Nursing Program Self Study

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Program Review Report 6 Year for Health Sciences

Spring 2012

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Health Sciences Department Program Review Nursing Program Report Prepared by: Eve Adler, Vini Angel, Ida Danzey, Georgia Farber, Carole McCaskill, Holly Thiercof, Eric Williams Respiratory Program Report Prepared by: Salvador Santana

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SANTA MONICA COLLEGE PROGRAM REVIEW; April 2012

NURSING PROGRAM

Contents

Introduction: .................................................................................................................... 4

Program Description and Goals: ..................................................................................... 6

Curriculum: Course and Program Content: ................................................................... 21

Instructional Improvement: ............................................................................................ 26

Instructional Environment: ............................................................................................ 31

Program Effectiveness: ................................................................................................. 35

Advisory Board:............................................................................................................. 50

Conclusions & Recommendations: ............................................................................... 51

Appendices: .................................................................................................................. 54

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Health Sciences Introduction

There are two programs in the Health Sciences department which prepare

students to become licensed health care practitioners as registered nurses or

respiratory therapists. In addition, Health 61 (Medical Terminology) and

Occupational Therapy 1 (Introduction to Occupational Therapy) are two

additional courses offered by the Health Sciences department. Introduction to

Occupational Therapy was only offered in the fall semester and recently has not

been offered for the past two years.

The nursing program is approved by the California Board of Registered

Nursing (BRN) and accredited by the National League for Nursing Accrediting

Commission (NLNAC). As a consortium the Santa Monica College-East Los

Angeles (ELAC) respiratory therapy program is approved and accredited by the

Commission on Accreditation for Respiratory Care (CoARC). The respiratory

therapy program is scheduled for a continuing accreditation visit for April 12-13,

2012. This 6 year Health Sciences program review report is submitted as two

reports since the nursing and respiratory therapy programs have separate and

distinct criteria for approval and accreditation.

The labor market data show both the nursing and respiratory therapy

programs prepare career-technical graduates to assume high paying jobs upon

licensure in their respective fields. The hourly mean wage for registered nurses

in California during the first quarter of 2011 was $42.65, and ranged from $34.43

(25th percentile) to $50.33 (75th percentile) (State of California, EDD). The

employment outlook remains strong for registered nurses with a projected 25.7

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percent increase during 2008-2018. California has 25% fewer registered nurses

per 100,000 than the U.S. average according to a study recently report by the

California Institute for Nursing and Health Care (2012). This study supports the

need to maintain capacity in nursing schools as a high priority since California

lags behind most states in registered nurse utilization. For respiratory care

therapists, the hourly mean wage in California as reported during the first quarter

of 2011 was $33.14, and ranged from $28.44 (25th percentile) to $37.80 (75th

percentile) (State of California, EDD). The employment outlook for respiratory

therapists remains strong with a projected 26.6% increase during 2008-2018. At

the same time, this report highlights the challenges experienced by graduates in

obtaining entry-level positions in less than 6 months following completion of their

program and licensure due to the impact of the downturn in the economy.

Faculty from the nursing program and the department’s one full-time

respiratory therapy program faculty meet monthly for Health Sciences meetings

to receive reports from representatives of the Academic Senate, Faculty

Association, Dean’s Meetings, Chairs and Coordinators, Instructional Chairs,

Career Technical Education Committee, Respiratory Therapy program and to

collaborate on college initiatives such as student learning outcomes.

The Nursing, and Respiratory Therapy websites are sources of an immense

amount of information about our programs for both faculty and students. The

Health Sciences department is appreciative of Ellen Cutler’s review of these

websites in order to make them accessible for people with disabilities and

Michelle Aragon’s assistance in updating the websites.

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/default.aspx

http://www.smc.edu/AcademicPrograms/HealthSciences/RespiratoryTherapy/Pages/default.aspx

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Nursing Program

Program Description and Goals

The Associate Degree nursing program at Santa Monica College was

established in 1965. It was first approved by the California Board of Registered

Nursing (BRN) in 1965 with the last full approval in 2006. An interim visit by the

BRN was in 2010. The next full visit by the BRN, requires a Self-Study Report, is

scheduled for spring 2014. The nursing program was first accredited by the

National League for Nursing (NLN) for eight years in 1989 and was last

accredited in fall 2006 by the National League for Nursing Accrediting

Commission (NLNAC). The next visit by the NLNAC is scheduled for fall 2014.

The nursing program currently admits forty generic (beginning) nursing students

each semester. The maximum potential nursing program student population

equals 160 students.

The nursing program is four semesters in length. The focus in the first

semester is on some of the core concepts in nursing practice and on individual’s

ability for self-care. The second semester focuses on common physiologic and

psychiatric health deviations, and community assessment. The third semester

focus is on more complex multi-system health deviations. The fourth semester

focus is developmental and maturational concepts involved in the nursing care of

children and the childbearing family. The capstone course of the nursing

program allows the student to work closely with a professional staff nurse

(preceptor) in a clinical setting.

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Mission and goals. The overall goal of the Santa Monica College nursing

program is to prepare Associate Degree nurses to function as caring, competent,

and compassionate practitioners at an entry level of professional nursing and

across a variety of care settings. The nursing program is designed to provide

the student with learning experiences to acquire the knowledge, skills, and

competencies to practice professional nursing.

At the completion of the nursing program the graduate is prepared to take

the national licensing exam for nurses (NCLEX-RN) in order to be granted a

Registered Nurse license. Successful completion of the licensing exam allows

the graduate to practice as a Registered Nurse in a health care setting. The

graduate of this program will be able to work with and provide care for patients of

diverse groups in a global community.

The mission and vision of the college and the philosophy of the nursing

program is congruent (see Table 1). The program objectives and program

student learning outcomes are congruent with the institutional learning outcomes

(see Table 2). All of the program students learning outcomes are currently

aligned with the institutional learning outcome, “obtain the knowledge and

academic skills necessary to access, evaluate, and interpret ideas, images, and

information critically in order to communicate effectively, reach conclusions, and

solve problems.” However, program objectives are congruent with all of the

institutional learning outcomes.

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Table 1 Comparison of Mission Statement of Santa Monica College and the Philosophy of Nursing Program

Mission Statement of Santa Monica College

Santa Monica College Nursing Program Philosophy

Santa Monica College strives to create a learning environment that both challenges our students and supports them in achieving their educational goals.

The faculty believes that support services should be available and accessible to students.

Students learn to contribute to the global community as they develop an understanding of their personal relationship to the world’s social, cultural, political, economic, technological, and natural environments.

Faculty accepts the responsibility for establishing and maintaining a learning environment that will broaden the students’ awareness and appreciation of the uniqueness of others.

To fulfill this mission, the College provides open and affordable access to excellent associate degree and occupational certificate programs

The nursing program at Santa Monica College is designed to produce an Associate Degree Nurse who is caring, competent and compassionate.

These programs prepare students for successful careers, develop college-level skills, enable transfer to universities, and foster a personal commitment to lifelong learning.

Faculty upholds and promotes the belief that learning is a process that continues throughout the lifespan. The student learner is given the responsibility for actively participating in the educational experiences provided.

Santa Monica College serves the world’s diverse communities that embrace the exchange of ideas in an open, caring community of learners, and that recognize the critical importance of each individual’s contribution to the achievement of the college’s vision.

Students enter the Santa Monica College Program from diverse backgrounds. They are recognized as unique in their culture, experiences, values, sexual orientation, economic status, attitudes, motivation, learning styles and learning potential. The nursing program at Santa Monica College is designed to produce an Associate Degree Nurse who is caring, competent and compassionate. Inherent components of the caring environment include support of both the Nurses’ Code of Ethics, National League for Nursing (NLN Core competencies, and the Patient’s Bill of

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Mission Statement of Santa Monica College

Santa Monica College Nursing Program Philosophy

Rights). Nursing has the capacity to create caring environments and render compassionate care that acknowledges the uniqueness of each individual.

Vision and Core Values of SMC NLN competencies for graduates of Associate Degree Programs

SMC will be a leader and innovator in student learning and achievement and will prepare and empower students to excel in their academic and professional success in an evolving global environment.

Human Flourishing Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings.

As a community committed to open inquiry that encourages dialog and the free exchange of ideas, SMC will serve as a model of students in the practice of its core values: intellectual inquiry, research-based planning and evaluation, democratic processes, communication and collegiality, global awareness, and sustainability.

Nursing Judgment Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.

Professional Identity Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidenced-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context.

Spirit of Inquiry Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities.

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Supporting Goals

Innovative and Responsive Academic Environment

Continuously develop curricular programs, learning strategies, and services to meet the evolving needs of students and the community.

Contemporary trends have been included in the program such as QSEN (Quality and Safety Education for Nurses) competencies for pre-licensure nursing students. Use of mid to high fidelity simulators to provide instruction, and iclickers.

Supportive Learning Environment Provide access to comprehensive student learning resources such as library, tutoring, and technology; and

Provide access to comprehensive and innovative student support services such as admissions, counseling, assessment, outreach, and financial aid.

A Readiness and Retention Policy was formulated and implemented to prepare students to enter and remain in the program. Supervised Tutoring classes are offered for each medical-surgical nursing course. Remediation seminars Financial support is provided in the form of an emergency fund was also for students in the program which began in 2006. Scholarship for Disadvantage Students (HRSA) in the amount of $41,200 was also acquired for 2011-2012.

Stable Fiscal Environment

Respond to dynamic fiscal conditions

through ongoing evaluation and

reallocation of existing resources and

the development of new resources.

Total Funding: 2005-2012= 4,370,133

Funding Source

ADN Enrollment Growth (State Chancellor’s Office) $1,381,282 ADN to MSN Grant (State Chancellor’s Office) $150,000 Community Based Job Training Grant (DOL/ETA) $1,393,442 Fostering Student Success Grant (Governor’s 15% WIA) $1,091,942 Nursing Equipment Grant (State Chancellor’s Office) $73,795 Readiness Activities, Referral, and Counseling for two Career Technical Education Programs (SMC Basic Skills Initiative/State BSI funding) $37,550 RN Specialty Grant (Governor’s 15% WIA) $222,015 Scholarship for Disadvantage

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Supporting Goals

Students (HRSA) $33,000 VTEA/CTEA Allocations (SMC CTE Committee/State VTEA funds) ?

Sustainable Physical Environment

Apply sustainable practices to

maintain and enhance the College’s

facilities and infrastructure, including

grounds, buildings, and technology.

Students are expected to conserve resources and supplies in the clinical setting.

Supportive Collegial Environment

Improve and enhance decision making

and communication processes in order

to respect the diverse needs and goals

of the entire College community.

Cultural competency is a thread in the nursing curriculum. Students attend annual multi-cultural workshops sponsored by several of the ethnic nursing organizations: i.e., Council of Black Nurses and the Hispanic Nurses associations.

Table 2 Alignment of Institutional Learning Outcomes and Program Objectives

Institutional Student Learning Outcomes

Program Objectives/Goals Program Student Learning Outcome

Personal Attributes

Acquire the self-confidence and self-discipline to pursue their intellectual curiosities with integrity in both their personal and professional lives;

Maintain accountability for own nursing practice within the profession’s ethical and legal framework. Serve as a role model to members of the nursing team by fostering high standards of nursing practice. Assume responsibility for self-development and continual learning.

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Analytic & Communication Skills

Obtain the knowledge and academic skills necessary to access, evaluate, and interpret ideas, images, and information critically in order to communicate effectively, reach conclusions, and solve problems;

Utilize critical thinking and the nursing process to formulate and maintain individualized, compassionate care for a group of patients. Collaborate with members of the health team to provide a caring and compassionate environment conducive to assisting in the fulfillment of health care needs. Utilize therapeutic communication to assist patients, families, and/or significant others in adapting or coping with life experiences. Communicate changes in health status that interfere with the patient’s ability to maintain or achieve optimal health. Acknowledge the influence of nursing research on nursing practice. Utilize appropriate channels of communication to accomplish goals related to delivery of patient care. Coordinate and establish

Have entry level nursing knowledge to provide care to clients across the developmental life span as assessed by successful completion of the nursing curriculum; Be able to perform therapeutic nursing interventions when providing nursing care as assessed by satisfactory performance in the clinical practice setting in the Professional Role Transition course; Have the knowledge they need to pass the NCLEX Board exam as assessed meeting or exceeding the national mean on the licensure exam on the first attempt.

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nursing care priorities

Applied Social Knowledge and Values

Respect the inter-relatedness of the global human environment, engage with diverse peoples, and acknowledge the significance of their daily actions relative to broader issues and events;

Advocate for individual patient needs and for system changes to improve health care delivery. Assist nursing personnel to develop and enhance nursing care skills. Develop and implement an individualized teaching plan that will promote and/or maintain optimal health

Applied Knowledge & Valuation of the Physical World

Take responsibility for their own impact on the earth by living a sustainable and ethical life style.

Assume responsibility for self-development and continual learning.

The operation of the nursing program is influenced by external and

internal standards. The external standards include state regulations and

legislative requirements of the BRN (revised in 2010); the 2008 standards of the

NLNAC (currently being revised); National League for Nursing (NLN) core

competencies for graduates of associate degree nursing programs; California

Community College Chancellor’s Office (CCCCO) mandates directed at nursing

programs; state legislations; and the national call for changes in nursing practice

and nursing education by national nursing groups and by the Institute of

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Medicine. The internal standards are set by the governing institution (SMC) and

the nursing faculty. State legislation such as AB1295 and SB 1440 are driving the

need to revise the curriculum and systematic evaluation plan. With these

changes, the department recognizes more reassigned time is needed for the

Assistant Nursing Program Director/Faculty Leader Health Sciences to

collaborate with the Director/Associate Dean of Health Sciences to trend and

analyze data and improve the instructional environment in order to achieve

program goals.

CCCCO associate degree nursing programs have established admission

requirements by performing a Prerequisite Validation Study, or following the

recommended CCCCO admission requirements for nursing programs, or use the

multi-criteria established by AB 1559. Nursing programs were also allowed to use

a readiness assessment test (SB 1309 and SB 139) to admit students to nursing

programs. The Chancellor’s Office determined the cut score for each of the

approved tests. The legislation also included a remediation component for all of

the students who did not meet the cut score. Admission criteria to the nursing

program at SMC include the following: Anatomy 1, Physiology 3, Microbiology 3,

English 1, cumulative GPA of 2.5 in the sciences with only one repeat or

withdrawal; and an overall GPA of 2.5.

A Readiness and Retention Plan has been developed and formalized to assist

students in being successful in the nursing program. Legislation (SB 1309 2006

and SB 139 in 2007) allows nursing programs to establish an assessment test as

a condition of admission. Nursing is one of the few disciplines in a community

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college in which students need to meet a cut score determined by a formula

created by the Chancellor’s office. If students perform poorly in the pre-

assessment testing they will be provided with remediation while remaining on the

wait list.

In addition to remediation, each of the medical-surgical courses now includes

a Supervised Tutorial component which was approved by the Curriculum

Committee in 2005. Students who have identified themselves as at-risk or have

been identified as being at-risk by their instructor are strongly recommended to

participate in the Supervised Tutorials. When a student is identified as being at

risk they meet with a nursing counselor to create a remediation plan.

Remediation activities are provided to students in the winter and summer

sessions for students who exited the program due to poor academic

performance. The remediation courses are currently being paid for by a grant

that ends in June 2012.

Characteristics of students in the nursing program. Students enrolled in

the program, include generic, advanced placement, readmitted, LVN to ADN,

transfer and 30-unit option (see Appendix A for definitions). The faculty reviewed

the data regarding the characteristics of students enrolled in the program from

the Chancellor’s Office and found the numbers to be higher compared to the

internal program data. The difference in enrollments/numbers are probably

related to two courses offered each semester, Nursing 17 (3 sections) and

Nursing 36 (2 sections). Nursing 17 and Nursing 36 can be taken without being

enrolled in the nursing program. Therefore, the faculty selected to use the

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internal data to describe the students enrolled in the program for this component

of the report.

The students enrolled in the program are more apt to have a Bachelor’s

degree or higher or completed an associate degree and all have earned a high

school diploma or its equivalent. Approximately 3% of the students are identified

as having a basic skill deficiency which is much lower than the 21% of students

with basic skills deficiency college-wide. This is not an unusual situation

considering the admission requirements for entry into the program. The diversity

in the nursing program is reflective of the college-wide student population but the

percent for Black/African American, Hispanic ethnic groups are noticeably lower.

The students in the program are older than the college-wide student population.

The age group is usually in the 31 to 40 year category, non-traditional and the

Caucasian ethnic group is in the majority (average 37%). There is consistency in

the majority of the students being female since traditionally nursing has been a

female-dominated profession. The percent of male students range from 13% to

18%. Currently, 4.6 per cent of the students enrolled in the nursing program are

international students (F-1 visa) compared to 10% college-wide in 2010 (see

Table 3).

There was also an increase in the number of LVN to ADN from students,

from April 2007 to June 2009, due to the implementation of a Department of

Labor grant referred to as Community Based Job Training (CBJT). This grant

offered nursing courses for the LVN in a hybrid format and was implemented in

spring 2007. All of the LVN to ADN graduates, who were part of the CBJT grant,

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completed the program on time and all but one passed the NCLEX RN the first

time.

Table 3 Census Day Student Enrollment in Nursing Program Student type 10/15/2011 10/15/2010 10/15/2009 10/15/2008 10/15/2007

Generic 110 139 129 112 101

Advanced Placement (AP)

3 2 6 5 7

Readmitted* 23 15 14 20 24

AP Online 10 7 10

Transfer

1 0 0

Foreign Nurse

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Total 136 156 160 145 142

*includes readmitted AP, generic, and transfer

Ethnicity College

Wide 2010

10/15/2011 10/15/2010 10/15/2009 10/15/2008 10/15/2007

African American

9.8% 3 (2.2%) 11 (7%) 10 (6.25%) 11 (7.59%) 7 (4.9%)

American Indian

0.3% 0 1 (0.64%) 3 (1.875%) 2 (1.38%) 3 (2.1%)

Filipino 27 (19.9%) 32 (20.5%) 30 (18.75%)

22 (15.2%) 23 (16.2%)

Non-Filipino Asian or Pacific Islander

18.8% 16 (11.8%) 18 (11.5%) 19 (11.87%)

30 (20.7%) 19 (13.4%)

Caucasian 31.2% 52 (38%) 57 (36.5%) 65 (40.6%) 48 (33%) 53 (37.3%)

Hispanic 31.8% 19 (14%) 22 (14%) 26 (16.25%)

17 (11.7%) 28 (19.7%)

Other 4 (2.9%) 3 (2%) 4 (2.5%) 5 (3.4%) 9 (6.3%)

Unknown 5.3% 15 (11%) 12 (7.7%) 2 (1.25%) 10 (6.9%) 0

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Gender

College Wide 2010

10/15/2011 10/15/2010 10/15/2009 10/15/2008 10/15/2007

Female 54.9% 118 (86.76%)

134 (85.9%)

134 (83.75%)

118 118 (83.1%)

Male 45.1% 18 (13.23%)

22 (14.1%) 26 (16.25%)

27 24 (16.9%)

Age

College Wide 2010

10/15/2011 10/15/2010 10/15/2009 10/15/2008 10/15/2007

≤ 25 years

69.6% 32 (23.5%) 41 (26.3%) 45 (28%) 38 (26.2%) 39 (27.46%)

26-30 years

12.9% 24 (17.6%) 39 (25%) 41 (25.6%) 40 (27.6%) 33 (23.23%)

31-40 years

10% 31 (22.8%) 48 (30.8%) 48 (30%) 41 (28.3%) 36 (25.35%)

41-50 years

4.4% 11 (8%) 15 (9.6%) 21 (13%) 23 (15.9%) 28 (19.7%)

51-60 Years

3% 3 (2.2%) 6 (3.85%) 2 (1.25%) 3(2.07%) 5 (3.5%)

≥ 61 years

1 (0.74%) 0 1 (0.625%) 0 0

Unknown 35 (25.7%) 7 (4.48%) 2 (1.25%) 0 1 (0.70%)

Reports published by the Institute of Medicine and Nursing of the Future,

documented the need to transform nursing curriculum. The National League for

Nursing has also changed the competencies needed for graduates of associate

degree programs specifying less role-focused. The Quality and Safety Education

for Nurses (QSEN) competencies for nursing students in pre-licensure programs

have been established and needs to be incorporated throughout the nursing

program.

In response to this, the nursing faculty aligned the pre-licensure nursing

knowledge, skills, and attitudes with the nursing curriculum and established

activities and tools to assist the students in acquisition of and practices and

contemporary competencies. Course assignments have been revised to reflect

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some of these changes, including new objectives to include some of the new

competencies identified. Teaching methodologies that are more student-focused

have been adopted as part of the nursing curriculum along with a focus on

concept based curriculum. The classroom is now more interactive stressing

collaboration between students and faculty.

Responses to program review executive summary. SLOs have been

established for courses offered in the Health Sciences Department and are

assessed on-line each semester since spring 2011 for the nursing program. The

respiratory therapy began assessing SLOS online for courses offered in fall 2011

with the exception of RT 29. The SLOs were mapped to the ILOs. The Health

Sciences department now assesses course SLOs every semester online.

Changes made as a result of the nursing program SLO spring 2011data are

discussed in the Instructional Improvement section of the report. The data

collected in the nursing program’s systematic evaluation reports are analyzed

and trended. Based on the findings, decisions are made to revise, develop or

maintain the curriculum.

The attendance at Advisory Board committee meetings has been limited even

though ample notice has been given. Reasons for the decreased attendance

include: the Advisory Board participants also have their own meetings (which the

Associate Dean and faculty attend), and not as many new graduates have been

hired due the downturn in the economy.

Many of the areas of commendation from the previous Program Review are

being continued in a limited scope due to decreased grant funding.

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Notable achievements since the last program review report was submitted

include:

Most of the nursing courses have incorporated simulation activities and

the Quality and Safety Education for Nursing (QSEN) competencies.

Hiring a half-time Administrative Secretary for Health Sciences through

grant funding in August 2010

Positive feedback was received in an interim visit by the California Board

of Registered Nursing. There was a concern with the limited number of

full-time nursing faculty.

A full-time Health Sciences counselor was hired for the first time in Fall

2011.

Doctor of Nursing Practice degrees were earned by two full-time members

of the nursing faculty and the Associate Dean. Three part-time members

of the nursing faculty have earned a master’s degree.

Successful completion of the Fostering Student Success Grant and

Department of Labor Grant.

There has been an acquisition of a number of grants to achieve the goals of the

department (see Appendix B):

ADN to MSN Collaborative with California State University Dominguez

Hills

Specialty Grant to facilitate students obtaining employment.

Allied Health Grant which increased enrollment in the Respiratory Therapy

program

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The database that facilitates retrieving information about nursing students

has been operationalized.

Supervised Tutorials have been operationalized.

Community based Job Training Act for an on-line LVN to ADN program.

Fostering Student Success Grant

Curriculum – Course and Program Content

The content of the nursing program curriculum is guided by the criteria set

forth by the California Board of Registered Nursing (BRN) and the National

League for Nursing Accrediting Commission (NLNAC). The nursing program

curriculum is reflective of current trends in society and the philosophical

assumptions regarding the provision of care to individuals across the life span.

All full time faculty are integral members of the monthly curriculum committee

meetings. A calendar and a master plan serve as a base for discussions at

various committee meetings including the curriculum committee, systematic

evaluation committee, and nursing faculty meetings. The curriculum is the view

of the faculty and changes reflect current contemporary nursing practice along

with standards set by the regulatory and accrediting agencies. Data used from

internal sources to prompt changes within the curriculum are based upon findings

from student evaluations, graduate surveys, faculty recommendations and the

systematic evaluation plan results. Data retrieved from external sources include

student performance on standardized tests such as mid -curricular and HESI exit

exams, the licensure exam (NCLEX-RN) and employment agencies that serve on

our advisory board. The last curriculum revision was in 2001 and implemented in

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2002. The current curriculum will be under revision this spring with preparation

for the upcoming California Board of Registered Nursing and National League of

Nursing Accrediting Commission (NLNAC) site visits scheduled in 2014. Items of

discussion often include best teaching practices including use of technology,

national patient standards and Quality Safety Education for Nurses (QSEN)

competencies. The use of technology consists of campus lab simulations using

high tech fidelity patient simulators, computer software scenarios, virtual

Intravenous simulation i- clickers, internet, and library electronic resources.

The current organizing frameworks are simple to complex and Orem’s Self

care model. Courses are sequenced based upon these models. During the first

semester, nursing students are introduced to normal physiological processes

associated with aging and universal self care requisites. The second semester

consists of common physical and psychological health deviations. Students

enrolled in the third semester focus on intermediate and advanced medical –

surgical nursing. Fourth semesters focus on developmental and maturational

needs of clients experiencing childbearing and childrearing. Also, the culmination

of fourth semester consists of a course to facilitate professional role transition.

Students focus on health promotion, wellness, illness prevention and health

maintenance throughout the curriculum.

Specific concepts that increase in depth and complexity are listed as

horizontal and vertical threads throughout the curriculum exist in each course.

Horizontal threads provide the breadth needed and embrace the concept of

geriatrics, nutrition, and the nursing process. Vertical threads increase in

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complexity and include communication, health promotion and leadership.

Nursing courses are taken in a sequential manner and build upon previous

content. To facilitate student success each theory course has a clinical practice

component. Entrance and exit skills have been identified for each course. Each

course is a prerequisite for the next course. The nursing program objectives are

listed as terminal objectives and are consistent with overall goals of the

governing institution.

Curriculum. (a) Currently, twelve nursing courses are required for the

Associate of Arts degree in nursing. Each of these courses is compressed into

short term courses ranging from 5 to 8 weeks in length. Nursing courses are

offered in a sequential manner with a clinical component. Thus, content in each

course facilitates acquisition of knowledge required to meet the program student

learning outcomes. The nursing program objectives are listed as terminal

objectives and are consistent with overall goals of the governing institution.

(b) The current organizing frameworks are simple to complex and Orem’s Self

care model. Courses are sequenced based upon these models. During the first

semester, nursing students are introduced to normal physiological processes

associated with aging and universal self care requisites. The second semester

consists of common physical and psychological health deviations. Students

enrolled in the third semester focus on intermediate and advanced medical –

surgical nursing. Fourth semesters focus on developmental and maturational

needs of clients experiencing childbearing and childrearing. Also, the culmination

of fourth semester consists of a course to facilitate professional role transition.

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Students focus on health promotion, wellness, illness prevention and health

maintenance throughout the curriculum.

Specific concepts that increase in depth and complexity are listed as

horizontal and vertical threads throughout the curriculum exist in each course.

Horizontal threads provide the breadth needed and embrace the concept of

geriatrics, nutrition, and the nursing process. Vertical threads increase in

complexity and include communication, health promotion and leadership.

Nursing courses are taken in a sequential manner and build upon previous

content. To facilitate student success each theory course has a clinical practice

component. Entrance and exit skills have been identified for each course. Each

nursing course is a prerequisite for the next course.

(c) Prerequisites courses consist of sixteen units to enter the nursing program.

These courses assist the student to acquire the skills and knowledge essential to

successfully complete the nursing program. These courses are: English 1,

Anatomy 1, Physiology 3, and Microbiology 1. The nursing program brochure

located in Appendix C shows the required prerequisites and course progression.

(d) The Santa Monica College nursing program has an articulation agreement

with California State University Dominguez for students to secure advanced

college degrees. This dual enrollment allows the student to pursue a Bachelors

of Science Degree and progress to obtain the Masters of Science Degree in

Nursing. This program would allow the student to ultimately secure the Masters

of Science degree over a four year period once entering the Santa Monica

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College program. This allows the nursing students to have a competitive edge in

today’s labor market.

(e) Upon completion of the nursing program, graduates receive their Associate

in Arts Degree – Nursing Major and are eligible to take the National Council

Licensure Examination (NCLEX) to become a Registered Nurse.

(f) Nursing 60/Health 60, Multicultural Health and Healing Practices fulfills the

A.A. degree global citizenship requirement of the college. This course is open to

all students. The nursing program maximizes utilization of its resources by

sharing simulation equipment and laboratory space with the respiratory therapy

program.

(g) Forty students are admitted to the beginning of the nursing program each

semester. In fall 2008 and spring 2009, fifty students were admitted to the

nursing program. This increase was due to the acquisition of the Enrollment

Growth and Retention Grant. Upon completion of the grant, the nursing program

returned to admitting forty students each semester due lack of adequate space

and clinical facilities. Typically, there is one section for each theory course with

several sections for the co-requisite clinical laboratory course. The instructor to

student ratio in theory courses is 1:40 and the clinical laboratory ratio is 1:10. The

majority of classes and clinical labs are offered during the day. Two clinical lab

sections are scheduled in the evening due to impacted scheduling at the

affiliating clinical facilities. Between fall 2007-fall 2009, the percentage of online

course offerings peaked at 7.4-12.7% due to the LVN-ADN hybrid online nursing

26

program DOL grant. Most of the nursing classes are currently offered on-ground

with the exception of Nursing 17.

Instructional Improvement

Activities to improve the teaching and learning environment. The

nursing program has engaged in new activities designed to improve the teaching

and learning environment, motivated in part by the Carnegie National Nursing

Education Study which called for a radical transformation of nursing education

(Benner et al.). The study examined three dimensions of nursing education and

formation: 1) the learning of theory and scientific methods; 2) the mastery of

skillful practice; and 3) the formation of professional identity and agency. While

the study recommendations have not been fully implemented at a state or

national level, the four key recommendations from the Carnegie study have

served as evidence-based guidelines for improving teaching and learning in the

Santa Monica College nursing program:

1) From a focus on covering decontextualized knowledge to an emphasis on

teaching for a sense of salience, situated cognition and action in particular

situations.

2) From a sharp separation of clinical and classroom teaching to an integration of

the two.

3) From an emphasis on critical thinking to an emphasis on clinical reasoning

and multiple ways of thinking.

4) From an emphasis on socialization and role-taking to an emphasis on

formation.

27

To this end, a major emphasis has focused on incorporating high-fidelity human

patient simulators to actively engage students in their learning and to provide a

student-centered learning environment. Five high-fidelity human patient

simulators have been purchased with Perkins funds and these simulators are

utilized in most of the core nursing courses in the curriculum that have theory and

clinical components. The simulation environment is a controlled environment,

free from distraction and interruption, where students can practice clinical

judgment, problem solving and multiple ways of thinking, without fear of harming

a real patient. Students work in small groups of 4-5 students assuming different

roles, promoting the type teamwork and collaboration expected in the clinical

setting. Each simulation session is followed by a period of debriefing and

reflection which is considered a best practice in simulation. The benefits of

simulated patients using high-fidelity simulation scenarios as a teaching

methodology include curriculum consistency, integration of theory and clinical,

and integration of advanced technologies in the educational process as

recommended by the National League for Nursing. Student evaluations of

simulation have been positive with the following data obtained from student

surveys: Student evaluations for simulations performed in 2010 indicate that

85% of student responses on the 14 evaluative statements were positive (49% -

strongly agree; 36% - somewhat agree). Only 5% of student responses to the

14 evaluative statements were negative (2% - strongly disagree; 3% - somewhat

disagree). The three statements with the most positive responses were: 1) “I

feel better prepared to care for real patients.” 2) “I was challenged in my thinking

28

and decision making skills.” 3) “The instructor’s questions help me to think

critically”.

A second major focus on improving the teaching and learning environment is

the ongoing integration of pre-licensure quality and safety competencies across

the nursing curriculum. The overall goal for the Quality and Safety Education for

Nurses (QSEN) national project is to meet the challenge of preparing future

nurses who will have the knowledge, skills and attitudes (KSAs) necessary to

continuously improve the quality and safety of the healthcare systems within

which they work. The six competencies are patient-centered care, teamwork and

collaboration, evidence-based practice, quality improvement, safety, and

informatics. The nursing faculty, in collaboration with Kaiser Permanente in a

service-academia partnership, created clinical activity templates (CATS) which

provide focused learning activities that address the desired KSAs. The CAT on

prevention of catheter associated urinary tract infection was presented at a

national QSEN conference in May of 2011 and was subsequently published on

the QSEN website (see Appendix D). The CAT also provides an opportunity for

students to develop the complex skills of clinical judgment and clinical reasoning

through guided reflective journaling assignments (based on the work of Christine

Tanner) with the goal of helping students to “think like a nurse”. The reflective

journaling assignments are submitted to the clinical instructor and returned with

written feedback and encouragement.

Future plans to integrate informatics into the nursing curriculum for utilization

the skills lab and high-fidelity simulations have been made possible through the

http://www.qsen.org/ksas_prelicensure.php#teamwork_collaboration

29

purchase of two mobile computing carts with laptop computers, allowing the

student integrate the electronic health record at the “patient’s” bedside and

administer medications using scanners for barcoded medication administration.

The purchase of this industry-standard technology was made possible through

Perkins IV grants, the SMC Margin of Excellence grant, and the Specialty Grant.

Most of the equipment in the skills lab has been purchased with grant funds.

Unfortunately, funding is not available to maintain equipment due to the criteria

for the permissible use of grant funds. This is problematic because the

equipment needs to be maintained or repaired.

Student learning outcomes. The nursing program course SLOs (see

Appendix E) have been assessed online since spring 2011 and are assessed

each semester (see Appendices F & G). Some strategies the nursing program

uses to ensure the SLOs are assessed consistently across different sections of

the same course include the use of skills checklists, grading rubrics, pre-course

level meetings with clinical faculty teaching different sections of the same clinical

laboratory course and mentoring by the designated course lead instructor. In

addition, all core nursing theory courses that have a theory and clinical

companion course are currently taught mostly by full-time faculty, ensuring

consistency in assessing the SLOs.

In general, most of the SLOs for nursing course have been met. Changes

have been made based upon the results of the assessed nursing course SLOs.

During fall 2011, the full-time nursing faculty analyzed SLO results from spring

2011and revised the SLOs as needed. The current Health Sciences SLOs are

30

found in Appendix E. One major change in SLO assessment was a passing

grade of 75% on the comprehensive final examination for some of the medical-

surgical nursing courses with higher attrition rates (Nursing 15, 20 and 30).

Seventy-five percent was selected as the benchmark for these SLOs since this is

the minimum score required for a C grade in nursing courses. Beginning in spring

2012, students who score less than 75% on the comprehensive final exam will be

identified as at risk and referred to the Health Sciences nursing counselor to

develop a retention plan as described in retention policy and algorithm in the

Nursing Student Handbook. This retention plan includes mandatory attendance

at Nursing 900 supervised tutorials.

Course outlines and course syllabi. Most core nursing theory courses that

have a theory and clinical companion course are currently taught by full-time

faculty, ensuring consistency between course outlines and course syllabi and

utilize e-companion for course syllabi materials. The full-time nursing faculty also

serves as Lead Instructors for the clinical component of the course, promoting

consistency among clinical faculty. Nursing courses such as Nursing 17 and

Nursing 36 have been taught by the same faculty for many years and are

consistent with implementing the course outlines of record.

Professional development and scholarly activities. Faculty meets or

exceeds the continuing education hour/activities mandated by the BRN. Faculty

participates in conferences related to nursing practice, research and education.

Faculty has also participated in online and on ground training in simulation and

simulator technology. A Perkins funded curriculum workshop with a nationally

31

recognized nursing curriculum consultant, Dr. Linda Caputi, and was attended by

full-time and several adjunct nursing faculty in winter 2012. The curriculum

workshops provided the structure and information needed to begin work on a

major curriculum revision for contemporary nursing practice.

Since the last program review, nursing faculty has been recognized with a

number of professional awards which include:

Chair of Excellence—Eve Adler, Holly Thiercof, Ida Danzey

SMC Foundation Margin of Excellence—Vini Angel

National Black Nurses Association Trailblazer’s Award—Eric Williams

Sigma Theta Tau Odyssey Award—Joycelyn McDonald

Certificate of Congressional Recognition/Hispanic Nurses Association—Gloria

Lopez

Pilipino Nurses Association Award—Dinah Penaflorida

Certified Nurse Educator Certification – Anntippia Short, Vini Angel, Ida Danzey

Instructional Environment

The full-time nursing faculty is six in number and is utilized in all the nursing

theory courses in the program as well as the clinical (laboratory) courses. Of

these 6 full-time (FT) nursing faculty, one faculty holds a split assignment

between the nursing program and Disabled Students Services and one is

currently working a reduced load assignment. The current nursing full-time

faculty FTE is 5.55 with 5 FT nursing faculty working overload assignments.

There are currently 23 part-time (PT) faculty employed in the nursing program

with most teaching in the clinical (lab) component of the course. The high

32

percentage of PT faculty teaching in the clinical setting is needed since the ratio

of students to instructor in most clinical facilities cannot exceed 10:1. There are

currently 10 PT faculty with Associate Health Sciences Faculty status teaching in

the nursing program with one additional part-time Health Sciences faculty who is

eligible, The number of full-time FTEs and part-time FTEs from spring 2008-

spring 2011 is listed in Table 4:

Table 4 Comparison of FT and Hourly FTE

Spring 2008

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Fall 2010

Spring 2011

Full-time FTE* 6.49 6.99 5.96 5.925 5.825 6.206 6.18

Hourly FTE 7.95 8.436 9.44 9.5 7.6 7.92 7.116

Total FTE 14.44 15.426 15.4 15.425 13.425 14.126 13.296

*exceeds 5.55 FTEs due to FT faculty overload assignments

State regulations (CCR Sections 1424(g) and 1425.1) mandates the majority of

the nursing faculty be full-time. Nursing faculty, as defined by the BRN includes

full-time; part-time; hourly; long-term substitutes and joint-appointment (BRN

Statement on Faculty, August 2010). The nursing program is not in compliance

with this regulation.

Full-time faculty have Lead Instructor and content expert responsibilities for

orienting, mentoring, and collaborating with the part-time faculty member on a

weekly basis to facilitate consistency of expectations and a unified approach to

teaching and learning. Part-time faculty are encouraged to attend and participate

in departmental activities such as weekly nursing department curriculum,

systematic evaluation, self- study, health sciences and nursing meetings. Part-

time faculty are provided with course syllabi and access to required textbooks,

33

computers and teaching materials to ensure that program outcomes are

achieved. The faculty also has several full day workshops to evaluate program

goal achievement and address specific program needs such as faculty

development. Each full-time faculty has one vote in departmental and curriculum

decisions. Students and part-time faculty are encouraged to attend and

participate in developing policies and procedures during faculty meetings but do

not vote. Minutes of the meetings are recorded and distributed electronically to

all faculty.

All full-time faculty have a minimum of a master’s degree while two have a

doctor of nursing practice degree. The Associate Dean of Health Sciences also

has a doctor of nursing practice degree. Full-time and part-time faculty

credentials meet regulatory and accrediting agency requirements (BRN and

NLNAC). Credentials of all personnel are commensurate with their teaching

assignments and course responsibilities. All faculties have attended workshops

and seminars to become current in the use of simulation in the field of nursing

education. Informatics and information technologies are integrated into each

course and are evaluated periodically to ensure support of program goals.

Non-nurse faculty and staff performance is regularly reviewed in accordance with

the policies of the governing organization. The load of full-time faculty currently

ranges from 15-16.625. The load factor for theory is 1.0 and clinical lab is 0.75.

The nursing program is accountable not only to the institution but to the Board

of Registered Nursing and the National League for Nursing Accreditation. To

meet these obligations faculty engage in continuous systematic evaluation of

34

program standards. In addition to customary responsibilities faculty work

independently to gather data and prepare reports. Two hour faculty meetings are

held weekly to work on accreditation standards.

Full and part-time faculty and the administrator are active participants in the

governance of SMC including institutional efforts and activities such as college

committee participation. Faculty committee service and shared governance

participation includes: Department Chairs and Coordinators, Instructional Chairs,

Academic Senate, Faculty Association, Career Technical Education and Global

Citizenship. The administrator is an active member of the Academic Deans and

Personnel Policy committees.

Partnerships with community agencies are developed and maintained to

promote excellence in nursing education. The health care requirements for

students and faculty have increased in complexity and have become more

stringent. Regulatory requirements such as criminal background checks, drug

testing, drug screening, healthcare requirements, and orientation to facilities and

clinical assessment of faculty annually, are all related to the increased

responsibilities of all Health Sciences Department personnel. Colleagues from

other disciplines in the college have been consulted and their input utilized during

curriculum development and informational meetings.

The registered nursing program is located at the Bundy Campus. The

classrooms assigned to nursing faculty are equipped with multimedia technology.

Wireless and computer access for students is available in each classroom and in

the Skills and Simulation Labs. The Skills and Simulation Labs are large areas

35

with low and high fidelity simulators, computers and other technologies that allow

students to practice in a safe environment and to learn to use patient electronic

health records. It contains informatics hardware, software and supplies for

patient care activities consistent with current professional knowledge.

Program Effectiveness

Program outcomes/Program student learning outcomes. Prior to

establishing Program Student Learning Outcomes, the nursing program

identified program outcomes based on the standards/criteria of the accrediting

and approval agencies, National League for Nursing Accrediting Commission

and the California Board of Registered Nursing, respectively. The program

outcomes identified by the approving and accrediting agencies are job

placement, performance on licensure exam, program completion, and program

satisfaction (NLNAC). Criteria for SMC Program Review also include program

completion, job placement, performance on the licensure exam (inferred), course

success rates, and course retention rates. The program outcomes are part of the

ongoing systematic evaluation.

Program outcome: Program completion. Nursing students completing the

program usually receive the Associate of Arts (AA) degree. However, students

who do not receive the AA can still be eligible to take the licensure exam

provided they have completed the courses that are part of the Total Curriculum

Plan on file with the BRN. The number of degrees awarded from fall 2007 to

spring 2011 range from 61-80 per year (see Table 5). Only two students have

opted not to receive the AA degree since 2007. The graduates of the nursing

36

program are diverse and are representative of the students enrolled in Santa

Monica College. The highest percent of the graduates completing the program

between 2007 and 2011 were Caucasian, female, and completed the program

on-time. The age range has varied with each cohort of graduates (see Table 6).

For example, the graduates in 2007-2008 were in the 25 years or younger, in

2008-2009 most of the graduates were 26 to 30 year age range. Although the

majority of the graduates are female, the male graduates completing the nursing

program exceed the national average. According to data obtained from the

California Community College Chancellor’s Office (CCCCO), the award count

was 63 for 2007-2008. Two graduates completed the program in summer 2008.

Table 5 Number of AA Degrees Awarded

8/1/2010 -7/31/2011

8/1/2009 – 7/31/2010

8/1/2008 -7/31/2009

8/1/2007 – 7/31/2008

# of Graduates 62 80 66 65

# of AA Degrees 61 79 66 65

# of Certificates 1 1 0 0

Generic On time 53 60 34 34

Advanced Placement

0 13 10 15

30 Unit option* 1 0 0 0

Readmitted 8 7 22 16

Table 6 Characteristics of Graduates Ethnicity

8/1/2010 -7/31/2011

8/1/2009 – 7/31/2010

8/1/2008 -7/31/2009

8/1/2007 – 7/31/2008

African American 3 (4.8%) 7 (8.75%) 6 (9.09%) 2 (3.07%)

American Indian 1 (1.6%) 2 (2.5%) 1 (1.5%) 2 (3.07%)

Filipino 7 (11.3%) 7 (8.75%) 10 (15.15%) 10 (15.38%)

Non-Filipino Asian or Pacific Islander

12 (19.4%) 17 (21.25%) 11 (16.66%) 7 (10.76%)

Caucasian 27* (43.5%) 32 (40%) 24 (36.36%) 23 (35.38%)

37

8/1/2010 -7/31/2011

8/1/2009 – 7/31/2010

8/1/2008 -7/31/2009

8/1/2007 – 7/31/2008

Hispanic 12 (19.4%) 10 (12.5%) 9 (13.63%) 18 (27.69%)

Other 3 (3.75%) 5 (7.57%) 3 (4.61%)

Unknown 2 (2.5%) 0

Total # of Graduates

62 80 66 65

*certificate awarded Gender

8/1/2010 -7/31/2011

8/1/2009 – 7/31/2010

8/1/2008 -7/31/2009

8/1/2007 – 7/31/2008

Female 52 (83.87%) 67 (83.75% 53 (80.30%) 54 (83%)

Male 10 (16.13%) 13 (16.25%) 13 (19.7%) 11 (17%)

Age

8/1/2010 -7/31/2011

8/1/2009 – 7/31/2010

8/1/2008 -7/31/2009

8/1/2007 – 7/31/2008

≤ 25 yrs 16 (25.8%) 22 (27.5%) 15 (22.72%) 19 (29.2%)

26 yrs to 30 years

18 (29 18 (22.5%) 22 (33.3%) 17 (26.2%)

31 yrs to 40 yrs 21 (33.87%) 25 (31.25%) 16 (24.2%) 18 (27.7%)

41 yrs to 50 yrs 6 (9.67%) 15 (18.75%) 12 (18.18%) 9 (13.8%)

51 yrs to 60 yrs 1 (1.6%) 0 1 (1.5%) 2 (3.1%)

≥ 61 yrs 0 0 0 0

The retention and attrition of the nursing students are areas of concern for the nursing

faculty (see Table 7). The support services for the students have increased significantly for the

students enrolled in the program. Services such as intrusive counseling, identifying at-risk

students, remediation and tutorial course/activities, anxiety and stress reduction strategies, test-

taking strategies for nursing students, creation of a Counseling 20 for students interested in

nursing and respiratory therapy, etc. There has been an increase in the number of students

withdrawing for financial reasons and a number have changed their mind about pursuing

nursing because it was not what they expected. The characteristics of the students who are not

being successful are being examined. A retrospective study was done by Dr. Nathan Durdella

to identify the predictors of success for students who entered the nursing program in Nursing 10

38

between fall 2004 to fall 2006 (n=118). The findings indicated that the best predictor of success

in the nursing program was performance on the assessment test. The assessment test for the

cohort reviewed was done after the students were accepted in the program and did not impact

their admission to the nursing program.

Table 7 Retention

8/1/2010 -7/31/2011

8/1/2009 – 7/31/2010

8/1/2008 -7/31/2009

8/1/2007 – 7/31/2008

Scheduled on admission to complete*

89 89 68 77

Completed on schedule

53 60 42 35

Dropped out or disqualified

26 18 21 27

Still enrolled 8 11 5 0

Completed the program but behind schedule

2 4 0 15

*number of students who should have completed the program within the timeframe in the header

The completion rate for LVNs is higher than that of the generic student (see Table 8) and

is reflective of the motivation of these students to achieve their professional goals for

advancement of their education in their chosen career.

Table 8 Completion of LVNs from Fall 2006 to Fall 2010

Semester Admitted to Program

Semester Graduated

# of LVNs Admitted

# & % of LVNs Completing on Time

Fall 2009 Fall 2010 0

Spring 2009 Spring 2010 1 1 = 100%

Fall 2008 Fall 2009 12 12 = 100%

Spring 2008 Spring 2009 1 1

Fall 2007 Fall 2008 12 9 =75%

Spring 2007 Spring 2008 12 11=91.9%

Fall 2006 Fall 2007 4 4= 100%

Spring 2006 Spring 2007 0

42 38 = 90.4%

39

Program outcome/ program student learning outcome: Performance on licensure

exam. The graduates have the knowledge they need to pass the NCLEX Board exam as

assessed by meeting or exceeding the national mean on the licensure exam on the first

attempt.

One of the 2008 standards for graduates of NLNAC accredited nursing programs is that the

licensure pass rate must be at or above the national mean for each graduating cohort for first-

time takers. It is significant to note that the state approval agency, California Board of

Registered Nursing (BRN), changed the minimum requirement for nursing programs to maintain

pass rate of seventy-five percent (75%) for first time licensing examination candidates pass rate

on the licensure exam in 2010. Prior to October 2010, the standard for nursing programs to

maintain was seventy percent (70%).

The licensure (NCLEX) pass rate for graduates of the nursing program exceeded the level of

achievement set by the NLNAC that the pass rate is equal to or greater than the national

NCLEX mean for 8 out of 9 graduating cohorts since fall 2006. The NLNAC standard set for

NCLEX passage rate being at or above the national mean occurred in 2008. The SMC nursing

program has met or exceeded the national NCLEX mean for all graduating cohorts since fall

2007. The results of the licensure pass rate are identified in Table 9. The BRN minimum

standard has been greater than the minimum pass rate on the licensure exam for all graduating

cohorts. Although the pass rate for the spring 2007 cohort was 72. 20%, the minimum standard

was 70%. The variance for the NCLEX-RN pass rate in spring 2007 was related to a high

percentage of students failing in the third semester. As a result, Nursing 30 and Nursing 35

received special approval to offer these courses during the summer and winter sessions.

Based on the lack of success of these students, it confirmed the need to be consistent in the

40

scheduling of core classes in the curriculum. Successful completion of the licensure exam

(NCLEX-RN) indicates that the graduate has met the minimum standards required to practice

safely as an entry level nurse. This program outcome/ program student learning outcome has

been met.

Table 9 Licensure Exam Rates for Cohorts

Graduation Cohort

# of Graduates

Passed Failed % Passed

% Failed

National Mean on NCLEX *

National Mean on

NCLEX for ADN*

Spring 2011

26 25 0 100% Not Available

Not Available

Fall 2010 36 34 1 97.14% 2.86% 87.41% 86.44%

Spring 2010

34 32 2 94.12% 5.88%

Fall 2009 46 44 2 95.65% 4.35% 88.42% 87.61%

Spring 2009

31 31 0 100%

Fall 2008 34 32 0 100% 86.7% 86.2%

Spring 2008

27 23 2 92% 8%

Fall 2007 39 33 5 86.84% 13.15% 85.5% 84.8%

Spring 2007

36 26 10 72.20% 27.77%

Fall 2006 36 32 3 91.42% 8.57%

*Represents January 1 to December 31 Program outcome/program student learning outcome: Be able to perform therapeutic

nursing interventions when providing nursing care as assessed by satisfactory performance in

the clinical practice setting in the Professional Role Transition course.

Students have been successful in the Professional Role Transition course and there have

been only two failures, one in spring 2007 and one in spring 2008. This program student

learning outcome has been met.

Program outcome/program student learning outcome: Have entry level nursing

knowledge to provide care to clients across the developmental life span as assessed by

41

successful completion of the nursing curriculum.

The nursing faculty utilizes the findings from two external measures to determine whether

the graduates have the entry level knowledge to function as entry level staff nurses, NCLEX

Program Reports and reports from the HESI Exit Exam. The HESI Exit exam has a

recommended score of ≥ 900 and an acceptable performance score of 850 to 899. The mean

score for the HESI Exit has ranged from 804 to 848 for the pass five semesters (see Tables

10 & 11). The mean score has increased since a percentage of the course grade is based on

the performance of the student. The exam identifies students who will probably pass the

NCLEX exam without additional preparation. The students who were not successful on the

NCLEX exam scored poorly on the HESI Exit. In fall of 2010 the student who failed the

NCLEX licensure exam earned a score of 482, in spring 2010 the students who failed the

NCLEX licensure exam scored 564 and 542, and in fall 2009 the students who failed the

NCLEX licensure exam scored 673 and 773. See Appendix H for additional data from the

HESI Exit exam utilized by faculty to evaluate student performance and identify areas of the

curriculum that may need strengthening.

Table 10 Mean Score for HESI Exit Exam

Semester Number of Students

Mean Score of Class

National Mean Score

Spring 2011 26 827 840

Fall 2010 36 824 840

Spring 2010 34 830 823

Fall 2009 46 848 823

Spring 2009 31 804 Not available

Fall 2008 32 769 Not available





42

Table 11 Performance of Students on HESI Exit Exam

HESI Exit Score

Semester Number of Students

>900 850 -899 750-849 650-749 ≤ 649 NCLEX Pass Rate for Cohort

Fall 2011 32 10 (32%) 3 (9%) 10 (32%) 6 (19%) 3 (9%) Data not available

Spring 2011

26 6 (23%) 7 (27%) 4 (16%) 9 (35%) 0 100%

Fall 2010 36* 7 (19%) 13 (35%) 7 (18%) 6 (16%) 3(8%) 97.14%

Spring 2010

34 11 (33%) 5 (15%) 7 ( 1%) 8 (24%) 3 (9%) 94.12%

Fall 2009 46 12 (26%) 10 (22%) 28 (39%) 4 (9%) 2 (4%) 95.65%

HESI Exit Score

Number of Students

≥ 850 750-849 650-749 ≤ 649 NCLEX Pass Rate for Cohort

Spring 2009 31 13(42%) 7(23%) 5(16%) 6(19%) 100%

Fall 2008 3 6 (18%

12 (38%)

9 (28%) 5 (16%) 100%

Spring 2008 27 4 (15%) 10 (37%)

11 (41%) 2 (7%) 92%

Fall 2007 39 6 (16%) 12 (31%)

10 (26%) 11 (28%)

86.84%

Spring 2007 38 6 (16%) 10 (26%)

4 (10%) 18 (47%)

72.20%

Fall 2006 36 10 (28%)

9 (25%) 8 (22%) 9 (25%) 91.42%

43

Course success rates. A review of the data sent by Institutional Research and retrieved

from Cal-Pass assisted in examining the course success rates and retention rates. The

successful course completion rate for nursing has ranged from 82.3% (fall 2006) to 83.8% (fall

2010) with the highest completion rate of 88.1% (fall 2009). The department successful

completion rate range was 79.9% for fall 2006 and fall 2010, with the highest range of 82.9%

in fall 2008. The nursing program and department have consistently exceeded the highest

successful completion rate college-wide of 68.2% in 2010.

The data in Cal-Pass allowed us to review the success rate by course (see Appendix I).

There were several courses that we reviewed, however the course that concerned the faculty

the most was Nursing 17-Pharmaocology. The range of the success for Nursing 17 is 56.05%

(2010) to 65.94% (2006). The faculty discussed having anatomy and physiology as

prerequisites to this class. A recommendation will be made to the Curriculum Committee to

have anatomy and physiology become prerequisites for this class. This change needs to

occur as soon as possible with the implementation of the new repeat policy in summer 2012.

The success rate of Nursing 36 Calculations of Solutions was also discussed by faculty.

The success rate in Nursing 36 has ranged from 70.13% (2007-2008) to 80.75% (2006-2007).

The most recent date in Cal-Pass is 2009-2010 and the success rate is 75.88%. Perhaps a

prerequisite of an intermediate algebra level needs to be considered. A decision was not

made by the faculty regarding moving this recommendation forward.

The review of the success rate by gender, time of day class offered, online/on ground, age

group, and ethnicity was also discussed. It was observed that the data regarding the 19 or

younger age group was probably not representative of students enrolled in the nursing

program. The success range for this age group was less than 50%. The 50 or older age group

44

had a success rate of 66.7% (fall 2010) to 85.7% (fall 2008). The differences in success rates

by ethnicity and gender do not seem to be consistent. For example the success rate for

Blacks was 62.7% in fall 2007 but 86.1% in fall 2010 and for Hispanics the success rate was

75.3% for Hispanics in fall 2010 with the highest success rate of 85.8% and 85.2% in fall 2009

and 2006, respectively. The lowest success rate for nursing was in the area of

online/onground and time of day. The online successful course completion is 42.3% for fall

2010. The only course offered online at this time is Nursing 17- Pharmacology. However, the

nursing program offered Nursing classes online (hybrids) from fall spring 2007 to fall 2009,

and the range was 75% (fall 2006) to 81.9% (fall 2009).

The retention rates of students enrolled in nursing courses range from 90.4% (fall 2006 to

91.8% (fall 2010), with the highest rate of 92.8% in fall 2008. The retention rate exceeds the

college-wide retention rate of 83.3%. The course with the lowest retention rate is Nursing 17 –

Pharmacology. The range is 70.49% in 2006-2007 to a high of 76.42% in 2008-2009. The

most recent retention rate is 71.75% in 2009-2010.

Program outcome: Job placement. Job placement is a component of the ongoing

systematic evaluation for the nursing program. Prior to 2008 most of the graduates of the

program actually had jobs or job offers prior to their graduation date. Graduates in spring

2008 reported that they were having a hard time finding jobs and the facility liaisons were

reporting that the number of job opportunities was decreasing for new graduates. A number of

the affiliating hospitals were also pursuing Magnet status and were interested in hiring new

graduates with a Bachelor’s in Nursing. It was also noted that fewer recruiters came to the

recruitment workshops. Some of the factors impacting the hiring of new graduates are

decreased nurse vacancy rate of the facilities, decreased hospital bed capacity, fewer nurses

45

retiring, nurses who were working part-time are now working full-time, the number of health

insured have declined and the number of under insured people have increased.

In spring 2011 a survey link to Survey Monkey was sent to SMC graduates who

completed the program from 2006 to spring 2010 via email. The purpose of the survey was to

determine whether the graduates were able to get jobs as registered nurses and how long it

was taking to become employed. Ninety-three SMC graduates responded to the survey,

representing classes from spring 2006 to spring 2010 (see table12). The findings from the

survey in spring 2011 indicated that graduates are getting jobs but it is taking them a longer

time. Fifty-four percent of the graduates had jobs within 3 months of graduation, seventy-three

percent had a job within six months, and eighty-six percent had a job within 9 months.

Table 12 Job Placement Survey of SMC Graduates in March 2011

Spring 2010

Fall 2009

Spring 2009

Fall 2008

Spring 2008

Fall 2007

Spring 2007

Fall 2006

Spring 2006

# of Graduates

34 46 31 34 27 39 36 36 22

# of Graduate Responses

18 (19.4%)

24 (25.8%)

13 (14%)

4 (4.3%)

9 (9.7%)

5 (5.4%)

6 (6.5%)

9 (9.7%)

5 (5.4%)

How many months after Graduation employed as an RN

Employed as an RN

<4 Weeks

1-2 Months

2-3 Months

3-6 months

6-9 Months

9 Months to a year

Total

Yes 85.5% N= 65

21.1% N= 16

14.5% N= 11

18.4% N=14

19.7% N= 15

9.2% N= 7

2.6% N=2

65

A survey via Survey Monkey was also done in February 2012 to determine the job

placement rate for the graduates in fall 2010 and spring 2011. The link to the survey was sent

to the graduates via email. A total of 36 responded to the survey with 24 of the respondents

46

answered the question regarding employment as a Registered Nurse. Forty-one percent of

the graduates had a job as a Registered Nurse within 3 months, 48% within 6 months, 59%

percent within 9 months and 86% percent within one year (see Table 13).

Table 13 Job Placement Survey Responses of SMC Graduates in March 2012

Spring 2011

Fall 2010 Spring 2010

Fall 2009 Spring 2009

# of Graduates


33.3% N=12

13.9 % N= 5

13.9% N=5

33.3% N=12

5.6% N=2

How many months after Graduation Employed as an RN

Employed as an RN

<4 Weeks

1-2 Months

2-3 Months

3-6 months

6-9 Months

9 Months to a year

Total

Yes 24 17.2% N=5

3.4 N=1

20.7% N=6

6.9% N=2

10.3% N =3

27.6% N = 8

82.8% N=24

No 5 17.2%

7 skipped question

The trend toward new graduates taking longer to get a job is a state and national issue.

The factors for the decline in the hiring of new graduates are similar, but the impact is slightly

different by regions. Three organizations have conducted surveys to determine the job

placement rate of new graduates. One of the organizations is National Student Nurse

Association (NSNA); the second organization is California Institute of Nursing and Health

Care (CINHC), a state organization; and the third is the California Organization of Associate

Degree Nursing Organization. NSNA has conducted a national survey of new graduates since

spring 2008 to spring 2012 and CINHC and COADN have conducted a statewide survey for

the past two years. The results for the survey by COADN are not available because the

survey is still in progress.

47

The surveys conducted nationally were done three to four months after spring graduations.

The findings indicated that 64% (n=2331) of the new graduates were employed within four

months of graduation, a 10% increase from the 2010 survey. The findings also indicated that

there was a slightly higher percent of baccalaureate graduates, 68%, acquiring jobs compared

to the associate degree nurse graduates, 61%. Tables 14-16 are used with the permission of

Dr. Diane Mancino given via email on February 9, 2012 and were retrieved on March 15,

2012 from http://www.ajj.com/services/publishing/deansnotes/nov11.pdf .

The findings from the CINHC survey indicated that 57% of new graduates had employment

as a Registered Nurse with 70% and 71% receiving employment within 3 months of

graduation. However, the percent of new graduates from baccalaureate programs being

employed as Registered Nurses was 62% compared to the associate degree of 58%

employed as Registered Nurses. The results of the surveys conducted in California by

California Institute of Nursing and Health Care (CINHC) are in Table 15.

The survey data from COADN for spring 2011 indicated that 88.9% of the graduates had

jobs. This percent is probably higher because 79 of the graduates who responded to the

survey were from the classes of fall 2007 and other. The survey data for COADN is found in

Table 16.

Table 14 Percentage of 2011 New RN Graduates Employed by Type of Nursing Program*

Employed as an RN

Associates Degree

Diploma Baccalaureate Generic

Baccalaureate Accelerated

Total

Yes 61% (864) 69% (117) 68% (1,150) 54% (200) 64% (2,331)

No 39% (543) 31% (52) 32% (531) 47% (177) 36% (1,303

Total 1,407 169 1,681 377 3,634

*Does not include small percentage of generic master’s and generic doctorate graduates.

http://www.ajj.com/services/publishing/deansnotes/nov11.pdf

48

Percentage of Spring 2011 New RN Graduates Employed by Type of Nursing Program*

Employed as an RN

Associates Degree

Diploma Baccalaureate Generic

Baccalaureate Accelerated

Yes 61% (737) 76% (69) 68% (1,034) 63% (107)

No 33% (371) 24% (22) 28% (395) 37% (63)

Total 1,108 91 1,429 170

*Does not include small percentage of generic master’s and generic doctorate graduates. Percentage of New RN Graduates Employed by Region, 3-4 Months Post-Graduation (2009-2011)

Year South West Northeast Central

2009 69% 41% 50% 60%

2010 64% 41% 50% 60%

2011 70% 55% 61% 72%

Table 15 Results of CINHC Surveys

Newly licensed RNs in CA from April 2010 to August 2011

# of possible respondents

# of respondents

ADN Graduates Bachelors Masters Prepared

7,890 1492 (19%) 58% graduated in 2010 and 42% in 2011

57% 40% 3%

Newly licensed RNs in CA from January 2009 to March 2010

7,000 973 (14%) 44% graduated in December 2009 and 37% graduated in May/June 2009

61% 36% 1%

Percent of New Graduates Employed as Registered Nurses

Overall ADN Graduates Bachelors Masters Prepared

2010-2011 57% 54% N=458 62% N= 364 60% N = 22

2009-2010 57% No data No data No data

How long did it take to secure employment?

49

< 3 months 3 to 6 months

6 to 9 months

9 to 12 months

>12 months

2010-2011 40% 30% 15% 10% 6%

2009-2010 45% 26% Not asked Not asked Not asked

Employment Rate as a New Graduate RN by Region

San Francisco Bay Area

Los Angeles/Ventura Area

Orange/Riverside & San Bernardino Counties

San Diego Area San Joaquin Valley

27% 24% 15% 10% 7%

25% 25% 12% 12% No Data

Greater Sacramento Area

Other Areas

6%

No Data

Table 16 Results of COADN (Statewide) ADN Graduate Employment Survey April 2011

Spring 2010

Fall 2009

Spring 2009

Fall 2008

Spring 2008

Fall 2007

Other Total


40.5% N = 343

23.6% N= 200

21.6% N=183

3.1% N =26

2% N = 17

2.7% N =23

6.4% N = 54

846 15 skipped question

861 graduates responded to survey

How many months after Graduation employed as an RN

Employed as an RN

<4 Weeks

1-2 Months

2-3 Months

3-6 months

6-9 Months

9 Months to a year

Other

Yes 88.9% N = 591

21% N = 140

13% N = 87

12.6% N= 84

24.1% N = 161

10.8% N = 72

4% N = 40

1% N=7

No 11.1% N=74

Total # of Responses 665 (196 respondents omitted question

50

Advisory Boards

The Nursing Program Advisory Board consists of the affiliated programs

(medical centers, clinics, and community programs) at which SMC nursing

students’ complete clinical lab experiences, and other interested community

agencies. In addition, all Nursing Program faculty and administrators are

encouraged to attend. Advisory Board meetings are held each semester.

Meeting dates are established by the Associate Dean and invitations are sent to

all parties.

The meetings typically include updates to the affiliates about current status

and changes in contracts/grants, skills lab improvements, NCLEX-RN licensing

exam pass rates, and results of the graduate student surveys. The affiliating

programs provide news of changes in policies, safety goals, hiring practices, and

other needs. The attendees discuss timely issues regarding nursing practice,

industry trends, and how the nursing program can address the needs of the

affiliated programs and the industry in general. For example, in the fall 2010

meeting the affiliated programs discussed changes in hiring practices and the

necessity for graduates to demonstrate “soft skills” during interviews. They also

shared that faculty letters of recommendation with specific details of the

graduates’ abilities are important to the selection process. In response to this

information, the nursing program established new guidelines for letters of

recommendation. The Student Nursing Association provided a seminar on

resume preparation and interview skills and this content is also included in the

capstone course (Nursing 50). The affiliated programs were pleased with the

51

news that the nursing program emphasizes QSEN competencies, which reflect

the most recent concerns and trends of industry.

Attendance by the affiliated programs has declined, as noted in past Program

Review reports. Faculty and the Associate Dean have speculated on possible

reasons for this trend including: 1) the hospitals are hiring fewer new graduates

due to the current economic climate and therefore are less focused on nursing

training programs; and 2) affiliate programs are meeting the traditional advisory

committee function through other activities such as instituting mandatory

meetings for affiliating faculty. Faculty is required to attend meetings each

semester at Harbor-UCLA Medical Center and yearly at Cedars Sinai Medical

Center. The information previously disseminated and discussed at the Advisory

Board meetings, is now shared with the nursing program at these meetings held

by each affiliated program.

The SMC nursing program shares a strong, reciprocal relationship with the

affiliated programs. We continue to evaluate information received from the

affiliates and assess the necessity to alter and expand aspects of the nursing

program as needed. We will maintain our efforts to increase industry attendance

at our Advisory Board Meetings. Minutes from the Advisory Meetings are found

in Appendix J.

Conclusions & Recommendations Based upon the findings of the program review, the Health Sciences faculty

makes the following recommendations:

52

Submit a letter of intent to the Board of Registered Nursing to begin a major nursing curriculum revision during spring 2012.

Continue to request two additional full-time nursing faculty positions in order to comply with the BRN Statement on Faculty which requires the majority of nursing faculty a full-time.

Continue to request additional reassigned time for the Assistant Director Nursing Program/Faculty Leader Health Sciences.

Health Sciences Faculty Leader needs to provide input to the proposed Load Factor Study committee with the recommendation of increasing the load factor from 0.75 to 1.0 due to the increased complexity and responsibility of the clinical laboratory courses.

Nursing Curriculum Committee needs to examine if Anatomy 1 and Physiology 3 should be to pre-requisite courses for Nursing 17 (Pharmacology) in order to promote student retention and success in this course. In addition, a prerequisite math course of needs to be considered in consultation with the Math department to determine the appropriate pre-requisite course for Nursing 36 (Drug Dosage Calculations). Further data needs to be collected regarding the characteristics of the students enrolled in Health 61.

Revise the nursing program outcomes to better align with each ILOs. Revise the program student learning outcomes to better reflect the assessment measure being used.

Need to assess SLOs for RT courses offered at SMC that were not previously assessed.

District planning needs to consider funding for equipment maintenance and repair.

The nursing program received a Specialty Grant in the amount of $222,015 from the Chancellor’s office. The focus of the grant was to provide courses that would increase the chances of employment for the new graduate nurse. Additional classes were provided through continuing education beyond the pre-licensure program in electrocardiogram (EKG) interpretation and Advanced Cardiac Life Support (ACLS). An attempt was made to offer cultural competency, geriatrics, and physical assessment, but these classes did not fill.

Students are encouraged to apply for acceptance to BSN programs prior to completing the nursing program.

53

Students are encouraged to volunteer at selected clinical facilities prior to graduation to increase the likelihood of obtaining a nursing position.

Students are encouraged to pursue non-traditional employers such as skilled nursing facilities, behavioral treatment facilities, and clinics and to take per diem jobs a registered nurse.

Currently efforts are being made to acquire funding to create transitional programs in partnership with the nursing program’s affiliating agencies.

54

Appendix A

California Board of Registered

Nursing

2010-2011 Annual School Survey

Definition List

The following definitions apply throughout the survey whenever the word or phrase being defined appears unless otherwise noted.

• Accelerated Program: An Accelerated Program's curriculum extends over a shorter time-period than a traditional program. The curriculum itself may be the same as a generic curriculum or it may be designed to meet the unique learning needs of the student population. • Active Faculty: Faculty who teach students and have a teaching assignment during the time period specified. Include deans/directors, professors, associate professors, assistant professors, adjunct professors, instructors, assistant instructors, clinical teaching assistants, and any other faculty who have a current teaching assignment. • Adjunct Faculty: Faculty employed to teach a course in a part-time and temporary capacity. • Advanced Placement Students: Pre-licensure students who entered the program after the first semester/quarter. These students include LVNs, paramedics, military corpsmen, and other health care providers, but do not include students who transferred or were readmitted. • Assembly Bill 1559 Criteria: Requires California Community College (CCC) districts to adopt and implement merit-based admissions policies for nursing programs if, for any academic term, there are more applicants seeking enrollment in that program than may reasonably be accommodated. Criteria include (1) academic degrees, diplomas, or relevant certificates held by an applicant, (2) GPA in relevant course work, (3) any relevant work or volunteer experience, (4) life experiences or special circumstances including but not limited to: disabilities, low family income, 1st generation of family to attend college, need to work, disadvantaged social or educational environment, difficult personal and

55

family situations or circumstances, refugee or veteran status, and (5) additional criteria such as personal interview, a personal statement, letter of recommendation, or the number of repetitions of prerequisite classes or other criteria, as approved by the chancellor. • Attrition Rate: The total number of generic students dropped or disqualified who were scheduled to complete the program between August 1, 2010 and July 31, 2011, divided by the total number of generic students enrolled who were scheduled to complete during the same time period. • Census Data: Number of students enrolled or faculty present on October 15, 2011. • Clinical Placement: A cohort of students placed in a clinical facility or community setting as part of the clinical education component of their nursing education. If you have multiple cohorts of students at one clinical facility or community setting, you should count each cohort as a clinical placement. • Clinical Simulation: Clinical simulation provides a simulated real-time nursing care experience using clinical scenarios and low to hi-fidelity mannequins, which allow students to integrate, apply, and refine specific skills and abilities that are based on theoretical concepts and scientific knowledge. It may include videotaping, de-briefing and dialogue as part of the learning process. • Collaborative/Shared Education: A written agreement between two or more nursing programs specifying the nursing courses at their respective institutions that are equivalent and acceptable for transfer credit to partner nursing programs. These partnerships may be between nursing programs offering the same degree or between an entry degree nursing program(s) and a higher degree nursing program(s). These later arrangements allow students to progress from one level of nursing education to a higher level without the repetition of nursing courses. • Completed on Schedule Students: Students scheduled on admission to complete the program between August 1, 2010 and July 31, 2011. • Contract Education: A written agreement between a nursing program and a health care organization in which the nursing program agrees to provide a nursing degree program for the organizations' employees for a fee. • Distance Education: Any method of presenting a course where the student and teacher are not present in the same room (e.g. internet web based, teleconferencing, etc.). • Donor Partners: Hospitals or other entities that fund student spaces within your nursing program, including contract education arrangements.

56

• Entry-level Master's (ELM): A master's degree program in nursing for students who have earned a bachelor's degree in a discipline other than nursing and do not have prior schooling in nursing. This program consists of pre-licensure nursing courses and master's level nursing courses. • Evening Program: A program that offers all program activities in the evening i.e. lectures, etc. This does not include a traditional program that offers evening clinical rotations. • Full-time Faculty: Faculty that work 1.0 FTE, as defined by the school. • Generic Pre-Licensure Students: Students who entered the program in the first nursing course. • Hi-Fidelity Mannequin: A portable, realistic human patient simulator designed to teach and test students’ clinical and decision-making skills. • LVN 30 Unit Option Students: LVNs enrolled in the curriculum for the 30-unit option. • LVN to BSN Program: A program that exclusively admits LVN to BSN students. If the school also has a generic BSN program, the LVN to BSN program is offered separately or differs significantly from the generic program. • Part-time Faculty: Faculty that work less than 1.0 FTE and do not carry a full-time load, as defined by school policy. This includes annualized and non-annualized faculty. • Readmitted Students: Returning students who were previously enrolled in your program. • Retention Rate: The total number of generic students who completed the program between August 1, 2010 and July 31, 2011 divided by the total number of generic students enrolled who were scheduled to complete during the same time period. • Shared Faculty: A faculty member is shared by more than one school, e.g. one faculty member teaches a course in pediatrics to three different schools in one region. • Students Dropped or Disqualified: Students who have left the program prior to their scheduled completion date occurring between August 1, 2010 and July 31, 2011. • Time Period for the Survey: August 1, 2010 - July 31, 2011. For those schools

57

that admit multiple times a year, combine all student cohorts. • Traditional Program: A program that offers most courses and other required program activities on weekdays during business hours. Clinical rotations for this program may be offered on evenings and weekends. • Transfer Students: Students in your programs who have transferred nursing credits from another pre-licensure program. This excludes RN to BSN students. • Validated Prerequisites: The nursing program uses one of the options provided by the California Community College Chancellor's Office for validating prerequisite courses. • Waiting List: A waiting list identifies students who qualified for the program, were not admitted in the enrollment cycle for which they applied, and will be considered for a subsequent enrollment cycle without needing to reapply. • Weekend Program: A program that offers all program activities on weekends, i.e. lectures, clinical rotations, etc. This does not include a traditional program that offers clinical rotations on weekends.

58

Grants and Categorical Awarded to Nursing Program from 2005 to 2012

1. ADN Enrollment Growth (State Chancellor’s Office)

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Total

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2012 2005-2012

$57,868 57,142 $157,529 $280,634 $357,463 $321,874 $1,232,510

2. ADN to MSN Grant (State Chancellor’s Office)

Year 1 Year 2 Total

2008-2009 2009-2010 2007-2010

$58,521 $91,479 $150,000

3. Community Based Job Training Grant (DOL/ETA)

Year 1 Year 2 Year 3 Year 4 Year 5 Total

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2005-2009

14,505 514,443 323,770 245,589 295,135 1,393,442

4. Fostering Student Success Grant (Governor’s 15% WIA)

Year 1 Year 2 Year 3 Year 4 Year 5 Total

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2005-2010

$219,702 $217,990 $219,209 $217,051 $217,990 $1,091,942

5. Nursing Equipment Grant (State Chancellor’s Office)

Year Total

2008-2009 2008-2009

$73,795 $73,795

6. Readiness Activities, Referral, and Counseling for two Career Technical

Education Programs (SMC Basic Skills Initiative/State BSI funding)

Year 1 Total

2009-2010 2009-2010

$37,550 $37,550

7. RN Specialty Grant (Governor’s 15% WIA)

Year 1 Year Total

2009-2011 2009-2011

$222,015 $222,015

Appendix B

59

8. Scholarship for Disadvantage Students (HRSA)

Year Year Year Year Total

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2007-2012

$27,000 $0 $6,000 $0 $41,674 $74,674

9. VTEA Allocations (SMC CTE Committee/State VTEA funds)

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Not Available

Not Available

Not Available $25,267 $48,051.11

$3,000 $17,887

Total External Funding 2005-2012

Funding Source Total Funding

2005-2012

1. ADN Enrollment Growth (State Chancellor’s Office) $1,232,510

2. ADN to MSN Grant (State Chancellor’s Office) $150,000

3. Community Based Job Training Grant (DOL/ETA) $1,393,442

4. Fostering Student Success Grant (Governor’s 15% WIA) $1,091,942

5. Nursing Equipment Grant (State Chancellor’s Office) $73,795

6. Readiness Activities, Referral, and Counseling for two Career Technical Education Programs (SMC Basic Skills Initiative/State BSI funding) $37,550

7. RN Specialty Grant (Governor’s 15% WIA) $222,015

8. Scholarship for Disadvantage Students (HRSA) $74,674

9. VTEA Allocations (SMC CTE Committee/State VTEA funds) $94,205

Total $4,370,133

60

1 st Term/Semester (8 units)

First 8 weeks

Nursing 10, Nursing Skills (2) Nursing 10L, Nursing Skills Laboratory (2) Nursing 36, Dosage Calculations Second 8 weeks Prerequisites: Nursing 10/10L, Nursing 36 Nursing 15, Nursing Fundamentals (2) Nursing 15L, Nursing Fundamentals Laboratory (2)

2nd Term/Semester (9 units) First 8 weeks Prerequisites: Nursing 20/20L Nursing 25, Psychiatric Mental Health Nursing (1.5) Nursing 25L, Psychiatric Mental Health Nursing Laboratory (1.5) Nursing 28, Community-Based Nursing (1) Concurrent with N25/25L + Nursing 16, Physical Assessment (1) Concurrent with

N25/25L +

3rd Term/Semester (10 units) First 8 weeks Prerequisites: Nursing 25/25L, Nursing 16, Nursing 28, Nursing 17 Nursing 30, Intermediate Med/Surgical Nursing (2.5) Nursing 30L, Intermediate Med/Surgical Nursing Laboratory (2.5) Second 8 weeks Prerequisites: Nursing 30, Nursing 30L Nursing 35, Advanced Medical/Surgical Nursing (2.5) Nursing 35L, Advanced Medical/Surgical Nursing Laboratory (2.5) 4th Term/Semester (9 units) Prerequisites: Psychology 19, Nursing 35/35L Nursing 40, Nursing of Children/ Pediatrics (1.5) Nursing 40L, Nursing of Children/Pediatrics Laboratory (1.5) Nursing 45, Maternal/ Infant Nursing (1.5) Nursing 45L, Maternal/Infant Nursing Laboratory (1.5) Prerequisites: All other coursework in approved nursing curriculum Nursing 50, Professional Role Transition (1) Nursing 50L, Professional Role Transition Laboratory (2) 71 TOTAL UNITS • All courses in the approved nursing curriculum must be passed with a minimum “C” grade to remain in the program, progress to the next course, graduate and apply for licensure. Prerequisites to a nursing course must be completed prior to entry into designated class. Some courses can be taken prior to entry into designated class. SMC ADN requirements must be taken prior to graduation. Visit SMC Counseling Department’s website for detailed articulation information: www.smc.edu/transfer/articulation

Appendix C Required Nursing Courses

http://www.smc.edu/transfer/articulation

61

KNOWLEDGE Competency:

Cli

nic

al

Expec

tati

on

s:

SKILL Competency: ATTITUDE Competency:

Describe reliable sources for locating

evidence reports and clinical practice

guidelines

Participate in structuring the work

environment to facilitate integration of new

evidence into standards of practice

Appreciate strengths and weaknesses of

scientific bases for practice

Associated QSEN Activity: Associated QSEN Activity: Associated QSEN Activity:

Go to the CDC website and review the

summary recommendations for

"Prevention & Control of Catheter-

Associated Urinary Tract Infections

(UTI)".

Bring a list of the CAUTI prevention

bundle to the clinical site to compare with

local policy & procedures.

Select a client for patient care that has an

indwelling catheter.

Locate hospital-specific policy &

procedures for care of a patient with an

indwelling catheter.

Perform the EBP bundle of interventions at

the start of shift and at regular intervals

throughout the day.

Document your interventions per hospital

policy.

In seminar/post-conference, be prepared to

discuss why EBP nursing interventions are

bundled together.

In post-conference, explain

the rationale for implementing the CAUTI

prevention bundle.

What are the legal or financial implications

of poor outcomes in this area?

Submit a self-reflective journal entry to your

clinical instructor describing a situation

where you applied evidence-based practice in

the care of your patients this week.

Class Title: Intermediate Medical Surgical Nursing

QSEN Category: Evidence-Based Practice

Definition: Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal

health care.

Course/Clinical Objectives:

Act as a patient advocate by recognizing and reporting concerns regarding quality of care, and ethical or legal dilemmas encountered in

practice.

Predict nursing assistance required for the patient with selected health deviations using an analytical approach.

Appendix D

62

HEALTH 61 1

Structurally analyze medical terms by dividing words into their component parts and discuss the words used for physiology and pathophysiology as related to each body system. As assessed by: Quizzes, midterm and final exams.

20112 99999

HEALTH 61

2

Choose correctly among a group of given terms to describe common medical procedures, diseases, treatments, diagnoses, prognoses or tests. As assessed by: Take home real patient case studies which require dictionary research, spelling, pronunciation, and the evaluation of medical data contained therein.

20112 99999

HEALTH 61

3

Compose a short written essay about a chosen body system, disease, procedure, or test. As assessed by: Classroom small group activities to create short case studies with presentation to the class with correct pronunciation and use of terms.

20112 99999

HEALTH 61

4 Correctly evaluate, explain and analyze the medical terms. Interpret and explain a sample medical record. As assessed by: Case study.

20112 99999

HEALTH 61

5 Correctly spell and pronounce common medical words and phrases. As assessed by: Quizzes and case studies

20112 99999

HEALTH 61

6 Recognize and effectively use common medical abbreviations and medical jargon. As assessed by: Quizzes and exams

20112 99999

HEALTH 61

7 Analyze, construct and pronounce medical terms specific to the body systems/organs. As assessed by: Quizzes and small group activities

20112 99999

HEALTH 61

8 Effectively utilize a medical dictionary and analyze material found in a medical text or journal. As assessed by: Case studies

20112 99999

NURSNG 10

1 Apply theoretical concepts of nursing skills essential to providing care to the geriatric client. As assessed by: Items on unit exams

20111 99999

NURSNG 10

2 Utilize the nursing process as a basis for critical thinking in providing nursing care As assessed by: Group Activity

20111 99999

NURSNG 10L

1 Demonstrate psychomotor skills essential to providing safe and effective nursing care in the Health Sciences Laboratory setting As assessed by; Skills Checklist

20111 99999

NURSNG 10L

2 Provide basic nursing care to older adults in a non acute (Geriatric) setting. As assessed by: Care Plans

20111 99999

NURSNG 15

1

Utilizing Orem’s self-care model students will calculate the therapeutic self-care demand for patients requiring surgical intervention, experiencing deviations of fluid balance, genito-urinary dysfunction, and oxygenation needs. As assessed by: Score of 75% or greater on the comprehensive final exam, case scenarios.

20111 99999

NURSNG 15

2

Utilizing the five step nursing process, students will be able to apply critical thinking skills to care for the chronically ill and diverse populations. As assessed by: Score of 75% or greater on the comprehensive final exam , case scenarios.

20111 99999

NURSNG 15L

1 Utilizing Orem’s self-care model students will develop a plan of care for a patient in the clinical setting in order to promote self care/ and or maintenance. As assessed by: long-form written care plan, clinical evaluation tool.

20111 99999

NURSNG 15L

2

Utilizing the five step nursing process, students will be able to apply critical thinking principles and utilize psychomotor skills when delivering care to a patient. As assessed by: observation of patient care assignments, communication, evaluation criteria.

20111 99999

NURSNG 16

1 Describe fundamental physical assessment techniques, including measurement of vital signs. As assessed by: Return demonstration of physical assessment techniques learned.

20111 99999

NURSNG 16

2 Discuss gerontological considerations for each body system, with a focus on identifying normal-age related variations for each body system. As assessed by: A cumulative score of 75% or greater on the weekly quizzes.

20111 99999

NURSNG 17

1 Enable the student to recognize the various classes of drugs used in modern medicine. Assessed by: Score of 75% or greater on the objective exams and quizzes

20111 99999

NURSNG 17

2

Review anatomy and physiology, how drugs exert their effects, the major indication for drug use, routes of administration, expected and adverse drug effects, precautions and contraindications. As assessed by: Score of 75% or greater on the objective exams and quizzes.

20111 99999

NURSNG 19

1

Utilize Orems self care-model, the nursing process and Quality Safety Education for Nurses competencies in the development of a plan of care for a client with selected health deviations. As asessed by: Exam , Nursing Care Plan , Reflective Journaling

20121 99999

NURSNG 19

2 Utilize principles of critical thinking and the nursing process in analyzing communication data and acid -base imbalances in desiging plans of care for

20121 99999

Appendix E Health Sciences Student Learning Outcomes

http://isismc02.smc.edu/pls/apex/f?p=119:3:3732862202001471::NO::P3_SLO_SEQ_NUM:1825












































63

case study clients. As Assessed by: Exam and Nursing Care Plan, Reflective Journaling

NURSNG 20

1

Utilizing Orem's Self-Care Model and the Nursing Process, students will assess the therapeutic self-care requisites of adults and older adults with acid-base and electrolyte imbalances, and endocrine, peripheral vascular, musculoskeletal and sensory disorders. As assessed by:Score of 75% or greater on the comprehensive final exam.

20111 99999

NURSNG 20

2 Utilizing principles of critical thinking and communication, students will analyze a patient care dilemma. As assessed by: Group Paper

20111 99999

NURSNG 20L

1

Utilizing Orem's Self-Care Model and the nursing process, students will design a plan of care that will promote the optimal health for a patient with acid-base and electrolytes imbalances, or endocrine, peripheral vascular, musculoskeletal and sensory disorders. As assessed by: Nursing Grand Rounds Nursing Care Plan

20111 99999

NURSNG 20L

2 Apply the principles of asepsis and safe medication administration when administering intravenous piggyback (IVPB) medications via a peripheral vein. As assessed by: Completion of IVPB Skills Competency Checklist

20111 99999

NURSNG 25

1

Demonstrate competency in establishing and maintaining a therapeutic nurse-patient relationship through use of effective communication techniques with patients experiencing mental health problems. As assessed by: Score of 75% or greater on the comprehensive final exam. Case studies.

20111 99999

NURSNG 25

2

Meet the self-care deficits of patients who demonstrate symptoms related to ineffective coping patterns, anxiety, personality disorders, substance abuse disorders, mood disorders, psychotic disorders, and issues related to abuse and crisis. As assessed by: Score of 75% or greater on the comprehensive final exam. Case studies.

20111 99999

NURSNG 25L

1

Demonstrate use of critical thinking strategies and appropriate communication skills in response to common patient behaviors associated with emotional distress and psychiatric disorders. As assessed by: Process Recordings, Clinical evaluation tool

20111 99999

NURSNG 25L

2

Utilize critical thinking strategies, principles of psychiatric-mental health nursing, and Orem's self-care model to promote self-care for patients with health care deviations related to psychiatric disorders. As assessed by: Nursing History and Assessment papers, Medication Assessment papers, Nursing Care Plans, Clinical Evaluation tool

20111 99999

NURSNG 28

1

Explore factors that affect health care delivery including epidemiology, environmental health issues, cultural beliefs and practices that influence health care. As assessed by: Score of 75% or greater on each exam. Community assessment

20111 99999

NURSNG 28

2 Validate concepts of community-based nursing as practiced in a variety of out of hospital locations. As assessed by: Exams, Community asssessment

20113 99999

NURSNG 30

1

Utilizing Orem's Self-Care Model, students will evaluate the health deviations of the patient experiencing gastrointestinal, renal, oncological, hematological, female reproductive, and immune system disorders. As assessed by: Score of 75% or greater on the comprehensive final exam.

20111 99999

NURSNG 30

2

Utilize the nursing process and the quality and safety education for nurses competencies to develop plans of care for clients with health deviations affecting various systems: Immune, hematologic, renal, gastrointestinal and female reproductive. As assessed by: Case Studies

20112 99999

NURSNG 30L

1

Utilizing critical thinking techniques students will develop a plan of care for adult's with deviations of the gastrointestinal tract, liver, biliary tract, and pancreas, immune system, hematological system, renal, oncological, and the female reproductive system. As assessed by: written care plans, grand round presentation.

20111 99999

NURSNG 30L

2 Utilizing QSEN (Quality and Safety in Nursing Education) competencies, students will provide safe, comprehensive care to adults or older adults experiencing health deviations. As assessed by: Reflective journaling

20111 99999

NURSNG 35

1 Students will calculate the therapeutic self-care demand for adults with neurosensory, cardiovascular and respiratory disorders, or burn injuries. As assessed by: Score of 75% or greater on the comprehensive final exam.

20111 99999

NURSNG 35

2

Students will apply the principles of delegation to design a plan of care that promotes the optimal level of function of adults and older adults with complex health problems. As assessed by: Score of 75% or greater on the comprehensive final exam.

20111 99999

NURSNG 35L

1 Utilizing Orem’s Self-Care Model and the nursing process, students will analyze and discuss the care of a patient with multi-system failure. As

20111 99999



































64

assessed by: Nursing Grand Rounds Presentation, Clinical Pathway

NURSNG 35L

2 In the role of team leader, delegate activities to the team member utilizing the 5 rights of delegation. As assessed by: Performance of team leader/team member roles in the clinical setting, reflective journaling

20111 99999

NURSNG 36

1 Review the mathematics used in medical calculation. As assessed by: Score of 75% or greater on the comprehensive final exam.

20111 99999

NURSNG 36

2 Investigate the systems of measurements and methods of computing safe and accurate medical dosages. As assessed by: Classroom exercises in which students compute safe and accurate dosages.

20111 99999

NURSNG 40

1 By integrating scientific principles, knowledge of pathophysiology and pharmacology, students will gain knowledge of common health deviations among children. As assessed by: Score of 75% or greater on each exam.

20111 99999

NURSNG 40

2

Utilize critical thinking/problem solving skills, student will discuss how to modify therapeutic nursing interventions and communication techniques based on the developmental level of the child. As assessed by: Correctly answering 75% of iClicker questions.

20111 99999

NURSNG 40L

1 By integrating scientific principles, knowledge of pathophysiology and pharmacology, students will provide nursing care to the hospitalized child with common health deviations. As assessed by: Clinical Evaluation tools

20111 99999

NURSNG 40L

2 Utilize critical thinking/problem solving skills, student will to modify therapeutic nursing interventions and communication techniques based on the developmental level of the child. As assessed by: Clinical pathways

20111 99999

NURSNG 45

1

Identify and describe the potential health care needs of women across the life span which may encompass concerns such as sexuality, family planning, pregnancy, infertility, violence and menopausal health. As assessed by: Score of 75% or greater on the each exam.

20111 99999

NURSNG 45

2

Utilize critical thinking and problem solving skills to predict nursing interventions utilized during the normal and high risk processes of pregnancy, labor and delivery, and post partum. As assessed by: Score of 75% or greater on each exam.

20111 99999

NURSNG 45L

1 Develop a nursing system design for the childbearing family during the antepartum, intrapartum or postpartum period. As assessed by: Clinical Evaluation, Journal

20111 99999

NURSNG 45L

2 Utilize critical thinking skills to develop and implement health promotion strategies with women across the life span. As assessed by: Clinical Evaluation Tool

20111 99999

NURSNG 50

1

Utilize theoretical concepts of leadership and management, students discuss how to administer care which integrates knowledge and skills pertinent to the role of manager of care of a group of patients and members of the health care team As assessed by: QSEN poster presentations, quizzes, inquiry-based learning discussions

20111 99999

NURSNG 50

2 Utilizing delegation, priority setting skills, and knowledge of legal-ethical issues, and health care delivery systems, students design a plan of nursing care for a group of patients. As assessed by: quizzes, inquiry-based learning discussions

20111 99999

NURSNG 50L

1

Utilize theoretical concepts of leadership and management, students will design plans of care which integrate knowledge and skills pertinent to the role of manager of care of a group of patients and members of the health care team As assessed by: Self-reflection journal, clinical performance evaluation, seminar debriefing

20111 99999

NURSNG 50L

2

Utilizing delegation, priority setting skills, and knowledge of legal-ethical issues and health care delivery systems to coordinate the nursing care for a group of patients. As assessed by: Clinical Evaluation tools, direct observation and input from preceptor

20111 99999

NURSNG 60

1 Describe how cultural phenomena have influenced healing practices among select cultural groups around the globe. As assessed by: Score of 75% or greater on the Report on a Cultural Group

20111 99999

NURSNG 60

2 Examine how their personal beliefs about health and illness are similar to and/or from different from people from other cultural groups. As assessed by: Score of 75% or greater on the Personal Health Assessment

20111 99999

RES TH 1 1

The student will make an informed decision about pursuing a career in respiratory care. The student will analyze the information provided in the course about the scope of the respiratory care profession. The student will examine the Pro’s vs. the Con’s about the RT profession. The student will then will make informed decision about pursuing a career in respiratory care. Assessment method: End of course survey. The survey will contain 10

20113 99999




































65

questions about the respiratory therapy profession, the student will state the influence the course contributed in the decision to pursue a career in respiratory care. The assessment method will be evaluated using a standard rubrics scale to answer those questions. Assessment Method Category: Survey Benchmark: 75% of students will state that they have made an informed decision about pursuing a career in respiratory care on the assessment tool.

RES TH 1 2

The student will be able to describe the typical duties that fall within the scope of practice of the Respiratory Care Practitioner. Assessment method: On an exam or quiz, the student will be given questions where the student will identify or name the duties performed by the Respiratory Care Practitioner Assessment Method Category: Exam or quiz Benchmark: 75% of students will be able to name or identify the duties performed by the Respiratory Care Practitioner.

20113 99999

RES TH 29

1

Functioning as a neonatal or pediatric respiratory therapist the student will provide appropriate respiratory care interventions to patients they are assigned to treat. Assessment method: Simulated Scenarios Assessment Method Category: Exam or quiz. Benchmark: 70% of students score 70% or more on the assessment tool.

20121 99999

RES TH 29

2

Functioning as a neonatal or pediatric respiratory therapist the student will assess both neonatal & pediatric patients for respiratory problems and then prioritize the patients' care (relative to the other patients they are assigned to take care of) as a result of this assessment. Assessment method: Simulated Scenarios Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

20121 99999

RES TH 29

3

Functioning as a neonatal or pediatric respiratory therapist the student will perform an initial assessment of a patient and propose a respiratory care plan based on this assessment. Assessment method: Simulated Scenarios Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

20121 99999

RES TH 30

1

Functioning as a respiratory therapist, the student will be able to analyze pulmonary function data and differentiate between a patient with chronic obstructive lung disease (emphysema, chronic bronchitis, asthma, cystic fibrosis or bronchiectasis) and a patient with restrictive lung disease (pulmonary fibrosis). Assessment method: On an exam or quiz, the student will be given short texts or scenario situation containing, patient history and pulmonary function data; the student will analyze the data and interpret the results to differentiate between a patient with chronic obstructive lung disease (emphysema, chronic bronchitis, asthma, cystic fibrosis or bronchiectasis) and restrictive lung disease patient (pulmonary fibrosis) patient. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advance level exam (Registered Respiratory Therapist, RRT) and/or a case study. Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

20113 99999

RES TH 30

2

Functioning as a critical care respiratory therapist the student will analyze the patient’s electocardiographic and hemodynamic data and interpret the results. The student will use that information to formulate a treatment plan for the patient based on the findings. Assessment method: On an exam or quiz, the student will be given short texts or scenario situation containing, patient history, electocardiographic and hemodynamic data; the student will analyze the data and interpret the results formulate treatment plan for the patient. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advance level exam (Registered Respiratory Therapist, RRT) and/or a case study. Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

20113 99999

RES TH 30

3

Functioning as a critical care respiratory therapist and as a member for the multidisciplinary healthcare team, the student will be provided data on a patient that requires Advanced Cardiac Life Support (ACLS), the student will analyze the data to determine the most appropriate treatment for the patient in accordance with the established, American Heart Association (AHA), ACLS guidelines. Assessment method: On an exam or quiz, the student will be given short texts or scenario situation about a patient that requires ACLS; the student will analyze the data and interpret the results formulate the most appropriate treatment for the patient. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advance level exam (Registered Respiratory Therapist, RRT) and/or a case study. Assessment Method Category: Exam or quiz

20113 99999

RES TH 60

1 Functioning as respiratory care practitioner, from data provided, the student will differentiate between a patient suffering from oxygenation problems from that

20113 99999
















66

of a patient suffering from ventilation problems or both. Assessment method: On an exam or quiz, the student will be given short texts containing, patient history and arterial blood gas, shunt indicators, dead space fraction, etc... The student will analyze the data and interpret the results to differentiate between a patient with oxygenation problems from that of a patient with ventilation problems. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advance level exam (Registered Respiratory Therapist, RRT) and/or a case study. Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

RES TH 60

2

Functioning as respiratory care practitioner, the student will be able to assess hemodynamic data to differentiate between a patient suffering left heart failure (cardiogenic pulmonary edema) from a patient suffering from right heart failure (cor pulmonale) Assessment method: On an exam or quiz, the student will be given short texts containing, patient history and hemodynamic data (PAP, PRVR, SVR, CVP, PCWP, etc...). The student will analyze the data and interpret the results to differentiate between patient left heart failure (cardiopulmonary edema) and patient with right heart failure (Cor Pulmonale). The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advance level exam (Registered Respiratory Therapist, RRT) and/or a case study. Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

20113 99999

RES TH 60

3

Functioning as respiratory care practitioner, the student will be able to analyze arterial blood gas data and interpret the acid-base status and oxygenation status of the patient and treat the underlying acid-base and/or oxygenation abnormality, if any. Assessment method: On an exam or quiz, the student will be given short texts containing, patient history and arterial blood gas data; the student will analyze the data and interpret the results to find the underlying acid-base and/or oxygenation abnormality, if any. The student will use that information to treat the patient. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (CRT), advance level exam (RRT) and/or a case study. Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

20113 99999

RES TH 70

1

The student will be able to within the scope of practice of a respiratory care practitioner; differentiate the anatomical alterations, pathophysiological mechanisms, clinical manifestations and treatments for the cardiopulmonary diseases presented. Assessment method: On an exam or quiz, the student will be given short texts containing some or all of the following: The patient’s, physical examination, history, present illness, labs (ABG, electrolytes, PFT, etc.), imaging (chest x –ray, CT scans, etc), oxygenation/ventilation parameters such as shunt indicators and dead space fraction respectively... The student will analyze the data and interpret the results to help diagnose the patient’s condition and come up the most appropriate treatment plan. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advance level exam (Registered Respiratory Therapist, RRT) and/or a case study. Assessment Method Category: Exam or quiz Benchmark: 70% of students score 70% or more on the assessment tool.

20113 99999

RES TH 70

2

The student will be able to within the scope of practice of a respiratory care practitioner; differentiate the anatomical alterations, pathophysiological mechanisms, clinical manifestations and treatments for restrictive lung diseases. Assessment method: On an exam or quiz, the student will be given short texts containing some or all of the following: The patient’s, physical examination, history, present illness, labs (ABG, electrolytes, PFT, etc.), imaging (chest x –ray, CT scans, etc), oxygenation/ventilation parameters such as shunt indicators and dead space fraction respectively... The student will analyze the data and interpret the results to help diagnose the patient’s condition and come up the most appropriate treatment plan. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advanced level exam (Registered Respiratory Therapist, RRT) and/or a case study.

20113 99999

RES TH 70

3

The student will be able to within the scope of practice of a respiratory care practitioner; differentiate the anatomical alterations, pathophysiological mechanisms, clinical manifestations and treatments for cardiovascular diseases. On an exam or quiz, the student will be given short texts containing some or all of the following: The patient’s, physical examination, history, present illness, labs (ABG, electrolytes, PFT, etc.), imaging (chest x –ray, CT

20113 99999











67

scans, etc), oxygenation/ventilation parameters such as shunt indicators and dead space fraction respectively... The student will analyze the data and interpret the results to help diagnose the patient’s condition and come up the most appropriate treatment plan. The format of the question will be similar to questions given by national board for respiratory care (NBRC, credentialing body) for the entry level exam (Certified Respiratory Therapist, CRT), advanced level exam (Registered Respiratory Therapist, RRT) and/or a case study.

68

Department Course

Section SLO

Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

Health Science NURSNG 10 2710 1 40 38 0 38 95.0% 95.0%

2 40 38 0 38 95.0% 95.0%

NURSNG 10 Total 80 76 0 76 95.0% 95.0%

NURSNG 10L 2711 1 10 9 0 9 90.0% 90.0%

2 10 9 0 9 90.0% 90.0%

2712 1 10 9 0 9 90.0% 90.0%

2 10 8 0 8 80.0% 80.0%

2713 1 12 10 0 10 83.3% 83.3%

2 12 10 0 10 83.3% 83.3%

2714 1 12 10 0 10 83.3% 83.3%

2 12 10 0 10 83.3% 83.3%

NURSNG 10L Total 88 75 0 75 85.2% 85.2%

NURSNG 15 2715 1 40 38 2 40 100.0% 95.0%

2 40 38 2 40 100.0% 95.0%

NURSNG 15 Total 80 76 4 80 100.0% 95.0%

NURSNG 15L 2716 1 10 9 1 10 100.0% 90.0%

2 10 9 1 10 100.0% 90.0%

2717 1 10 8 0 8 80.0% 80.0%

2 10 8 0 8 80.0% 80.0%

2718 1 10 10 0 10 100.0% 100.0%

2 10 10 0 10 100.0% 100.0%

2719 1 10 10 0 10 100.0% 100.0%

2 10 10 0 10 100.0% 100.0%

NURSNG 15L Total 80 74 2 76 95.0% 92.5%

NURSNG 16 2720 1 25 25 0 25 100.0% 100.0%

2 25 25 0 25 100.0% 100.0%

Appendix F Health Sciences Student Learning Outcomes Data

Fall 2011

69

Department Course

Section SLO

Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

NURSNG 16 Total 50 50 0 50 100.0% 100.0%

NURSNG 20 2723 1 32 25 7 32 100.0% 78.1%

2 32 32 0 32 100.0% 100.0%

NURSNG 20 Total 64 57 7 64 100.0% 89.1%

NURSNG 20L 2724 1 9 8 0 8 88.9% 88.9%

2 9 8 0 8 88.9% 88.9%

2725 1 6 6 0 6 100.0% 100.0%

2 6 6 0 6 100.0% 100.0%

2726 1 8 8 0 8 100.0% 100.0%

2 8 7 0 7 87.5% 87.5%

2727 1 9 8 0 8 88.9% 88.9%

2 9 8 0 8 88.9% 88.9%

NURSNG 20L Total 64 59 0 59 92.2% 92.2%

NURSNG 25 2728 1 26 26 0 26 100.0% 100.0%

2 26 26 0 26 100.0% 100.0%

NURSNG 25 Total 52 52 0 52 100.0% 100.0%

NURSNG 25L 2729 1 7 7 0 7 100.0% 100.0%

2 7 7 0 7 100.0% 100.0%

2731 1 6 6 0 6 100.0% 100.0%

2 6 6 0 6 100.0% 100.0%

2732 1 6 6 0 6 100.0% 100.0%

2 6 6 0 6 100.0% 100.0%

NURSNG 25L Total 38 38 0 38 100.0% 100.0%

NURSNG 28 2733 1 26 26 0 26 100.0% 100.0%


Fall 2011

70

Department Course

Section SLO

Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

2 26 26 0 26 100.0% 100.0%

NURSNG 28 Total 52 52 0 52 100.0% 100.0%

NURSNG 30 2734 1 35 32 3 35 100.0% 91.4%

2 35 32 3 35 100.0% 91.4%

NURSNG 30 Total 70 64 6 70 100.0% 91.4%

NURSNG 30L 2735 1 9 9 0 9 100.0% 100.0%

2 9 9 0 9 100.0% 100.0%

2736 1 8 7 0 7 87.5% 87.5%

2 8 8 0 8 100.0% 100.0%

2738 1 9 9 0 9 100.0% 100.0%

2 9 9 0 9 100.0% 100.0%

NURSNG 30L Total 52 51 0 51 98.1% 98.1%

NURSNG 35 2739 1 31 31 0 31 100.0% 100.0%

2 31 30 1 31 100.0% 96.8%

NURSNG 35 Total 62 61 1 62 100.0% 98.4%

NURSNG 35L 2740 1 9 9 0 9 100.0% 100.0%

2 9 9 0 9 100.0% 100.0%

2741 1 9 9 0 9 100.0% 100.0%

2 9 9 0 9 100.0% 100.0%

2742 1 7 7 0 7 100.0% 100.0%

2 7 7 0 7 100.0% 100.0%

NURSNG 35L Total 50 50 0 50 100.0% 100.0%

NURSNG 36 2743 1 41 26 3 29 70.7% 63.4%

2 41 26 3 29 70.7% 63.4%

2744 1 42 31 5 36 85.7% 73.8%

2 42 35 1 36 85.7% 83.3%


Fall 2011

71

Department Course

Section SLO

Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

NURSNG 36 Total 166 118 12 130 78.3% 71.1%

NURSNG 40L 2749 1 8 8 0 8 100.0% 100.0%

2 8 8 0 8 100.0% 100.0%

2750 1 8 8 0 8 100.0% 100.0%

2 8 8 0 8 100.0% 100.0%

NURSNG 40L Total 32 32 0 32 100.0% 100.0%

NURSNG 45 2751 1 16 16 0 16 100.0% 100.0%

2 16 16 0 16 100.0% 100.0%

2752 1 16 16 0 16 100.0% 100.0%

2 16 15 0 15 93.8% 93.8%

NURSNG 45 Total 64 63 0 63 98.4% 98.4%

NURSNG 45L 2753 1 8 8 0 8 100.0% 100.0%

2 8 8 0 8 100.0% 100.0%

2755 1 8 8 0 8 100.0% 100.0%

2 8 8 0 8 100.0% 100.0%

2756 1 8 8 0 8 100.0% 100.0%

2 8 8 0 8 100.0% 100.0%

NURSNG 45L Total 48 48 0 48 100.0% 100.0%

NURSNG 50L 2760 1 18 16 0 16 88.9% 88.9%

2 18 16 0 16 88.9% 88.9%

NURSNG 50L Total 36 32 0 32 88.9% 88.9%

RES TH 1 2997 1 42 30 1 31 73.8% 71.4%

2 42 30 1 31 73.8% 71.4%

RES TH 1 Total 84 60 2 62

73.8% 71.4%

RES TH 30 4422 1 57 52 4 56 98.2% 91.2%


Fall 2011

72

Department Course

Section SLO

Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

2 57 56 0 56 98.2% 98.2%

3 57 50 6 56 98.2% 87.7%

RES TH 30 Total 171 158 10 168

98.2% 92.4%

Department Total 1483 1346 44 1390

93.7% 90.8%

College Total 82714 56051 10152 66203 80.0% 67.8%


Fall 2011

73

Department Course Section

SLO Number

Total Enrollment

Mastered SLO

Not Mastered

Total Assessed

% Assessed

% Mastered

Health Science NURSNG 10 2686 1 40 36 3 39 97.5% 92.3% 2 40 38 0 38 95.0% 100.0%

NURSNG 10 Total 74 3 77 96.1%

NURSNG 10L 2687 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0% 2688 1 10 9 0 9 90.0% 100.0% 2 10 9 0 9 90.0% 100.0% 2689 1 10 9 0 9 90.0% 100.0% 2 10 9 0 9 90.0% 100.0% 2690 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0%

NURSNG 10L Total 76 0 76 100.0%

NURSNG 15 2691 1 37 33 3 36 97.3% 91.7% 2 37 33 3 36 97.3% 91.7%

NURSNG 15 Total 66 6 72 91.7%

NURSNG 15L 2692 1 10 8 1 9 90.0% 88.9% 2 10 8 1 9 90.0% 88.9% 2693 1 9 9 0 9 100.0% 100.0% 2 9 9 0 9 100.0% 100.0% 2694 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0% 2695 1 8 8 0 8 100.0% 100.0% 2 8 8 0 8 100.0% 100.0%

NURSNG 15L Total 70 2 72 97.2%

Appendix G

Health Sciences Student Learning Outcomes Data Spring 2011

74

NURSNG 16 2696 1 14 12 0 12 85.7% 100.0% 2 14 12 0 12 85.7% 100.0%

NURSNG 16 Total 24 0 24 100.0%

NURSNG 20 2699 1 33 24 6 30 90.9% 80.0% 2 33 30 1 31 93.9% 96.8%

NURSNG 20 Total 54 7 61 88.5%

NURSNG 20L 2700 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0%

Department Course Section SLO

Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

NURSNG 20L 2701 1 9 9 0 9 100.0% 100.0% 2702 1 9 8 0 8 88.9% 100.0% 2 9 7 1 8 88.9% 87.5%


NURSNG 25 2704 1 29 28 0 28 96.6% 100.0% 2 29 27 0 27 93.1% 100.0%

NURSNG 25 Total 55 0 55 100.0%

NURSNG 25L 2706 1 7 7 0 7 100.0% 100.0% 2 7 7 0 7 100.0% 100.0% 2707 1 6 6 0 6 100.0% 100.0% 2 6 6 0 6 100.0% 100.0% 2708 1 7 7 0 7 100.0% 100.0% 2 7 7 0 7 100.0% 100.0%

NURSNG 25L Total 40 0 40 100.0%

NURSNG 28 2709 1 28 28 0 28 100.0% 100.0%

75

NURSNG 28 Total 28 0 28 100.0%

NURSNG 30 2710 1 40 32 8 40 100.0% 80.0%

NURSNG 30 Total 32 8 40 80.0%

NURSNG 30L 2711 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0% 2712 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0% 2713 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0% 2714 1 10 8 2 10 100.0% 80.0% 2 10 8 2 10 100.0% 80.0%


NURSNG 35 2715 1 35 32 0 32 91.4% 100.0% 2 35 32 0 32 91.4% 100.0%

NURSNG 35 Total 64 0 64 100.0%

NURSNG 35L 2716 1 8 8 0 8 100.0% 100.0%


Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

NURSNG 35L 2716 2 8 8 0 8 100.0% 100.0% 2718 1 8 8 0 8 100.0% 100.0% 2 8 8 0 8 100.0% 100.0% 2719 1 8 8 0 8 100.0% 100.0% 2 8 8 0 8 100.0% 100.0%

NURSNG 35L Total 48 0 48 100.0%

NURSNG 36 2720 1 39 27 3 30 76.9% 90.0%

76

2 39 27 3 30 76.9% 90.0%

NURSNG 36 Total 54 6 60 90.0%

NURSNG 40 2722 1 7 7 0 7 100.0% 100.0% 2 7 7 0 7 100.0% 100.0% 2723 1 18 18 0 18 100.0% 100.0% 2 18 18 0 18 100.0% 100.0%

NURSNG 40 Total 50 0 50 100.0%

NURSNG 40L 2725 1 9 9 0 9 100.0% 100.0% 2 9 9 0 9 100.0% 100.0% 2726 1 9 9 0 9 100.0% 100.0% 2 9 9 0 9 100.0% 100.0%

NURSNG 40L Total 36 0 36 100.0%

NURSNG 45 2728 1 7 7 0 7 100.0% 100.0% 2 7 7 0 7 100.0% 100.0% 2729 1 19 19 0 19 100.0% 100.0% 2 19 17 0 17 89.5% 100.0%

NURSNG 45 Total 50 0 50 100.0%

NURSNG 45L 2730 1 9 9 0 9 100.0% 100.0% 2 9 9 0 9 100.0% 100.0% 2732 1 10 10 0 10 100.0% 100.0% 2 10 10 0 10 100.0% 100.0% 2733 1 7 7 0 7 100.0% 100.0% 2 7 7 0 7 100.0% 100.0%

NURSNG 45L Total 52 0 52 100.0%

77


Number Total

Enrollment Mastered

SLO Not

Mastered Total

Assessed %

Assessed %

Mastered

NURSNG 50 2734 1 26 26 0 26 100.0% 100.0% 2 26 26 0 26 100.0% 100.0%

NURSNG 50 Total 52 0 52 100.0%

NURSNG 50L 2735 1 20 15 0 15 75.0% 100.0% 2 20 15 0 15 75.0% 100.0% 2737 1 14 12 0 12 85.7% 100.0% 2 14 12 0 12 85.7% 100.0%

NURSNG 50L Total 54 0 54 100.0%

NURSNG 60 2738 1 18 14 1 15 83.3% 93.3% 2 18 14 1 15 83.3% 93.3%

NURSNG 60 Total 28 2 30 93.3%

Health Science Total 1127 39 1166 96.7%

Appendix H

Success Rate by Course from Fall 2005 to Spring 2010 from Cal Pass

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

NURSNG 10 - NURSING SKILLS 91.25% 79.22% 96.05% 92.93% 93.75%

NURSNG 10L - NRSNG SKLLS LAB 92.41% 78.57% 96.05% 92.00% 91.36%

NURSNG 15 - NURSNG FUNDMTLS 83.95% 70.42% 90.00% 84.78% 93.59%

NURSNG 15L - NRS FUND LAB 85.19% 77.27% 92.31% 87.91% 89.87%

NURSNG 16 - PHYSICAL ASSMNT 97.18% 91.86% 93.33% 94.74% 97.26%

NURSNG 17 - PHARMACOLOGY 58.92% 60.99% 60.25% 65.94% 56.05%

NURSNG 19 - 2ND YEAR RN 34.78% 52.17% 67.65% 52.17%

NURSNG 20 - INTR MED SURG 94.81% 87.18% 82.26% 89.41% 93.75%

NURSNG 20L - MED-SURG LAB 91.25% 88.41% 80.95% 90.59% 92.59%

NURSNG 25 - PSY MNTL HLTH 93.98% 97.50% 92.73% 97.73% 100.00%

NURSNG 25L - PSY-MENTL LAB 98.73% 98.72% 100.00% 96.59% 100.00%

NURSNG 28 - COMNTY PRACTICE 97.47% 97.50% 98.36% 95.56% 100.00%

NURSNG 30 - INTRMD MED SURG 69.51% 85.11% 77.14% 97.47% 87.65%

NURSNG 30L - INT MED SRG LAB 80.49% 87.10% 86.49% 95.83% 87.80%

NURSNG 35 - ADV MED SURG 93.33% 87.36% 94.64% 97.44% 95.95%

NURSNG 35L - ADV MED SRG LAB 93.33% 87.36% 94.03% 96.15% 95.95%

NURSNG 36 - CALC SOLUTIONS 76.67% 80.75% 70.13% 73.84% 75.88%

NURSNG 40 - NRSNG CHLDRN 96.23% 100.00% 100.00% 95.65% 91.95%

NURSNG 40L - NRSNG CHLDR LAB 91.07% 95.59% 94.29% 98.48% 96.39%

NURSNG 45 - WMN HLTH CARE 100.00% 100.00% 98.51% 100.00% 100.00%

NURSNG 45L - WMN HLTH LAB 100.00% 100.00% 100.00% 94.29% 98.77%

NURSNG 50 - PROF ROLE TRANS 96.23% 92.31% 98.48% 95.59% 100.00%

NURSNG 50L - PROF ROLE LAB 100.00% 77.46% 82.28% 82.28% 82.47%

NURSNG 89B - WORK EXPERIENCE 100.00% 88.89%

NURSNG 90A - INTRN-NURSING 84.62% 64.29% 77.78% 100.00%

NURSNG 90B - INTRN-NURSING 87.50% 100.00% 100.00%

Appendix I

Retention Rate by Course from Fall 2005 to Spring 2010 from Cal Pass

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

NURSNG 10 - NURSING SKILLS

98.75% 93.51% 97.37% 97.98% 97.50%

NURSNG 10L - NRSNG SKLLS LAB 100.00% 90.00% 97.37% 97.00% 95.06%

NURSNG 15 - NURSNG FUNDMTLS 96.30% 87.32% 96.25% 94.57% 98.72%

NURSNG 15L - NRS FUND LAB 97.53% 93.94% 98.72% 95.60% 96.20%

NURSNG 16 - PHYSICAL ASSMNT 97.18% 95.35% 97.33% 94.74% 97.26%

NURSNG 17 - PHARMACOLOGY

71.78% 74.89% 70.49% 76.42% 71.75%

NURSNG 19 - 2ND YEAR RN

76.09% 69.57% 73.53% 65.22%

NURSNG 20 - INTR MED SURG 98.70% 97.44% 98.39% 96.47% 98.75%

NURSNG 20L - MED-SURG LAB 95.00% 97.10% 96.83% 98.82% 98.77%

NURSNG 25 - PSY MNTL HLTH 95.18% 97.50% 94.55% 97.73% 100.00%

NURSNG 25L - PSY-MENTL LAB

100.00% 98.72% 100.00% 97.73% 100.00%

NURSNG 28 - COMNTY PRACTICE

98.73% 97.50% 98.36% 96.67% 100.00%

NURSNG 30 - INTRMD MED SURG 95.12% 94.68% 94.29% 100.00% 93.83%

NURSNG 30L - INT MED SRG LAB 95.12% 95.70% 94.59% 98.61% 93.90%

NURSNG 35 - ADV MED SURG 98.33% 93.10% 98.21% 100.00% 98.65%

NURSNG 35L - ADV MED SRG LAB 98.33% 94.25% 97.01% 98.72% 98.65%

NURSNG 36 - CALC SOLUTIONS

85.83% 91.30% 82.47% 79.65% 82.35%

NURSNG 40 - NRSNG CHLDRN 96.23% 100.00% 100.00% 95.65 NURSNG 40L - NRSNG CHLDR LAB 91.07% 95.59% 94.29% 98.48% 96.39%

NURSNG 45 - WMN HLTH CARE 100.00% 100.00% 98.51% 100.00% 100.00%

NURSNG 45L - WMN HLTH LAB 100.00% 100.00% 100.00% 94.29% 98.77%

NURSNG 50 - PROF ROLE TRANS 98.11% 93.59% 98.48% 98.53% 100.00%

NURSNG 50L - PROF ROLE LAB

100.00% 78.87% 83.54% 82.28% 82.47%

NURSNG 89B - WORK EXPERIENCE 100.00% 100.00%

NURSNG 90A - INTRN-NURSING 84.62% 71.43% 92.59% 100.00%

NURSNG 90B - INTRN-NURSING 93.75% 100 100.00%

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Santa Monica College

Health Sciences Department Nursing Program- Advisory Committee Meeting

Minutes of May 30, 2006 – 1:00pm -3:00 p.m.

Chair: Ida Danzey Recorder: Eve Adler

Attendees: Names Affiliations Ida Danzey SMC Assistant Dean Eve Adler SMC Nursing Sheryl Abelew Century City Doctors Hospital Connie Zandate Marina del Rey Work Source Hazel Peters SMC Project Manager Holly Thiercof SMC Faculty Rita Hand SMC Faculty Dawn Murphy SMC Lois Risinger SMC Georgia Farber SMC Vini Angel SMC Rita Soshnik SMC Margaret Ecker Maya Bedi St. John’s Med. Ctr. Shirley Edwards St. John’s Med. Ctr. Ishara Bailis SM-UCLA Med. Ctr. Deborah Sanchez Kaiser Permanente Candace Lee LAUSD – Adult & Career Education Lynne Orlins SM-UCLA Med. Ctr. Susan Gritt SM-UCLA Med. Ctr. Louana George SMC Nursing Lenore Banders SMC Health Services Gloria M. Lopez SMC Health Services Marvin Friedman SMC Nursing Eric J. Williams SMC Nursing Carole J. McCaskill SMC Nursing Jo Ann Whitaker Cedars-Sinai Med. Ctr.

Appendix J

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Laurie McQuay-Peringer SMC

Topic Discussion Disposition

Introductions

Minutes of 10/25/05 mtg

Minutes accepted & approved

Announcements NLNAC Accrediting visit from Nov. 7-9, 2006 Thanks to all who participated in the Environmental Scan Survey. Last day for participation is May 31, 2006.

After this visit there will be no further accreditation visits for 8 years.

Nursing Program Updates

Clinical Placements/Anticipated changes in requirements for students:

No changes reported in clinical placements

01/05 started criminal background checks

Questions rose re: drug screening. In the past, college felt it was a violation of students’ privacy. This policy may differ if the screening is random or required.

If drug screening is required, SMC would like to be notified in advance.

Grants: Mentoring Program: St. John’s provided mentoring during the Winter Session. Students found it increased their knowledge of the role of the nurse. At St. John’s, students performed role as unlicensed nurse. An incentive to the RN is to offer CEUs. The hardship for the RN is the hectic schedule at the bedside. A benefit to the RN would be active student participation vs. it being viewed as an observational

SMC would like to initiate this type of program in the summer. Mentoring should be two-fold: a help to the RN, and exposure to the realistic role of the RN by the student.

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experience by students. Summer program is 54 hrs, preferably 8 hr days. The student is not paid for the experience, but will receive 2 units credit. Ida met with the students weekly to discuss the experience. Students also requested to meet with a counselor. Match (in-kind services):

Facilities can do clinical competency checks in the nursing skills lab utilizing SMC technology as a match.

RN mentoring students in Mentoring Program can also be used as a match.

Issues:

Could SMC provide the faculty in the Skills Lab for the RNs?

Coordinating the time for the new hire to come to the SMC campus when the lab would be available.

Group was most interested in NCLEX review provided by SMC through the grant. Review is accessible via computer from home. 40 hours required for first-time takers. 100 hours required for second-time takers. Distance Education Program LVN-ADN: To begin in Spring 2007. Initial pilot will be from 15-20 students. All clinicals on ground. Testing at

Ida will send out an e-mail asking participation from interested RNs starting June 26, 2006. Ida will send information about this opportunity to the facilities. Industry members asked to refer interested LVNs.

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secure testing sites. Theory on-line.

Updates from Affiliating Agencies

St. John’s did well with JCAHO visit. Pt safety was the focus. It had been 3 years since last visit.

Kaiser also had a drop-in visit by JCAHO. Pt safety was also focus and facility did well. Has partnership with Mount Saint Mary for preceptorship. Ten applicants from SMC for work-study program. Retention rate high (80%) for hires from student internship program. New facility ready in 2007.

Cedars has 91% retention rate. They only hire RNs from student internship program. Can start working for Cedars as a nursing student as a student assistant. Past last JCAHU survey in 10/05. Has on-site BSN and Master’s program. Received a state grant in conjunction with El Camino and Trade Tech for an LVN-RN program. Mentor hours being used as matching hours.

SM-UCLA: Kathleen Hunt is new Director of Nursing. Still going through rebuilding. In 1/07 the new ER will be operational. Is the community service of UCLA. Also has orthopedic service. Utilizing carbohydrate exchange model with a corrective insulin algorithm.

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Century City: No report

Grants SMC

Need to raise $40,000 to assist students.

LAUSD is partnering with SMC to attract LVNs. Applicants go through a stringent assessment process for admission to their program.

Meet with BRN NEC Grace Ardnt

Changed to a 4-year schedule for accreditation visits. In next 4 years will visit to meet with faculty and students (interim visit).

Board can always visit if school is out of compliance.

Instead of visiting clinical facility, G. Ardnt chose to meet with the Nursing Advisory Committee.

Encourages facilities not to discontinue clinical placements with established schools when new clinical requests are made.

Concerns rose about competency of RNs graduating from accelerated programs.

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Santa Monica College Health Sciences Department

Nursing Program- Advisory Committee Meeting Minutes of September 19, 2007 11:00am – 1:00pm

Chair: Ida Danzey Recorder: Bronwyn Webber-Gregg

Attendees: Names Affiliations Ida Danzey SMC Assistant Dean Eve Adler SMC Nursing Sheryl Abelew Century City Doctors Hospital Connie Zandate Marina del Rey Work Source Hazel Peters SMC Project Manager Holly Thiercof SMC Faculty Rita Hand SMC Faculty Dawn Murphy SMC Lois Risinger SMC Georgia Farber SMC Vini Angel SMC Rita Soshnik SMC Margaret Ecker Maya Bedi St. John’s Med. Ctr. Shirley Edwards St. John’s Med. Ctr. Ishara Bailis SM-UCLA Med. Ctr. Deborah Sanchez Kaiser Permanente Candace Lee LAUSD – Adult & Career Education Lynne Orlins SM-UCLA Med. Ctr. Susan Gritt SM-UCLA Med. Ctr. Louana George SMC Nursing Lenore Banders SMC Health Services Gloria M. Lopez SMC Health Services Marvin Friedman SMC Nursing Eric J. Williams SMC Nursing Carole J. McCaskill SMC Nursing Jo Ann Whitaker Cedars-Sinai Med. Ctr. Laurie McQuay-Peringer SMC

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Introductions

Minutes of 05/06 mtg.





NLNAC accrediting outcome

NCLEX scores for 2006-2007

Legislation impacting nursing programs

AB 1559 SB1309

California Institute of Nursing and Healthcare (CINHC)

White Paper on Redesign of Nursing Education Clinical Placement System (Demonstration on September 24 and 25 in the Los Angeles area)

Merit base Passed 2005, pass readiness test Rep: Pat Chambers October 2007, Oregon Model Nov. 2007 State funded $90k – Little Company of Mary - Torrance

Current Contracts/Grants: Fostering Student Success Community Based Job Training Grant Enrollment Grant from Chancellor

Skills Lab Update

R/R Policy LVN online Purchased Scenarios Virtual IV Computer Software

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Affiliates Update Student Nurse Association comments from representatives

Completion of Graduate Survey Form.

Changes in requirements for affiliation

Policies/protocols

Expectations of graduates /what can we do better?

Needs of Hospitals

Your news To begin in Spring 2007. Initial pilot will be from 15-20 students. All clinicals on ground. Testing at secure testing sites. Theory on-line.

- 2 step TBC - drug testing - Social Security numbers

Geriatric Manikin Aging Population (JCAHO) Human Patient Simulators: Noelle, Sim Man, 3 Adult Vital Sims, 1 Child, 1 Infant (BP/RR heart, lungs, bowel signs) Core Measures Cap, AMI, CHF – 2nd/3rd Tears Coming: Side rails, (4) rails, restrains 1. DVT 2. Reimbursement for bed sores (pressure must report ulcer 3rd&4th) National color code: Red – Allergies Purple – DNR’s, Falls Critical Thinking Mentor/buddy (always needs help) Trained for a year then they leave (disappointing) no loyalty institute salary program (steps) for new grads. Are required (last 4 to 5 digits) for some hospitals.

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IV Course – do they get a certificate?

Nsg. 20 - theory Nsg. 30 – insertion (90% start on patient)

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Nursing Program – Advisory Committee Meeting Minutes – Thursday, April 7, 2009 – 1:00pm – 3:00pm


Attendees: Names Affiliations Ida Danzey SMC Assistant Dean Eve Adler SMC Nursing Sheryl Abelew Century City Doctors Hospital Connie Zandate Marina del Rey Work Source Hazel Peters SMC Project Manager Holly Thiercof SMC Faculty Rita Hand SMC Faculty Dawn Murphy SMC Lois Risinger SMC Georgia Farber SMC Vini Angel SMC Rita Soshnik SMC Margaret Ecker Maya Bedi St. John’s Med. Ctr. Shirley Edwards St. John’s Med. Ctr. Ishara Bailis SM-UCLA Med. Ctr. Deborah Sanchez Kaiser Permanente Candace Lee LAUSD – Adult & Career Education Lynne Orlins SM-UCLA Med. Ctr. Susan Gritt SM-UCLA Med. Ctr. Louana George SMC Nursing Lenore Banders SMC Health Services Gloria M. Lopez SMC Health Services Marvin Friedman SMC Nursing Eric J. Williams SMC Nursing Carole J. McCaskill SMC Nursing Jo Ann Whitaker Cedars-Sinai Med. Ctr. Laurie McQuay-Peringer SMC

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Introductions

Minutes of 04/07/09 mtg.





NLNAC accrediting outcome

NCLEX scores for 2006-2007

Legislation impacting nursing programs

AB 1559 SB1309


White Paper on Redesign of Nursing Education Clinical Placement System (Demonstration on September 24 and 25 in the Los Angeles area)

Merit base Passed 2005, pass readiness test Rep: Pat Chambers October 2007, Oregon Model Nov. 2007 State funded $90k – Little Company of Mary - Torrance

Current Contracts/Grants: Fostering Student Success Community Based Job Training Grant Enrollment Grant from Chancellor

Skills Lab Update

R/R Policy LVN online Purchased Scenarios Virtual IV Computer Software

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Affiliates Update Student Nurse Association comments from representatives



Policies/protocols


Needs of Hospitals

Your news To begin in Spring 2007. Initial pilot will be from 15-20 students. All clinicals on ground. Testing at secure testing sites. Theory on-line.

- 2 step TBC - drug testing - Social Security numbers

Geriatric Manikin Aging Population (JCAHO) Human Patient Simulators: Noelle, Sim Man, 3 Adult Vital Sims, 1 Child, 1 Infant (BP/RR heart, lungs, bowel signs) Core Measures Cap, AMI, CHF – 2nd/3rd Tears Coming: Side rails, (4) rails, restrains 1. DVT 2. Reimbursement for bed sores (pressure must report ulcer 3rd&4th) National color code: Red – Allergies Purple – DNR’s, Falls Critical Thinking Mentor/buddy (always needs help) Trained for a year then they leave (disappointing) no loyalty institute salary program (steps) for new grads. Are required (last 4 to 5 digits) for some hospitals.

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IV Course – do they get a certificate?

Nsg. 20 - theory Nsg. 30 – insertion (90% start on patient)

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Nursing Program – Advisory Committee Meeting Minutes of April 7, 2010 – 1:00pm – 3:00pm


Attendees: Names Affiliations Ida Danzey SMC Associate Dean Eve Adler SMC Nursing Hazel Peters SMC Project Manager Dawn Murphy SMC Project Manager Lisa Battaglia SMC Nursing Counselor Kathleen Hunt Santa Monica UCLA Evangelina Jimenez Wise and Healthy Aging Eric J. Williams SMC Nursing Kathy Chai Cal State University Dominquez Hills Carole Shea Cal State University Dominquez Hills Rose A. Welch Cal State University Dominquez Hills Deborah Sanchez Kaiser Permanente Ruth Zimmerman Kaiser Permanente Susan Gritt SM-UCLA Med. Ctr. Laurie McQuay Peninger SMC Project Manager Angie Cooper Marina Del Rey One Stop Dr. Tori Camillas-Dufau Los Angeles Unified School District Laurie McQuay-Peringer SMC Gloria Lopez SMC Health Services Sheri Monsein SM-UCLA Med. Ctr. Annette Hester Step Up on Second

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Introductions

Minutes of 04/07/2010 mtg. Minutes accepted & approved

Announcements NLNAC accrediting outcome

NLNAC Accrediting visit from Nov. 7-9, 2006 Thanks to all who participated in the Environmental Scan Survey.


NCLEX scores for 2006-2007 Legislation impacting nursing programs

AB 1559 SB1309


White Paper on Redesign of Nursing Education

Clinical Placement System (Demonstration on September 24 and 25 in the Los Angeles area)

NCLEX scores were 93% Merit base Passed 2005, pass readiness test Rep: Pat Chambers October 2007, Oregon Model Nov. 2007 State funded $90k – Little Company of Mary - Torrance

Current Contracts/Grants: Fostering Student Success Community Based Job Training Grant Enrollment Grant from Chancellor Skills Lab Update

Readiness/Remediation Policy LVN online started in Spring 2007. Initial pilot has 9 students, capacity is15-20 students. All clinicals on ground. Testing at secure testing sites. Theory on-line.

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Affiliates Update


Policies/protocols


Needs of Hospitals

Purchased Scenarios Virtual IV Computer Software Geriatric Manikin Aging Population (JCAHO) Human Patient Simulators: Noelle, Sim Man, 3 Adult Vital Sims, 1 Child, 1 Infant (BP/RR heart, lungs, bowel signs) Complete graduate survey and submit as soon as possible Several of the agencies are requiring 2 step TB test, drug testing, and the students’ Social Security number are required or the last 4 to 5 digits for some hospitals. Core Measures have been implemented for CAP, AMI, CHF, 2nd/3rd Tears Coming: Side rails, (4) rails, restrains 1. DVT 2. No reimbursement for bed sores acquired in hospitals (pressure must report ulcer 3rd&4th) National color code: Red – Allergies Purple – DNR’s, Falls Critical Thinking Mentor/buddy (always needs help) Trained for a year then they leave

Determine a realistic level of competence for the new graduate

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Your news

(disappointing) no loyalty Institute salary program (steps) for new grads. Discussion followed regarding realistic expectations, support, and longer orientation periods. A representative asked whether the students take an IV Course – do they get a certificate? Faculty indicated that Nsg. 20 – theory and in Nsg. 30 insertion of IVs is taught (90% start on patient). We do not offer an IV Course.

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Santa Monica College

Health Sciences Department

Nursing Program - Advisory Committee Meeting

Tuesday, Minutes of December 6, 2011


Attendees:

Names Affiliations

Ida Danzey SMC Associate Dean

Vini Angel SMC Nursing

Rose Welch California State Dominquez Hills

Kathy Chai California State Dominquez Hills

Alicia Puppione St. John’s Medical Center

Laurie McQuay-Peringer SMC

Estelita Galaraga SMC

Dinah Penaflorida SMC

Lisa Battaglia SMC

Eric Williams SMC

Janet Robinson SMC

Deborah Sanchez Kaiser Permanente West Los Angeles

Holly Thiercof SMC

Eve Adler SMC

Anntippia Short SMC

Marcy Bregman SMC

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Introductions

Minutes of mtg. October 2010


Announcements

Completion of Survey of New Graduates. The returns on those have been limited. If we cannot receive information from the Director of Education, perhaps the Nurse Managers or those who mentor, or precept the new graduates; who could also complete the survey and note that it is coming from that facility. I think it gives us a more realistic view of what our graduate’s looks like, because we might think that they are wonderful and we might find that they have some short falls that we are not familiar with. Our graduates do have quite a bit of competition, from the baccalaureate and out of state. Locally, a lot of graduates from Northern California are coming to Southern California looking for jobs as well. The graduates are having a difficult time, we did have one of our partners California Institute of Nursing and Healthcare (CINH), come out and suggest the hospitals pursue a Magnet status that they not limit themselves to hiring baccalaureate degrees and up; even with the IOM, everyone has a role to play in healthcare. This was the first time that a group has spoken out saying that they felt that this was not in the best interest of nursing for that to happen.

This survey is sent out to all of the facilities that we use. This tool is very important to us and I know that some of the hospitals cannot identify.


Question – do you know what percentages of your graduates are actually employed as RNs? From the last graduating class, 73.7% of the new grads were employed in six months; that was 56-76 responds and 83.0% which was 63 out of 76 were employed in nine months; and 85.5% in the end there were 65 out of 76 were employed within a year.

More were employed in heath care and not in a position that required the use of the title of ‘registered nurse’, and they are not all in acute care settings. We have encouraged them to look at alternative

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sites, clinics, skilled care facilities, and there is some working at skilled care facilities as registered nurses.

Grants

We have been able to offer to our graduates through a ‘specialty grant’ from the Chancellor’s office we’ve been providing some courses to facilitate them getting hired. EKG interpretation, our next one that we are planning is ACLS, and we plan to do so things with cultural competency, but those classes did not fill; so they were cancelled. Some of the hospitals, Harbor UCLA in particular, have been very supportive in sending new graduates to the EKG interpretation program. Our NCLEX results are between 94-100%, with the class that graduated in June 2011, we had twenty-six graduates and twenty-five to take boards, with twenty-five that have passed; and one that has not taken boards as of November 15th; but might have taken it since then. For the past four semesters, our NCLEX results are between 93.93 to 100%. In all those instances, we are exceeding the national means for NCLEX; which is floating between 85-87%

So we’ve been trying to do some things to help our graduates to stand out more, they are developing portfolios, doing mock interviews for quite some time. One of our facilities is doing that, as well as some of the hospitals are having pre-assessments as part of the application period The emphasis seemly is on ‘soft skills’ such as, communication, the ability to work collegially, being professional in your demeanor; things that we might talk about and people assume that it is from an old generation, these are some of the things that the facilities are looking for now and they come to speak to the students about the importance of some of those ‘soft skills’. One of the areas that we are not so proud of is (and we are collecting data on

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Enrollment Grant and Retention Grant from Chancellor’s Office

We are now in the early stages of preparing to do a curriculum revision. We have incorporated the QSEN Core-Competency for pre-licensure programs. One of the grants that are available We have been attempting to do, at least from our chancellor’s office, is identify with what the core pre-requisites are and what the core nursing curriculum is and then how we can

this), the on-time completion rate for the program. That has been one of our struggles, but we’ve started using the assessment test, and when we get a cohort, there’s an appearance that when we have a cohort of students, who pass the assessment test without remediation, we have a higher completion rate. For example, the first class that graduated in June 2008 that was the first class that everyone had taken and passed the assessment test on the first go round. The other factor that we thought might had contributed to this recent co-hort. A lot of the students withdrew, they were excellent students but with husbands losing jobs, at risk of losing their homes, we had a number of students who dropped out of this particular class for personal reasons; and most of them being financial. Most of the monies that we do have available are for one time or short term emergencies only. That is one of the areas that we are

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AB1295

transition associate degree graduates into a bachelor’s degree with as little repetition as possible. AB1295, is the legislation that stream lined the process of students acquiring a BSN, because right now, it could be anywhere from 2 to another 4 years as well as some of the units; and it involves some of the repetitions. There are several grants that may be appropriate for the nursing program: Health Innovation Grant, of HIT (Health Information Technology) Grant, NECQUA (HRSA) has two grants for ADN programs; ‘Jobs for Vets’ grant. Teamwork and Collaboration

working on. Another outcome is program satisfaction. Right now we are in the first phase of that in terms of getting buy-in from the faculty that the curriculum revision is necessary, because we are going to need their buy-in to effect this change in a constructive manner. There are no two cal-states or community colleges that have the same curriculum. The community colleges and the cal-state universities have until July 31, 2012 to have that done. Many of the grants involve healthcare and it is still an area of Workforce Development. Recently, we had Dr. Skydell retired physician and instructor come and speak to our nursing students regarding ‘team work and collaboration’ which involved what you need to communicate to doctors.

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Affiliates Update

At Cedars Sinai they pay a great deal of the fees incurred in going for a BSN and they even have the BSN classes at the hospitals. The NLN national statistic, to every four graduates of nursing, only one is from the baccalaureate, three is from the non-baccalaureate curriculum. The Institute of Medicine (IOM) did not say that the entry level to practice should be baccalaureate, because the data does not support that; but by 2020 they want to increase the number of baccalaureate graduates by 80%. Kaiser’s new grad program has been so deleted compared to before.

This past year only one Santa Monica student has been hired due to the hospital is just not hiring. Many of the nursing graduates from Santa Monica College that have been hired are working in the Emergency Department, with six of them still working there are strong. We currently have fifty applicants for the ‘student intern nursing program’, and the students are being hired now by the department administrators.

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Changes in Requirements for Affiliation Student Nurse Association Comments from Representatives

At St. Johns we are not having that much turnover at all for financial reasons. People are just not retiring, working one to two shifts per diem per pay period making bear minimum, are now working three or four shifts per pay period or full time. At Kaiser ‘Health Connect’ our innovation is in technology as far as computerized electronic lab corrector. At St. Johns we are making sure there is understanding that our organization goals are being met. The nursing student’s involvement and concerns for the sponsoring of ‘disadvantaged persons ’ has been in the form of Toy Drives, and food donations for local Food Banks and has had an increased sensibility for the importance of helping the community prior to the holiday season. The last two classes had projects that have raised monies toward ‘Aids in Africa’ in

Swaziland.

Per my conversation with the Advisory Board, one thing we keep forgetting is with the shift in the economy, a lot of new grad is not getting jobs. To deal with this on a curriculum level by preparing the students to work in a non-hospital situation. We are looking at becoming a ‘Stroke Center and Acute Stroke Education’. It is getting easier between our organization and Medicare Drug Commissioner coming down with what they are looking for as far as evidence based practice from our managers and no hospital required conditions. Last semester the students held fundraisers and raised over $2,500.00 for the Swaziland project. With projects like these, the students really see the importance of being a member of the community and apply this towards the discipline of nursing.

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Working with the students through leadership, 99% of the students voiced the importance of going back to school and many have realized that we are in a state of change, not being resistant to the progress of lifelong learning that is required in this profession.

Nursing Program Self Study

Documents

Transcript of Nursing Program Self Study