Appendix II-A.1 The Mary Morton Parsons
IMPLEMENTATION OF FACULTY WORKLOAD GUIDELINES The following should be considered when implementing the workload guidelines:
1. Teaching. Teaching is a central mission of the School. All faculty teach and general faculty, who are hired primarily to teach, may devote up to 4.0 units to teaching. The amount of workload allocated for teaching a course might vary depending on an assessment of a number of factors (ex: course is new, is off-grounds, has high enrollment or requires an unusual amount of faculty time). In calculating the fraction of the total workload allocated to teaching, the faculty member and the Department Chair should also take into consideration the variety of teaching related responsibilities not included within course work, for example, advising students, chairing dissertation committees, and serving on dissertation committees.
2. Research and Scholarship. Research and scholarship are fundamental to the teaching and service mission of the school. In negotiating workload allocation for research, faculty members should present specific goals for research and a plan for accomplishing the goals. During an initial appointment period the School will, if at all possible, assign each new member of the tenure-track faculty a workload that allows at least 4 units per year (2 days per week) for research and scholarship. During this time, the faculty member will conduct pilot work, write research grant proposals, and submit for publication. Subsequently, faculty members are expected to contribute to the support of their research efforts through extramural funding. For faculty members with extramural research funding, the workload fraction assigned to research will at least equal the fraction of salary being paid by the research grant up to three quarters of workload.
Funded grant adjustments in workload for tenure track faculty:
Teaching assignments are- based on the expectation that tenure track faculty will teach at on average four 3 credit courses (6-7 WLU's) per year: Faculty with research funding of 30% per year (i.e. 1.5 days/week of funding) can expect a reduction in their teaching assignment of one 3 credit course per academic year (AY) (i.e. 1.5 WLU's or 1.5 day's per week).
Faculty with research funding of 60% per year (i.e. 3 days/week of funding) can expect a reduction in their teaching assignment of three 3 credit courses per academic year (usually one course reduction in one semester and a two course reduction in the other semester); meaning an assignment of one 3 credit course per academic year.
Funded grant adjustments in workload for general faculty:
Based on the expectation that general track faculty will teach six 3 credit courses (9 WLU's) per year:
Program grant funding of 30% per year (i.e. 1.5 days/week of funding) would yield a reduction in their teaching assignment of one 3 credit course per academic semester (i.e. 1.5 WLU's or 1.5 day's per week) or two 3 credit courses per academic year, meaning an assignment of four 3 credit courses per year)
Funding of 50-60% per year (i.e. 2.5 to 3 days/week of funding) yeilds a reduction in their teaching assignment of three 3 credit courses per academic year (usually one course reduction in one semester and a two course reduction in the other semester); meaning an assignment of three 3 credit courses per year.
The expectation of teaching at least one course per year continues as the funded faculty accrues more funding. Reductions in teaching assignments for those funded above 60% are negotiated with the department chair, on the basis of each 20% of funding equaling 1 course credit.
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Appendix II-D.2
Workload teaching assignments:
General Track Tenure Track / Tenured WLU's
3 credit courses
assigned/AY WLU's
3 credit courses assigned/AY
Average Annual 9.0 6 7.0 4
FUNDING LEVEL
20% No reduction 6 No reduction 4
30% 7.0 5 5.0 3
50% 6.0 4 4.0 2
60% 5.0 3 3.0 1
80% 3.0 2 1.0 negotiated
Faculty members who have received three or more years of School support for research activities as a fraction of the workload, and who have not made significant attempts to obtain extramural funding for research, can expect to be reassigned to additional teaching or service responsibilities. Continuing support for faculty doing substantive scholarly work in areas with limited/no external funding will be individually considered.
3. Service. Service is fundamental to the teaching and research mission and consists of participation in service to the School of Nursing, the University, the community and the profession. Faculty members negotiate with their Department Chairs the fraction of their workload to be allocated to service. It is desirable for at least some service activities to be closely related to the faculty member's specific field of knowledge. Involvement in professional organizations is important for continuing growth in the profession. Committee work at the national level is a useful step toward leadership at the national level. Holding demanding regional or national offices may be the basis for negotiating an increase in service commitment and/or an adjustment in other aspects of workload. In general service responsibilities account for a maximum of one unit of total effort. Attendance at School sponsored activities such as ceremonies, receptions, meetings, and colloquia is an integral and expected part of the faculty role (see position description). When the faculty member plays a large role in producing these events, participation may be considered in the workload allocation. A faculty member may also devote up to 3.5 units of total effort in clinical practice for which the School of Nursing is directly reimbursed. Faculty members negotiate with their Department Chair the fraction of their workload allocated to clinical practice.
9/03/03
(Associate Dean for Academic Programs is the responsible person for review of this document) Revised 2/11/04
Reviewed by Associate Dean for Academic Programs - 8/2007 Revised 12/3/07
Reviewed ADAP – 8/2012
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Appendix II-D.3
Appendix II-D.3
Lead Faculty Members: MSN and DNP Programs Leadership Position Faculty Rank Highest
Level of Education
Virginia License RN/APRN
Certified Practice/
Specialized Training Master’s/DNP
Program Director Dorothy F.
Tullmann Assistant Professor PhD CNL, Forensic Nursing Master’s/DNP
Program Assistant Director
Kathryn B. Reid Assistant Professor PhD
CNL, FNP-BC Acute Care NP
Program Coordinator Audrey E.
Snyder Assistant Professor PhD ACNP-BC, CEN,
CCRN Clinical Nurse Leader
Coordinator Regina M.
DeGennaro Assistant Professor DNP
AOCN, CNL Health Systems
Management
Coordinator (Interim)
Pamela A.
Kulbok Professor DNSc Public Health
Nursing Primary Care NP
Program Coordinator Amy D. Boitnott Assistant Professor DNP FNP-BC, PNP-BC Psychiatric Mental
Health Coordinator Edie D. Barbero Assistant Professor PhD
PMHNP-BC Community/Public
Health Leadership Coordinator
Pamela A.
Kulbok Professor DNSc Public Health
Nursing
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Appendix II-D.4
Appendix II-D.4
Faculty Affiliated with the DNP Program Spring 2013
Faculty Affiliated with DNP
Program
Virginia License RN/APRN
Highest Level of Education
Full-Time
Part-Time
Certified Practice/ Specialized Training
Marianne
Baernholdt PhD MPH, Global Health
Amy Boitnott DNP FNP-BC & PNP-BC
Cathy Campbell PhD ANP-BC, Palliative Care, Hospice
Kathleen Cox PhD Health Systems Management
Emily Drake PhD CNL, Maternal Health
Elizabeth Epstein PhD EOL, Ethics, Pediatrics
Elizabeth Friberg DNP Health Systems Management
Mary Gibson PhD Maternal Health
Doris Glick PhD Emeritus Community Health, Rural
Mikel Gray PhD FNP-BC, PNP-BC, CUNP, CCCN, Urology
Janie Heath PhD ANP-BC & ACNP-BC
Catherine Kane PhD Psych Mental Health
Arlene Keeling PhD Nursing History
Pam Kulbok DNSc Public Health Nursing
Connie Lee PhD IBCLC, Women’s Health
Mary O’Laughlen PhD FNP-BC, Pediatrics, Health Disparities Barbara Parker PhD Emeritus Violence Against Women
Kathryn Reid PhD CNL, FNP-BC
Audrey Snyder PhD ACNP-BC
Rick Steeves PhD Emeritus End-of-life Care
Ann Taylor EdD Complementary/Alternative Therapies
Dorothy Tullmann PhD CNL, Forensic Nursing
Sharon Utz PhD Emeritus Rural Health, Diabetes
Ishan Williams N/A PhD Health Promotion
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Appendix II-D.5
Appendix II-D.5
Required Training Modules for Faculty
Training Modules: Faculty Classification Type
Clinical
New Clinical Retraining
Clinical Retraining
- UVA Academic
New Academic Returning
Other (New only)
AHA BLS Healthcare Provider (CPR)
Effective Health Communication:
Culture
End-of-Life Care and Decision Making
Epic: Clinical View Only
FIT Testing
Hep B Compliance
Licensure Compliance
Mandatory New Employee Training:
Bloodborne Pathogens and Infection
Control
Mandatory New Employee Training:
Corporate Compliance
Mandatory New Employee Training:
Cultural Diversity in Healthcare for
Nurses
Mandatory New Employee Training:
Privacy and Information Security
Mandatory New Employee Training:
Quality and Safety
Medication Management - Inpatient Philips Defibrillator Full Multi-Function
and AED training: FRx and MRx
Philips Defibrillator AED Function
Training: FRx and MRx
Restraint Update 2013
TB Compliance - Annual
2013 Annual Training
Restraint Re-training for RN Staff
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Appendix III-A.1
Appendix III-A.1
Expected Aggregate Student Outcomes Program Expected Aggregate Student Outcomes
BSN Program Benchmarks for BSN Program
• Graduation rates of BSN students that complete at least ¼ of the program will be 93% or greater.
• Students will average above the mean for all nursing students on the Elsevier Support and Assessment Program Exit Exam.
• 93% of graduating students will pass the NCLEX on first attempt.
RN to BSN Benchmarks for RN to BSN Program
• Graduation rates of RN-BSN students that complete 7 credits of the first semester of the program will be 93% or greater within 3 years.
MSN and Post-Master’s Programs
Benchmarks for the MSN and/or Post-Master’s Programs
•
Ninety percent (90%) of entering degree students will successfully complete the program within 5 years.•
Ninety five percent (95%) of master’s/post-master’s graduates sitting for a certification examination will pass the first time they take the examination.•
Ninety five percent (95%) of MSN graduates responding to the alumni survey will demonstrate activities indicative of clinical, professional, or systems leadership.•
Ninety five percent (95%) of graduates will report providing practice based on available research evidence.•
Ninety five percent (95%) of advanced practice nursing or advanced specialty graduates responding to the alumni survey will engage in professionaleducational development related to their advanced practice or specialty.
MSN CNL Benchmarks for the MSN CNL Program
• Graduation rates of CNL students that complete at least ¼ of the program will be 93% or greater.
• Pre-licensure CNL students will average above the mean for all nursing students on the Elsevier Support and Assessment Program -Exit Exam.
• 93% of graduating pre-licensure students will pass the NCLEX on first attempt.
DNP Program Benchmarks for the DNP Program
• Ninety percent (90%) of entering full-time degree students will successfully complete the program within 3 years.
• Ninety percent (90%) of entering part-time degree students will successfully complete the program within 5 years.
• Course and program evaluation documents demonstrate that students meet the learning objectives for the program.
• Ninety percent (90%) of graduates find employment appropriate for their level of education and experience.
• Twenty percent (20%) of enrolled DNP students will publish and/or present annually.
• Hundred percent (100%) of DNP prepared faculty members will teach/mentor DNP students.
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Appendix III-A.2
Appendix III-A.2