations by students is an average
score of 3.5 per course.
Community of Interest
Internal Community of Interest
An Internal Community of Interest is comprised of representatives from appropriate
departments of the University as determined by the Chair and the faculty to share information
about programs and policies of common concerns pertaining to the Department’s internal
operations.
External Community of Interest (Community Advisory Board)
The External Community of Interest is comprised of representatives of regional community
leaders, health care institutions, and community college departments of nursing to advise the
ASU Department of Nursing on programs, policies, curricula, clinical experiences, standards of
professional nursing and to make recommendations for the future directions of the Department.
There will be at least one annual meeting with the Community Advisory Board as well as a
survey to this board annually for input. (See Appendix H)
63
IV
Program Effectiveness:
Student Performance
&
Faculty Accomplishments
64
PROGRAM EVALUATION
The Department of Nursing is committed to continuous quality improvement of the
program. To ensure that all elements of the program were included in a comprehensive
evaluation system, the BSN Program Evaluation Plan was developed. This plan enumerates the
specific elements of the program to be evaluated according to CCNE standards along with the
expected level of achievement, time frames, assessment methods, persons responsible for the
assessment, and the frequency of data analysis. In addition, faculty members have included a
column to record results of data analysis and another to show how the results were used for
program improvement. The plan was initiated in March of 2007 and has been updated regularly
since then to include relevant additions and revisions. A comprehensive record of outcome data
and how data results were used for continuous program quality improvement are found in the
BSN Program Evaluation Plan (Appendix I).
Continuing students have opportunities to express their degree of program satisfaction
through an annual Focus Group Survey. In addition, students may attend faculty meetings by
notifying the Chair of their desire to do so at least one week in advance of meetings. Students at
all locations are provided an opportunity to provide input regarding the following: strengths and
weaknesses of the program, advising process, curriculum, support services, resources,
registration process, policies, classroom and clinical setting, campus location, and availability of
faculty. The plan also addresses graduation/retention/attrition monitoring as well as how formal
complaints are addressed.
Program effectiveness is also evaluated through use of the following instruments:








Program Satisfaction Survey - Graduating Seniors; Appendix K
Program Satisfaction Survey-RN to BSN Program; Appendix J
Program Satisfaction Survey - Alumni; Appendix M & Appendix L
Program Satisfaction Survey- Employers/Supervisors Appendix N & Appendix O
Faculty Clinical Agency Evaluation - Appendix P
Student Clinical Agency Evaluation - Appendix Q
BSN Exit Survey - Appendix R
Faculty Survey of facilities - Appendix S
FORMAL COMPLAINTS
The Department of Nursing abides by the University guidelines in addressing formal
complaints. Employees or students at Appalachian State University (ASU) who believe that they
have been treated unfairly by a member of the ASU community can contact the Equity Office or
the Ombud’s office at ASU to help with resolving the problem. Issues might include any type of
discrimination (racial, age, sexual), sexual harassment, affirmative action issues, pay inequities,
promotion concerns and so forth. Equity Office staff are trained to problem solve, facilitate
communications, conduct mediations, and direct investigations, if indicated. The phone number
of the Equity Office is provided to students in the BSN student handbook as well as in the
current Appalachian State University Undergraduate Bulletin.
65
In the event that a complaint has been made regarding student misconduct, every attempt
is made to ensure that students’ rights to a fair process are upheld. This process is detailed in the
current Appalachian State University Code of Student Conduct
(http://studentconduct.appstate.edu). Also found within the current Code of Student Conduct is a
Bill of Students’ Rights as well as information related to disciplinary policies, conduct boards,
and procedures for conduct reviews. Misconduct may result in expulsion, suspension,
reprimand, general probation, specific probation, community service, and restitution. In
addition, the Code of Student Conduct specifies guidelines for determining appropriate
sanctions, rights of an accused student during a hearing, and guidelines for making an appeal.
Formal complaints related to academic dishonesty are addressed in the current
Appalachian State University: Academic Integrity Code ( http://studentconduct.appstate.edu).
According to this document, violations of the Academic Integrity Code are addressed on a caseby-case basis. Faculty assume responsible for discussing the Code during the orientation to their
courses as well and including a statement concerning academic dishonesty in their syllabi.
ADDITIONAL POLICIES
Several miscellaneous policies complete the Faculty Handbook. Appendix T is the
Accident and Injury Policy and the Event Report for Accident or Injury. Appendix U is the
Social Media Policy. Appendix V is the Preceptor Policy and Appendix W is the Inclement
Weather Policy.
66
APPENDICES
Appalachian State University
BSN Program
67
APPENDIX A:
NEW FACULTY ORIENTATION CHECKLIST
NURSING DEPARTMENT ORIENTATION ITEMS
DATE COMPLETED
INITIALS
AACN’s The Essentials of Baccalaureate Education for Professional Nursing
Practice
ANA Standards, Social Policy Statement
ASU Faculty Evaluation Process
ASU Faculty Handbook
Nursing Department Faculty Handbook
ASU and Nursing Department Committee Assignments
ASU Undergraduate Bulletin
North Carolina Nurse Practice Act
Nursing Department Curriculum
Nursing Student Handbook
Nursing Preceptorship Handbook
Annual Nursing Faculty Requirements
 NC RN License
 Professional Liability Insurance
 Curriculum Vita and MBOs
 Immunizations
 CPR
 Criminal Background Check
Classroom Equipment Use/Request
Clinical Orientation (as appropriate)
Computer Technology Orientation Confidentiality
Conflicts of Interests and Commitment
Course Evaluations, Didactic and Clinical
Employment Dispute Resolution and Grievance Policy
Faculty Workload, Schedule and Office Hours
Grading and Attendance Policies
Human Resources/Personnel Policies
Keys, Name Badge, Library Card, Business Cards, and Parking
Leave of Absence and Travel Requests
Professional Development
Staff Support
Student Advisement and Mentoring Process
Tenure and Promotion in Academic Rank: Tripartite Roles of Teaching,
Scholarship, and Professional Service
University and Department Support Services
University (SACS) and Nursing Accreditation (CCNE) Process
Validation and Transfer of Credit
_____________________________________
Signature: New Nursing Faculty Member
Date
________________________________ _____
Signature: Nursing Department Chair
Date
Revised 9/14/13
68
APPENDIX B
DEPARTMENT OF NURSING
FACULTY EVALUATION FORM
Appalachian State University
Department of Nursing
Annual Faculty Evaluation
Name _________________________________
Position_______________________________
Academic Year ________________
Date of evaluation______________
Attach annual Faculty Activity Report to this evaluation
I. TEACHING
Exceeds expectations__ _
Meets expectations___
Below expectations___
Meets expectations___
Below expectations___
Meets expectations___
Below expectations___
COMMENTS ON RATING:
II. SCHOLARSHIP
Exceeds expectations__ _
COMMENTS ON RATING:
III. SERVICE
Exceeds expectations___
COMMENTS ON RATING:
IV. ADMINISTRATIVE SERVICE (if applicable)
Exceeds expectations___
Meets expectations___
Below expectations ___
OVERALL EVALUATION and progress toward tenure if applicable.
Exceeds expectations___
Meets expectations___
Below expectations___
Signature of Faculty ________________________________________ date _________
Signature of Chair __________________________________________date__________
Adopted 8-22-2013
69
Annual Faculty Activity Report Department of Nursing
Appalachian State University
Name ________________________
Department of Nursing
Annual Faculty Activity Report
Position_______________________
Academic Year ________________
I.
TEACHING
a. Teaching load summer, fall, spring semesters.
Semester
Course number/name
enrollment
Online,
didactic face
to face, or
clinical
b. List new courses developed or revisions made to existing courses.
New courses developed-explain why Courses revised—describe revisions
c. Summary of student evaluations.
d. Summary of peer evaluations.
.
e. How do you rate your teaching effectiveness during the past year?
Exceeds expectations __
Meets expectations__
COMMENTS ON YOUR RATING:
Below expectations__
70
II. SCHOLARSHIP
a.
List publications that have been published or accepted as well as professional
podium or poster presentations, panel participations and/or books or book
chapters published during the past year (Please indicate appropriate
bibliographical data)
Title
b.
Bibliographical data
List continuing education, developmental activities, courses taken, or other
activities that have enriched your professional development this year.
Include conferences and workshops attended
Activity title
c.
Place and date
List consultation services provided during the past year including dates and
audience.
Type of consultation
d.
Type of
scholarship
To whom
date
List research and/or creative activities or grants you presently have in
progress.
Activity
e.
With/for whom?
What results do you
anticipate?
How do you rate your scholarship this past year?
Exceeds expectations __
Meets expectations__
COMMENTS ON YOUR RATING:
Below expectations__
71
III. SERVICE
a.
List all committee service (Department, College, or University) during the
past year. Indicate also if you held a position on this (these) committee(s)
[i.e., Chairperson, recorder, etc.).
Committee
b.
Dept., College, or University
List all student organizations/activities for which you served as advisor or
faculty representative during the past year.
Organization/Activity
c.
position
Your role
List participation in special University activities such as prospective student
orientations, alumni events, off-campus college representation or other
activities that further the public relations for the University.
Activity in which you participated
Your role
d.
List other administrative position or role, if any, you held during the past
year (i.e., directorship, coordinator, etc.)
e.
How many advisees did you serve this year? _____
72
f.
List professional organizations to which you belong and indicate if you
were elected as an officer or leader.
Organization
g.
role
List any community service you have had during the past year
How do you rate your service this past year?
Exceeds expectations __ Meets expectations__
Below expectations__
COMMENTS ON YOUR RATING:
IV. ADIMINSTRATIVE DUTIES
Please list any administrative duties and the evaluation of your service if applicable.
How do you rate your administrative service this past year?
Exceeds expectations __ Meets expectations__
Below expectations__ N/A ___
OTHER:
a. Please list any honors or awards you received during the past year.
Honor/Award
Presented by whom
Presented for….
b.
Comment on your goals set last spring for the previous academic year.
Were these goals attained?
Goal set last year?
Attained?
comments
c.
Goals
What are your goals for the next academic year?
Category (teaching,
scholarship, service)
Adopted 8-22-2013
73
APPENDIX C
Criteria for Reappointment, Tenure and Promotion
Faculty Annual Evaluation
See ASU Faculty Handbook Section 3.6.2 for Reappointment, Tenure, and Promotion policies.
Faculty are evaluated annually in the spring in accordance with Section 4.3 of the Faculty
Handbook . In addition, they are reviewed for reappointment, tenure, and promotion based on
the mission of ASU. The mission statement of ASU states that the propagation of scholarship is
a part of its mission and that this is accomplished through instruction, research, creating, and
service activities. It further states that instruction is the primary mission. Therefore
“Instruction” is more heavily weighted than the other areas. Please refer to Table 1 for
differentiation of expectations by rank. Faculty must demonstrate effectiveness in the following
areas:
1. Instruction
Sources of evaluative data include:
 Peer evaluations *
 Chair evaluation *
 Student evaluations *
 Self-evaluation *
Examples may include but are not limited to:
 Evidence of knowledge in the discipline
 Syllabi
 Exams
 Assignments
 Handouts
 Graded student work
 Student Evaluations
*Refer to peer, chair, student, and self-evaluation forms for specific evaluation criteria
2. Scholarly Activities :
Sources of evaluative data include:
 Chair evaluation *
 Self-evaluation *
Examples may include but are not limited to:
 Research – conducting or participating in a study, using existing knowledge
to solve a problem (EBP),
 Publications in scholarly journals
 Presentations of original work at professional regional, state, national, or
international conferences
 Citations by others of one’s research and scholarship
74




Grant applications
Editor
Reviewer
Leader and/or collaborator in designing and managing an EBP with external
clinical partners.
*Refer to chair and self-evaluation forms for specific evaluation criteria
3. Service (may work in one or all three areas)
Sources of evaluative data include:
 Chair evaluation *
 Self-evaluation *
Service to the Academic Department/University
Examples may include but are not limited to:
 Grant proposals
 Accreditation (self-study) work
 Student Advising
 Recruitment of students
 Membership on faculty committees at department, college, and University
levels
 Involvement in student activities, organizations, and programs
Service to the Profession
 Member of Professional committees/governing boards
 Professional memberships/activities
Service to the Community
 Governing boards
 Advisory boards
 Government agencies
 Speaking to civic groups
 Community health related activities
 Support groups
 Professional consultation to schools, agencies, or consumers
*Refer to chair and self-evaluation forms for specific evaluation criteria
The above criteria provide structure for the faculty review process as well as a guide for faculty
self-evaluation. It is the responsibility of faculty to validate activities in each area at the
time of their review.
75
Reappointment, Promotion, and Tenure
Reappointment, promotion, and tenure are based upon an individual's achievements in teaching,
scholarship, and service. Some years, a faculty member may elect to focus primarily on either
scholarship or service-related activities in addition to teaching. Reappointment, promotion, and
tenure shall be considered by the Departmental Personnel Committee (DPC). The
recommendations of the DPC are sent to the Dean who then sends his or her recommendations to
the Provost and Executive Vice Chancellor. In the case of retention (for the rank of Instructor),
if the Provost and Executive Vice Chancellor concurs, a notice of reappointment will be sent to
the faculty member. If the decision involves promotion or tenure, the Provost and Executive
Vice Chancellor sends his or her recommendation to the Chancellor.
Table 1. Differentiation of Tenured Positions
Assistant Professor
A terminal degree from an
accredited institution in the
field in which he/she is
appointed to teach or
supervise students in the
clinical setting is preferred. A
minimum of two years
teaching experience is
desirable. Must have two
calendar years (or the
equivalent of) full time
clinical experience as a
registered nurse.
Associate Professor
A terminal degree from an
accredited institution in the
field in which he/she is
appointed to teach or
supervise students in the
clinical setting is preferred.
At least five years of
appropriate experience,
recognized skill in teaching,
and evidence of at least one of
the following: recognized
accomplishment in research or
recognized accomplishment in
professional service to the
University and/or to the
public. Must have two
calendar years (or the
equivalent of) full time
clinical experience as a
registered nurse.
Professor
A terminal degree from an
accredited institution in the
field in which he/she is
appointed to teach or
supervise students in the
clinical setting is preferred.
At least ten years of
appropriate experience;
recognized skill in teaching,
evidence of at least one of the
following: outstanding
accomplishment in research or
outstanding accomplishment
in professional service to the
University and/or to the
public. Must have two
calendar years (or the
equivalent of) full time
clinical experience as a
registered nurse.
Teaching:
Must meet each criterion
Demonstrates developing
expertise and current
knowledge in content area
Demonstrates effective
teaching
Teaching:
Must meet each criterion
Demonstrates current
knowledge and expertise of
content area of one's teaching
Demonstrates exceptional
teaching skills
Teaching:
Must meet each criterion
Recognized as an authority in
a content area
Serves as a role model and
mentor for junior faculty for
76
Assistant Professor
Associate Professor
Professor
excellence in teaching
Provides effective and timely
academic advising
Evaluated as a helpful and
conscientious advisor by
students and peers
Demonstrates outstanding
advising skills and mentors
junior faculty advisors
Utilizes appropriate modes of
educational delivery
Incorporates state-of-the-art
instructional technology in
teaching
Provision of exemplary or
state-of-the-art instruction
Assists in the development
and ongoing evaluation of the
nursing curriculum
Assumes a leadership role in
the development and ongoing
evaluation of the nursing
curriculum
Demonstrated leadership in
course and program
development
Maintains knowledge in the
discipline
Well-informed of emerging
factors/knowledge impacting
the discipline
Measures appropriately
student performance
Devises effective testing,
evaluation, and grading of
student's performance
Expert in testing and
evaluating student
performance
Utilizes student and peer
feedback in order to improve
teaching effectiveness
Demonstrates self-awareness
of areas of needed
improvement in teaching and
develops a plan to enhance
teaching effectiveness
Mentors junior faculty in
achieving teaching excellence.
Scholarship:
Must meet 2 criteria
Engages in scholarly, creative
activities that promote
professional growth (an
example would be an author,
coauthor/contributor of a
scholarly paper/research
study, or grant writing).
Scholarship:
Must meet 2 criteria
Generates and participates in
scholarly, creative activities
that promote professional
growth and the profession (an
example would be serving as
the principal investigator of a
research study, grant writing,
etc).
Scholarship:
Must meet 2 criteria
Demonstrated leadership in
scholarship and mentoring
junior faculty in scholarly
endeavors (for example, has a
research program and mentors
junior faulty in own research
program or consults regarding
their research).
Presentation of original
scholarly work at local or
regional conferences
Collaborates in EBP projects
Presentation of original
scholarly work at regional,
state, or national conferences
Leader in designing and
Presentations or original
scholarly work at state,
national, or international
Publications of research
Incorporates own research
findings into teaching
77
Assistant Professor
with external clinical partners.
Submission of findings to peer
reviewed professional journal
Associate Professor
managing EPB projects with
external clinical partners.
Acceptance for publication of
findings in peer reviewed
professional journal
Professor
activities in peer-reviewed
professional journals
Write and submit grant
application for scholarly
inquiry.
Funded grant(s) for scholarly
inquiry
Funded grant(s) for scholarly
inquiry
Service:
Must meet 3 criteria
Assists in new program
development and evaluation
Service:
Must meet 3 criteria
Effectively leads in course and
program development based
on research, best practice, and
experience
Service:
Must meet 3 criteria
Demonstrated success in
course and program
development and evaluation.
Participates in accreditation
process (CCNE)
Serves as a member of the
nursing department and
College committees
Participates in service
activities in the community
Member of professional
organizations
Attends continuing education
offerings that enhance
teaching/professional
competence
Professional certification
Assumes a leadership role in
preparing self-study reports
for accreditation (CCNE)
Actively involved in
committee activities in the
department, College, and
University
Advocacy in addressing
important societal needs of the
community
Contributes to professional
organizations/associations
based upon one's professional
expertise
Demonstrated leadership in
accreditation and program
approval activities
Appropriate involvement in
the institution's faculty
governance structure at
department, College, or
University levels
Distinction in the quality of
service to the community
Membership and distinctive
contributions to professional
organizations/associations at
national, regional, and state
levels
Participates in continuing
Professional certification
education offerings that
enhance teaching/ professional
competence
Professional certification
78
APPENDIX D
Faculty Evaluation of Chair
Please check the number you feel is appropriate for each comment, 1 being strongly
disagree and 5 being strongly agree.
Item #
1
2
3
4
5
6
7
8
9
10
11
Item
Knowledgeable in the area of nursing
curriculum and education
Current on nursing
Able to listen to feedback
Gives both positive and negative
criticism appropriately
Is conscientious about her duties
Meets deadlines from other
departments
Has a positive image on campus
Is available to help faculty and staff
with difficult work
Is fair in assigning of course loads
and tasks
Is polite and diplomatic
Represents the department well
5
Comments related to departmental evaluation of Chair:
4
3
2
1
79
APPENDIX E
PEER REVIEW GUIDELINES
DEPARTMENT OF NURSING
BACKGROUND
The Department of Nursing adopted a peer review process of teaching in order to
improve faculty teaching performance as well as to provide information necessary for tenure,
promotion, and merit increases. This process was approved during the Fall semester of 2007 to
be implemented in the Spring semester of 2008. The peer review results are to be used for both
formative and summative reviews of teaching by all faculty. The information collected is a part
of the faculty personnel file.
GENERAL GUIDELINES
1.
2.
3.
4.
5.
6.
7.
8.
Peer reviews will be conducted for each non-tenured and part-time
faculty on an annual basis, and every three years for tenured faculty.
Reviews should be scheduled prior to the last three weeks of class.
Observers are to be unobtrusive during the observation.
Each faculty member must select two peers to observe his/her class.
Peers do not have to attend the same class, but each should make a
minimum of one visit. Reviewers should remain in the class for the
entire duration of the class.
Each observer will make one classroom visit and complete the Classroom
Observation Report form.
Once the class is over, the faculty being evaluated will leave the
classroom and student input will be solicited by the reviewer.
The faculty member and peer reviewer will discuss the course/class in the
week following the class. The person being evaluated can provide
written comments concerning the evaluation on the Classroom
Observation Report form.
A paragraph summary of the review will be sent electronically to the
Chair within one week of the class. This review should include whether
the faculty member had overall satisfactory or unsatisfactory
performance with the rationale. Paperwork generated in this process is
simply intended to guide the review.
80
PROCEDURE
1. The faculty member to be observed will request up to two peer reviewers to
attend a class.
2. The faculty member will provide the reviewers a course syllabus or
objectives for the class being observed. A verbal conference will also be
held to discuss the goals for the class.
3. The reviewer is not to participate in the class but to be a silent observer.
Detailed observations should be kept during the class.
4. At the end of the class, the reviewer will lead a discussion by students to
determine their perceptions of the class.
5. Student comments will be summarized on the Classroom Observation
Report form.
6. A verbal conference will be held with the faculty member immediately
following the class in order to discuss teaching strengths and identify areas
of needed improvement.
7. A paragraph summary will be electronically sent to the Chair within one
week of the class.
81
PEER REVIEW EVALUATION FORM
Person Being Evaluated _________________________________________________
Course: _______________________
Number of students present___________
Date: _________________________
Evaluator: _____________________________________________________________
Please rank each item with a check mark in the appropriate column on the 5-point Likert scale
listed below with 5 being the highest score and 1 being the lowest score. Place a check mark in
the last column if the item is not applicable (NA).
ITEM
Class objectives/goals were defined.
Methods of instruction were appropriate
to meet goals/objectives for class
Material was presented in a clear and
well-organized format.
Demonstrated mastery of course content.
Student participation was encouraged.
Class time was used effectively.
Used supplementary instructional
material.
Responded appropriately to student
comments/questions
Encouraged critical thinking
Used appropriate communication skills –
eye contact, voice easily heard, no
distracting mannerisms, etc.
Provided examples to emphasize and
clarify ideas
Cited authorities/sources for information
Provided conflicting points of view
when appropriate
Used a variety of instructional activities.
Theoretical information is related to the
“real world”.
The classroom atmosphere fosters
student participation (doesn’t embarrass
student, uses student names, etc.)
Key points were emphasized
Highest
5
4
Satisfactory
3
2
Lowest
1
NA
82
STUDENT INPUT:
Please summarize student comments below:
1.
Was this class typical of others in this course? If not, how did it differ?
2.
Do you have clear instructions as to the topics for each class and related reading
assignments?
3.
Are student comments welcomed and responded to appropriately?
4.
What feedback would you like to provide regarding this course?
REVIEWER COMMENTS:
1. What do you see as the strength of this faculty member?
2. What specific suggestions would you make to improve this instructor’s teaching?
COMMENTS BY FACULTY MEMBER BEING EVALUATED:
SIGNATURES:
Faculty being evaluated: ___________________________________________________
Peer Reviewer: __________________________________________________________
Date: __________________________________________________________________
83
CLASSROOM SELF-APPRAISAL FORM
Faculty name: ________________________________________________
Date: _______________________________________________________
Course: _____________________________________________________
Peer Evaluator: _______________________________________________
1.
Did the class proceed in the manner in which you had planned? Why or why not?
2.
Were your teaching strategies effective in meeting your objectives? Why or why not?
3.
Did you feel satisfied or disappointed in the class?
4.
What was the most effective part of the class? Least effective?
5.
What would you change before teaching this class again?
6.
What evidence did you see that students learned?
7.
Did students participate in the way you had thought they would? If not, why do you
think they did not?
SIGNED: ______________________________________________________________
Adopted: 11/12/07
84
APPENDIX F
REMEDIATION FORMS: ACADEMIC and CLINICAL
APPALACHIAN STATE UNIVERSITY: DEPARTMENT OF NURSING
REMEDIATION FOR ACADEMIC ISSUES
GENERAL INFORMATION
Student
name
Report
Prepared by:
REASON FOR REMEDIATION
Date:
Class:
ACTIONS TAKEN
Level one or below ATI testing (state test__________)
Conference with student: date
Score below 77 on unit exam
Review of test
Writing problems
Suggest study skills
Critical thinking problems
Discuss stress reduction strategies
Stress / anxiety
Review test taking principles
Classroom behavior problems
Suggest decreasing amount of time working
Other: (Explain) _________________________________
Suggest balance of college activities/ academics
Discuss testing accommodations
Referral to university services (eg counseling, etc)
Detailed Description of student need:
OTHER ACTION(S)
Note on advising record: (date/s):________
Team meeting (date/s):____________________
Contacted course coordinator: (date/s):______________
Other action(s):
Contact undergraduate director: (Date/s):
__________________________
Conference with Chair: Date(s):_________________
ASSIGNMENTS OR REQUIREMENT(S) FOR STUDENT IF APPLICABLE
RESULTS (INCLUDE DATE):
STUDENT SIGNATURE: _______________________________________________________DATE:_________________________________
INITIATING INSTRUCTOR SIGNATURE: ________________________________________
SIGNATURE OF FACULTY MEMBER(S) INVOLVED IN ASSESSING RESULTS OF ACTION:
DATE:
DATE: ________________________________
85
APPALACHIAN STATE UNIVERSITY
REMEDIATION FORM FOR CLINICAL ISSUES
GENERAL INFORMATION
Student
Name:
Report
Prepared by:
Course:
Date:
Clinical facility
Unit:
REASON FOR REFERRAL (CHECK ALL THAT APPLY)
Lack of familiarity with clinical skill
Urinary catheterization
Needs increase in confidence with skill
Tube feedings
Needs practice with procedure: see below
Fundamental skills (bedmaking/ hygiene)
IV insertion/ IV therapy
Vital signs
Sterile technique
Trache care/ suctioning
Dressing change
Transfer techniques
NG insertion or care
Behavior issues
Ostomy care
Dress Code Violation
Medication administration
Communication problems
Isolation protocols
Other: (Explain) _________________________________
Detailed Description of student need:
PRIOR ACTION(S) TAKEN BY CLINICAL INSTRUCTOR
Note on anecdotal record: (date/s):________
Verbal consultation (date/s)_________________________
Contacted course coordinator: (date/s):______________
Conference with Student: (Date/s):___________________________
Contact undergraduate director: (Date/s):
__________________________
Conference with Chair: Date(s):_________________
Team meeting (date/s):____________________
Other action(s):
REQUIREMENT(S) FOR STUDENT
Referral to skills lab
Referral to administration
Other action (assignment, etc) explain:
RESULTS:
STUDENT SIGNATURE: _______________________________________________________DATE:_________________________________
INITIATING INSTRUCTOR SIGNATURE: ________________________________________
SIGNATURE OF FACULTY MEMBER(S) INVOLVED IN ASSESSING RESULTS OF ACTION:
DATE:
DATE: ________________________________
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APPENDIX G
STUDENT EVALUATIONS OF FACULTY AND COURSES
Students are sent an online evaluation each semester for each nursing course in
which they are enrolled. They will receive a link to the evaluation page. When the page
opens they will be asked to enter their ASU Student ID. This is followed with the purpose
for the evaluation, stated as follows:
The purpose of this evaluation is to provide a feedback mechanism so that both
teaching effectiveness and student learning may be improved. It also serves to provide
evidence of effectiveness in teaching and mentoring for faculty continuation, promotion,
and tenure consideration. Honest, thoughtful evaluation from students is essential and
appreciated. Responses will be anonymously reported to faculty and administrators.
Students will be asked to select the course they are evaluating from a list. The boxes that
follow display the questions that students will be asked related to that course.
87
88
89
Appendix H
Survey to Community Advisory Board members
Directions: This form is being circulated to members of the Community Advisory Board for the Department of
Nursing at Appalachian State. Please provide your candid input and return either by email or traditional mail to the
Chair of the Dept. of Nursing at ASU, PO Box 32151, Boone, NC 28608.
Your name:
Agency:
Date:
Yes No NA
1. Does the Department of Nursing at Appalachian State University have a good
reputation among individuals at the agency you represent?
Comments:
2. Do you have ideas about how the Nursing Department at ASU could have an
enhanced collaboration with your agency? If so, please share them.
Comments:
3. Are there programs you would like to see expanded or improved at ASU in the
Department of Nursing? If so, please share them.
Comments:
4. Are there programs or activities at your agency about which you feel the Nursing
Department at ASU needs to be made aware? If so, please share them.
Comments:
5. Are there issues that have arisen in the past regarding collaborations with ASU
Nursing Department about which you feel we need to be made aware? If so, please
share them.
Comments:
6. Do you have any other comments or suggestions regarding the nursing program at
ASU?
Comments:
Adopted 1/17/13
90
APPENDIX I
DEPARTMENT OF NURSING
BSN PROGRAM EVALUATION PLAN
90
91
Department of Nursing
Baccalaureate Program Evaluation Model and Plan
Standard I: Program Quality: Mission and Governance
Key Element
Expected Level
Location of
Of Achievement
Documents/
Evidence
100% of the time, the
*ASU
I-A.
The mission, goals, and
mission, goals, and
Undergraduate
expected student outcomes expected outcomes
Bulletin
are congruent with those of (MGOs) and conceptual
*Nursing Faculty
the parent institution, and
framework of the
and Student
consistent with relevant
nursing program are
Handbooks,
professional nursing
congruent with those of
websites
standards and guidelines
ASU as well as
for the preparation of
professional nursing
*Departmental
nursing professionals.
standards and
and Curriculum
guidelines.
Minutes
I-B.
The mission, goals, and
expected student outcomes
are reviewed periodically
and revised, as
appropriate, to reflect
professional nursing
standards and guidelines,
and the needs and
expectations of the
community of interest.
100% of the time, the
MGOs and conceptual
framework are reviewed
and revised to reflect
professional standards
and guidelines and the
needs and expectations
of the community of
interest.
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
*Review of all documents
and websites by nursing
faculty.
*Curriculum
Committee
Ongoing
*Review/revise Student
Handbook annually and as
MGOs are revised
*Nursing
Faculty
*Student Affairs
Committee
*ASU Undergraduate Bulletin
*Review of all documents
by nursing faculty.
*Curriculum
Committee
*Nursing Faculty
and Student
Handbooks
*Consensus of faculty and
CAB that MGOs reflect
professional standards and
needs and expectations of
the community of interest.
*Nursing
Faculty
*Departmental
and Curriculum
*CAB Minutes
*Student Affairs
Committee
*Ongoing or as
necessitated by
changes in
standards and/or
curriculum or
according to
CAB
suggestions.
*New Scope and
Standards and
Code of Ethics
2010
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92
Key Element
Expected Level
Of Achievement
I-C.
Expected faculty outcomes
in teaching, scholarship,
service, and practice are
congruent with the
mission, goals, and
expected student
outcomes.
*100% of faculty met
expectations in ASU
Faculty Handbook for
scholarship, service, and
practice which are
congruent with MGOs.
*Student evaluations of
faculty indicate a mean
score of at least a 3.5 on
a 5-point Likert scale.
Location of
Documents/
Evidence
*Faculty CVs
*Faculty
personnel files
*Faculty selfevaluations
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
*Performance appraisals of
faculty by self and Chair,
Dept. of Nursing
Chair, Dept. of
Nursing
Annually
*Student Affairs
Committee
*Annually
*Student evaluations of
faculty
*Faculty Chair
evaluations
*Course
Summaries
I-D.
Faculty and students
participate in program
governance.
*100% of faculty will
participate in the
governance of the
nursing program.
*Students participate in
the governance of the
program through online
program evaluation
survey and student
representation at
departmental committee
and faculty meetings.
*Peer Evaluations
*Nursing
Departmental
Minutes
*Nursing Faculty
and Student
Handbooks
*Departmental,
Student Affairs
Committee,
Faculty
Development
Committee
Minutes
*Minutes reflect
participation of faculty and
students.
*Ongoing
*Faculty
Development
Committee
*Minutes reflect analyses of
Focus Group surveys and
how results are used.
*Faculty
Surveys are
done annually.
*Nursing
Faculty
*Student
participation in
faculty
committees
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93
Key Element
Expected Level
Of Achievement
Location of
Documents/
Evidence
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
I-E.
Documents and publications are
accurate. References to the
program’s offerings, outcomes,
accreditation/
approval status, academic
calendar, recruitment and
admission policies, transfer of
credit policies, grading policies,
degree completion requirements,
tuition, and fees are accurate.
I-F
Academic policies of the parent
institution and the nursing
program are congruent. These
policies support achievement of
the mission, goals, and expected
student outcomes. These
policies are fair, equitable, and
published and are reviewed and
revised as necessary to foster
program improvement. These
policies include, but are not
limited to, those related to
student recruitment, admission,
retention and progression.
I-G
There are established policies by
which the nursing unit defines
and reviews formal complaints.
100% of the time, documents
and publications are accurate
and accessible.
*ASU
*Undergraduate
Bulletin
*Student Handbook
*Nursing Dept.
Website
*Office of Extension
and Distance
Education *Websites
Review of all published materials
for accuracy
*Chair, Dept. of
Nursing
Ongoing
100% of student policies are
congruent with the parent
institution, support the MGOs
and are available to the public.
100% of policies are fair and
equitable.
*ASU Undergraduate
Bulletin
*Nursing Faculty
Handbook
*Student Handbook
*Departmental
Minutes
*Student Affairs
Committee Minutes
Policies are reviewed and
evaluated as to appropriateness,
and fairness.
*Nursing Faculty
The Department of Nursing
will adhere to its policy on
Formal Complaints as
outlined in the Nursing
Faculty Handbook 100% of
the time.
*Department of
Nursing Faculty and
Student Handbooks
Reviewed annually when
departmental Faculty and Student
Handbook is are updated.
*Chair
*Nursing faculty
*Student Affairs
Committee
Ongoing
*Student Affairs
Committee
Annually
*Faculty
Development
Committee
*Student Affairs
Committee
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94
II. Program Quality: Institutional Commitment and Resources
Key Element
Expected Level
Location of
Of Achievement
Documents/
Evidence
II-A Fiscal and physical
100% of the time the
*Departmental
resources are sufficient to
following is adequate
Minutes
enable the program to
and appropriate:
*Nursing
fulfill its mission, goals,
teaching space, faculty
Departmental
and expected outcomes.
offices, clinical sites,
Budget
Adequacy of resources is
labs, supplies,
*Faculty Surveys
reviewed periodically and
equipment & technology *Clinical contracts
resources are modified as
(rated at least 3.5 by
needed.
faculty and students on 5
pt Likert scale).
II-B.
Academic support services
are sufficient to ensure
quality and are evaluated
on a regular basis to meet
program and student
needs.
*100% of the time the
following are adequate:
Academic support
services, library
resources
*Admission and
registration services
Technical/computer
support services
Support services for all
students
*Faculty and students
rate satisfaction with
support services as a
minimum of 3.5 on a 5point Likert scale
Departmental
Minutes
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
*Faculty Survey analysis
*Departmental requests for
supplies and equipment
compared to departmental
budget
*Review of clinical slots to
ensure sufficient placements
to meet outcomes.
*Chair, Dept. of
Nursing
*BSN Director,
*RNBSN
Director
*Nursing
Faculty
*Faculty
Development
Committee
Annually
*Faculty Survey analysis of
academic support services
*Analysis of Student Focus
Group surveys of academic
support services
*Chair, Dept. of
Nursing;
*Faculty
Development
Committee;
*Nursing
Faculty
Annually
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95
Key Element
Expected Level
Of Achievement
Location of
Documents/
Evidence
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
II-C.
The chief nurse
administrator is a
registered nurse (RN);
holds a graduate degree in
nursing; is academically
and experientially
qualified to accomplish the
mission, goals, and
expected student and
faculty outcomes; is
vested with the
administrative authority
required to accomplish the
mission, goals, and
expected student and
faculty outcomes; and
provides effective
leadership in nursing unit
in achieving its mission,
goals, and expected
student and faculty
outcomes
*The Chair of the
nursing program holds
an earned doctorate from
an accredited institution
with a minimum of two
years’ experience of
direct patient care and
two years’ experience in
full time teaching in a
baccalaureate nursing
program.
*Curriculum vitae
of Chair and
college transcripts
*Review of credentials by
ASU Search Committee
and/or ASU Administration
*ASU Search
Committee
Upon vacancy
or rotation of
position
*Position
description of
Chair
*Review of faculty
evaluations of Chair by
Dean, College of Health
Sciences
II-D.
Faculty members are: sufficient
in number to accomplish the
mission, goals, and expected
student and faculty outcomes;
academically prepared for the
areas in which they teach; and
experientially prepared for the
areas in which they teach.
100% of faculty meet or
exceed published standards
for BSN faculty and are
available in sufficient
numbers to accomplish the
MGOs of the program.
*Evaluation of
Chair by Faculty
*Dean’s office
*Dean, College
Health Sciences
*Annual Chair evaluation by
Dean, CHS
*100% of the time, the
chair is vested with the
authority to accomplish
the mission, goals, and
expected student and
faculty outcomes.
*Faculty and Dean
evaluation of the Chair
indicates effective
leadership skills.
*Faculty CVs and
transcripts
*Faculty Personnel
Files
*ASU Faculty
Handbook
*Faculty teaching load
and assignments
*Annual report
*Faculty qualifications are
compared with established criteria
for faculty positions.
*Review of faculty teaching loads
and assignments
*Chair, Dept. of
Nursing
*Dean, College of
Health Sciences
*Search Comm.
*Chair, Dept. of
Nursing
*Time of
appointment to
faculty position.
*Each semester
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96
Key Element
Expected Level
Of Achievement
II-E.
When used by the
program, preceptors, as an
extension of faculty, are
academically and
experientially qualified for
their role in assisting in the
achievement of the
mission, goals, and
expected student
outcomes.
100% of time,
preceptors, as an
extension of faculty, are
academically and
experientially qualified
for their role in assisting
in the achievement of
the mission, goals, and
expected student
outcomes. BSN and
ADN prepared nurses
were academically and
experientially prepared
to teach, supervise and
conduct student
evaluations
100% of the time, the
parent institution and
program provide support
in an environment that
encourages faculty
teaching, scholarship,
service, & practice in
keeping with the
mission, goals and
expected faculty
outcomes. Faculty
surveys indicate a score
of 3.5 or above for
supportive environment
of teaching, scholarship,
service & practice.
II-F.
The parent institution and
program provide and
support an environment
that encourages faculty
teaching, scholarship,
service, and practice in
keeping with the mission,
goals, and expected faculty
outcomes.
Location of
Documents/
Evidence
Current preceptor
RN license and
preceptor bio form
kept by
compliance
coordinator.
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
*Review of preceptor
qualifications and
comparisons with
qualifications in the ASU
nursing department
preceptor policy.
*Curriculum
Committee
*Chair Dept. of
Nursing
*Director, *Prelicensure
Program,
*Academic
Coordinator,
*RN to BSN
program
*Director of
Academic
Support &
Program
Compliance
*Dean, CHS
*Faculty
Development
Committee
*Nursing faculty
*Chair, Dept. of
Nursing
Beginning of
each semester
*N4032 Syllabus
*Faculty surveys
*Budget
*Faculty CVs
*ASU Faculty
Handbook
*Annual faculty
activity report
*Faculty Survey analysis of
parent institution support
*Faculty teaching loads and
assignments
*Course schedules
*Faculty publications,
grants, and research
Annually
.
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Standard III. Program Quality: Curriculum and Teaching-Learning Practices
Key Element
Expected Level
Of Achievement
III-A
The curriculum is
developed, implemented,
and revised to reflect clear
statements of expected
individual student learning
outcomes that are
congruent with the
program’s mission, goals,
and expected aggregate
student outcomes.
*100% of the time, the
curriculum reflects
learning outcomes
consistent with
professional nursing
standards. These are
congruent with the
program’s MGOs.
III-B.
Expected individual student
learning outcomes are consistent
with the roles for which the
program is preparing its
graduates. Curricula are
developed, implemented, and
revised to reflect relevant
professional nursing standards
and guidelines, which are clearly
evident within the curriculum,
expected individual student
learning outcomes, and expected
aggregate student outcomes.
*Baccalaureate program
curricula incorporate The
Essentials of Baccalaureate
Education for Professional
Nursing Practice (AACN, 2008).
*This includes the RN to
BSN program and the
pre-licensure BSN
program.
*100% of the time, the
curriculum reflects
professional nursing
standards (AACN
Essentials, ANA
Standards & Code of
Ethics).
*Courses clearly identify
nursing roles for which
the graduate is being
prepared.
Location of
Documents/
Evidence
*ASU Bulletin
*AACN
“Essentials”
*ANA Standards
and Code of
Ethics, and
*NCBON
standards
Departmental
Minutes
*Course Syllabi
*Trac Dat
Database
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
*Grading rubrics, exams and
standardized assessments are
compared to MGOs,
*AACN “Essentials”,
*ANA Standards and Code
of Ethics
*NCBON standards
*Standardized testing
*BSN Faculty
Annually
Curriculum
Review
*Curriculum
committee minutes
*Course Syllabi
Course descriptions
*AACN Essentials
*ANA Standards
and Code of Ethics
*NCBON standards
*Departmental
minutes
*EBI End-ofProgram Test
Results
*Junior & Senior
Team meeting
minutes
*Course Summaries
Course syllabi are analyzed
to identify professional
nursing standards and
guidelines and roles for
which graduates are being
prepared.
*BSN Faculty
Recommended to only use
EBI instead of end of
program survey and focus
groups
*Chair Dept. of
Nursing
*Curriculum
Committee
*Chair Dept. of
Nursing
*Course
Coordinators
*Annual
review of
courses
*Aggregate
data are
analyzed when
each cohort
completes the
program.
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98
Key Element
III-B.
Expected individual
student learning outcomes
are consistent with the
roles for which the
program is preparing its
graduates. Curricula are
developed, implemented,
and revised to reflect
relevant professional
nursing standards and
guidelines, which are
clearly evident within the
curriculum, expected
individual student learning
outcomes, and expected
aggregate student
outcomes.
*Baccalaureate
program
curricula incorporate The
Essentials of
Baccalaureate Education
for Professional Nursing
Practice (AACN, 2008).
Expected Level
Of Achievement
Location of
Documents/
Evidence
*100% of the time, the
*Curriculum
curriculum reflects
committee
professional nursing
minutes
standards (AACN
*Course Syllabi
Essentials, ANA
Course
Standards & Code of
descriptions
Ethics).
*AACN Essentials
*ANA Standards
*Courses clearly identify and Code of
nursing roles for which
Ethics
the graduate is being
*NCBON
prepared.
standards
*Departmental
minutes
*EBI End-ofProgram Test
Results
*Junior & Senior
Team meeting
minutes
*Course
Summaries
Assessment Methods
Person(s)
Responsible
Course syllabi are analyzed
to identify professional
nursing standards and
guidelines and roles for
which graduates are being
prepared.
*BSN Faculty
*Curriculum
Committee
*Chair Dept. of
Nursing
*Course
Coordinators
Frequency of
Assessment
*Annual
review of
courses
*Aggregate
data are
analyzed when
each cohort
completes the
program.
Recommended to only use
EBI instead of end of
program survey and focus
groups
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99
Key Element
Expected Level
Of Achievement
Location of
Documents/
Evidence
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
III-C.
*The curriculum is
logically structured to
achieve expected
individual and aggregate
student outcomes.
*100% of the time, the
curriculum is logically
structured and is built
on the arts, sciences, and
humanities
*85% of graduates will
be rated as 4 or 5 (on a
5-point Likert scale) as
to how well they
demonstrate program
outcomes;
*90% of alumni will rate
themselves as a 4 or 5
*100% of graduating
seniors will rate
themselves as a 3 or
above.
*Curriculum plan
includes nursing and
non-nursing course
including pre and corequisites
*ASU Bulletin
*Course syllabi
*Advisory
Committee
minutes
*Employer and
Alumni surveys
*Review of course syllabi to
ensure logical organization
of curriculum.
*Curriculum
Committee
Annually
*Curriculum plan
*EBI Test Results
Capstone Course
Journal
*Advisory board survey
*100% of the time, the
didactic, clinical practices &
environment support
achievement of learning
outcomes.
*ATI assessments will be at
or above the national mean.
*90% of the time, students
will achieve a Level 2
proficiency or higher.
*NCLEX scores – 100% pass
*Course
Summaries
*Cummulative ATI
Gradebook shows
trends over time
*Preceptor evaluations
*Course syllabi
*Clinical contracts
*Faculty minutes
*ATI scores
*NCLEX scores
*Evaluate the number,
variety, and adequacy of
clinical facilities
*ATI Grade Book Reporting
Process
*Trending ATI Proficiency
Levels
*The baccalaureate
curriculum builds upon a
foundation of the arts,
sciences, and humanities.
III-D
Teaching-learning
practices and environments
support the achievement of
expected individual
student learning outcomes
and aggregate student
outcomes
*BSN Faculty
*Input from Advisory
Committee and analysis of
surveys
*Faculty
*Curriculum
Committee
Evaluations
are done each
semester and
reviewed
annually at the
end of the
academic
year.
99
100
rate
Key Element
Expected Level
Of Achievement
III-E.
The curriculum and
teaching-learning practices
consider the needs and
expectations of the
identified community of
interest.
100% of the time, the
Advisory Committee
and employers of
graduates will be
provided opportunities
to identify their needs
and expectations
concerning the program
and knowledge/skills of
graduates
III-F
Individual student
performance is evaluated
by the faculty and reflects
achievement of expected
individual student learning
outcomes. Evaluation
policies and procedures for
individual student
performance are defined
and consistently applied
*100% of the time, student
evaluation policies and
procedures are defined and
consistently applied by
faculty to both on-campus
and distance students.
*ATI testing of prelicensure students will
indicate that 80% of
students score at Level II
and 5% score at Level III
on all tests.
*EBI testing will reflect
that all AACN Essentials
exceed the national
benchmark.
III-G
Curriculum and teachinglearning practices are
evaluated at regularly
scheduled intervals to
foster ongoing
100% of the time, the
curriculum and learning
outcomes are evaluated
and results used for
improvement
Location of
Documents/
Evidence
*Advisory
Committee
minutes
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
Review of surveys and
suggestions from community
of interest
*BSN Faculty
Annually
*Course syllabi
*Grading Policies
in Student
Handbook
*Course grades
*Departmental
Minutes
*Clinical
Evaluation Tools
*Student performance is
compared to course
requirements and is fairly
and consistently applied
Faculty
Each semester
Curriculum
Committee
At time of
graduation of
each cohort
*Student
evaluations of
course and faculty
*Faculty Course
Evaluations
*Preceptorship
Review of course
evaluations in order to
facilitate program
improvement
*BSN Faculty
Evaluations
are done each
semester and
reviewed
annually at the
end of the
*Curriculum
Committee
*Surveys from
students, faculty,
alumni and
employers, faculty
minutes
*ATI testing at end of
courses and program
*Curriculum
Committee
*Chair Dept. of
100
101
improvement
Evaluations
*Peer Evaluations
Nursing
academic year
101
102
Standard IV. Program Quality: Student Performance and Faculty Accomplishment
Key Element
Expected Level
Of Achievement
IV-A.
Surveys and other data
sources are used to collect
information about student,
alumni, and employer
satisfaction and
demonstrated
achievements of graduates.
Collected data include, but
are not limited to,
graduation rates, NCLEXRN pass rates, certification
examination pass rates,
and employment rates, as
appropriate.
*100% of the time, data
are collected regarding
student and graduate
outcomes (both on campus
IV-B
100% of the Aggregate
and online students).
*Graduating seniors,
alumni, and employers
of graduates will rate
program satisfaction as
3.5 or higher on a Likert
scale.
*100% of graduates
seeking employment
will be hired within 1
year of graduation
*The goal is for all ASU
BSN students to pass the
NCLEX-RN exam on
the first attempt
NCLEX 95% program
mean per rolling 3 year
average
*80% of students will
graduate within 3 years
*Attrition should not
exceed 20%
Location of
Documents/
Evidence
*BSN Minutes
Survey data from
students,
graduates (one
year post
graduation), and
employers.
*Departmental
files
*Graduation &
Attrition Data
*Nursing Dept.
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
*Surveys are tabulated to
determine graduation and
employer satisfaction and
achievement of graduates
surveys
*Faculty
*Annually
*Chair Dept. of
Nursing
(Alumni and
employer
surveys)
*Graduation
rates tracked 3
years after
entering
program.
*Review of NCLEXRN scores
*Student Affairs
*Tracking of enrollment data Committee
(Graduate
surveys)
*Attrition data
tracked each
semester.
*Analysis of how and to
Annually
*BSN faculty
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103
Key Element
Expected Level
Of Achievement
Aggregate student
outcome data are analyzed
and compared with
expected student
outcomes.
Student & faculty
outcomes included
formal complaints are
evaluated and utilized to
make program
improvements.
IV-C.
Aggregate student
outcome data provide
evidence of the program’s
effectiveness in achieving
its mission, goals, and
expected outcomes.
*85% of graduates will
be rated by employers as
4 or 5 (on a 5-point
Likert scale) as to how
well they demonstrate
program outcomes.
*90% of alumni will rate
themselves as a 4 or 5.
*100% of graduates will
rate themselves at a 3 or
above.
IV-D.
Aggregate student
outcome data are used as
appropriate to foster
ongoing program
improvement.
All students outcomes
are reviewed to ensure
continuous quality
program improvement
Location of
Documents/
Evidence
Handbook
*Evaluation Plan
*Departmental
minutes
*ATI data
*Junior & Senior
Team Meeting
Minutes
*Departmental
Minutes
*Central
Repository for all
outcome date
Assessment Methods
Person(s)
Responsible
what extent program
outcomes are met according
to professional nursing
standards as well as CCNE.
*Key Elements.
*Recommendations for
improvement based on data.
(includes ATI data)
Questionnaires sent to:
*Graduating seniors
*Alumni one year post
graduation
*Supervisors of graduates.
Chair Dept. of
Nursing
Frequency of
Assessment
*Student Affairs
Committee
*Chair Dept. of
Nursing
Annually
*Student Affairs
Committee
*Curriculum
Committee
*Departmental
minutes
*Committee
Minutes
*Junior & Senior
Team Meeting
minutes
*ATI Exams
*Focus Group Surveys
*NCLEX results
*Program Satisfaction
Surveys
*Graduation rates
*Employment rates
*Student Affairs
Committee
*Curriculum
Committee
*BSN faculty
Each semester
(ATI results)
Annually
103
104
Key Element
Expected Level
Of Achievement
IV-E. Aggregate faculty
outcomes are consistent
with and contribute to
achievement of the
program’s mission, goals,
and expected student
outcomes.
*100% of tenure track
faculty met expectations
for scholarship, teaching
& service.
*100% of non-tenure
track faculty met
performance
expectations as outlined
in position description
IV-F. Information from
formal complaints is used,
as appropriate, to foster
ongoing program
improvement.
100% of time, student
complaints are reviewed
and evaluated to foster
program improvement.
Location of
Documents/
Evidence
*Faculty
Evaluations
*Course
summaries
*Position
descriptions
*Annual Report
Assessment Methods
Person(s)
Responsible
Frequency of
Assessment
*Review of evaluations to
ascertain level of
achievement.
*Peer evaluations
Chair, Dept. of
Nursing
Annually
*ASU and
Nursing grievance
policy
Complaints are reviewed and Chair, Dept. of
dealt with according to ASU Nursing
and nursing grievance
policy and procedure
Immediately
upon receipt
of grievance
*Departmental
minutes
Adopted 4/23/07, updated: 8/27/07, 9/11/07, 2/11/08, 4/22/09, 4/26/11, 11/28/11, 2/2/12, 12/4/12, Feb. 2013
104
105
APPENDIX J
APPALACHIAN STATE UNIVERSITY
DEPARTMENT OF NURSING
RN to BSN Program Satisfaction Survey - Graduating Seniors
The Program Satisfaction Survey is designed to evaluate the satisfaction level of how well graduating
seniors from the ASU BSN program believe they were prepared to achieve the program goals and
outcomes. Surveys are a part of our self-study process and are used for continuing quality improvement.
Please indicate your degree of satisfaction with each statement and we would appreciate any additional
comments in the space provided.
All comments are confidential and will be summarized as group data.
PROGRAM DATA:
1. Please list factors that led to your choosing the RN to BSN program at ASU:
2. What do you believe are the major strengths of the program?
3. What recommendations would you make for change in the program?
4. Please list the professional organizations to which you belong and the date joined.
5. Please list any memberships in campus/community/civic organizations and the date joined.
6. What was your most significant learning experience in the program?
Please continue to the next page for completion of the survey
106
Please check the appropriate column to indicate your degree of satisfaction with the program.
The BSN program prepared me to:
Very
Satisfied
Satisfied
No
opinion
Dissatisfied
Very
Dissatisfied
Provide holistic nursing care to
individuals, families, groups, and
communities across the lifespan based on
professional nursing standards.
Engage in evidence-based practice
through the utilization of critical thinking
skills and state-of-the-art knowledge for
persons with varying health promotion,
health maintenance, health restoration,
and end-of-life care needs.
Participate in formal and informal
experiences that promote both personal
and professional growth.
Employ effective communication skills
(listening, verbal, nonverbal, and written)
with individuals, families, groups, and
communities as well as members of the
health care team.
Identify access, evaluate, and disseminate
health information resources for self,
colleagues, and individuals, families,
groups, and communities.
Demonstrate leadership skills in
coordinating nursing care as well as in
supervising nursing care provided by
others.
Empower persons to function at their
highest level of ability through mutual
goal-setting, advocacy, and education.
Engage in lifelong learning, scholarship
and service in order to promote personal
growth advance the profession of nursing,
and meet the health needs of society.
Practice as a generalist in health care
setting.
Attend graduate school (if desired)
Comments:
We value your input and thank you for participating in our survey. All suggestions will be reviewed by
the faculty as we continue to evaluate and revise/refine our RN to BSN program at ASU.
Faculty and Staff
Appalachian State University
Department of Nursing
Adopted:May 21, 2007; Revised: July 25, 2007; Revised: October 1, 2013
107
APPENDIX K
APPALACHIAN STATE UNIVERSITY
DEPARTMENT OF NURSING
BSN Program Satisfaction Survey - Graduating Seniors
The Program Satisfaction Survey is designed to evaluate the satisfaction level of how well graduating
seniors from the ASU BSN program believe they were prepared to achieve the program goals and
outcomes. Surveys are a part of our self-study process and are used for continuing quality improvement.
Please indicate your degree of satisfaction with each statement and we would appreciate any additional
comments in the space provided.
All comments are confidential and will be summarized as group data.
PROGRAM DATA:
1. Please list factors that led to your choosing the BSN program at ASU:
2. What do you believe are the major strengths of the program?
3. What recommendations would you make for change in the program?
4. Please list the professional organizations to which you belong and the date joined.
5. Please list any memberships in campus/community/civic organizations and the date joined.
6. What was your most significant learning experience in the program?
108
Please continue to the next page for completion of the survey.
Please check the appropriate column to indicate your degree of satisfaction with the program.
The BSN program prepared me to:
Very
Satisfied
Satisfied
No
opinion
Dissatisfied
Very
Dissatisfied
Provide holistic nursing care to
individuals, families, groups, and
communities across the lifespan based on
professional nursing standards.
Engage in evidence-based practice
through the utilization of critical thinking
skills and state-of-the-art knowledge for
persons with varying health promotion,
health maintenance, health restoration,
and end-of-life care needs.
Participate in formal and informal
experiences that promote both personal
and professional growth.
Employ effective communication skills
(listening, verbal, nonverbal, and written)
with individuals, families, groups, and
communities as well as members of the
health care team.
Identify access, evaluate, and disseminate
health information resources for self,
colleagues, and individuals, families,
groups, and communities.
Demonstrate leadership skills in
coordinating nursing care as well as in
supervising nursing care provided by
others.
Empower persons to function at their
highest level of ability through mutual
goal-setting, advocacy, and education.
Engage in lifelong learning, scholarship
and service in order to promote personal
growth advance the profession of nursing,
and meet the health needs of society.
Practice as a generalist in health care
setting.
Attend graduate school (if desired)
Comments:
We value your input and thank you for participating in our survey. All suggestions will be reviewed by
the faculty as we continue to evaluate and revise/refine our RN to BSN program at ASU.
Faculty and Staff
Appalachian State University
Department of Nursing
Adopted: May 21, 2007
Revised: July 25, 2007
Revised: October 1, 2013
109
APPENDIX L
APPALACHIAN STATE UNIVERSITY
DEPARTMENT OF NURSING
RN to BSN Program Satisfaction Survey
ALUMNI
The Program Satisfaction Survey is designed to evaluate how satisfied alumni are with how well the
program prepared you to achieve the program goals and outcomes. Please indicate your degree of
satisfaction with each statement. Also, a space is provided for any additional comments. All comments
are confidential and will be summarized as group data. Surveys are a part of our self-study process and
are used for continuing quality program improvement.
Demographic Data:
1. Type of setting in which you are employed ______________________________
2. Facility at which you are employed: ______________________________________
3. Type of Nursing Position: ____________________________________________
4. Clinical practice area: _______________________________________________
Additional Program Evaluation Data:
5. List your reasons for choosing the RN to BSN program at ASU:
6. What do you think are the major strengths of the program?
7. What recommendations would you make for change in the program?
8. List professional organizations and the date you joined.
9. List memberships in civic/community organizations and the date you joined.
110
10. What was your most significant learning experience?
Please check the appropriate column to indicate your degree of satisfaction with the program.
The BSN program prepared me to:
Provide holistic nursing care to
individuals, families, groups, and
communities across the lifespan
based on professional nursing
standards.
Engage in evidence-based practice
through the utilization of critical
thinking skills and state-of-the-art
knowledge for persons with varying
health promotion, health
maintenance, health restoration, and
end-of-life care needs.
Participate in formal and informal
experiences that promote both
personal and professional growth
and lifelong learning.
Employ effective communication
skills (listening, verbal, nonverbal,
and written) with individuals,
families, groups, and communities
as well as members of the health
care team.
Identify, access, evaluate, and
disseminate health information
resources for self, colleagues, and
individuals, families, groups, and
communities.
Demonstrate leadership skills in
coordinating nursing care as well as
in supervising nursing care provided
by others.
Empower persons to function at
their highest level of ability through
mutual goal-setting, advocacy, and
education.
Fulfill the roles of provider of care;
designer, coordinator, and manager
of care; and member of a profession
appropriately and competently.
Exhibit a patient-centered caring
approach that reflects the
professional values of altruism,
autonomy, human dignity, integrity,
and social justice.
Adhere to economic ethical, legal,
and professional nursing standards
in nursing practice.
Practice as a generalist in health
Very
Satisfied
Satisfied
No
opinion
Dissatisfied
Very
dissatisfied
111
care setting.
Attend graduate school (if desired)
On a scale of 1 to 5 with 5 being the most satisfied, how well would you say that you were
satisfied with the overall program: ____________?
If you were seeking a job or a new position, were you able to find employment within one year
of completing the RN to BSN program?
Comments:
Thank you for participating in our survey. We value your input. All suggestions will be
reviewed by faculty as we continue to evaluate and the revise/refine our BSN program at ASU.
Faculty and Staff,
Department of Nursing
Appalachian State University
`
Adopted: May 21, 2007
Revised: July 25, 2007
Revised: Sept. 11, 2007
Revised: March 26, 2011
Revised: October 1, 2013
112
APPENDIX M
APPALACHIAN STATE UNIVERSITY
DEPARTMENT OF NURSING
BSN Program Satisfaction Survey
ALUMNI
The Program Satisfaction Survey is designed to evaluate how satisfied alumni are with how well the
program prepared you to achieve the program goals and outcomes. Please indicate your degree of
satisfaction with each statement. Also, a space is provided for any additional comments. All comments
are confidential and will be summarized as group data. Surveys are a part of our self-study process and
are used for continuing quality program improvement.
Demographic Data:
1. Type of setting in which you are employed ______________________________
2. Facility at which you are employed: ______________________________________
3. Type of Nursing Position: ____________________________________________
4. Clinical practice area: _______________________________________________
Additional Program Evaluation Data:
5. List your reasons for choosing the BSN program at ASU:
6. What do you think are the major strengths of the program?
7. What recommendations would you make for change in the program?
8. List professional organizations and the date you joined.
9. List memberships in civic/community organizations and the date you joined.
10. What was your most significant learning experience?
113
Please check the appropriate column to indicate your degree of satisfaction with the program.
The BSN program prepared me to:
Provide holistic nursing care to
individuals, families, groups, and
communities across the lifespan
based on professional nursing
standards.
Engage in evidence-based practice
through the utilization of critical
thinking skills and state-of-the-art
knowledge for persons with varying
health promotion, health
maintenance, health restoration, and
end-of-life care needs.
Participate in formal and informal
experiences that promote both
personal and professional growth
and lifelong learning.
Employ effective communication
skills (listening, verbal, nonverbal,
and written) with individuals,
families, groups, and communities
as well as members of the health
care team.
Identify, access, evaluate, and
disseminate health information
resources for self, colleagues, and
individuals, families, groups, and
communities.
Demonstrate leadership skills in
coordinating nursing care as well as
in supervising nursing care provided
by others.
Empower persons to function at
their highest level of ability through
mutual goal-setting, advocacy, and
education.
Fulfill the roles of provider of care;
designer, coordinator, and manager
of care; and member of a profession
appropriately and competently.
Exhibit a patient-centered caring
approach that reflects the
professional values of altruism,
autonomy, human dignity, integrity,
and social justice.
Adhere to economic ethical, legal,
and professional nursing standards
in nursing practice.
Practice as a generalist in health
care setting.
Very
Satisfied
Satisfied
No
opinion
Dissatisfied
Very
dissatisfied
114
Attend graduate school (if desired)
On a scale of 1 to 5 with 5 being the most satisfied, how well would you say that you were
satisfied with the overall program: ____________?
If you were seeking a job or a new position, were you able to find employment within one year
of completing the BSN program?
Comments:
Thank you for participating in our survey. We value your input. All suggestions will be
reviewed by faculty as we continue to evaluate and the revise/refine our BSN program at ASU.
Faculty and Staff,
Department of Nursing
Appalachian State University
Adopted: May 21, 2007
Revised: July 25, 2007
115
Appendix N
Program Satisfaction Survey
Employers/Supervisors
The Program Evaluation Survey is designed to solicit evaluative information from
employers/supervisors of ASU RN to BSN graduates. The items within the Likert scale on page
2 reflect the ASU Department of Nursing’s program goals and outcomes. Please indicate how
well you think our graduate performs in each category. Also, a space is provided on page 3 for
any additional comments. All comments are confidential and will be summarized as group data.
Surveys are a part of our self-study process and are used for continuing program quality
improvement. Thank you for taking the time to assist us.
Demographic Data:
1. Type of setting in which you are employed ______________________________
2. County where you are employed_______________________________________
3. Type of Nursing Position_____________________________________________
4. Clinical practice area ________________________________________________
5. How long have you supervised this graduate?_____________________________
116
Please check the appropriate column to indicate the degree to which our graduate meets
each criterion.
Criterion
Excels
Above
average
Meets
criterion
or N/A
Below
average
No
evidence of
meeting
criterion
Provides holistic nursing care to
persons across the lifespan based on
professional nursing standards.
Engages in evidence-based practice
through the utilization of critical
thinking skills and state-of-the-art
knowledge for persons with varying
health promotion, health
maintenance, health restoration, and
end-of-life care needs.
Participates in formal and informal
experiences that promote both
personal and professional growth.
Employs effective communication
skills (listening, verbal, nonverbal,
and written) with individuals,
families, groups, and communities
as well as members of the health
care team.
Identifies, accesses, evaluates, and
disseminates health information
resources for self, colleagues, and
patients/clients
Demonstrates leadership skills in
coordinating nursing care as well as
in supervising nursing care provided
by others.
Empowers patients/clients to
function at their highest level of
ability through mutual goal-setting,
advocacy, and education.
Comments:
Thank you for participating in our survey. We value your input. All suggestions will be reviewed
by faculty as we continue to evaluate and the revise/refine our RN to BSN program at ASU.
Faculty and Staff,
Department of Nursing
Appalachian State University
Adopted: May 21, 2007
Revised: July 25, 2007
117
APPENDIX O
APPALACHIAN STATE UNIVERSITY
DEPARTMENT OF NURSING – BSN PROGRAM
EMPLOYER/SUPERVISOR EVALUATION
The Program Evaluation Survey is designed to solicit evaluative information from employers/supervisors
of ASU BSN graduates. The items within the Likert scale on page 2 reflect the ASU Department of
Nursing’s program outcomes. Please indicate how well you think our graduate performs in each
category. A space is provided on page 3 for any additional comments. All comments are confidential and
will be summarized as group data. Surveys are a part of our continuous quality improvement process.
Thank you for taking the time to assist us.
Demographic Data:
1. Type of setting in which you are employed ______________________________
2. Facility at which you are employed: ________________________________
3. Type of Nursing Role/Position: ________________________________________
4. Clinical practice area: _______________________________________________
5. How long have you supervised this graduate? ____________________________
Please continue to the next page for completion of the survey.
118
Please check the appropriate column to indicate the degree to which our graduate meets each
criterion.
Criterion
Provides holistic nursing care to
individuals, families, groups, and
communities across the lifespan
based on professional nursing
standards.
Engages in evidence-based practice
through the utilization of critical
thinking skills and state-of-the-art
knowledge for persons with varying
health promotion, health
maintenance, health restoration, and
end-of-life care needs.
Participates in formal and informal
experiences that promote both
personal and professional growth
and lifelong learning.
Employs effective communication
skills (listening, verbal, nonverbal,
and written) with individuals,
families, groups, and communities
as well as members of the health
care team.
Identifies, accesses, evaluates, and
disseminates health information
resources for self, colleagues, and
individuals, families, groups, and
communities.
Demonstrates leadership skills in
coordinating nursing care as well as
in delegating and supervising
nursing care provided by others.
Empowers persons to function at
their highest level of ability through
mutual goal-setting, advocacy, and
education.
Fulfill the roles of Provider of care;
Designer, Coordinator, and Manager
of Care; and Member of a
Profession appropriately and
competently.
Exhibit a patient-cen tered caring
approach that relects the
professional values of altruism,
autonomy, human dignity, integrity,
and social justice.
Adhere to economic, ethical, legal,
Excels
Above
average
Meets
criterion
or N/A
Below
average
Not
Observed
119
and professional nursing standards
in nursing practice.
Comments:
Thank you for participating in our survey. We value your input. All suggestions will be
reviewed by faculty as we continue to evaluate and the revise/refine our RN to BSN program at
ASU.
Faculty and Staff,
Department of Nursing
Appalachian State University
Adopted: May 21, 2007
Revised: July 25, 2007
Revised: August 27, 2007
Revised: March 26, 2011
Revised: October 1, 2013
120
APPENDIX P
FACULTY CLINICAL AGENCY EVALUATION
Agency _____________________________________________
Term _____________
Course # ________________________________ Professor ___________________________
No. of Students at Site: _______________
Population served by agency: ______________
Preceptor: ___________________________________________________________________
Please rate the clinical agency using the following scale:
SD = Strongly Disagree;
D = Disagree;
A Agree;
SA = Strongly Agree
Please check (√) the following:
SD D A SA
The clinical agency provides students with learning experiences
necessary to meet course and program objectives
The clinical agency provides opportunities for students’ personal
learning objectives when possible.
The clinical agency provides access to a clinical population with
common and complex health care needs and/or services that facilitate
achievement of course/program objectives.
The clinical environment is supportive of and conducive to student learning.
Equipment and space for instructional activities are adequate and
accessible to implement the education experience.
The clinical agency personnel supports a collaborative partnership with the
University, Faculty, and Students to develop appropriate learning experiences.
The clinical agency is geographically accessible for student
learning experiences.
The clinical agency engages in a broad scope of contemporary nursing
practices, models and professional approaches that promote, support
and restore health and well being.
COMMENTS:
121
APPENDIX Q
STUDENT CLINICAL AGENCY EVALUATION
Agency _____________________________________________
Term _____________
Course # ________________________________ Professor ___________________________
No. of Students at Site: _______________
Population served by agency: ______________
Preceptor: ___________________________________________________________________
Please rate the clinical agency using the following scale:
SD = Strongly Disagree;
D = Disagree;
A Agree;
SA = Strongly Agree
Please check (√) the following:
SD D A SA
The clinical agency provides students with learning experiences
necessary to meet course and program objectives
The clinical agency provides opportunities for students’ personal learning
objectives when possible.
The clinical agency provides access to a clinical population with
common and complex health care needs and/or services that facilitate
achievement of course/program objectives.
The clinical environment is supportive of and conducive to student learning.
Equipment and space for instructional activities are adequate and accessible to
implement the education experience.
The clinical agency personnel support a collaborative partnership with the
University, Faculty, and Students to develop appropriate learning experiences.
The clinical agency is geographically accessible for student learning
experiences.
The clinical agency engages in a broad scope of contemporary nursing
practices, models and professional approaches that promote, support and
restore health and well-being.
COMMENTS:
122
APPENDIX R
BSN EXIT SURVEY
The faculty at Appalachian State University is committed to provide a nursing program
of quality to our students and to assist them in meeting their educational goals. In keeping with
these two goals, we would appreciate very much your completing the brief questionnaire below
so that we can address any concerns, questions, or barriers that you encountered while enrolled
in the BSN program. We realize that adult students have many responsibilities that sometimes
interfere with continuous enrollment. If this has been your experience, we hope that you will
return when your situation allows. We value your input as we continually seek ways to make
quality improvement in the ASU nursing program. Thank you for your time and assistance.
1. What was the last term you attended the ASU to BSN program?
2. What were your reasons for leaving?
3. Do you plan to apply for readmission to the ASU RN to BSN program at a later date?
Yes ______________
No____________ If Yes, When? _______
4. If no, are you currently enrolled in another BSN program?
5. What are your suggestions for improving the ASU to BSN program?
Thank you for participating in our survey. We value your input. All suggestions will be
reviewed by faculty as we continue to evaluate and the revise/refine our RN to BSN program at
ASU.
Faculty and Staff,
Department of Nursing
Appalachian State University
123
APPENDIX S
APPALACHIAN STATE UNIVERSITY SURVEY OF CAMPUS FACILITIES BY
NURSING FACULTY
STRONGLY AGREE = 5
STRONGLY DISAGREE = 1
5
4
FACULTY/ASU OFFICE AND DEPARTMENTAL
RESOURCES
Faculty offices are clean.
Offices are comfortable.
Offices have:
appropriate/necessary/functional furniture
and equipment: desks, bookcases, computer,
printer, filing cabinets, telephone, desk
chair, guest chair
Temperature is comfortable/controllable.
Furniture is in good condition and gives
good impression to others.
Offices are conducive to productivity.
Noise from hallway is minimal.
Desk and office furniture setup are
functional.
Computer works well and is up-to-date.
Computer support services are quick,
competent and friendly.
Telephone system (messages, transferring
calls) meets faculty needs.
Lighting in offices is sufficient.
Office supplies (paper, pens, folders, paper
clips, etc.,) are readily available and
adequate for meeting needs
Cafeteria/food services are nearby.
Food is tasty and reasonably priced.
Parking is convenient to offices.
Parking is available and safe
Building has adequate security, even for
evening and weekends.
Office copier makes good quality copies.
There is adequate space for teaching
materials and furnishings.
There is adequate support for teaching.
There is adequate support for service.
There is adequate support for research
and/or scholarship.
3
2
1
124
FACULTY/ASU OFFICE AND DEPARTMENTAL
RESOURCES
5
4
3
2
1
There is adequate support for practice
within the discipline.
Comments:
Rate on scale of 5 (strongly agree) to 1 (strongly disagree)
Classroom and facilities
in Edwin Duncan
The classroom was
equipped with
necessary teaching aids
(white board,
computers etc.)
Classroom
environment was
conducive to learning
(temperature, lighting,
comfortable chairs,
outside noise,
cleanliness)
Classroom space is
adequate
Well -appointed
teacher’s desk area
There is an appropriate
room for Simulation
learning
5
4
3
2
1
Rate on scale of 5 (strongly agree) to 1 (strongly disagree)
LIBRARY RESOURCES
Library resources are adequate in ASU Library
Types of resources (books, journals, etc.)
Quality of resources
Availability
Assistance from librarians
Library resources are adequate to meet my
needs.
Library resources are adequate to meet the
students’ needs.
OTHER RESOURCES
Learning Technology Services are adequate for
faculty needs.
Information Technology services are adequate
for faculty needs.
The Writing Center resources are adequate to
5
4
3
2
1
125
meet the students’ needs.
The Counseling Center services are adequate to
meet the students’ needs.
Information Technology services are adequate
to meet the students’ needs.
Comments:
126
APPENDIX T
Department of Nursing: Accident and Injury Policy and Reporting Form
An accident/injury is defined as an undesirable and unexpected event which results in potential or personal
harm during clinical or classroom time. In addition, an accident/injury includes occupational exposure to blood and
body fluids and airborne pathogens during clinical/classroom labs. Occupational exposure may be described as a
percutaneous (needle stick, cut, or puncture) or mucous membrane (splash to the eyes, nasal mucosa, or mouth)
exposure to body fluids (blood or other infectious material), a cutaneous exposure when chapped or abraded skin or
otherwise non-intact skin is contaminated with infectious materials, or exposure to infectious airborne agents by way
of inhalation or contact.
Students must report such accidents or injuries which occur in the clinical, classroom or lab to their faculty
member immediately. In addition, the student must complete a Department of Nursing accident/injury report and/or
agency incident report and seek appropriate medical follow-up according to clinical agency’s policy and the
Appalachian State University Department of Nursing. Students are responsible for the costs of any tests or
treatments due to accident/injuries that occur during the clinical, classroom or lab experiences.
When students have an occupational exposure to blood or body fluids the clinical facility policy and
procedures are initiated. The appropriate facility personnel will inform the individual that is the source of exposure
of the incident and individual will be tested for serologic evidence of HIV antibodies and Hepatitis B antigen after
consent is obtained. If the source individual has AIDS, is positive for HIV antibody, is positive for Hepatitis B
antigen or refuses the test, the student should be counseled regarding the risk of infection and evaluated clinically
and serologically for evidence of HIV or HBV infection as soon as possible after the exposure. Students with seronegative results for HIV should be retested in 6 weeks, 12 weeks, and 6 months post-exposure (CDC, 1990). The
student should be advised to report and seek medical evaluation for any acute febrile illness that occurs within 12
weeks after the exposure. An illness characterized by fever, rash, or lymphadenopathy may be indicative of recent
HIV infection.
When students are exposed to TB disease, the student should be referred to his or her family physician or
health school to begin follow up and appropriate therapy. Baseline testing should be performed as soon as possible
post-exposure. The student must be cleared by a physician or health care provider prior to return to clinical. Students
who sustain other accidents/injuries while in the classroom or clinical setting should be referred to their private
physician or health care provider, Appalachian State University Student Health.
Again, the steps to be taken are:
1. Notify clinical faculty member immediately following any exposure, accident or injury.
2. Faculty member and student will notify appropriate facility personnel.
3. As deemed appropriate the student will be evaluated and treated.
4. Faculty member and student will complete the facility event report or other required
documentation according to the agency time line.
5. Faculty member and student will complete the departmental event report.
6. Appropriated medical follow-up will be completed by the student and documentation of care
given will be provided to the department.
127
Department of Nursing: Event Report for Accident or Injury
Part A: Documentation of Specifics Related to the Event
This report is to be completed legibly, in detail and with factual information by student
and faculty member. Please use additional paper if needed.
1. Date:
Time:
Location:
2. Circle appropriate category for person involved:
Student
Faculty
Staff
3. Name:
Address:
Visitor
DOB:
Phone Numbers:
4. Detailed statement of facts related to event and description of injury if applicable:
5. Causative Factors:
Person
Please list and describe any causative or contributing factors
Equipment
Other
6. Description of Immediate Action Taken/Treatment:
7. Witnesses: Please list information below regarding persons observing/involved in the event
Name(s):
Address:
Phone numbers:
Relationship to the event:
8. Notification of Nursing Department and/or Clinical Facility
Name(s) and position of person(s) notified:
Date:
Time:
How notified:
Printed Name and Signature of Person Completing Report
Date and Time
Printed Name and Signature of Person Reviewing Report
Date and Time
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Part B: Documentation of Investigative Component of the Event
1. Date:
Time:
2. Name of person involved in event:
3. Name and credentials of person investigating event:
4. Documentation of calls placed regarding the event:
a. To whom
b. Contact information
c. Synopsis of information gathered
5. Descriptive documentation of interventions and/or treatment:
6. Evaluation/Follow-up: Please circle appropriate category(s) and document action/plan below:
Policy and procedure review
Counseling
Re-education and return demonstration
Equipment change
Staff discussion
Disciplinary process
7. Printed Name and Signature of Person Completing Report
Date:
05/11
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APPENDIX U
Appalachian State University
Department of Nursing
Social Media Policy
Purpose: To provide faculty and students with an understanding of the position of the
Appalachian State University Department of Nursing regarding the use of use of social media
and other electronic communications.
Definition: For the purpose of this policy Social Media is defined as any user-generated content
or online network/applications that faculty or students may contribute to from a personal or
professional perspective. Currently identified avenues include, but are not limited to texting,
Facebook, Twitter, YouTube, personal or community blogs, or educational sites such as
ASULearn.
Rationale: Social media is a promising innovation with the potential to enhance global
health care information exchange and significantly impact patient care. However, social media
is a tool, which when used inappropriately, has the potential to bring harm to colleagues,
patients, the profession, and even nurses’ careers. The ability of search engines to bring long
forgotten information to current accessibility, with just a few keystrokes, may result in farreaching consequences for individuals and the institution. One should be cognizant of the legal
liability associated with inappropriate or misuse of any type of social media.
Policy: Representation of the University and the Department in a manner that is fair, accurate, in
compliance with requirements of a legal nature, and protective of the reputation of the
individual(s) the university and any affiliated institution/agency should be the primary focus of
faculty and students in any method of communication. To insure an understanding of the
parameters of these emerging technology and applications, the following statements will serve as
guidelines and will be modified as appropriate:
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Guidelines provided in the Appalachian State University Codes of Conduct must be
adhered to.
All representations must be made in a fair, accurate and legal manner that protects the
brand and/or reputation of all involved.
Protect confidential, sensitive, and proprietary information. HIPAA, University and other
privacy, confidentiality and security guidelines must be followed at all times. The realm
of this responsibility includes your peers, faculty and staff and associated clinical
facilities/agencies and their clients.
Information concerning the above mentioned areas must not be posted in any avenue of
social media and in particular in an online forum or webpage.
At no time should photographs or videos be made in a clinical facility/agency without the
written permission of the administration of the facility/agency.
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Considerations:
 Think twice about posting as no site is truly private. If you are unsure about a potential
post, seek guidance and clarification from departmental faculty or staff.
 Respect your audience.
 Your foremost consideration should be the fact that you are legally liable and have sole
responsibility for your use of social media. So-called “hidden usernames”, text messages
and other types of social media can and have been traced.
 Promptly report any concerns about breaches of this policy to the Chair of the Nursing
Department.
Consequences:
 Violations are subject to the penalties HIPPA Privacy and Security Act.
 Sharing of unprofessional or confidential information will result in disciplinary action
that may include failure of the course or dismissal from the nursing program/position.
 Legal responsibility of a personal and professional nature for use of social media that is
found to be defamatory, harassing, or in violation of any other applicable law.
Please view the video at the link below which provides an overview of the National Council of
State Boards of Nursing position on Social Media in the profession of Nursing.
www.youtube.com/watch?v=i9FBEiZRnmo
http://www.youtube.com/watch?v=oG7E-tR975g
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APPENDIX V
APPALACHIAN STATE UNIVERSITY DEPARTMENT OF NURSING
POLICY FOR THE PRECEPTED CLINICAL EXPERIENCE
The purpose for the precepted clinical experience is to allow a student to experience
direct nursing practice with expert guidance and support. Preceptorships can help students
examine and apply theory in practice settings, increase personal and professional growth,
promote quality nursing care, and ease the transition from student to practicing nurse.
Preceptorships can also allow for formal recognition of the clinical competence of the preceptor
and strengthen relationships between education and practice.
Definition of Preceptorship
A preceptorship is a planned experience for a specific nursing clinical course. It is
incorporated into a student’s clinical experience and occurs in a clinical agency with which the
Department of Nursing has a clinical agreement. The goal of a preceptorship is for the preceptor,
a member of a clinical nursing or health care staff, to use education, clinical experiences, and
expertise to facilitate the student (preceptee) within the ASU Department of Nursing to have rich
and rewarding clinical experiences in a variety of settings.
Criteria for Selecting a Preceptor
Preceptor is defined as: “A registered nurse, who functions in a role which enhances
nursing students’ learning experience; and is not a substitute or replacement for nurse faculty.”
In order to guide collaborative and/or independent preceptorship experiences, Preceptors must:
 Be an employee of an agency with a clinical agreement with the ASU Department of
Nursing.
 Not be the direct supervisor of the student in an employed position
 Hold a BSN or higher degree for at least two years or RN with a strong clinical
background.
 Express a willingness to serve in the role of preceptor.
 Collaborate with the student to arrange coordinated schedules for the learning
experience
 Serve as a resource for clinical activities.
 Serve as a role model for professional nursing practice.

Preceptor Orientation
An orientation will be provided for all preceptors by the respective course coordinator
prior to the start of the clinical. It will include the following topics:
 BSN Program Mission, Purposes, and Philosophy
 BSN Expected Program Outcomes
 ASU Curriculum and Evidence-based Nursing Practice
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Review of documents germane to professional practice and their use in the
curriculum and specific course
Preceptor Responsibilities
Preceptee Responsibilities
Nursing Faculty Responsibilities
Health Care Agency Role
Criteria for Selection of Preceptor
North Carolina Board of Nursing Guidelines for Preceptorship Experiences (BON
website)
Legalities, Policies, and Safeguard Considerations
Nursing Course Overview and Clinical Learning Objectives
Types of Planned Learning Activities
Evaluation Process
Discussion, Expectations, Concerns and Questions
Preceptor Responsibilities
The preceptor is an experienced professional and practitioner with an interest in and
commitment to teaching. The nursing faculty member or members are responsible for
facilitating the accomplishment of course and program objectives. The preceptor will:
1. Provide the Department of Nursing evidence that she/he is an RN with a current
unrestricted North Carolina RN license and has been in their current position for a
minimum of two years.
2. Agree to serve as a role model, resource person, and to provide direct supervision and
guidance for a preceptee for the entire clinical experiences.
3. Complete a preceptor orientation provided by ASU Department of Nursing (This
may be in person with ASU faculty member.
4. Collaborate with nursing faculty and student based on course objectives and course
requirements to ensure there is a quality learning experience
5. Plan and/or schedule the learning experiences guided by the specific clinical
objectives and overall nursing course objectives and agency policies and procedures.
6. Guide, supervise and instruct the student as appropriate in the learning setting.
7. Participate with nursing faculty in providing the student with formative and
summative evaluation recognizing that faculty retains final authority and
responsibility.
8. Encourage increasing levels of responsibility by the from the student in providing
patient care as appropriate.
9. Coordinate with course faculty the resources and support deemed appropriate for the
learning experience.
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Preceptee (student) Responsibilities
The preceptee is a student enrolled in the Pre-licensure BSN program who has
developed personal and professional learning objectives within the guidelines of the
nursing course and clinical objectives. The preceptee will:
1. Receive orientation to the precepted experience from the course coordinator during
course orientation.
2. Identify and design a learning contract with specific clinical objectives that relate to
the overall nursing course objectives, special learning interest and integration of
classroom theory.
3. Share personal and professional learning objectives with the preceptor and revise
them as needed.
4. Accept responsibility for own learning in the health care agency.
5. Demonstrate flexibility, willingness, and self-direction throughout the learning
process.
6. Wear appropriate professional attire as outlined in the ASU Department of Nursing
and health care agency policies.
7. Consistently be on time for, and stay for designated time commitment for the learning
experience.
8. Communicate the schedule and any subsequent changes in the agreed upon schedule
in a timely way to both the faculty member and the preceptor.
9. Discuss own strengths and areas for improvement with the nursing faculty and
preceptor.
10. Assume increasing responsibility for client care working collaboratively and/or under
the supervision of the preceptor.
11. Seek assistance from the nursing faculty and/or preceptor when appropriate.
Nursing Faculty Responsibilities
The ASU nursing faculty designed the BSN curriculum and the preceptorship process.
The nursing faculty is involved in the nursing course where the preceptee will have a
preceptorship. The course faculty member oversees the preceptorship experience in accordance
with the nursing course objectives, departmental and university policies. The nursing faculty
will:
1. Assess the qualifications of potential preceptors for serving in that capacity.
2. Match agency and preceptor for the optimal student learning experiences.
3. Assist the student and preceptor in identifying and designing specific clinical
objectives that relate to the overall nursing course objectives, special learning
interests and integration of classroom theory.
4. Approve all student learning contracts and objectives for the experience.
5. Assist the preceptor in the preceptor role and preceptorship process.
6. Communicate with the preceptee on a regular basis to discuss preceptee’s progress.
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7. Assist the preceptee and preceptor by being available by phone and/or e-mail as a
resource, consultant and for support.
8. Initiate necessary action if at any time the nursing program and/or health care
agencies policies are not followed and/or client’s safety is jeopardized.
9. Complete the final clinical evaluation process with input from the preceptor.
10. Evaluate the experiences of the preceptorship.
Agency Responsibilities
In all preceptorship arrangements, ASU and the agency will enter into a clinical
agreement which has been signed by representatives of both institutions. Before a student is
placed in the clinical setting, nursing faculty approves the health care agency. The Health Care
Agency will:
1. The Agency retains total responsibility for the care of its patients and clients and
maintains administrative and professional supervision of students related to their
assignments that affects its operations.
2. Insure that the preceptor and preceptee in a working collaborative/cooperatively
relationship follow agency policies and guidelines.
3. Provide learning opportunities for students to observe and participate in on agency
premises.
4. Facilitate the accomplishment of overall nursing course objectives and specific preceptee
clinical objectives by allowing the preceptee access to various agency services.
5. Provide a safe environment for students and faculty in accordance with federal and state
laws.
6. Provide faculty and students access to policies and procedures that they are expected to
adhere to and follow.
7. Notify faculty of unsatisfactory performance or misconduct of students providing
documentation of any charge to faculty. If a student fails to comply with agency policies
or procedures, the agency may temporarily suspend student from further participation in
that agency pending investigation or hearing.
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Appalachian State University
Clinical Preceptor Resume
Date: __________________
Name: ____________________________________________________________________
ClinicalAgency______________________________________________________________
Work Address: _____________________________________________________________
E-mail Address: ____________________________________________________________
Work Telephone: ___________________________________________________________
Other Contact Number: ______________________________________________________
States currently licensed to practice nursing: ______________________________________
Date of nursing license expiration: ______________________________________________
Certification: _____________________________ Organization: _____________________
Date of Certification Expiration: _______________________________________________
Educational Background
Basic Nurse Preparation:
School Attended: ___________________________________________________
Degree Received: ___________________________________________________
Date Received: _____________________________________________________
BSN Degree:
School Attended: ___________________________________________________
Degree Received: ___________________________________________________
Date Received: _____________________________________________________
Masters Degree:
School Attended: ___________________________________________________
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Degree Received: ___________________________________________________
Date Received: _____________________________________________________
Work Experience:
Current: _____________________________________________________________
Title
Date Began
_____________________________________________________________
Specialty Area
Previous: _____________________________________________________________
Title
Date Began
_____________________________________________________________
Specialty Area
Previous: _____________________________________________________________
Title
Date Began
_____________________________________________________________
Specialty Area
Have you had previous experience precepting nursing students?
Yes
Types of Students? ________________________________________
No
Comments: ______________________________________________
________________________________________________________
________________________________________________________
How can the Department of Nursing at Appalachian State University better prepare you to
assume this responsibility of preceptorship for nursing students?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Departmental Use Only
Clinical Course Associated With: _______________________________________________
Semesters Used: ____________________________________________________________
Date of orientation to preceptorship ________________________ by whom?____________
Original Date: 6/11/07, revised March 2012
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Evaluation of Preceptorship Experience:
Preceptor and Clinical Faculty Clinical Evaluation Tool
(Preceptor Evaluation Summary)
Name: _________________________________________________________
Date: ______________________ Final evaluation: ____________________
Preceptor: ____________________________________________________
Clinical Site: ____________________________________________________
Grading Criteria:
Please evaluate the student with examples in the following areas and review evaluation with
the student. Each student is to be rated in each area in the following manner:
5
Exceeds standard of a BSN student; ** requires specific examples
4
Always meets standards; ** requires specific examples
3
Usually meets standards
2
Satisfactory, with assistance
1
Does not always meet standard; * requires specific examples
0
Never; * requires specific examples
N/A Does not apply
Please Note: The student is to share his/her self-evaluation with the preceptor as part of
their learning experience and in meeting objectives sited in any professional behavior.
Unsafe practice may result from any omission or commission that may endanger a
client’s safety and well-being.
Evaluation Criteria
Professional Behavior:
The student:
a) develops and shares with preceptor at the beginning of clinical experience, the
learning objectives for the experience;
b) adheres to the grooming and dress code of Appalachian State University;
c) is on time for each clinical day and attends clinical days as scheduled;
d) maintains confidentiality concerning the client;
e) clarifies areas of knowledge/skill;
f)
prepares for each clinical assignment (reading, skill review, etc.)
g) is receptive to constructive guidance;
h) maintains ethical conduct in the care of all clients;
i)
fulfills clinical area obligations;
j)
works effectively with clients and other staff involved in client’s care; and
k) provides meaningful self-evaluation of learning experiences.
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Application of Nursing Knowledge Base to Clinical Area of Nursing:
The student:
a) applies nursing process in a collaborative team effort for the care of individuals,
families, groups or communities;
b) completes health assessment with client participation;
c) completes physical assessment as appropriate to clinical setting;
d) establishes health needs priorities with client participation;
e) includes client in decision making process when addressing health needs;
f)
carries out in a safe, comfortable environment conducive to optimal health and
human dignity; and
g) evaluates effectiveness of interventions in collaboration with all parties involved.
Skills:
The student:
a) performs complete nursing clinical skills as available in the site assignment and
only those under the direction of the preceptor.
Preceptor Self-Evaluation:
Please comment on this Preceptorship experience. Did the ASU Preceptor orientation prepare
you to serve as a preceptor? If yes, how? If no, why? Please make any suggestions that would
enhance the preceptorship experience for you.
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Appalachian State University
Department of Nursing
Faculty Clinical Agency Evaluation
Agency__________________________________________
Course # _________________________
Term __________________
Professor _________________________________
No. of students at site __________ Population served by agency _________________________
Preceptor _____________________________________________________________________
Please rate the clinical agency using the following scale:
SD = Strongly Disagree;
D = Disagree;
A = Agree;
SA = Strongly Agree
Please check (√) the following:
SD
The clinical agency provides students with learning experiences
necessary to meet course and program objectives.
The clinical agency provides opportunities for students’ personal
learning objectives when possible.
The clinical agency provides access to a clinical population with
common and complex health care needs and/or services that
facilitate achievement of course/program objectives.
The clinical environment is supportive and conducive to student
learning.
Equipment and space for instructional activities are adequate and
accessible to implement the education experience.
The clinical agency personnel supports a collaborative partnership
with the University, Faculty, and Students to develop appropriate
learning experiences.
The clinical agency is geographically accessible for student
learning experiences.
The clinical agency engages in a broad scope of contemporary
nursing practices, models and professional approaches that
promote, support, and restore health and well-being.
D
A
SA
COMMENTS: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Appalachian State University
Department of Nursing
Student Clinical Agency Evaluation
Agency__________________________________________
Course # _________________________
Term __________________
Professor _________________________________
No. of students at site __________ Population served by agency _________________________
Preceptor _____________________________________________________________________
Please rate the clinical agency using the following scale:
SD = Strongly Disagree;
D = Disagree;
A = Agree;
SA = Strongly Agree
Please check (√) the following:
SD
The clinical agency provides students with learning experiences
necessary to meet course and program objectives.
The clinical agency provides access to a clinical population with
common and complex health care needs and/or services that
facilitate achievement of course/program objectives.
The clinical environment is supportive and conducive to student
learning.
Equipment and space for instructional activities are adequate and
accessible to implement the education experience.
The clinical agency personnel supports a collaborative partnership
with the University, Faculty, and Students to develop appropriate
learning experiences.
The clinical agency is geographically accessible for student
learning experiences.
The clinical agency engages in a broad scope of contemporary
nursing practices, models and professional approaches that
promote, support, and restore health and well-being.
D
A
SA
COMMENTS: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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APPENDIX W
APPALACHIAN STATE UNVERSITY
COLLEGE OF HEALTH SCIENCES
DEPARTMENT OF NURSING
INCLEMENT WEATHER ON CLINICAL DAY POLICY
1.
PURPOSE: The purpose of this policy is to establish a centralized, equitable policy for
what clinical instructors should do regarding the cancellation or delay of clinical
experiences for nursing student in the event of adverse weather conditions.
2.
When the University has been closed due to adverse weather conditions all clinical
related experiences will also be cancelled.
3.
If the determination has not been made regarding the closing of the University by 2 hours
prior to the usual start of clinical, the clinical experience will be delayed two hours until
the University decision has been made.
4.
If the University is open, but weather conditions are judged to be adverse by the faculty
member either where the faculty member resides or where the clinical experience occurs,
the faculty member will consult with the Department Chair to determine if clinical should
be held, delayed, or cancelled. The decision should be made by two hours prior to the
usual start of the clinical experience.
5.
If there is a decision to cancel clinical or delay the start, the instructor will inform the
students by way of email or other communication method established at the beginning of
the course. This established communication method for adverse weather is to have been
posted on the course syllabus.
6.
If there is a decision to cancel clinical or delay the start, the instructor should inform the
clinical facility at least one hour prior to the usual start of clinical by way of a phone call
to the unit.
7. Any decision to cancel or delay clinical experiences because of adverse weather must be
approved by the Department Chair. The “Inclement Weather Form related to Clinical
Cancellation or Delay” must be completed and kept on file in the Department of Nursing as a
record.
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APPALACHIAN STATE UNIVERSITY
DEPARTMENT OF NURSING
INCLEMENT WEATHER FORM RELATED TO
CLINICAL CANCELLATION OR DELAY
Due to adverse weather conditions a determination has been made to cancel or delay the
clinical experience for the Appalachian State University student nurses as follows:
Date:
Clinical Agency:
Clinical Instructor:
Clinical Unit:
Normal times of the clinical experience:
Clinical will be cancelled ______
Clinical will be delayed ______
The start and end time for the delayed clinical experience will be _____ to _______
Specific reason for cancellation or delay:
Plans for make-up of the clinical experience:
Signature of Department Chair
Date of signature