SITE VISIT REPORT Lake Region State College Devils Lake ......Cheryl Fischer, RN, Medical Home...

SITE VISIT REPORT

Lake Region State College

Devils Lake, ND

Program Type: Associate

Purpose of Visit: Initial Accreditation

Date of Visit: November 9–11, 2015

I. GENERAL INFORMATION

Nursing Education Unit

Dakota Nursing Program Consortium

1801 College Drive North

Devils Lake, ND 58301

Governing Organization


1801 College Drive North

Devils Lake, ND 58301

Nurse Administrator

Karen Clementich, MS, RN

Nursing Program Coordinator

Telephone: (701) 662-1569

Fax: (701) 662-1537

E-mail: [email protected]

Chief Executive Officer

Doug Darling, PhD

President

Telephone: (701) 662-1506

Fax: (701) 662-1570


State Regulatory Agency Approval Status

Agency: North Dakota Board of Nursing

Last Review: March 2014

Outcome: Full Approval

Next Review: March 2019

Accreditation Status (Governing Organization)

Agency: Higher Learning Commission

Last Review: 2011

Outcome: Reaffirmation of Accreditation

Next Review: 2021


Associate 2

II. SITE VISIT INFORMATION

Site Visit Team:

Chairperson

Peggy Tudor, EdD, MSN, RN

Professor Emerita

Associate Degree Nursing

Eastern Kentucky University

521 Lancaster Avenue

Richmond, KY 40475-3102

Telephone: (859) 548-2540


Member

Cathleen Kunkler, MSN, RN, ONC, CNE

Director of Nurse Education

Corning Community College

1 Academic Drive

Corning, NY 14830-3297

Telephone: (607) 962-9292

Fax: (607) 962-9287


Member

Cathy Paton, MSN, RN, CCRN

Director, Clinical Practice Improvement

Martin Health System

300 Hospital Avenue

Stuart, FL 34994

Telephone: (772) 223-5945, ext. 1596


ACEN Standards and Criteria Used: 2013

Program Demographics:

Year Nursing Program Established: 2004

Year of Initial ACEN Accreditation: N/A

Faculty:

Number of full-time faculty teaching in the associate program: 0

Number of part-time faculty teaching in the associate program: 2

Number of shared full-time faculty teaching in the associate program: 9

Number of shared part-time faculty teaching in the associate program: 1

Students:

Total enrollment: 30

Full-time: 30

Devils Lake: 16

Mayville: 14

Part-time: 0


Associate 3

Program Options/Length:

Name of Program Option: LPN-to-AD Nursing

Method of Delivery: Distance Education

Percentage of Nursing Credits

Delivered by Distance Education: ☐ 0–24% ☐ 25–49% ☒ 50–100%

Student Enrollment Status: Full-time

Academic Term Type: Semesters

Length of Academic Term (weeks): 16

Length of Time/Required Number of

Academic Terms:

2

Total Number of Credits: 73

Nursing Credits: 24

General Education/

Prerequisite Credits:

27

Credits Granted for Prior

Learning:

22

Name of Program Option: Paramedic-to-AD Nursing (Anticipated option planned to begin in 2016)


Percentage of Nursing Credits

Delivered by Distance Education: ☐ 0–24% ☐ 25–49% ☒ 50–100%

Student Enrollment Status: Full-time

Academic Term Type: Semesters

Length of Academic Term (weeks): 16

Length of Time/Required Number of

Academic Terms:

3

Total Number of Credits: 73

Nursing Credits: 33

General Education/

Prerequisite Credits:

27

Credits Granted for Prior

Learning:

13 credits from paramedic program

Additional Locations:

Name of Location: Mayville Campus

Address (Number, Street, City, Zip

Code):

330 3rd Street Northeast

Mayville, ND 58257

Location Classification: Off-Campus Instructional Site

Percentage of Credit Hours for Entire

Program of Study Taught at

Location: ☐ 0–24% ☐ 25–49% ☒ 50–100%

Program Options Offered: LPN-to-AD Nursing and Paramedic-to-AD Nursing program options Visited By Site Visit Team: Yes


Associate 4

Interviews:

Individual Conferences:

Doug Darling, PhD, President

Celeste Ertelt, MLS, Reference and Instructional Librarian

Group Conferences:

College Administrators

Corry Kenner, BS, CPA, Vice President of Administrative Affairs

Laurel Goulding, MS, Vice President of Advancement

Lloyd Halvorson, MS, Vice President of Student and Academic Affairs

Nurse Administrators

Julie Traynor, MS, RN, Dakota Nursing Program Consortium Director

Karen Clementich, MS, RN, Nursing Program Coordinator, LRSC, Assistant Professor of

Nursing/Coordinator

Nursing Faculty

Kim Brown, NP-C, MS, APRN

Cheri Weisz, MS, RN

Eileen Woolwine, MSN, RN, Mayville

Jennifer Moreland, MSN, RN, Grand Forks

Paula Fogarty, MSN, RN (via telephone)

Janet Johnson, MSN, RN, Williston State College (via ITV)

Annie Paulson, MSN, RN, Bismarck State College (via ITV)

Suzie McShane, MSN, RN, Bismarck State College (via ITV)

Gail Raasakka, MSN, RN, CNE, Bismarck State College (via ITV)

Betty Tykwinski, MSN, RN, Dakota College at Bottineau (via ITV)

Melanie Krentz, MSN, RN, Bismarck State College in Bismarck (via ITV)

General Education Faculty

Kory Boehmer, MS, Anatomy, Physiology, and Microbiology

Michelle Murphy, MEd, MS, Pharmacology, Anatomy, Physiology, and Microbiology

Teresa Tande, MS, Composition and Speech

Casey Paradies, MS, Composition

Jessica Santini, MA, Composition and Speech

Richard Olson, MA, Psychology

Randall Fixen, PhD, Psychology

Tammy Riggen, MS, Psychology

Support Services Personnel

Dan Driessen, MS, Director of Distance Education

Katie Nettell, BS, Financial Aid Director

Brigitte Greywater, EdS, Licensed School Psychologist

Cathleen Ruch, PhD, TRiO Director

Erika Berg, MEd, Disability Services

Kristi Hernandez, MEd, International Student Advisor, Diversity Office and Student Activities

Stephanie Shock, MBA, Admissions Officer

Melissa Stotts, BS, Bookstore Manager

Sandi Lillehaugen, BA, Human Resources and Workforce Safety

Gary Haugland, AAS, Network Administrator

Brandi Nelson, MBA, Director of Instructional Services

Joann Kitchens, BS, Controller


Associate 5

Nursing Students

Devils Lake students, n=16

Mayville students, n=14

Public Meeting

Becky Lang, BS, LRSC Personnel Associate

Lois Bachmeier, BAS, LRSC IVN Coordinator/Center for Distance Education and Outreach Services

Administrative Assistant

Karleen Estenson, BS, LRSC Instructional Designer

Andy Wakeford, BA, LRSC Online Coordinator/Advisor

Erin Wood, MS, LRSC Marketing/Communications Director

Tammy Rud, RN, Director of Nursing Eventide Heartland Care Center

Karissa Olson, BS, Administrator, Eventide Heartland Care Center

Advisory Board

Pam Walker, BSN, RN, LRSC/TrainND

Tami Such, MSN, RN, PHN, Nursing Program Director, Mayville State University

Bette Flynn, DPHN, RN, Spirit Lake Public Health

Cheryl Fischer, RN, Medical Home

Patricia Longie, RN, Director of Nursing Good Samaritan, Graduate

Kate Sunaert, BHA, BSN, RN, Paramedic Bridge Grant Manager, PN Faculty

Marla Luehring, RN, Lake Area Career and Technology Center

Iris Walking-Eagle, MSEd, Spirit Lake Mentor, RAIN Program

Cheryl Hefta, APRN, Spirit Lake Health Center

Aaron Johnson, BSN, RN, Mercy Hospital

Doris Vigen, RN, Director of Nursing, Sanford at Mayville Hospital

Bill Krivarchka, DDS, Director of Eastern North Dakota, AHEC

Tracy Bina, BSN, RN, PN Nursing Instructor

Associate nursing students, n=2

Practical nursing students, n=1

Documents Reviewed:

Catalogs, Handbooks, Manuals

LRSC College Catalog, 2015–2016

LRSC Employee Manual, current

Dakota Nursing Program Consortium Nursing Faculty Handbook, current

Dakota Nursing Program Consortium Nursing Student Handbook, 2015–2016

LRSC College Policy and Procedure Manual, current

External Constituencies

North Dakota Board of Nursing Report, March 18, 2014

Higher Learning Commission Report, 2011

Annual Reports, North Dakota Board of Nursing, 2012–2014

North Dakota Nurse Education Consortium Grant Report, 2013–2015; 2015–2017

Bremer Grant Documents, 2011; 2014

DMF Grant Documents, 2015

Advisory Board Survey Results, 2015

Articulation Agreements, current

University of Mary

Mayville State University

Minot State University


Associate 6


Associate 7

Nursing/Governing Organization Documents

Dakota Nursing Program Consortium Memorandum of Understanding, 2015–2016

Nursing Department Organizational Chart, 2015–2016

College-wide Committee Memberships, 2012–2013; 2013–2014; 2014–2015

Nursing Program Position Descriptions, current

Faculty Curricula Vitae (Full- and Part-time Faculty), current

Faculty Scholarly Activities Forms (Full- and Part-time Faculty), current

Faculty Survey Results, 2014–2015

Faculty Orientation and Mentoring Forms, current

Dakota Nursing Program Consortium Brochure, current

LRSC Recruitment Materials and Fact Sheet, current

Graduate Survey, 2011–2014

Employer Survey, 2011–2014

AD Exit Survey, 2015

Default Rates, 2009; 2010; 2011; 2012

Clinical Contracts, current

Clinical Site Selection and Maintenance Forms, current

Budget Report, FY 2015

Budget Request for Biennium FY 2016 and 2017

Student Exit Survey Files, 2013–2015

Nursing Unit Minutes

Academic Officer-Nursing meeting minutes, 2012–2013; 2013–2014; 2014–2015

Leadership Team meeting minutes, 2012–2013; 2013–2014; 2014–2015

Faculty and Student Affairs meeting minutes, 2012–2013; 2013–2014; 2014–2015

Curriculum Committee meeting minutes, 2012–2013; 2013–2014; 2014–2015

LRSC Local Faculty Committee meeting minutes, 2012–2013; 2013–2014; 2014–2015

Student Nurse Association meeting minutes, 2012–2013; 2013–2014; 2014–2015

Advisory Board meeting minutes, 2012–2013; 2013–2014; 2014–2015

Course Materials

Course Syllabi, Fall 2015; Spring 2015

Clinical Evaluation Tools, 2014–2015; 2015–2016

Samples of Case Studies, 2014–2015

Samples of Student Assignments, 2014–2015

Class and Clinical Schedules, Fall 2015; Spring 2015

Course Assessment Documents, 2013; 2014; Spring 2015


Associate 8

Third-Party Comments:

The nursing education unit had a reasonable process for soliciting third-party comments. Methods used to

announce the accreditation visit to the program’s communities of interest included announcements

published in the local newspaper, the Devils Lake Journal; posters on bulletin boards and strategic

locations on all campuses; posters at all clinical sites; announcement sent via e-mail to all faculty, staff,

and students; and announcement posted on the Lake Region State College (LRSC) and Dakota Nursing

Program Consortium websites. Verbal announcements were also made in class, throughout the

community, and on the local radio station.

There were six (6) attendees at the public meeting. All comments from the public meeting were positive,

with numerous examples of how the program has “made a difference” for residents in the region. Alumni,

family members of patients cared for by LRSC nursing students while the family member was very ill,

and members of the LRSC faculty and staff (from other departments) provided positive comments. A

member of the Advisory Board told the site visitors that the Dakota Nursing Program Consortium is

addressing “the workforce shortage in rural communities of North Dakota. The program has wonderful

outcomes, and faculty are welcoming to new colleagues in the healthcare community.”

Written third-party comments were not received by the ACEN.

Introduction

The Lake Region State College (LRSC)’s main campus is located in Devils Lake, North Dakota, in the

northeastern quadrant of North Dakota. During the 2003 legislative session, North Dakota law was

changed to permit associate degree nursing programs to prepare students to test for licensure as

Registered Nurses and as Practical Nurses. To address this change, four (4) North Dakota community

colleges developed the Dakota Nursing Program (DNP) Consortium to deliver the associate degree and

practical nursing programs on these campuses, which were approved by the State Board of Higher

Education in March, 2004. The North Dakota State Board of Nursing gave initial approval of the DNP

Consortium practical nursing certificate in July, 2004, and the ADN (RN) program in September, 2004.

The LRSC nursing program is part of the DNP Consortium. The program laboratory and clinical course

components are delivered onsite at each campus and distance site. The lecture components of nursing

courses are delivered via interactive video network (IVN) to the colleges and sites within the DNP

Consortium. The nursing programs at these four (4) colleges utilize one (1) Nursing Program Director for

the associate degree nursing and practical nursing programs and a nursing coordinator/faculty member

(nurse administrator) at each college. The program shares the same mission, philosophy, student learning

outcomes, program outcomes, and curriculum at all Consortium locations.

The LRSC associate degree nursing program, located in Devils Lake with a distance site at Mayville, is

seeking initial accreditation from the ACEN. Site visitors reviewed the Associate of Applied Science in

Nursing program, including the LPN-to-AD and the plans for the pending implementation of the

Paramedic-to-AD nursing program options, which is due to begin in Spring 2016.


Associate 9

III. CLASSROOM AND CLINICAL OBSERVATIONS

Classroom Observation #1

Course Prefix, Number, and Title: NURS 226 Maternal Child Nursing


Faculty Name and Credentials: Melanie Krentz, MSN, RN

Number of Students in Attendance: 15 in local classroom; 14 in Mayville

The class was offered via the College’s interactive video network (IVN). The site visitor observed at the

Devils Lake campus, and the faculty member conducting the class taught from one (1) of the sister

campuses in the Consortium. The local classroom had desks and chairs for 50 students, with two (2) large

screens at the front of the room. The faculty member appeared on one (1) screen, and the other screen was

used for a PowerPoint presentation and other audio-visual aids. A third, smaller screen showed students

from the other campuses, with the location highlighted when a student was speaking. The lighting in the

local classroom was bright, the PowerPoint presentation was easily seen from the back of the room, and

the audio quality was adequate. A staff member from the information technology (IT) Department was

present to coordinate the technology needed for the class. Students from three (3) other campuses were

included in the class, however the site visitors were unable to obtain an accurate number of students

present via IVN.

The topic was pediatric infections; varicella, bacterial infections, and STDs were discussed. A YouTube

video of an infant was shown to demonstrate the effect/symptoms of whooping cough (pertussis). The

instructor shared stories from her clinical practice to enhance the class and responded to students’

questions and comments comfortably. It was evident that the faculty member was current in her

knowledge and clinical practice regarding the content being discussed, and she did well managing the

multiple class sections over the IVN.

Students at the Devils Lake site were engaged, with textbooks open and copies of PowerPoint slides to

facilitate note-taking. Several students were taking notes using personal laptop computers, and others

were highlighting in their texts. Although there were a few whispers between students, the class was quiet

and respectful throughout the observation period.

Classroom Observation #2

Course Prefix, Number, and Title: NURS 225 Alterations in Health I

Method of Delivery: Distance Education - IVN

Faculty Name and Credentials: Andrea Paulson, MS, RN

Number of Students in Attendance: 30 (Devils Lake and Mayville locations)

Class was in progress as site visitor entered the IVN distance education environment. The professor

teaching the class was Andrea Paulson, a DNP Consortium shared Consortium faculty member based at

Bismarck State College. The lecture topic was chronic pulmonary disease, and Ms. Paulson was lecturing

on “flail chest.” The split-screen in the IVN classroom showed the faculty member on the left, and the

right side of the screen displayed the PowerPoint slides or a visual illustrating the content being taught.

For example, as chest surgery was discussed, surgical incisions and the importance of cough and deep

breathing, pain management, and chest tube care was presented. The students and faculty shared laughter

as Ms. Paulson provided a personal patient care anecdote regarding subcutaneous emphysema and a

patient’s face filling up with air.

Throughout the class, Ms. Paulson asked that a student from each location (Devils Lake, Mayville, Valley

City, and Bismarck) answer a question. Ms. Paulson asked the question, muted the sites to allow private

discussion at each location, and solicited student response from a designated site. On one (1) occasion,

when responding to a licensure-examination-style question, the students at Devils Lake were not in


Associate 10

agreement with the response and requested further clarification, which was provided. Ms. Paulson had a

seating chart for each location and was able to specify a student by name or ask someone in the back row

to respond. During the lecture, there was an apparent technical issue, and an IVN support tech was readily

available to correct the situation and allow the class to continue uninterrupted.

Ms. Paulson continued to discuss vascular lung disease, utilizing an unfolding case study of “Kevin,” who

was presented to emergency department with chest pain and shortness of breath. Students were asked to

think critically, to decide on appropriate diagnostics, and to respond to medical prescriptions and

interventions. The case study concluded with discharge teaching and the diagnosis of a coagulation

disorder, which was to be covered in the following week’s lectures on hematology.

Clinical Observation #1

Clinical Agency: Altru Hospital

Units Visited: Medical-Surgical, Orthopedics

Faculty Name and Credentials: Kim Brown, MS, RN, APRN, NP-C

Names, Titles, and Credentials of

Agency Representatives

Interviewed:

Jill Conner, RN, Charge Nurse

Heather Valley, RN, Graduate

Lizzy Blase, RN, Graduate

Number of Students Interviewed: 1

Course Prefix, Number, and Title: NURS 227 Clinical Applications

Altru Hospital is a 277-bed teaching facility located in Grand Forks, North Dakota. Site visitors observed

the 24-bed unit, which is located on the 5th floor and has orthopedic, surgical, and medical patients. The

faculty create the student assignments, and students receive their patient assignments at the start of the

clinical day. Due to the fact that this facility is a teaching hospital hosting several institutions’ clinical

students, some creative scheduling was necessary to accommodate all groups. Mayville students start

their clinical day at 11:00 a.m. and finish at 7:00 p.m. The faculty-to-student ratio was 1:7, and the day

site reviewers were in attendance. Students verified that they have enough time to prepare for their

clinical day, and were able to verbalize their daily routine to the site visitors. The students felt supported

in their clinical learning experiences by their clinical instructor and the nursing staff on the floor. The

students and faculty articulated that they felt supported in voicing concerns should they arise and

understood the chain of command for such events. Hospital staff verbalized that the students were very

prepared; even “more so than other schools’ students.” Hospital staff also verbalized the chain of

command for reporting concerns with nursing students, should they occur. The site visitors interviewed

two (2) graduates who stated that the program prepared them well to take the licensure examination and

begin their nursing career in this hospital setting.

Clinical Observation #2

Clinical Agency: Mercy Hospital

Unit Visited: Medical-Surgical, Obstetrics

Faculty Name and Credentials: Cheri Weisz, MSN, RN

Names, Titles, and Credentials of

Agency Representatives

Interviewed:

Tammy Kartes, RN, OB Leader

Laura Burckhard, RN, Graduate

Karissa Scott, RN, Graduate

Deb Houdus, RN, Patient Care Manager

Number of Students Interviewed: 3

Course Title, Prefix, and Number: NURS 227 Clinical Application I

NURS 227 Clinical Application I is a two-credit course consisting of 48 hours in the simulation

laboratory and 192 clinical hours. The clinical site was visited from 1:00-2:00 p.m. There was one (1)

faculty member with five (5) students. One student was assigned to OB and had been present for a C-


Associate 11

section earlier in the clinical day, which began at 6:45 a.m. The student was holding a newborn and had

been assigned hourly vital sign measurements, performed initial bathing, and performed postpartum

assessment on the mother.

The four (4) other students were assigned one (1) patient in the medical-surgical area, directly adjacent to

OB. One of the students was assigned a comfort care patient and discussed pain management; the student

was able to identify appropriate nursing diagnosis for the patient. She described how she elected to stay

overnight at her own expense on a recent clinical day to observe the OR in a distant location to ensure that

she arrived on time. Many students corroborated that they often carpooled and secured overnight lodging

prior to assigned clinical learning experiences due to the significant driving distances. A third student was

interviewed and described the clinical assignments and concept map due each week on the assigned

patient. While at the College, the site visitors located an example of clinical paperwork assigned to and

completed by the same student earlier in the semester. This student was able to correctly identify generic

names for trade name medications, which she stated she had administered to her assigned patient this day.

Each student was able to articulate the learning outcomes for the day. The faculty had secured the

respiratory therapist to participate in post-conference discussion of pediatric respiratory assessment.

All hospital employees interviewed were very complimentary of the faculty and students from the LRSC

nursing program. The nurse manager actively recruits graduates and has good rapport with the nurse

administrator and the clinical faculty liaison from the program.


Associate 12

IV. EVALUATION OF THE STANDARDS AND CRITERIA

STANDARD 1

Mission and Administrative Capacity

The mission of the nursing education unit reflects the governing organization’s core values and is

congruent with its mission/goals. The governing organization and program have administrative

capacity resulting in effective delivery of the nursing program and achievement of identified

program outcomes.

1.1 The mission/philosophy and program outcomes of the nursing education unit are congruent

with the core values and mission/goals of the governing organization.

☒ The site visitors verified evidence to support compliance with this Criterion.

☐ The site visitors verified minimal evidence to support compliance with this Criterion.

☐ The site visitors could not verify evidence to support compliance with this Criterion.

Table 1.1 in the SSR (p. 12) depicts congruency between the nursing program’s mission/philosophy and

student learning outcomes and the Lake Region State College (LRSC) mission statement; this was

verified in interviews with the Consortium Nursing Director, nurse administrator, faculty, and College

administrators. The student learning outcomes for the nursing program include role-specific graduate

competencies related to teamwork and communication, professionalism and leadership, client-centered

care, evidence-based practice and nursing judgement, quality improvement and safety, and informatics.

Each of these concepts is defined in the SSR (p. 11) and in the Consortium Nursing Student Handbook (p.

11).

1.2 The governing organization and nursing education unit ensure representation of the nurse

administrator and nursing faculty in governance activities; opportunities exist for student

representation in governance activities.




The Organizational Chart for LRSC is located in the SSR (pp. 14–15), and demonstrates the reporting

relationships from the academic faculty to the Vice President of Academic and Student Affairs, who is a

direct report of the College President. The DNP Consortium organizational chart, which is included in the

SSR (p. 16), shows the relationships between the four (4) colleges (LRSC, Bismarck State College,

Williston State College, and Dakota College) who are members of the DNP Consortium. The Consortium

shares the nursing curriculum, nursing courses, policies, operational procedures, and many resources,

including faculty. The program laboratory and clinical courses are delivered onsite at each campus and

distance site, and the didactic courses are delivered via interactive video network (IVN) to the Colleges

and sites within the DNP. The Consortium utilizes one (1) Consortium Nursing Director for the associate

degree nursing and practical nursing programs. The Consortium Nursing Director is responsible for the

program administration at the four (4) partner campuses, including joint supervision of the Nursing

Department with the Distance Education Director. A nursing coordinator at each college is responsible for

the day-to-day operations and supervision of the faculty and students.

The Consortium Nursing Director meets monthly with the academic officers from the four (4) partner

campuses, and there is a memorandum of understanding (MOU) that is reviewed and negotiated annually.

The DNP Consortium Leadership Team includes the Consortium Nursing Director and the nursing


Associate 13

coordinators from each college. This team meets at least monthly to develop policies, review the shared

curriculum, and collaborate on the Consortium’s strategic plan. These activities are all conducted within

the framework of the partner colleges.

The DNP Consortium Director, coordinators, and full- and part-time faculty participate in the DNP

Consortium Faculty and Student Affairs Committee. This committee serves as a liaison between faculty

and students and acts on recommendations from other standing committees. The committee also develops,

implements, and evaluates policies, faculty orientation, student orientation, program handbooks, and the

program evaluation plan (PEP). Each campus faculty member also meets locally to manage the program

responsibilities on their own campuses.

The coordinators and full-time faculty at each college meet annually and as needed as the Admissions and

Progressions Committee. The DNP Consortium Director, coordinators, and full-time faculty also

participate in DNP Consortium standing committees and their corresponding meetings.

Faculty participation on College committees is required, and the faculty are assigned as members or

elected as officers. All full-time LRSC faculty are members of the LRSC Faculty Senate. Table 1.2.1

(SSR, p. 19) lists faculty and nurse administrator participation on College and Nursing Department

committees during the past academic year. Active nursing faculty participation in College governance

activities was confirmed in interviews with nursing and general education faculty and college

administrators. During the interview, the site visitors were told that nursing faculty are seen as leaders and

serve in leadership roles throughout the campus. For example, the coordinator for the LRSC nursing

programs is the immediate past-Chair of the Faculty Senate.

All LRSC nursing students are eligible to participate in the local student nurse organizations and College

committees or student governance. The Student Nursing Organization (SNO) meets monthly, and student

representatives bring issues to the Faculty and Student Affairs Committee. A student is also selected to

serve as a liaison on the Advisory Board. Students are encouraged to become involved in College-level

governance, with LRSC awarding social science credit for appropriate involvement on committees. Table

1.2.2 (SSR, p. 20) lists examples of student involvement in governance activities. The site visitors

verified student participation from both sites in committees and other governance activities through

review of meeting minutes and interviews with the students and faculty. Participation is encouraged and

enhanced through use of video-conferencing, Skype for business, and telephone conferencing.

1.3 Communities of interest have input into program processes and decision-making.




The LRSC faculty meets with the LRSC Nursing Advisory Board each fall and spring semester to discuss

program outcomes and solicit feedback from faculty members. Review of minutes from the LRSC

Nursing Advisory Board meetings revealed regularly scheduled meetings with good attendance by LRSC

nursing faculty and students, shared Consortium faculty, and community partners. Participants provided

input into the decisions made by the DNP Consortium regarding curriculum changes, expansion of

simulation experiences, program options for admission, strategies to improve program outcomes (e.g.,

return of satisfaction surveys), and on-going plans for initial accreditation with the ACEN. The LRSC

Nursing Advisory Board held its regular meeting for the fall semester during the visit, with excellent

attendance and participation from all members observed.


Associate 14

1.4 Partnerships that exist promote excellence in nursing education, enhance the profession,

and benefit the community.




Partnerships with North Dakota professional and regulatory agencies, grant opportunities, articulation

agreements with state universities for RN-to-BSN programs, and service learning projects are described in

the SSR (pp. 22–24). Documents to support each of these partnerships were reviewed in the evidence

room by site visitors and verified through interviews with College and nurse administrators, faculty, and

students.

1.5 The nursing education unit is administered by a nurse who holds a graduate degree with a

major in nursing.




The nurse administrator serves as the LRSC Nursing Program Coordinator for the associate degree and

practical nursing programs. She is credentialed with a master’s degree in nursing education from

University of North Dakota in Grand Forks.

1.6 The nurse administrator is experientially qualified, meets governing organization and state

requirements, and is oriented and mentored to the role.




The nurse administrator earned a nursing diploma in 1993, an associate of arts degree in 2003, a

baccalaureate degree with a major in nursing in 2006, and a master’s degree in nursing education in 2012.

She has extensive clinical practice as a registered nurse in a variety of specialty areas, and she has been a

nursing faculty member since 2007. She meets all the requirements of the College and the North Dakota

Board of Nursing, including a current, unencumbered registered nurse license and a graduate degree in

nursing; experience in teaching and knowledge of learning principles for adult education, curriculum

development, administration, and evaluation; and current knowledge of nursing practice at the associate

degree nurse level. She was appointed to the LRSC Nursing Program Coordinator position in 2010.

During interviews with site visitors, the nurse administrator confirmed that she received orientation from

the previous Director, who was provided a two-month overlap before she resigned to orient the new nurse

administrator. The nurse administrator was mentored and continues to be supported by the Consortium

Nursing Director, whose office is immediately adjacent to hers in the nursing complex.


Associate 15

1.7 When present, nursing program coordinators and/or faculty who assist with program

administration are academically and experientially qualified.




The nurse administrator reports to the Director of the North DNP Consortium, who is credentialed with a

master’s of science degree as a clinical nurse specialist in nursing therapeutics from the University of

North Dakota in Grand Forks. She has served as the Consortium Nursing Director since 2007, and she has

over 30 years of experience as a nurse. Her clinical background includes experiences in critical care, long-

term care, and hospital supervision, and she has 14 years of experience in nursing education. Although

she is not currently teaching in the nursing program, she has recently taught cardiac didactic content, and

plans to teach the community health unit in NURS 237 Clinical Applications II next spring. The

Consortium Nursing Director position is classified as administrative staff (not faculty); the Director has a

12-month contract, and her primary work station is located on the LRSC Campus. Her portfolio was

reviewed onsite, and her current, unencumbered license as a registered nurse in North Dakota was

verified.

1.8 The nurse administrator has authority and responsibility for the development and

administration of the program and has adequate time and resources to fulfill the role

responsibilities.




The nurse administrator has a 12-month, tenure-track faculty contract with 80% administrative duties and

20% teaching responsibilities. This semester, the nurse administrator is assisting in the practical nurse

program in the nursing skills laboratory, and she intends to teach NURS 259, a one-credit role transitions

course in the associate degree program during the spring semester next year.

The LRSC Nursing Program Coordinator position provides leadership to the nursing faculty and is

accountable for the administration, planning, implementation, and evaluation of the practical and

associate degree nursing programs at LRSC and the affiliated distance sites in Mayville and Grand Forks.

According to the job description, her responsibilities include developing and managing the LRSC nursing

budget, maintaining an environment conducive to the teaching and learning processes, sustaining a

relationship with all entities within the academic setting, and overseeing student admission and

progression. She provides oversight of faculty recruitment, development, performance, workload, and

retention. The nurse administrator participates in and supports activities of the program, department,

college, and community agencies. She also works together with the DNP Consortium Director to manage

the program.

The nurse administrator has a private office located on the LRSC campus. Travel to the distance sites is

required and facilitated by access to state fleet vehicles. Meetings and communication between LRSC and

distance sites utilize telephone conferences, Skype for Business, and IVN technologies. The LRSC faculty

report to and are evaluated by the nurse administrator, and it was verified through interviews with faculty

and students that the LRSC Nursing Program Coordinator position involves leadership for the LRSC

Campus, even though the Consortium Nursing Director’s office is also located within the nursing suite at

this campus.


Associate 16

Although the LRSC Nursing Program Coordinator position responsibilities are demanding, the nurse

administrator confirmed that she has adequate time and resources to fulfill the requirements for the

position. The site visitors noted that she is highly respected by the faculty, the students, College

administrators, and members of the healthcare community.

1.9 The nurse administrator has the authority to prepare and administer the program budget

with faculty input.




During separate interviews with nursing administration, faculty, and College administrators, the site

visitors were told that the budgetary process “is a team approach.” According to the SSR (p. 28),

“LRSC’s planning and budgeting priorities flow from and support its mission.”

Within the nursing department, site visitors confirmed that the nurse administrator seeks input from

faculty, staff, and students regarding supplies and equipment needed for the nursing laboratory and

simulation center. Budget requests are prioritized by the nursing department, with lists submitted to the

Director of Instructional Services. The Vice President of Academic and Student Affairs, in consultation

with other members of the Administrative Council and faculty and staff committees, incorporates the

priorities of the College within the budget request. The budget corresponds with the limitations set forth

by the State Board of Higher Education and the North Dakota Legislature. Once funding is approved,

monies are allocated to achieve campus goals and objectives as identified by the LRSC Administrative

Council.

During interviews, the site visitors were informed nursing faculty request are almost always fulfilled due

to the documented needs and strength of the program.

1.10 Policies for nursing faculty and staff are comprehensive, provide for the welfare of faculty

and staff, and are consistent with those of the governing organization; differences are

justified by the goals and outcomes of the nursing education unit.




The LRSC nursing are governed by the same policies and procedures as other LRSC faculty. Differences

include policies related to clinical facility requirements and regulations of the North Dakota Board of

Nursing, such as unencumbered registered nurse licensure in North Dakota and a graduate degree in

nursing. The faculty workload requirements at LRSC are 30 credits per year or 15 credits per semester.

Nursing faculty workload is calculated utilizing “workload units,” with one (1) workload unit equivalent

to one (1) semester credit when teaching didactic content, 0.67 workload units for each directly

supervised contact hour in the laboratory or clinical learning experiences, and 0.25 workload units for

each hour of indirect supervision (preceptorships). The DNP Consortium Workload Guide was included

in the SSR (Appendix A, pp. 132–133). During the faculty interview, the faculty told site visitors that,

although the workload calculations were complicated and “only Karen understands,” they felt their

workload expectations were fair and similar to the workload expectations of faculty in other disciplines at

the College.


Associate 17

1.11 Distance education, when utilized, is congruent with the mission of the governing

organization and the mission/philosophy of the nursing education unit.




All lecture components of nursing courses are delivered over interactive video networking (IVN).

Students are also able to receive their general education courses online or in a traditional, on-campus

format. The IVN system allows students to receive the lecture components in their home communities,

with faculty teaching courses who are content experts from across the entire state. The approach to

education meets the needs of the program and the LRSC mission by enhancing community vitality while

contributing collaboratively to meet the diverse healthcare needs of the communities it serves.

LRSC nursing utilizes the Pearson/e-companion platform as the learning management system, where

students have access to their coursework documents, Consortium Nursing Student Handbook, gradebook,

and discussion threads. Tests are also available via this system, and are only open during proctoring.

The Center for Distance Education and Outreach Services provides faculty orientation, individual faculty

training, in-service opportunities, and additional professional growth opportunities for the faculty

teaching via distance education. The faculty requirements as an instructor under the Center for Distance

Education and Outreach are the same as the requirements for faculty teaching traditional face-to-face

courses. All faculty members are supported by the LRSC Information Technology Department, with live

help available on a 24-hour basis.

Summary of Compliance:

The program is in compliance with Standard 1.

The site visitors did not identify areas needing development for Standard 1.


Associate 18

STANDARD 2

Faculty and Staff

Qualified and credentialed faculty are sufficient in number to ensure the achievement of the

student learning outcomes and program outcomes. Sufficient qualified staff are available to support

the nursing education unit.

Nursing Faculty Academic Credentials – (Highest Degree Only) – Associate Program

Number of Faculty

Doctoral Master’s Baccalaureate Associate

Nursing Non-

nursing Nursing

Non-

nursing Nursing

Non-

nursing Nursing

Non-

nursing

Full-Time

Part-Time 2

Nursing Faculty Academic Credentials – (Highest Degree Only) – Shared with Consortium

Number of Faculty


Nursing Non-

nursing Nursing

Non-

nursing Nursing

Non-

nursing Nursing

Non-

nursing

Full-Time 5

Part-Time 1

Nursing Faculty Academic Credentials – (Highest Degree Only) – Shared with Practical Program

Number of Faculty


Nursing Non-

nursing Nursing

Non-

nursing Nursing

Non-

nursing Nursing

Non-

nursing

Full-Time 4

Part-Time

2.1 Full-time faculty hold a minimum of a graduate degree with a major in nursing.

Full- and part-time faculty include those individuals teaching and/or evaluating students in

classroom, clinical, or laboratory settings.




All nursing faculty teaching in the LRSC program, including the shared Consortium faculty, hold a

graduate degree in nursing, and none are enrolled in post-graduate educational programs. Salary for

nursing faculty is competitive with acute care facilities and is not a prohibitive factor in filling vacancies.

Potential faculty who do not possess a graduate degree in nursing are often introduced to the nurse

educator role in the practical nursing program while enrolled in graduate studies. The nurse administrator

discussed this process of “growing our own” to prepare graduate-level faculty to teach in the associate

program. The faculty confirmed that they carry a workload of 15 “work unit” hours per semester for a

total of 30 credit hours per academic year, and no faculty are currently in overload status.


Associate 19

2.2 Part-time faculty hold a minimum of a baccalaureate degree with a major in nursing; a

minimum of 50% of the part-time faculty also hold a graduate degree with a major in

nursing.




All part-time faculty teaching in the LRSC nursing program, including shared Consortium faculty, hold a

graduate degree in nursing.

2.3 Faculty (full- and part-time) credentials meet governing organization and state

requirements.




The nursing faculty teaching in the LRSC nursing program, including shared Consortium faculty, meet

the LRSC position description qualifications for a DNP Consortium Nursing faculty for the rank of

“Instructor.” All faculty hold an unencumbered North Dakota registered nurse license, a current Basic

Life Support (BLS) for Health Professionals certification, and meet the required immunization and health

requirements for contracted clinical agencies. Only the nurse administrator is in a tenure-track position.

All other nursing faculty are not currently in a tenure-track position (although the site visitors were told

that all faculty are eligible to apply for tenure-track status), but are eligible for promotions in rank at

designated employee milestones. Site visitors were informed that there is a financial incentive for faculty

who are promoted in rank, but no current financial adjustment for those receiving tenure.

2.4 Preceptors, when utilized, are academically and experientially qualified, oriented,

mentored, and monitored, and have clearly documented roles and responsibilities.




The DNP Consortium Preceptorship Information Packet for the Associate Degree Program is provided to

all preceptors at the contracted clinical agencies. Preceptors acknowledge that they have current work

experience in the area of clinical practice for a minimum of one (1) year, an unencumbered North Dakota

registered nurse license, and can provide 36-40 hours of experience to the assigned student. Student

learning outcomes (SLOs) for the program and student are identified, specific learning goals are outlined,

and clinical performance evaluations by the student, preceptor, and course coordinator are completed.

Preceptorship student journals, documentation, clinical comments from preceptors, and course

coordinator documents from Spring 2014 and Spring 2015 were reviewed onsite.


Associate 20

2.5 The number of full-time faculty is sufficient to ensure that the student learning outcomes

and program outcomes are achieved.




There are sufficient full- and part-time faculty to achieve the student learning outcomes and meet the

needs of the LRSC nursing program at all locations, and for all program options, including the paramedic

completion option planned to begin in 2016. The students and faculty acknowledge that classroom and

clinical group ratios are as stated in the SSR. The current enrollment of 30 students with four (4) full-time

faculty yields a full-time-faculty-to-student ratio of 1:8. The students verified ratios of 1:6 in the clinical

learning experiences. There are no faculty currently on overload status. Due to the DNP Consortium and

the deliverance of didactic content via IVN, faculty who are content experts from across the state provide

current information to ensure that the SLOs and program outcomes are achieved.

2.6 Faculty (full- and part-time) maintain expertise in their areas of responsibility, and their

performance reflects scholarship and evidence-based teaching and clinical practices.




Personnel files and faculty portfolios for all full- and part-time nursing faculty, including those faculty

shared through the Consortium, were reviewed by the site visitors. Continuing education attendance was

verified by faculty portfolios. Each faculty member annually completes a document for their file entitled,

“Scholarly Activities of Full-time and Part-time Faculty,” which catalogs all professional development

activities. Support for professional development is available through funding requests to the Faculty

Senate in addition to the nursing budget. The Consortium budget also supports securing outside speakers.

Scholarly activity is documented in annual performance evaluation. Licensure renewal in North Dakota

requires 12 contact hours per two (2) year renewal cycle. One shared Consortium faculty member has

attained Certified Nurse Educator (CNE) credentials, and several others are certified in various

specialties. The DNP Consortium Director has a goal to increase the number of CNE faculty across the

DNP Consortium. Subscription to NurseTim is provided by the North Dakota Center for Nursing for all

nursing faculty throughout the state.

2.7 The number, utilization, and credentials of staff and non-nurse faculty within the nursing

education unit are sufficient to achieve the program goals and outcomes.




The LRSC Administrative Assistant provides clerical/secretarial support to the nurse administrator and

LRSC faculty. The DNP Consortium Administrative Assistant provides clerical/secretarial support to the

DNP Consortium Director. The nurse administrator and DNP Consortium Director, as well as the LRSC

faculty, state that there is sufficient support to meet program goals and outcomes.


Associate 21

2.8 Faculty (full- and part-time) are oriented and mentored in their areas of responsibility.




All faculty who teach in the nurse education program at the Devils Lake, Mayville, or Grand Forks

locations are hired by Lake Region State College. An orientation to the College, IVN, Tegrity, and

specifics of the nurse education program are conducted and well documented. During the faculty meeting,

the orientation process was described by the newest Consortium hire, Melanie Krentz who is being

mentored by Andrea Paulson. Orientation to each respective DNP Consortium location is conducted by

the Coordinator for that college, and a specific orientation to the DNP Consortium is completed.

Verification of orientation by all LRSC and DNP Consortium faculty was verified onsite.

2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates

competencies that are consistent with program goals and outcomes.




All full- and part-time faculty files, including those of the shared faculty, were reviewed. All faculty were

in compliance with up-to-date CPR certification, professional licensure, performance evaluation within

the past 12 months, and verification of attainment of their highest level of nursing degree. The faculty

performance appraisal included evaluation of competencies needed for education and identification and

evaluation of personal goals related to teaching effectiveness, professional and community service, and

scholarship. Professional development activities completed during the previous year to enhance teaching

and/or clinical specialty areas were also identified. The nurse administrator completes annual evaluations

of the full- and part-time LRSC faculty.

2.10 Faculty (full- and part-time) engage in ongoing development and receive support for

instructional and distance technologies.




The IT Department at LRSC is very responsive to faculty and student needs. During orientation, training

is provided on Tegrity and IVN. The Director of Distance Education stated that nursing is a high priority,

and a technician is always available to be in the classroom during IVN sessions. Students and faculty had

very positive feedback regarding the quick responses to IT issues, whether during normal business hours,

on weekends, or late into the night. Technical support is available 24/7 to faculty and students.

Additionally, the IT Department is available to troubleshoot technical issues with the nursing simulation

mannequins.


Associate 22


The site visitors identified the following strength for Standard 2:

Criterion 2.10

The Information Technology Department provides immediate, comprehensive technology

support to the faculty, staff, and students




Associate 23

STANDARD 3

Students

Student policies and services support the achievement of the student learning outcomes and

program outcomes of the nursing education unit.

3.1 Policies for nursing students are congruent with those of the governing organization,

publically accessible, non-discriminatory, and consistently applied; differences are justified

by the student learning outcomes and program outcomes.




Policies for LRSC nursing students are congruent with those of the College. LRSC nursing program

policies that differ from the policies of the College included those related to admission criteria, academic

grades, repeating courses, immunization requirements, Health Insurance Portability and Accountability

Act (HIPAA) agreements, liability insurance, background checks, dress code requirements, and

requirement for CPR certification as identified in the SSR (Table 3.1.2, pp. 47–48). All student policies

are publicly accessible via the College website and can be located in the Consortium Nursing Student

Handbook.

LRSC nursing student policies are regularly reviewed by the Student and Faculty Affairs Committee,

Curriculum Review meetings, and Leadership Committee meetings. The students validated that they send

representation to the Student and Faculty Affairs Committee and appear to be well received. The faculty

verified that student presence and input was encouraged at this meeting. Guidelines for Student

Representatives at Nursing Faculty and Student Affairs Meetings are located in the Consortium Nursing

Student Handbook (p. 87). The students also validated in student interviews that they sign verification of

receipt and understanding of the Consortium Nursing Student Handbook. Interviews with the students,

faculty, and nurse administrators, as well as a review of the online (and paper copy) Consortium Nursing

Student Handbook verified that the student policies of the nursing program are publicly accessible, non-

discriminatory, and consistently applied.

3.2 Public information is accurate, clear, consistent, and accessible, including the program’s

accreditation status and the ACEN contact information.




☒ The institution has a transfer of credit policy that is publicly disclosed and includes a statement of

the criteria established by the institution regarding the transfer of credit earned at another

institution of higher education.

☒ The institution/nursing program makes available to students and the public current academic

calendar, grading policies, and refund policies.

☒ Recruitment materials for the nursing program accurately represent the institution’s/nursing

program’s practices and policies.


Associate 24

☒ The institution avoids the following recruitment practices in order to comply with U.S.

Department of Education regulations:

a. Assuring employment unless employment arrangements have been made and can be verified,

b. Misrepresenting job placement and employment opportunities for graduates,

c. Misrepresenting program costs,

d. Disparaging comparisons of secondary or postsecondary institutions,

e. Misrepresenting abilities required to complete intended program, and

f. Offering money or inducements other than educational services of the institution in exchange

for student enrollment. (Except for awards of privately endowed restricted funds, grants, or

scholarships are to be offered only on the basis of specific criteria related to merit or financial

need.)

Site visitors verified via review of the Lake Region State College (LRSC) website, including the online

College Catalog and Student Handbook, and the DNP Consortium Handbook that program information

regarding the nursing program’s mission and philosophy; student learning outcomes; admission

requirements and policies, including the academic calendar, grading policies, transfer of credit policy; and

refund policies are all current, accurate, clear, consistent, and accessible to students and the public. Online

recruitment information found on the website for the nursing program accurately represents policies and

practice.

Site visitors verified that the contact information for the Accreditation Commission for Education in

Nursing (ACEN) was correct on the website and on posted announcements for the November 10, 2015

site review. The site visitors also verified information stating that the program is currently seeking initial

accreditation from the ACEN (SSR, p. 48). This information was found on the website and in the

Consortium Nursing Student Handbook. The site visitors also verified that the students could articulate

knowledge of the ACEN and the importance of accreditation. Site visitors noted that announcements for

the November 10, 2015, ACEN site visit were posted at the Devils Lake Campus and the Mayville

Campus.

3.3 Changes in policies, procedures, and program information are clearly and consistently

communicated to students in a timely manner.




Interviews with Lake Region and Mayville students verified that changes in policies and/or clinical

dates/times were all communicated via e-mail, instructor-to-class communication (face-to-face), or by

personal telephone calls. The students reported that communication was consistent, timely, and thorough.

Interviews with the faculty verified that e-mail was the preferred route for communication of changes, and

every attempt was made to communicate changes to the students in a timely manner.

3.4 Student services are commensurate with the needs of nursing students, including those

receiving instruction using alternative methods of delivery.





Associate 25

Student Services are directed by the Vice President for Student Affairs. The 2015–2017 LRSC Catalog

lists all student services, the office location, hours of operation, personnel name and credentials, and the

Catalog page and the location of the service on their website. All student services are available to students

at all locations, including distance sites, in either face-to-face format on a limited schedule, by telephone,

or online. In interviews, the students reported that e-mail or telephone responses to requests were timely

and sufficient to meet their needs. ADN Exit Surveys for the May 2015 graduates added student services

satisfaction questions. A score of 4.86 (on a 5-point Likert scale) indicated that students were satisfied

with access to support services.

Student interviews verified that the students felt their needs were met with regards to the scope of support

services. Interviews with distance students at the Mayville Campus verified student agreement that

guidelines were clearly outlined and they had adequate access to services. Student groups on both

campuses (Devils Lake and Mayville) used the website and/or the chain of command when inquiring

about access to support services. The students rely mainly on their immediate classroom/clinical

instructor for information followed by use of the website. The faculty stated that comprehensive student

support services were easily accessible at distance sites in either face-to-face format on a limited

schedule, by telephone, or online, as well as available for all students at the main campus.

3.5 Student educational records are in compliance with the policies of the governing

organization and state and federal guidelines.




☒ The institution has written procedures in place specific to protecting the privacy of students

enrolled in distance education courses or programs.

The North Dakota State Board of Higher Education policy 1912.7 dictates record retention requirements.

LRSC is in compliance with this policy, which directs all campuses to manage their records according to

North Dakota Colleges/Universities General Records Retention Schedule. The DNP Consortium policy

on record retention states that “student records will be maintained securely in the Nursing Department and

records will be purged five (5) years after graduation.” After five (5) years, student records, which will

include a minimum of the student transcript, will be the responsibility of the College’s Student Services

Department. A link to the NDUS policy was available on the website. In meeting with support personnel,

site reviewers verified that student records are maintained in accordance with state and federal guidelines

and support personnel receive FERPA training.

The DNP Consortium and LRSC nursing program uses distance learning, specifically the IVN system, to

present content in the nursing courses. All graded learning activities are completed online in a proctored

environment, with each student’s login password-protected, according to the LRSC distance education

policies.


Associate 26

3.6 Compliance with the Higher Education Reauthorization Act Title IV eligibility and

certification requirements is maintained, including default rates and the results of financial

or compliance audits.




Year Three-Year Default Rate

Current Final 2012 14.7%

Previous Final 2010 6.2% (two-year rate)

LRSC completed the U.S. Department of Education Program Participation Agreement (PPA), which will

expire on March 31, 2021. This agreement allows the College to participate in the Federal Student Aid

programs. LRSC has a three-year cohort default rate of 14.7%. According to the SSR (p. 55), the 2012

default rate was 14.7%, and the 2010 default rate was 6.2%. Default rates before 2010 were not reviewed

by the site visitors.

3.6.1 A written, comprehensive student loan repayment program addressing student loan

information, counseling, monitoring, and cooperation with lenders is available.




All students receiving student loans at LRSC are required to complete student loan counseling, which

includes information on rates upon graduation and describes their rights and responsibilities as a student

borrower. In student interviews, the students confirmed this information to be accurate and stated that

they had the opportunity to ask questions and understood how much was owed and due dates upon

graduation. Financial aid policies are also outlined in the Catalog and on the website. The students are

referred to different websites outside the College for loan counseling.

3.6.2 Students are informed of their ethical responsibilities regarding financial assistance.




The students must complete entrance loan counseling before student loan funds are dispersed. The

students acknowledge their responsibility by “accepting” the Financial Obligation Statement on Campus

Connection. All students receiving student loans at LRSC are required to complete student loan

counseling, which includes information on rates upon graduation and what their rights and responsibilities

are as a student borrower. In interviews, the students confirmed this information to be accurate and stated

that they had the opportunity to ask questions and understand when repayment was due and how much

was owed upon graduation. Financial aid policies are also outlined in the Catalog and on the College

website.


Associate 27

3.6.3 Financial aid records are maintained in compliance with the policies of the governing

organization, state, and federal guidelines.




Financial Aid records are password-protected and maintained electronically in the financial aid office. All

employees sign a FERPA acknowledgement and a statement of confidentiality. Records are retained

based on the North Dakota Record and Retention schedule.

3.7 Records reflect that program complaints and grievances receive due process and include

evidence of resolution.




While a grievance policy is in place at LRSC, there have been no grievances filed by students in the

associate program to date. In student interviews, the students could articulate the grievance process and

understood that it was located on the website and in their Consortium Nursing Student Handbook. Site

visitors verified through interviews with students, faculty, and administrators that students followed the

“chain of command” when problems were identified, and students stated that most of their complaints

were resolved by their clinical faculty or course coordinators, although they felt comfortable bringing

problems to the LRSC Program Coordinator when necessary.

3.8 Orientation to technology is provided, and technological support is available to students.




The LRSC nursing program orientation agendas supplied to the site visitors verified that an introduction

to technology was provided at the beginning of the semester. The students verified that IT support is

sufficient and readily accessible for students on a 24/7 basis. The faculty also verified that IT staff were

very responsive to their needs and the equipment works well. In a meeting with support staff, the IT

personnel reported that they have dependable staff with an on-call communication/notification available

24/7.


Associate 28

Orientation to the simulation laboratory and other clinical orientation is provided throughout the semester.

Clinical site electronic medical record charting is provided prior to the start of the each clinical learning

experience.

3.9 Information related to technology requirements and policies specific to distance education

are accurate, clear, consistent, and accessible.




☒ Processes are in place (e.g., login name/password, use of technology such as cameras/video

stream) through which the institution can establish that the student who registers in a distance

education course or program is the same student who participates in and completes the course or

program and receives the academic credit.

☒ Written procedures are distributed at the time of registration or enrollment in a distance education

course that notify students of any projected additional student charges associated with the

verification of student identity (e.g., proctoring center fee, required purchase of specific

technology such as a camera).

The lecture component of nursing courses is offered via the IVN. Laboratory, simulation, and clinical

practice learning activities are offered in on-campus laboratories or at regional healthcare facilities. All

nursing courses utilize the Pearson LearningStudio learning management system to supplement

instruction. Nursing class schedules, tutorials, syllabi, and technology requirements are available on the

Pearson Learning platform. The students complete all testing and ATI-proctored examinations at their

home campus in a proctored computer laboratory. Processes are in place to ensure students’ identities are

verified for examination purposes and grades (user IDs and passwords, proctored examinations, and codes

distributed at the time of the examination to each student). This was validated during meetings with the IT

personnel and the Director of Distance Learning, and confirmed in interviews with faculty and students.

In student interviews, the students stated that they viewed the technology as a helpful learning tool. The

students at both campuses reported that IT staff were very responsive. The faculty also reported that they

are very satisfied with IT support and responsiveness. The Pearson Learning Studio has a technical

support option with a link to a 24/7 live-chat. There is also a HELP Desk telephone number for technical

support. The program received high scores for satisfaction regarding its technology capabilities on the

student exit surveys.





Associate 29

STANDARD 4

Curriculum

The curriculum supports the achievement of the identified student learning outcomes and program

outcomes of the nursing education unit consistent with safe practice in contemporary healthcare

environments.

4.1 The curriculum incorporates established professional standards, guidelines, and

competencies, and has clearly articulated student learning outcomes and program outcomes

consistent with contemporary practice.




LRSC’s mission statement is “We enhance lives and community vitality through quality education.”

The DNP Consortium curriculum incorporates standards and competencies from the National League of

Nursing (NLN), American Nurses Association (ANA), National Council State Board of Nursing

(NCSBN), Institute of Medicine (IOM), Quality and Safety Education for Nursing (QSEN), and the North

Dakota State Board of Nursing throughout the curriculum. Six (6) program learning outcomes identified

in the SSR were verified in each syllabus, as identified in Table 4.1. The faculty and students verbalized

understanding of the program outcomes and student learning outcomes and how they were assessed in

each course.

4.2 The student learning outcomes are used to organize the curriculum, guide the delivery of

instruction, direct learning activities, and evaluate student progress.




Review of course syllabi verified that the program learning outcomes and student learning outcomes were

documented with identified learning activities and evaluation criteria. Didactic content is identified online

in weekly content outlines. The student clinical evaluation tool utilizes the clinical course objectives,

didactic performance objectives, and program learning outcomes to evaluate student progress.

Daily/weekly formative and summative evaluation of the student clinical progress is recorded by the

faculty member. The clinical evaluation tools for each course demonstrate progression in the attainment

of clinical skills. The students vocalized their sense of progression in learning in the clinical learning

experiences and stated that they understand the criteria for evaluation in each course.

4.3 The curriculum is developed by the faculty and regularly reviewed to ensure integrity,

rigor, and currency.




The curriculum is reviewed and evaluated by the faculty for rigor and currency as verified in a review of

the DNP Consortium Curriculum Committee meeting minutes and the DNP Consortium summer analysis

meeting minutes. As part of the DNP Consortium with three (3) other colleges across the state, the

curriculum creation and revision process is shared among the DNP Consortium faculty. The use of IVN to


Associate 30

accommodate monthly faculty meetings, which include curriculum discussion, is coupled with course

assessment and review of student learning outcomes at the end of each semester. Lead faculty are

identified for each course, and the workload is shared equally across the Consortium. Each July, all

faculty attend a summer analysis meeting to update the curriculum for the following academic year. Once

these curriculum revisions are finalized, all members of the Consortium implement the curriculum

revisions. A recent decision affecting the curriculum is the replacement of Medcom video subscription

with ATI videos, to which the students already subscribe, beginning Fall 2016.

A Curriculum and Academic Standards Committee is part of the governance structure at LRSC.

The faculty have access to attendance at professional education conferences regionally, nationally, and

online. Additionally, numerous hardcopy journals specific to nursing education were located in the

conference room at the Devils Lake Campus. The Faculty Forum area within the DNP Consortium

website contains course assessment forms and test blueprinting materials. Evidence of test blueprints for

all examinations and quizzes was reviewed by the site visitors.

A major curriculum change occurred in July 2014 with the reduction of credit hours reduced from 78

credit hours to 73 credit hours for the combined 1+1 progression program. The credit hour reduction

affected the PN level and courses of study with the elimination of four (4) credits of chemistry, the one-

credit reduction for a summer practical nursing clinical requirement, and the elimination of the

requirement of CNA designation, which is identified in the SSR (p. 77) as “hidden” credits. These

changes in credit hours affected the practical nursing portion of the program. The two-semester program

of study for the associate program was unaltered, and remained at 31 credit hours.

Rigor is evaluated with successful completion of examinations, including the ATI Comprehensive

Predictor. The students must demonstrate successful competence in the clinical setting. Clinical faculty

reported that students who are not performing to the expected standards in the clinical setting are placed

on a remediation plan for success.

4.4 The curriculum includes general education courses that enhance professional nursing

knowledge and practice.




A meeting with the general education faculty confirmed collaboration between disciplines. Faculty from

the psychology, English/communications, science, and pharmacology departments attended. Faculty from

the Science Department discussed the nursing faculty’s decision to eliminate chemistry as a program

requirement. The pharmacology faculty discussed the need to increase mathematics content in the course

with the removal of the chemistry and the enhanced emphasis on generic versus trade names of

medications. The general education faculty stated they worked with the nursing faculty to identify and

offer courses the students would need to continue their education and earn higher degrees.

4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include

experiences from regional, national, or global perspectives.





Associate 31

The curriculum incorporates aspects of cultural, ethnic, and socially diverse concepts in didactic and

clinical learning experiences. A review of course syllabi, unit modules, and activities verified that these

concepts are incorporated into the didactic instruction in each course. Table 4.5 in the SSR also provides

an overview of the specific courses and cultural, ethnic, and diversity courses covered throughout the

curriculum. The students verified clinical learning experiences with patients from various cultural and

socioeconomic backgrounds.

Simulation laboratory experiences have included collaboration with the North Dakota School for the

Deaf, which incorporated the use of sign language, and Native Americans living at the Spirit Lake

Reservation. The College sponsors culturally-specific speakers and educational offerings. The diversity of

the ethnic populations in the area was represented at the public and advisory meetings.

4.6 The curriculum and instructional processes reflect educational theory, interprofessional

collaboration, research, and current standards of practice.




Use of the adult learning theory is evident in the bi-monthly meetings held with students to focus on

academic success. The SSR illustrates statements from many faculty members indicating how they

exemplify adult learning theory and professional collaboration in their daily practice. The strategies

identified by the faculty that exemplify adult learning theory include increased use of moderate- to high-

fidelity simulation laboratories to provide delegation and prioritization experiences and deliver nursing

care for patients with abnormal maternal-child complications. The faculty also stated that “flipping the

classroom” provided learning activities that assist students to demonstrate critical thinking and

collaboration skills.

4.7 Evaluation methodologies are varied, reflect established professional and practice

competencies, and measure the achievement of the student learning outcomes.




A variety of assessment measures are used to evaluate the program outcomes and student learning

outcomes. Care plans, class projects, faculty-made examinations, ATI specialty examinations, clinical

evaluation tools, and standardized skill checklists validations are examples of methods used. Each

examination/quiz has an examination blueprint completed. The clinical rubric evaluating performance and

written assignments are conducted weekly.

Course level data are collected, aggregated, and trended. A review of syllabi utilized in the program

verified progression. Each syllabus details the number of examinations and course percentage values,

assignments, and class participation percentage. The students were able to articulate expectations in the

classroom and in clinical learning experiences at each level in the nursing program. Formative and

summative evaluation processes are implemented in the clinical courses.


Associate 32

4.8 The length of time and the credit hours required for program completion are congruent

with the attainment of identified student learning outcomes and program outcomes and

consistent with the policies of the governing organization, state and national standards, and

best practices.




☒ The institution/nursing program has policies and procedures for determining the credit hours

awarded for nursing courses, and policies and procedures conform to commonly accepted

practices in higher education.

The length of the nursing program is congruent with the attainment of identified outcomes and consistent

with the policies of the governing organization. The length of 73 total credit hours for the associate degree

program is slightly above national guidelines and best practices of 60 to 72 credit hours. The associate

degree completion program is 31 credit hours in length and is designed to be completed in a minimum of

two (2) semesters. The students traditionally enter the associate program following completion of the

practical program and, therefore, must only complete the final 31 hours of coursework towards the

associate degree. The majority of students matriculate directly from the practical program. Occasionally, a

practical nurse who completed their previous education elsewhere will enter to complete the final 31

credit hours for the associate degree. A third option, which is expected to begin in Spring 2016, is a

bridge program option, which will allow paramedics to complete nine (9) hours of transitional

coursework (plus prerequisite general education courses) and enter in the Fall 2016 class to complete the

final 31 credits for the associate degree. The credit-to-contact-hour ratios of 1:1 for theory and 1:3 for the

laboratory and clinical learning experiences as described in Table 4.8.3 in the SSR were verified onsite.

4.9 Practice learning environments support the achievement of student learning outcomes and

program outcomes.




The clinical learning experiences are scheduled at a variety of healthcare facilities located over hundreds

of miles in eastern North Dakota. The students reported that many students carpool and secure overnight

lodging to attend clinical learning experiences, especially in the spring semester due to inclement weather.

The students all stated that they were well aware of the travel requirements to cities, sometimes in excess

of two (2) hours from their home or from the Devils Lake or Mayville campuses. Clinical agencies are

varied, and student evaluations demonstrated that the clinical placements allow opportunities for varied

clinical experiences that prepare the students for their role as a registered nurse. The students reported that

they are confident in the skills they are obtaining in the program.

Two (2) of the main clinical facilities were visited by the site team, and both were appropriate to meet the

learning needs of the students. The students evaluate the clinical facility at the end of each experience.

Communication of survey results is shared with clinical agencies and faculty on an ongoing basis as

reported by the nurse administrator. At the time of the site visit, all affiliation agreements were found to

be signed and current. Each affiliation agreement identified the roles and responsibilities of the staff and

faculty and contained termination language.


Associate 33

4.10 Students participate in clinical experiences that are evidence-based and reflect

contemporary practice and nationally established patient health and safety goals.




Students’ participation in the Community and Health Promotion Fair exemplified evidence-based

practices and nationally established patient health and safety goals. Each student developed poster

presentations and handouts on a variety of topics, including car seat safety, Alzheimer’s disease,

hypertension, helmet usage, back pain, cholesterol management, skin cancer prevention, obesity, stroke,

and diabetes (including gestational diabetes). Each student had to provide evidence from the nursing

literature to support their teaching project.

Weekly written assignments from clinical learning experiences include the creation of concept maps and

documentation of evidence-based practice to support their nursing care interventions and assessments.

Rubrics for all assignments, which are included with the syllabi and available online, reflect participation,

preparation, and the student learning outcomes evaluated for that course assignment. The students must

demonstrate competency in the skills laboratory before performing in the clinical facility.

Clinical learning experiences occur at numerous locations in North Dakota and may require extensive

travel. At the student meetings and in conversation during the clinical observation, the students stated

they felt the classroom theory is supported by the clinical learning experiences and that they are well

rounded. This was echoed by a member of the Advisory Board, who stated that the students who graduate

from the College are well rounded and see the many avenues they can take to serve the community as

registered nurses. A community-wide disaster/mass casualty drill utilizing the LRSC simulation

equipment was held in Spring 2015 and brought individuals from the local fire department, the local life

flight helicopter and crew, providers from Mercy Hospital, and other community agencies together. This

benefited the community and provided an opportunity for the students to demonstrate their skills to

potential future employers in the community.

The faculty and students concur that the newly built location for the nursing program, which includes a

state-of-the-art simulation laboratory, provides invaluable learning experiences. The use of simulation

technology, especially for pediatric/maternal-child/OB scenarios, is supplemented by nursing staff from

the local hospital and provides evidence-based practice. Simulation is also used to provide needed

delegation and supervision experiences to students who will soon graduate and staff locations throughout

rural North Dakota.

4.11 Written agreements for clinical practice agencies are current, specify expectations for all

parties, and ensure the protection of students.




All clinical agency contracts were reviewed onsite and verified to be current, specify expectations, and

ensure protection of students. The clinical sites include acute care, long-term care, hospice, community

agencies, and correctional facilities.


Associate 34

4.12 Learning activities, instructional materials, and evaluation methods are appropriate for all

delivery formats and consistent with the student learning outcomes.




As presented, the lecture component of nursing course occurs over IVN coupled with clinical simulation

and agency-based care. The program utilizes Tegrity as part of course instruction along with Medcom

Video and the Evolve learning platform. ATI standardized testing is incorporated into the curriculum,

including an ATI Live licensure examination review course. Each syllabus clearly defines learning

activities and student assessment methods, which are used to evaluate the student learning outcomes.





Associate 35

STANDARD 5

Resources

Fiscal, physical, and learning resources are sustainable and sufficient to ensure the achievement of

the student learning outcomes and program outcomes of the nursing education unit.

5.1 Fiscal resources are sustainable, sufficient to ensure the achievement of the student learning

outcomes and program outcomes, and commensurate with the resources of the governing

organization.




A comprehensive, ongoing assessment of resources is conducted systematically by the nurse

administrator, faculty, students, Advisory Board, and facility partners. The predominant source of

financial support for the Nursing Department is provided by Lake Region State College: 51% of the

budget is from tuition and fees and 49% is from state appropriations. Several budget status reports were

provided for 2015. A comparison of three (3) years of budgets for the nursing program and similar

programs at the College was provided (SSR, p. 104). Grant monies are distributed per requests of donors

and according to program need.

The nurse administrator prepares the annual budget, and the LRSC faculty stated they have input into the

budgetary preparations through informal discussions or formal requests for specific items. The budget is a

regular item on the monthly faculty meeting agenda. The Vice President of Student/Academic Affairs and

Administrative Affairs stated that financial support for the program is a priority.

In interviews with the site visitors, the faculty indicated that there are sufficient financial resources to

achieve the student learning.

5.2 Physical resources are sufficient to ensure the achievement of the nursing education unit

outcomes, and meet the needs of the faculty, staff, and students.




The physical resources are sufficient to ensure the achievement of the nursing education unit outcomes.

The nurse administrator reviews and prioritizes faculty requests for physical resources.

The DNP Consortium Director and the LRSC Program Coordinator have private offices (located in the

new Bergstrom Technical Center on the Devils Lake Campus) with a computer, printer, Internet access,

locked file cabinets, and telephones. The faculty members have private offices in the same building; their

offices are similarly equipped. The Technical Center is open from 8:00 a.m. to 5:00 p.m. on Mondays

through Fridays. At the Mayville State University Campus in Mayville, the nursing program’s physical

resources are located in the Old Main Building and the Byrnes-Quanbeck Library. Hours are 8:00 a.m. to

4:30 p.m. on Mondays through Fridays.

The Devils Lake Campus offers an IVN classroom, which can accommodate up to 50 students. There are

monitors for multimedia presentations and remote site meetings/presentations. Cameras, microphones,

and speakers facilitate two-way interaction. The room is equipped with SMART technology, including


Associate 36

SMART Board 800 and a SMART projector. The Testing Center has 24 divided testing cubicles. A

mobile computer cart with 30 wireless laptops and a printer is available in this area.

The laboratories at Devils Lake consist of a patient-centered learning laboratory and a nursing skills

laboratory. The patient-centered learning laboratory is an active learning environment consisting of four

(4) pods with tables and chairs. The room is equipped with SMART technology, and students can connect

computerized devices to share information. The nursing skills laboratory is equipped with six (6) electric

hospital beds that accommodate four (4) VitalSim mannequins and two (2) low-fidelity mannequins

designed for instructor demonstrations and student return demonstrations. There is a nurse’s station that

can be used as a teaching forum and skills demonstration area. The room is equipped with SMART

technology. There are functional sinks, hand sanitizers, and glove box holders at each bedside. A

medication cart, treatment cart, and locked supply storage cabinets are available in this laboratory as well.

The nursing skills laboratory is open Mondays to Fridays from 8:00 a.m. to 5:00 p.m.

The simulation center has three (3) suites, which have the capability to simulate maternal/neonatal

birthing, emergency room/ICU (with the use of a SimMan 3G), and long-term care nursing. All suites can

be set up to simulate pediatric scenarios with the Pedi HAL Tetherless Five-Year Pediatric Simulator. All

suites are connected to a control room with one-way glass. There are two (2) debriefing rooms outside the

simulation center.

There is a conference room with electronic technology for presentations, nursing student study lounge,

various offices for faculty, and a resource room. Office hours are posted.

Classrooms at the Mayville Campus consist of a nursing classroom with four (4) tables and eight (8)

chairs, a whiteboard, and an overhead projector with a screen, and a classroom with seven (7) tables and

seating for 21 students. This classroom has an overhead projector with a screen and power strips for

electronics. The IVN classroom, which is located in the library, seats up to 24 students. The students view

multimedia presentations, and cameras facilitate two-way communication with other sites. All didactic

lectures are recorded over Tegrity for subsequent viewing.

The Mayville Campus has a nursing laboratory with a skills area and a separate simulation area. The skills

laboratory has two (2) electric beds with one (1) adult mannequin and one (1) pediatric infant mannequin

as well as various skills equipment. There are tables and chairs for eight (8) students, and a computer cart

with 18 laptop computers is accessible. This laboratory is open Mondays to Fridays from 8:00 a.m. to

4:30 p.m. The separate simulation area has a high-fidelity ALS simulation mannequin, a NOELLE

obstetrics mannequin, and two (2) other high-fidelity simulators. The room contains various training

equipment including a defibrillator and a computerized simulation charting system.

The Mayville Campus also has a student lounge, and a shared office for faculty. Private student

conferences are scheduled to maintain confidentiality, and office hours are posted. The faculty utilize

laptops, and desktop computers and printers are available. The cafeteria is available in the Science

Building, and microwaves and refrigerators are available in the Old Main Building for student use.

5.3 Learning resources and technology are selected with faculty input and are comprehensive,

current, and accessible to faculty and students.

☐ The site visitors verified evidence to support compliance with this Criterion.

☒ The site visitors verified minimal evidence to support compliance with this Criterion.


The faculty have input into learning resources and technology; they can either submit requests to the

nurse administrator verbally or via e-mail or make requests during a faculty meeting. The students also


Associate 37

have input, using the faculty as their chain of command for ideas or requests. End-of-course evaluations

are used to elicit feedback on the adequacy of technology, textbooks, course materials, facilities, and

equipment.

Each campus has a library that contains computer laboratories and offers access to online databases,

books, e-books, and current nursing journals. Textbooks are on reserve at both sites. Hours of operation

are fixed, but can be flexible to meet the students’ needs. Examples of online databases include

EBSCOhost, Credo, Learning Express Library TM, Alternative Health Watch, Consumer Health

Complete, Health Source: Consumer Edition, PubMed, and PubMed Central. Books are available to all

students. The site visitors noted some physical library holdings that were outdated; some textbooks were

more than 15 years old. However, online resources and other learning resources were current.

Each campus has a bookstore at which the students may purchase a variety of supplies, including

textbooks. Full-time, degree-seeking students may charge their book and supply purchases to their

financial aid accounts.

The faculty submit requests for new resources to the librarian at each site. The librarians have an annual

budget and prioritize the requests. The most recent purchase was CINAHL Full-text. Computer resources

at Devils Lake consist of a computer study room with 10 desktop computers and a printer. Another four

(4) computers are available in the library. The Mayville Campus has a similar computer learning area for

students.

5.4 Fiscal, physical, technological, and learning resources are sufficient to meet the needs of the

faculty and students engaged in alternative methods of delivery.




The program relies on technology to communicate course content and provide communication between

faculty and students. Internet-based resources are listed in the SSR (Table 5.3.1, pp. 116–117). Both

campuses use multiple methods of distance education, including IVN, an online platform (eCollege), and

the use of Tegrity to record lectures. Students at both locations have the same access to distance

technology and learning methods. All students and faculty are oriented to these learning systems, and 24-

hour technical support is available. Student exit surveys indicated satisfaction with the physical space

(classrooms, skills laboratories, and learning resources) with scores ranging from 4.2 to 5.0 on a five-

point Likert scale. The students and faculty verified in interviews that the available technology is

sufficient to meet their needs and help is available via 24/7 technical support. During interviews with the

LRSC Nursing Coordinator and staff from the IT Department, the site visitors were informed that nursing

is their priority and assistance is immediately available during classes presented over the IVN system. The

faculty and students receive individual assistance with computer hardware and software as needed, and

the IT staff assist students with repair of personal computers. The IT staff are accessible via their personal

mobile telephones and are on call 24/7.


Associate 38



The site visitors identified the following area needing development for Standard 5:

Criterion 5.3

Ensure that learning resources are current, including library holdings.


Associate 39

STANDARD 6

Outcomes

Program evaluation demonstrates that students and graduates have achieved the student learning

outcomes, program outcomes, and role-specific graduate competencies of the nursing education

unit.

6.1 The systematic plan for evaluation of the nursing education unit emphasizes the ongoing

assessment and evaluation of each of the following:

- Student learning outcomes;

- Program outcomes;

- Role-specific graduate competencies; and

- The ACEN Standards.

The systematic plan for evaluation contains specific, measurable expected levels of

achievement; frequency of assessment; appropriate assessment methods; and a minimum of

three years of data for each component within the plan. (Programs seeking initial

accreditation are required to have data from the time Candidacy was achieved.)




The program has had a program evaluation plan (PEP) in place since 2003; the plan is an integral part of

the program review processes. The plan, which is based on the ACEN Standards and Criteria, includes the

SLOs, program outcomes, and role-specific graduate competencies. The annual PEP is initiated July 1st of

each year, and final documentation and analysis of assessment results are completed the following July.

The LRSC Schedule for the Evaluation Plan is included in the SSR (Appendix I, pp. 172–180).

Measurement of the expected level of achievement (ELA) for each of the outcomes and standards is

included in the PEP, along with a timeframe and identification of the individual responsible for the data

collection and analysis for each ELA. A copy of the most recent PEP is included in the SSR (Appendix K,

pp. 181–258), and describes evaluation and analysis of data for the past three (3) years.

6.2 Evaluation findings are aggregated and trended by program option, location, and date of

completion and are sufficient to inform program decision-making for the maintenance and

improvement of the student learning outcomes and the program outcomes.




Although it is sometimes difficult to identify analysis of data trends in the PEP, it was evident to the site

visitors during interviews with nursing administration and faculty that evaluation findings are being

aggregated and trended, with evaluation and analysis of these data influencing program changes and

curriculum revisions. Review of meeting minutes for the Leadership Team, Faculty and Student Affairs

Committee, Curriculum Committee, and Advisory Board for the past three (3) academic years

demonstrated discussion and documentation of evaluation processes, with recommendations for revisions

for program improvement.


Associate 40

Although the PEP has previously encompassed all campuses and nursing programs of the DNP

Consortium collectively, the DNP Consortium leadership team is facilitating the collection and analysis

of data by location and cohort. The program outcomes for the licensure examination pass rates and

graduate completion rates have been reported by cohort in the PEP (SSR, Appendix K, pp. 247–250).

6.3 Evaluation findings are shared with communities of interest.




The evaluation findings are shared with members of the Advisory Board during meetings each semester,

with students during orientation, and with the public via the DNP Consortium website. Interviews with

the students, faculty, nursing administration, and members of the Advisory Board verified that they

continue to be informed and receive regular and frequent updates. Review of the meeting minutes

confirmed agenda items that reflect compliance with this Criterion.

During an interview with members of the Advisory Board, the site visitors were given specific examples

of input provided by Advisory Board members that resulted in revisions to the curriculum. Advisory

Board members also stated appreciation for the excellent communication and relationships between the

nursing faculty and director and members of the healthcare community. One member of the committee

stated, “I enjoy coming to these meetings, and always feel that my comments are heard and that my input

is valued. The program heeds our suggestions and makes changes as necessary.”

6.4 The program demonstrates evidence of achievement in meeting the program outcomes.

6.4.1 Performance on licensure exam: The program’s three-year mean for the licensure exam

pass rate will be at or above the national mean for the same three-year period.




Performance on Licensure Examination – Aggregate

Expected Level of

Achievement Year Licensure Examination Pass Rate

The three-year mean for NCLEX-RN pass rates

for first-time test-takers will be at or above the

national mean during the same three-year time

period for associate degree nursing graduates.

July 2014–June 2015 90.48% (n=19/21)

Same as above July 2013–June 2014 100% (n=12/12)

Same as above July 2012–June 2013 73.3% (n=11/15)

Three-Year Mean: 87.9%


Associate 41

Performance on Licensure Examination – Devils Lake – LPN-to-ADN (Paramedic starting in Fall 2016)

Expected Level of





period for associate degree nursing graduates.

July 2014–June 2015 93.75% (n=15/16)


Same as above July 2012–June 2013 69.23% (n=9/13)


Performance on Licensure Examination – Mayville – LPN-to-ADN (Paramedic starting in Fall 2016)

Expected Level of





period for associate degree nursing graduates

July 2014–June 2015 80.0% (n=4/5)




The LRSC nursing program is a two-semester completion program for LPNs (and, in the near future,

paramedics). The program is meeting the ELA for this outcome. The Devils Lake cohort had a dramatic

dip in the pass rates for first-time test-takers in fiscal year 2013, to 69.23% (9 out of 13 graduates).

Several interventions were immediately implemented for the LRSC students at the Devils Lake and

Mayville locations, including an ATI Live Review course that is included as a component of NURS 259

and mandatory for all students during their final semester in the program. The faculty increased the

number of simulation laboratory experiences in the curriculum so that the students would have an

opportunity to use evidence-based practice with clinical scenarios that they may not have an opportunity

to see during their clinical rotations at regional healthcare facilities. The faculty also began meeting with

all students at least every two (2) weeks for advising, tutoring, and goal-setting to promote student

success. Students are required to meet with an assigned faculty member during a scheduled appointment

to discuss progress in the course, set goals, and discuss any other issues that may affect their success in

the program. The licensure examination pass rates during the past two (2) years at Devils Lake have

ranged from 93% to 100%.

The cohort at Mayville has consistently met the ELA, although the low enrollment numbers significantly

impact the percentages when one (1) student is unsuccessful. During the past three (3) years, only one (1)

of the ten (10) graduates was unsuccessful on their first attempt.


Associate 42

6.4.2 Program completion: Expected levels of achievement for program completion are

determined by the faculty and reflect student demographics and program options.




Program Completion – Aggregate

Expected Level of

Achievement Year Program Completion Rate

At least 80% of students will graduate

within 150% of the program length

(3 semesters)

2015 75%

Same as above 2014 79.17%

Same as above 2013 77%

Performance on Licensure Examination – Devils Lake – LPN-to-ADN (Paramedic starting in Fall 2016)

Expected Level of




(3 semesters)

2015 84.6%



Performance on Licensure Examination – Mayville – LPN-to-ADN (Paramedic starting in Fall 2016)

Expected Level of




(3 semesters)

2015 57.1%



Since the LRSC nursing program is a two-semester completion program for LPNs (and, in the near future,

paramedics), and students are admitted only once per year during the fall semester, it is not possible for

students who are unsuccessful in one (1) of the nursing courses or must withdraw for any reason to

complete the program in three (3) semesters. Therefore, completion rates in the tables above reflect

graduates who complete the program within two (2) semesters.


Associate 43

Interventions to promote student success and increase retention and graduation rates include review and

revisions to the admission policies, bimonthly advisor meetings for all students to discuss strategies for

success, and a mid-term intervention as a result of an early warning system implemented by the College.

6.4.3 Graduate program satisfaction: Qualitative and quantitative measures address graduates

six to twelve months post-graduation.

☐ The site visitors verified evidence to support compliance with this Criterion.

☒ The site visitors verified minimal evidence to support compliance with this Criterion.


Graduate Program Satisfaction - Aggregate

Expected Level of

Achievement Year

Graduate

Satisfaction Rate

Number of

Graduates

Number of

Surveys

Returned

Response Rate

Graduates who respond will

express satisfaction with an

overall mean score of at least

3.0 on a 5-point Likert scale

at 6–12 months post-

graduation

2013 5.0 10 1 10%

Same as above 2012 4.3 20 10 50%

Same except used a 6-point

Likert scale 2011 5.33 20 2 10%

The LRSC faculty acknowledge that feedback from graduates is an area for development and have

already implemented several strategies to improve return rates from surveys sent at six (6) to 12 months

post-graduation. Currently, students are requested to provide personal e-mail addresses at graduation to

help maintain connection with the school. Graduates are sent paper surveys, with an option to complete

the survey using the paper copy or an electronic version with a link to the DNP Consortium website. For

graduates who have provided e-mail addresses, a link to the electronic version is provided. The College

utilizes Qualtrics for the electronic surveys, and this system will automatically send a follow-up reminder

for those who do not participate. For graduates who do not return paper surveys, a postcard reminder is

mailed three (3) weeks after the initial letter. For those who still do not participate, administrative

assistants place telephone calls to each graduate, with an additional option of completing the survey

verbally over the telephone. The Consortium Nursing Director told the site visitors that, according to their

research, the optimal time to send surveys was Thursday evening, and Sunday morning was the best time

to send reminder e-mails.


Associate 44

6.4.4 Employer program satisfaction: Qualitative and quantitative measures address employer

satisfaction with graduate preparation for entry-level positions six to twelve months post-

graduation.




Employer Program Satisfaction - Aggregate

Expected Level of

Achievement Year

Employer

Satisfaction Rate

Number of

Surveys

Distributed

Number of

Surveys

Returned

Response Rate

Employers who respond will

express satisfaction with

graduate performance at 6–

12 months post-graduation

with an overall score of at

least 3.0 on a 5-point Likert

scale

2013 4.32* 7 5 71%

Same as above 2012 4.36* 16 11 69%

Employers who respond will

express satisfaction with

graduate performance at 6–

12 months post-graduation

with an overall score of at

least 3.0 on a 6-point Likert

scale

2011 5.15* 64* 41* 64%*

*DNP Consortium aggregate data – not separated by program location.

The response rates from employer satisfaction surveys are excellent, but unfortunately, the data are

combined for all schools within the DNP Consortium, and the LRSC data have not been separated.

Qualitative comments from surveys and members of the Advisory Board indicate satisfaction with

graduates from LRSC and the DNP Consortium. The program recently changed to utilization of the

Qualtrics software for surveys, which will allow the DNP Consortium to separate data according to

cohort.


Associate 45

6.4.5 Job placement rates: Expected levels of achievement are determined by the faculty and are

addressed through quantified measures six to twelve months post-graduation.




Job Placement Rates - Aggregate

Expected Level of

Achievement Year

Job Placement

Rate

Number of

Surveys

Distributed

Number of

Surveys

Returned

Response Rate

At least 80% of recent

graduates who seek

employment as a registered

nurse will obtain a position

within one (1) year post-

graduation.

2013 100% Not applicable Not applicable Not applicable

Same as above 2012 100% Not applicable Not applicable Not applicable

Same as above 2011 100% Not applicable Not applicable Not applicable

The North Dakota Board of Nursing provides a list of nurses, with their employment status and location

in North Dakota, each licensure period. The College’s job placement rates were determined by comparing

names of graduates with the list of employed registered nurses in North Dakota. For the past three (3)

years, 100% of graduates have been employed within 12 months of graduating from the associate degree

program, based on a comparative analysis of the two (2) lists.



The site visitors identified the following area needing development for Standard 6:

Criterion 6.4.3

Develop and implement strategies to improve the response rates for graduate satisfaction

surveys to ensure that sufficient data are collected and trended for program decision-making.


Associate 46

V. RECOMMENDATION FOR ACCREDITATION STATUS

Initial Accreditation:

Initial accreditation as the program is in compliance with all Accreditation Standards. Next review in five

(5) years.

SITE VISIT REPORT Lake Region State College Devils Lake ......Cheryl Fischer, RN, Medical Home...

Documents

Transcript of SITE VISIT REPORT Lake Region State College Devils Lake ......Cheryl Fischer, RN, Medical Home...