D Teaching-learning practices and environments support the achievement of expected student outcomes.

Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student outcomes identified in course, unit, and/or level objectives.

Program Response:

UMSON is structured and equipped for optimum flexibility in the use of varied pedagogical approaches that accommodate different learning styles and thereby foster the achievement of student learning outcomes, whether instruction is didactic or clinical, face-to-face, or through distance technology. UMSON’s technological capabilities provide access to the full range of academic support services and educational tools for both classroom and distance learning students. The achievement of student learning outcomes is also supported by unparalleled clinical resources available by virtue of UMSON’s location (as noted in Standard I) and its close collaborative relationships.

The Clinical Simulation Laboratories (CSL), or SIM labs, are designed to provide students with an opportunity to learn in a safe environment and to acquire critical thinking, skills, decision-making, and psychomotor skills prior to real-life clinical experiences. Formative and summative evaluation processes are used in the CSL for

49 undergraduate and graduate levels of education. Use of the CSL is integrated throughout the undergraduate and graduate curricula for research, teaching, evaluation, and remediation. The Clinical Education and

Evaluation Laboratory (CEEL) is a state-of-the-art facility dedicated to teaching, assessment, and evaluation of clinical skills utilizing the talents of standardized patients. The integration of these encounters into the curriculum promotes the acquisition of universal competencies that are the foundation of skills needed for effective clinician-patient interactions.

BSN Program

Faculty members continue to incorporate new pedagogies into the BSN courses, including simulation, case studies, seminars, and small group discussions. Communication competencies are integrated throughout the curriculum and begin in the first semester when students have the opportunity to practice therapeutic communication skills with standardized patients.

Assessments of clinical competencies for clinical courses are conducted in the CSL under standardized conditions. Students who are initially unable to demonstrate the necessary skill level have an opportunity to improve their skills in a CSL through practice under graduate assistant supervision in a CSL. Students

demonstrating specific difficulty in mastering the requisite level of clinical performance may be assigned remedial laboratory work as a prerequisite to resuming their clinical experience. In NURS 487 Leadership and Clinical Practicum, a multi-patient simulation has been developed and implemented to provide students with opportunities to practice, plan, and organize care for a group of patients to better prepare them for their first registered nurse position.

A program of standardized testing is in place in the traditional BSN and CNL options to assist faculty members and students in identifying deficiencies that require attention. The purpose of standardized testing is to help students complete the program successfully and do well on the NCLEX-RN. The required standardized tests include comprehensive exams following selected courses and during the final semester of study to determine overall readiness for the NCLEX. Students who do not perform satisfactorily may be assigned mandatory remediation. Resources available with the standardized testing program include case studies and additional practice tests that students can complete to support their achievement. Students are required to complete a specific NCLEX-RN review course to be certified to take the NCLEX-RN.

Students have many opportunities to augment course content through the Student Success Center. Available resources include guided study sessions and individual tutoring for students enrolled in NURS 304 Introduction to Professional Nursing Practice, NURS 315 Pathopharmacology, and NURS 330 Adult Health Nursing.

In the past, RN-BSN students were in the same classes as traditional BSN students. There were limitations as to whether classes could be taken face-to-face or online, based on their enrollment option as RN-BSN or Online RN-BSN. Beginning in the fall 2014 semester, RN-BSN students will have the option of selecting course-by- course an online or face-to-face option. This allows the students, as adult learners, to select delivery methods based on the content of each course and their preferred learning style.

MS Program

The MS Program is designed to foster achievement of individual learner outcomes. Expected student learning outcomes are identified in course syllabi and are reviewed by the faculty to clarify expectations. Learning outcomes are linked to student competencies in each course. For example, the NONPF domains are reflected specifically in the APRN course objectives, and students are expected to demonstrate NONPF core

competencies by completion of the course. The MS Program uses a variety of teaching-learning techniques that suit students’ individual learning styles, and courses are paced to ensure student success.

Core courses help build foundational knowledge and skills before students enter MS specialty courses. Some sections of all graduate core courses are offered online, and some sections are conducted in a traditional classroom format. The NP/CNS/CRNA core NPHY 612 Advanced Physiology and Pathophysiology and NURS 723 Clinical Pharmacology and Therapeutics are offered face-to-face with lecture capturing to facilitate students' ability to review all taped courses as often as desired. All courses use an online courseware management system, Blackboard, to complement face-to-face instruction. The MS faculty has adopted a variety of

50 technology-assisted teaching methodologies, including PowerPoint-supported lectures, audio/video

conferencing, podcasts, and other Internet-based tools for case study presentations. Web conferencing is available to MS students, making it possible for them to interact with course faculty members despite

geographic separation. Informatics and HSLM specialties are available entirely online. Technology is not used as a substitute for personal interaction with students, but rather as a means of facilitating communication. DNP Program

The DNP faculty uses a variety of teaching strategies based on adult learning principles and a determination of the optimal modalities for achieving student learning outcomes. Classroom and distance learning methods are used with teaching strategies such as exercises, debates, presentations, case reports, discussions, wikis, stretch experiences in organizations (systems and departments), and practica. Each course has defined requirements and evaluation criteria to assess if expected individual student learning outcomes are met, and strategies have been developed that support achievement of those outcomes in areas where student

weaknesses have been identified. Prior to 2012, students in the post-MS DNP Program had the option of taking 15 credits of electives. After doing a crosswalk with the DNP Essentials, the faculty determined that the

curriculum was lacking in content on policy and translation of evidence into practice. In the fall 2012 semester, the program was revised and students were required to take directed electives that covered this content. In the fall 2014 semester, to ensure that the students were meeting the master’s essentials, blended courses specifically designed for the DNP student — NURS 810 Evidence-Based Policy Development and NURS 834 Translation and Outcomes of Evidence-Based Practice — will be required as DNP core courses.

Post-Master’s APRN Certificate Program

The same process described for the degree-seeking DNP specialties is followed for post-MS APRN certificate program students. Student outcomes are included in all course syllabi and they reflect national standards as disseminated by NONPF. These students take the same courses as full degree-seeking DNP students.