Appendix 4: Academic Program Review Program Name: Bachelor of Science in Nursing Program Degree: Baccalaureate of Science in Nursing (BSN) Department: Undergraduate Nursing Degree Programs College: College of Nursing Report Author: Rebecca Riley Date: 09/07/2010 (Complete this form for each program under your supervision) I. External Demand for the Program A. Student Demand: From Academic Program Analysis provided by IR. Incoming FTF or FT Graduate Student Demand For The Program (5-Year Trend) 05-06 06-07 07-08 08-09 09-10 AVG 199 197 198 179 200 195 Enrollment in Program (5-year Trend) 05- 06 06- 07 07- 08 08- 09 09- 10 AVG Total 991 950 919 950 1,019 966 Freshman 353 307 347 301 369 355 Sophomore 206 176 126 173 167 170 Junior 163 177 149 165 163 163 Senior 269 290 297 311 320 297 Other Undergraduate Graduate (degree- seeking) Graduate (non-degree seeking) B. Employer Demand: Based on your best knowledge and information, describe employer demand according to the following chart, defining “current” as within the last 3-5 years. Then, provide any additional evidence or reasoning behind the categorization. Parenthetical examples in chart are a way of thinking about rankings. Employer Demand (highlight more than one if appropriate) Current Demand Estimated Productivity Ratio* Demand Characteristics Extremely High * 1:1 Consistent * High Cyclical Medium Trending Upward Low Trending Downward Explanation/Discussion 100% of the BSN Alumni are employed in nursing within one year after graduation as evidenced by the Alumni Survey data.
20
Embed
Appendix 4: Academic Program Review · Systems Theory and multiple nursing theories such as Neuman’s Systems Model Nursing Theory, Orem’s Self-Care Theory, Benner’s Novice to
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Appendix 4: Academic Program Review
Program Name: Bachelor of Science in Nursing Program
Degree: Baccalaureate of Science in Nursing (BSN)
Department: Undergraduate Nursing Degree Programs
College: College of Nursing
Report Author: Rebecca Riley
Date: 09/07/2010
(Complete this form for each program under your supervision)
I. External Demand for the Program A. Student Demand: From Academic Program Analysis provided by IR.
Incoming FTF or FT Graduate Student Demand For The Program
(5-Year Trend)
05-06 06-07 07-08 08-09 09-10 AVG
199 197 198 179 200 195
Enrollment in Program (5-year Trend)
05-
06
06-
07
07-
08
08-
09
09-
10
AVG
Total 991 950 919 950 1,019 966
Freshman 353 307 347 301 369 355
Sophomore 206 176 126 173 167 170
Junior 163 177 149 165 163 163
Senior 269 290 297 311 320 297
Other Undergraduate
Graduate (degree-
seeking)
Graduate (non-degree
seeking)
B. Employer Demand: Based on your best knowledge and information, describe employer
demand according to the following chart, defining “current” as within the last 3-5 years.
Then, provide any additional evidence or reasoning behind the categorization.
Parenthetical examples in chart are a way of thinking about rankings.
Employer Demand (highlight more than one if appropriate)
Current Demand Estimated Productivity
Ratio*
Demand Characteristics
Extremely High * 1:1 Consistent *
High Cyclical
Medium Trending Upward
Low Trending Downward
Explanation/Discussion 100% of the BSN Alumni are employed in nursing within one year after graduation as evidenced by the
Alumni Survey data.
2
*Express numerically to reflect the difference between demand for
graduates in the field and rate at which the program produces graduates; e.g. 5:3 demand five for every three we graduate.
C. Community/Other External Demand: Describe the community demand for, or reliance
on, the program (e.g. some integral facet of the program performs a community service
function such that without the program, the function could not be taken over by some
other mix of entities).
The BSN program provides nurses for 12 major health care facilities and multiple
community agencies within a 5 parish region. Examples include (a) Office of Public
Health, (b) Parish School Systems (school nurses), (c) Veterans’ health care centers,
(d) industry (occupational health nurses), (e) extended care facilities, (f) wound care
centers, (g) long term care facilities, (h) diabetes management centers, (i) dialysis
centers, (j) home health/hospice agencies, and (k) private businesses (physician
offices, insurance organizations, clinics, and legal services, etc.).
The College of Nursing offers immunizations to children ages birth to 18 years of
age at no cost. The College of Nursing has an ongoing collaborating partnership
with the Office of Public Health to establish a point of distribution for
immunizations or medications in the event of an epidemic or disaster. In the fall of
2009, the College of Nursing established a point of distribution for H1N1 vaccine to
MSU students. Included in this vaccination campaign were MSU faculty, staff, and
their family members. The H1N1 vaccination initiative serviced approximately 2000
individuals.
The College of Nursing offers continuing education opportunities, frequently
partnering with local, national, and global organizations, to assist nurses in meeting
the licensure renewal requirements of the Louisiana State Board of Nursing. A
portion of the funds generated from continuing education allow for the provision of
continuing education and faculty development for the College of Nursing faculty,
free or at a reduced cost.
The College of Nursing supports the core value of university/community alliances by
requiring clinical nursing students to complete community service hours each
semester. Student participation contributes to the success of the community
volunteer programs.
D. Program Size: Does the demand support a full program, or will a minor serve the needs?
The demand for nurses supports the BSN program as evidenced by employer
demand (I B.). The rules and regulations of the Louisiana State Board of Nursing
require a BSN or ADN degree for registered nurse licensure.
II. Internal Demands on the Program
A. Provide FTE faculty per SCHs taught for the following periods (academic year only):
3
08-09 09-10 Avg
FTE Faculty
assigned to
program 30.5 29.8
30.15
FTE Faculty
SCHs 17654 16299 16977
Program
Major
SCHs 25,294 28,162
26,728
B. Service/Offerings: Describe the internal demands on the program. What courses,
services, faculty expertise, resources, or other features integral to the program would, if
they were no longer available, adversely affect other programs? What “major-support”
courses does the program offer (not including General Education courses)?
The (major support) courses offered by the BSN program within the College of
Nursing are:
Nursing 302 – Pathophysiology
Family Consumer Sciences - Dietetics
Nursing 330 - Pharmacology
Family Consumer Sciences - Dietetics
Radiological Sciences
Associate Degree in Nursing
Nursing 326 – Nursing Informatics
Associate Degree in Nursing
III. Program Inputs and Processes
A. FTE Faculty Profile: Please include information on faculty in the program: those
included in section I.A. (above), and faculty for AY 10-11. Name High
est
Degr
ee
T, T-
T,
NT
Rank FT/P
T
Years at
McNeese
Barnes, Tamara MSN TT Asst
Prof
FT 2
Basone, Lauren MSN TT Asst
Prof
FT 5.5
Bruney, Jennifer MSN TT Asst
Prof
FT 3
Bufford, Amy MSN TT Asst
Prof
FT 4.5
Carter, Katrina
MS
T
Asst
Prof
FT
14
4
Chandler, Merry
MSN T Asst
Prof
FT 14
Conway-Pennick, Kimberly MSN TT Asst
Prof
FT 3
Cooley, Richard MSN TT Asst
Prof
FT 5
Dougherty, Lori MSN TT Asst
Prof
FT 3.5
Dubriel, Mary MSN TT Asst
Prof
FT 2.5
Fontenot, Nazie Sue MSN T Asst
Prof
FT 21
Groves, Lori MSN T Asst
Prof
FT 18.75
Holder, Deborah Ph.D T Asst
Prof
FT 5
Howard, Cynthia MSN T Asst
Prof
FT 8.25
Johnson, Rhonda MSN T Asst
Prof
FT 14
LaGrange, Peggy MSN TT Asst
Prof
FT 2.5
Levens, Wendy MSN TT Asst
Prof
FT 7
Riley, Rebecca MS T Asst
Prof
FT 25
Sterling-Guillory, Twila MSN TT Asst
Prof
FT 9.5
Trahan, Patsy MS T Asst
Prof
FT 15
Washington, Terri MSN TT Asst
Prof
FT 5
Wilburn, Rachel MSN T Asst
Prof
FT 14
Wild, Andria (McCann) MSN TT Asst
Prof
FT 3
Woodard, Veronica MSN T Asst
Prof
FT 8
Hebert, Margaret MSN NT Clini
Asst
Prof
FT 3
Hoppe, Brenda MSN NT Clini
Asst
Prof
FT 4
Martin, Elizabeth MSN NT Clini
Asst
Prof
FT 2
Williams, Kathlene MSN NT Clini
Asst
Prof
FT 2
5
Thompson, Troy MSN NT Clini
Asst
Prof
FT 1
Foreman, Jennifer MSN NT Clini
Asst
Prof
FT 1
B. Faculty Qualifications Summary (for faculty represented in above chart).
1. Of the faculty members in the program, what percentage has terminal degrees?
3% (1) of the faculty teaching in the BSN Program have terminal degrees. Five
other faculty are ABD.
2. Of the faculty members in the program, what percentage is tenured?
33.3% (11) of faculty teaching in the BSN Program are tenured.
C. Faculty Service Assignments: Identify the faculty member by name and each applicable
service commitment by name.
Name Univ
Committee
College
Committee
Dept
Committee
or other
Dept-
specific
work
Academic
Advisor
Advisor to
Student
Organization
Non-paid
Univ-based
External
Service
Other
Univ-
specific
service
(identify
service Barnes,
Tamara Student
Excellence,
Faculty
Congress
BSN Curriculum
Integrity Yes - - H1N1
Vaccine Clinic
Basone,
Ginger
Write to Excellence
Faculty
Advisory Group
Faculty
Excellence,
Faculty
Congress
Cont. Ed. Comm Yes H1N1 Vaccine
Clinic
Bruney,
Jennifer Student
Excellence,
Faculty
Congress
Immunization
Com. Yes H1N1
Vaccine
Clinic
Bufford,
Amy
Commencement
Comm.
Evaluation
Comm, Faculty
Congress
Cont. Ed. Comm Yes H1N1
Vaccine Clinic
Carter,
Katrina
University
Faculty Advisement
Student
Excellence,
Faculty
Congress
Yes MSNA H1N1
Vaccine Clinic
Conway-
Pennick,
Kim
Faculty
Excellence,
Faculty
Congress
Clinical
Simulation Com,
Immunization
Com.
Yes H1N1
Vaccine
Clinic
Cooley,
Richard
Fee Appeals Faculty
Excellence,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine Clinic
Dougherty,
Lori Curriculum,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Dubriel,
Mary Student
Excellence,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Fontenot,
Nazi Sue Faculty
Excellence,
Faculty
Yes H1N1
Vaccine Clinic
6
Congress
Groves,
Lori
Counsel for
Gen. Ed
Assessment
Evaluation,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Holder,
Deborah
Grade Appeals Evaluation,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Howard,
Cynthia
Freshman Foundations
faculty
Advisory Group, Faculty
Senate
Curriculum,
Faculty
Congress
Immunization
Com. Yes H1N1
Vaccine
Clinic
Johnson,
Rhonda Curriculum,
Evaluation,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
LaGrange,
Peggy
Faculty Senate
McNeese
Assessment
Team
Evaluation,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine
Clinic
Levens,
Wendy Student
Excellence,
Faculty
Congress
Clinical
Simulation Com
Immunization
Com.
Yes H1N1
Vaccine Clinic
Riley,
Rebecca Curriculum,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Sterling-
Guillory,
Twila
Faculty Senate Curriculum,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Trahan,
Patsy
University Curriculum,
QEP faculty
Advisory Group
Curriculum,
Faculty
Congress
Clinical
Simulation Com,
Cont. Ed. Comm
Immunization
Com.
Yes H1N1 Vaccine
Clinic
Washington,
Terri Faculty
Excellence,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Wilburn,
Rachel
Withdrawal Appeals
Curriculum,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine
Clinic
Wilde,
Andria Curriculum,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Woodard,
Veronica
Academic
Appeals
Faculty
Excellence,
Faculty
Congress
Immunization
Com. Yes H1N1
Vaccine Clinic
Hebert,
Margaret Student
Excellence,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine
Clinic
Hoppe,
Brenda Evaluation,
Faculty
congress
Immunization
Com. Yes H1N1
Vaccine Clinic
Martin,
Elizabeth
Faculty Senate Curriculum,
Faculty
Congress
Yes H1N1
Vaccine Clinic
Williams,
Kathlene Student
Excellence,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Thompson,
Troy Student
Excellence,
Faculty
Congress
No
Foreman,
Jennifer Student
Excellence,
Faculty
Congress
No
7
D. Curriculum Design 1. What discipline-based theories or principles underlie the program’s current
curricular design?
The baccalaureate nursing curriculum design is drawn from General
Systems Theory and multiple nursing theories such as Neuman’s Systems
Model Nursing Theory, Orem’s Self-Care Theory, Benner’s Novice to Expert
Model, etc. The foundational concepts of the baccalaureate nursing degree
curricular design are drawn from the AACN Essentials of Baccalaureate
Education for Professional Nursing Practice, ANA Standards of Clinical
Nursing Practice, and the LSBN Law Governing the Practice of Nursing.
2. How does the curricular design operate to ensure students graduating from the
program demonstrate competency appropriate to the discipline for the level at
which they earn a degree?
The College of Nursing Mission and Philosophy, BSN Purposes, BSN Level
and Terminal Objectives, and Conceptual Framework provide the
foundations for the curriculum. The Level and Terminal Objectives flow
directly from the Philosophy and reflect expectations of the nursing student
at each level of the curriculum and at graduation. The course objectives and
course content are constructed according to the Level and Terminal
Objectives. The BSN curriculum design moves the student from simple to
complex concepts along the wellness-illness continuum providing nursing
care for the individuals, groups, populations and communities, respectively.
3. Is the program curriculum designed for flexibility, giving students an array of
options or potential paths of focus? OR
4. Is the program curriculum deliberately sequenced so that students must progress
along a designated path to achieve completion?
The BSN curriculum is deliberately sequenced so that students progress
along a designated path to achieve completion. The students must
demonstrate competency in the foundational nursing concepts prior to
progressing to advanced skills and concepts.
5. How often is the program changed? What evidence are these changes based on?
The College of Nursing BSN program has developed and implemented a
systematic plan of program evaluation in which data is collected, aggregated,
and analyzed. Analysis may result in a major curricular change or minor
changes in teaching and evaluation strategies within individual courses.
Evidence analyzed from curricular assessment includes student course and