To: Senate Office, CAPR
Regarding: Review of Program with External Accreditation – Nursing Program
From: Department of Nursing and Health Sciences
Date: February 15, 2012
The Nursing Program has received external accreditation from the Commission Collegiate
Nursing Education (CCNE). The Nursing Program completed an extensive self study and
submitted a written report to CCNE in Fall 2010. In February 14-16, 2011, a site visit was
conducted by CCNE. Final approval was received by the Nursing Program on November 21,
2011.
In accordance with CAPR guidelines for review of programs with external accreditation, an
electronic copy of the Nursing Program self study for CCNE is attached here. The accreditation
criteria can be found at the CCNE website as Standards for Accreditation of baccalaureate and
graduate nursing programs:
http://www.aacn.nche.edu/ccne-accreditation/standards-procedures-resources/baccalaureate-graduate/standards
Hard copies of the letter of accreditation, the self study report are submitted at this time to the
Synod Office.
CALIFORNIA STATE UNIVERSITY, EAST BAY
NURSING PROGRAM
COMMISSION ON COLLEGIATE
NURSING EDUCATION
(CCNE)
SELF-STUDY REPORT
2010
CALIFORNIA STATE UNIVERSITY, EAST BAY
NURSING PROGRAM
SELF-STUDY REPORT
Submitted to
Commission on Collegiate Nursing Education
December, 2010
Based on
Standards for Accreditation of
Baccalaureate and Graduate Degree
Nursing Programs
Amended April 2009
1
Table of Contents
INTRODUCTION... 3
Figure 1 Nursing Department Organizational Chart ... 7
Figure 2. College of Science Organizational Chart... 8
STANDARD I ... 9
I-A. The mission, goals, and expected student outcomes are congruent with those of the parent
institution and consistent with relevant professional nursing standards and guidelines for the
preparation of nursing professionals. ... 9
I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised
... 13
I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent
with the mission, goals, and expected student outcomes. ... 14
I-D. Faculty and students participate in program governance. ... 17
I-E. Documents and publications are accurate. ... 18
I-F. Academic policies of the parent institution and the nursing program are congruent. These
policies support achievement of the mission, goals, and expected student outcomes. These
policies are fair, equitable, and published and are reviewed and revised as necessary to foster
program improvement. These policies include, but are not limited to, those related to student
recruitment, admission, retention, and progression... 19
I-G. There are established policies by which the nursing unit defines and reviews formal
complaints. ... 20
STANDARD II ... 23
II-A Fiscal and physical resources are sufficient to enable the program to fulfill its mission,
goals, and expected outcomes. ... 23
II-B Academic support services are sufficient to ensure quality and are evaluated on a regular
basis to meet program and student needs. ... 29
II.C The Chief nurse administrator: ... 32
II-D. The Faculty members ... 35
II-E. When used by the program, preceptors, as an extension of faculty, are academically and
experientially qualified for their role in assisting in the achievement of the mission, goals, and
expected student outcomes. ... 38
II-F. The parent institution and program provide and support an environment that encourages
faculty teaching, scholarship, service and practice in keeping with the mission, goals and
expected faculty outcome. ... 40
STANDARD III ... 45
III-A. The curriculum is developed, implemented, and revised to reflect clear statements of
expected individual student learning outcomes that are congruent with the program’s mission,
goals, and expected aggregate student outcomes. ... 45
2
III-B. Expected individual student learning outcomes are consistent with the roles for which
the program is preparing its graduates. ... 47
III-C. The curriculum is logically structured to achieve expected individual and aggregate
student outcomes. ... 57
III-D. Teaching-learning practices and environments support the achievement of expected
individual student learning outcomes and aggregate student outcomes. ... 59
III-E. The curriculum and teaching-learning practices consider the needs and expectations of
the identified community of interest. ... 62
III-F. Individual student performance is evaluated by the faculty and reflects achievement of
expected individual student learning outcomes. ... 65
III-G. Curriculum and teaching-learning practices are evaluated at regularly scheduled
intervals to foster ongoing improvement. ... 66
STANDARD IV ... 70
IV-A. Surveys and other data sources are used to collect information about student, alumni and
employer satisfaction and demonstrated achievements of graduates. ... 70
IV-B. Aggregate student outcome data are analyzed and compared with expected student
outcomes... 72
IV-C. Aggregate student outcome data provide evidence of the program’s effectiveness in
achieving its mission, goals, and expected outcomes. ... 74
IV-D. Aggregate student outcome data are used, as appropriate, to foster ongoing program
improvement... 76
IV-E. Aggregate faculty outcomes are consistent with and contribute to achievement of the
program’s mission, goals, and expected student outcomes. ... 79
IV-F. Information from formal complaints is used, as appropriate, to foster ongoing program
improvement... 81
References ... 84
3
INTRODUCTION
California State University (CSU)
The individual California State Colleges were brought together as a system in 1960 and became
the California State University in 1982. Responsibility for the CSU is vested in the Board of
Trustees, consisting of ex officio members, alumni, student, faculty representatives, and
members who are appointed by the governor of the state. The trustees appoint the University’s
chancellor who is the chief executive officer of the system. The trustees, the chancellor and the
campus presidents develop system-wide policy with actual implementation at the campus level
taking place through broadly based consultative procedures. The academic senate of the CSU,
made up of elected representatives of the faculty from each campus, recommends academic
policy to the Board of Trustees through the chancellor.
The California State University is the largest system of higher education in the country with 23
campuses and six off-campus centers, nearly 400,000 students and 44,000 faculty and staff. The
CSU is also the nation’s most diverse University system with minority enrollment topping 53
percent, more than twice the national average for four-year public universities.
California State University, East Bay (CSUEB)
CSUEB started in a local high school in 1959 as the State College for Alameda County. The
college moved to its present location in the summer of 1963 and was awarded University status
in 1972. Nine years later, a branch campus of the University was opened in Pleasant Hill, to
serve the people of Contra Costa County. In the fall of 1992, the branch campus moved to its
present location in Concord. The Hayward campus has almost 12,574 full-time equivalent
students (FTES) or 14,749 enrolled students and offers undergraduate and graduate programs in
a wide variety of disciplines. There are 52 baccalaureate degree majors, 67 minors, 39 master’s
degrees and an EdD in Educational Leadership. Of the 9,742 undergraduates, over 62% (n =
5,721) are enrolled full-time.
The Concord campus provides full instruction and student-life support for over 1,037 full-time
students in a small campus environment. Eight-one percent (n = 845) of the student population
are undergraduates. CSUEB faculty teach at both campuses.
In 1994, CSUEB’s newest campus was established in the city of Oakland to serve working
professionals and local residents. The Oakland campus was completed fall, 2001 and provides a
wide selection of certificate and degree programs.
4
CSUEB is also an online campus and one of the first institutions of higher learning to offer a
special form of internet communication to its students. This program, known as Blackboard,
enables students to receive class materials online, listen to classes, and stay in touch with
classmates and teachers. CSUEB offers an increasing number of courses online through both the
graduate and undergraduate programs and through the Division of Continuing and International
Education (DCIE).
Today, the University is an urban university and students come from all over the Bay Area.
Students at CSUEB increasingly reflect the ethnic and cultural diversity of California and the
East Bay. The majority of students come from the counties of Alameda (50%) and Contra Costa
(20%), the service area originally assigned to the University in 1960. The University’s
commitment to ethnic diversity is reflected in the student population which also mirrors the
ethnic diversity of the community. In Alameda County, Asians/Pacific Islanders represent the
largest ethnic minority (21%), followed closely by Hispanics (19%) and African-Americans
(15%). Forty one percent (41%) of Alameda County’s population is White. At CSUEB the total
student ethnic population exceeds that of the county with 25% of Asians/Pacific Islanders, 15%
of Hispanics, and 11% of African Americans, 1% American Indian/Alaskan Native and 9%
International. Whites make up 25% of the student population.
CSUEB was recognized as a “Best in the West” University for six years running (2004-09) by
the Princeton Review. CSUEB was ranked a “Publisher’s Pick” by the Hispanic Outlook in
Higher Education Magazine in 2006 for effectiveness in recruiting, enabling, and graduating
Hispanic students. CSUEB was named a “national model” in 2005 by the Lumina Foundation
and Syracuse University for Innovative freshman learning communities. The faculty of CSUEB
represent a wide diversity of disciplines and cultural backgrounds. Almost half of the faculty are
women and 28% of faculty are ethnically diverse. Of 809 faculty, 355 are tenured or on tenure
track and 454 are lecturers.
The CSUEB is composed of four colleges: Letters, Arts and Social Sciences; Business and
Economics; Education and Allied Studies; and Science. The University is accredited by the
Accrediting Commission for Senior Colleges and Universities of the Western Association of
Schools and Colleges (WASC). For a complete list of accrediting bodies for specialized
programs, refer to the 2010-2012 University Catalog, page 8.
History of the Nursing Education Unit
The Department of Nursing (see Figure 1: Department of Nursing Organizational Chart), housed
in the College of Science (see Figure 2: College of Science Organizational Chart) began classes
in fall, 1972. The baccalaureate program in nursing received full NLNAC accreditation in 1975
and has maintained continuing accreditation status to the present (see Resource Room 1.1). The
program was most recently re-accredited in 2005. We received continued accreditation by the
5
California Board of Registered Nursing after an interim visit on November 6, 2008, a full visit is
due in Fall, 2012.
In May, 1993, the Nursing department was chartered as Nu Xi Chapter-at-Large of Sigma Theta
Tau International. In 1996, the Department of Health Sciences became a program under the
auspices of the Department of Nursing, which was renamed the Department of Nursing and
Health Sciences.
The department offered a B.S. in Nursing Program until fall, 1990, at which time a RN-BSN
advanced placement option was added. In 1995, the RN advanced placement option was offered
at the Concord Campus in addition to Hayward. Enrolment in this program has increased
significantly in the last three years and tripled in 2010-2011. Courses are delivered both by
online technology and by direct instruction. The University’s implementation of Blackboard in
fall, 2000 has contributed to the success of this program by making access to course materials
and class content easily available online. This allows RNs to schedule classes around family and
work responsibilities.
Currently, the Nursing Program offers an undergraduate degree program that leads to the
Bachelor’s of Science (B.S.) degree with a major in Nursing. The B.S. program can readily be
differentiated from an Associate Degree (A.D.) program in nursing by comparing the CSUEB
course requirements to the Board of Registered Nursing (BRN) requirements in three key areas.
For example, the BRN requires 54 units of nursing theory and practice and the CSUEB nursing
program requires 78 units. Communication course requirements of the BRN are 9 units and
science courses are 24 units. The CSUEB Nursing Program requirements, 12 units and 62 units
respectively, exceed those of the BRN and AD programs.
The nursing curriculum consists of two years of pre-nursing requirements and eight quarters of
nursing courses. The pre-requisite courses may be completed at CSUEB or by taking equivalent
courses at another college or university. The majority of students fulfil their lower division
course requirements at local community colleges and then transfer to CSUEB for completion of
upper division and major coursework.
Since 1972, over 2,000 students have graduated from CSUEB with a B.S. degree in Nursing. In
AY 2010-2011, the nursing program had 466 undergraduate students. The majority of nursing
students attend school on a full-time basis; many receive financial aid and are obligated to take a
minimum of 12 units (full-time). In addition to attending classes, most students have family and
work responsibilities. The average age of the nursing student body is 29 years, with a range of
18-55 years. In our Nursing Program, about 16% of the students are male, and approximately
62% are ethnic minorities. Upon graduation, the vast majority remain active in professional
nursing roles throughout the Bay Area.
6
The Nursing program currently has 11 tenured or tenure-track faculty members, nine are
full-time and two are part-full-time due to early retirement. In addition, there are currently four full-full-time
equivalent lecturers. In total, there are about 13 FTE full-time faculty members and 13 FTE
part-time faculty members in the nursing department. The department is currently requesting
permission to hire two additional tenure track faculty in 2011-12.
The major clinical areas are well represented among the faculty. CSUEB has 27 faculty members
prepared in adult medical-surgical nursing, nine in community health nursing, four in nursing of
children, five in geriatric nursing, three in maternal-child nursing, and five in psychiatric nursing.
Other specialty areas of focus include two in administration and two in legal issues of nursing.
Summary of Standards and Key Elements
The process of collecting, discussing and analyzing data necessary for the self-study is consistent
with the Commission on Collegiate Nursing Education’s (CCNE) focus on continuous quality
improvement. Findings below reflect the state of the program in relation to the Standards for
Accreditation of Baccalaureate and Graduate Degree Nursing Programs.
7
Figure 1 Nursing Department Organizational Chart
8
Figure 2. College of Science Organizational Chart.
9 STANDARD I
PROGRAM QUALITY: MISSION AND GOVERNANCE
The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality.
I-A. The mission, goals, and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals.
Elaboration: The program’s mission statement, goals, and expected student outcomes are written and accessible to current and prospective students. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree programs exist. Expected student outcomes are clear and may be expressed as competencies, objectives, benchmarks, or other language congruent with institutional and program norms.
The program identifies the professional nursing standards and guidelines it uses, including those required by CCNE and any additional program-selected guidelines. A program preparing students for specialty certification incorporates professional standards and guidelines appropriate to the specialty area. A program may select additional standards and guidelines (e.g., state regulatory requirements), as appropriate. Compliance with required and program-selected professional nursing standards and guidelines is clearly evident in the program.
Program Response:
The mission, values, and expected student outcomes, Nursing Program Objectives, of the California State University East Bay (CSUEB) Nursing Program are congruent with those of the University and are consistent with the AACN Essentials of Baccalaureate Education for Professional Nursing Practice
(2008) and the California Board of Registered Nursing (BRN) Criteria and Guidelines (EDP-R-03) (see Resource Room 1.2a; 1.3).
10 CSUEB University Mission and Values
The University’s mission is to provide an academically rich, multicultural learning experience that prepares all its students to realize their goals, pursue meaningful lifework, and to be socially responsible contributors to their communities, locally and globally.
The University values learning in an academic environment that is inclusive and student-centered. We value engagement in the civic, cultural and economic life of the communities we serve - locally, regionally, and globally. We value critical and creative thinking, effective communication, ethical decision-making, and multi-cultural competence. We value the open exchange of ideas and viewpoints (University Catalog 2010, p 8; University’s Mission, Values and Vision, 2006; see Resource Room 1.2b).
CSUEB Nursing Program Mission, Goal, and Values
The mission of the Baccalaureate Nursing Program at CSUEB is preparation of nurse generalists to meet the needs of the East Bay communities we serve. The work of the program is therefore focused primarily on undergraduate instructional activities and tailored to meet the needs of agencies in our service area.
The greater Bay Area in general and the East Bay specifically is comprised of urban, multiethnic, multicultural communities. The nursing program thus endorses and reflects the University mission of quality education for a diverse society. Faculty value a diverse workforce in nursing, a diverse nursing student body, and culturally competent practitioners of nursing at all levels in all settings.
The nursing major is a comprehensive program with a goal of educational excellence. The program provides a wide variety of learning experiences with diverse populations and extends beyond the classroom to include a rich assortment of experiences in health care settings. It aims to provide close student contact with faculty and staff and convenient access to equipment, services, and library materials.
The nurse graduate will be able to apply nursing knowledge and provide culturally sensitive health care to clients from a range of socioeconomic backgrounds. The emphasis is on the integration of nursing knowledge with learning from prerequisite general education and the application of scholarship and research to practical problems encountered in health care settings. The department seeks to provide a rigorous, stimulating and empowering major course of study, offering opportunities for professional growth, advancement and self-improvement.
11 The nursing program intends to respect and build on individual experiences and traditions to form a unique community of learners dedicated to free inquiry and exchange of ideas. The department seeks to provide a supportive environment for all its students, regardless of age, ethnicity, religion, sex and sexual orientation. The careful provision of academic advising and counseling with referral of students to University and community services is a high priority. Lifelong learning and enthusiasm for intellectual activity is encouraged.
The Nursing Program is committed to working closely with Bay Area communities. It aspires to articulate and solve problems of professional advancement with other nursing programs. It is the intention of the department that students and faculty will be active and capable participants in
professional nursing and their communities. In this regard, the program encourages research, scholarly and creative activity, community service and social/political action in a complex and changing society (see Student Handbook; Resource Room 1.4 and CSUEB Nursing Program Mission and Philosophy; Resource Room 1.2a).
CSUEB Nursing Program Objectives
The expected student outcomes are clearly defined by the CSUEB Nursing Program faculty as Nursing Program Objectives and are accessible to current and prospective students on the Department website and in the Student Handbook. They are derived from the AACN Essentials of Baccalaureate Nursing
Education and the California BRN Criteria and Guidelines. The Nursing Program Objectives, our expected student outcomes, can be found at the following link online:
http://www.sci.csuhayward.edu/nursing/MissionPhilObj.html and below.
Graduates of the CSUEB Nursing Program will:
1. Synthesize knowledge from the natural, behavioral sciences and the humanities with current nursing knowledge and theory to deliver nursing care.
2. Provide safe, compassionate nursing care to a diverse client population.
3. Use critical thinking and communication skills to develop partnerships with clients and other health care professionals.
4. Function as a client advocate in the health care system.
5. Teach clients about the health care system and restoration, maintenance, and promotion of health. 6. Use leadership and management skills to provide care in the context of nursing teams.
12 7. Use research findings to design high quality, cost-effective care.
8. Demonstrate responsibility and accountability for design, delivery, and evaluation of client care. 9. Practice in a manner consistent with the ANA Code of Ethics for Nurses.
10. Participate in processes designed to improve health care and health care delivery as an individual and/or as a member of a professional organization.
11. Demonstrate commitment to continuous learning to promote personal and professional growth. 12. Demonstrate professional behaviors in interactions with clients, families, colleagues, and the public.
The professional standards and guidelines are followed closely by the program as indicated and compared in Table 1.1: Comparison of Essentials of Baccalaureate Nursing Education, the California BRN
Guidelines, and the CSUEB Nursing Program Objectives below. As an example, in an analysis of AACN Essential I, a “Liberal Education for Baccalaureate Generalist Nurse” fosters a wide ranging knowledge of science, cultures, and society; a high level of intellectual and practical skills; an active commitment to personal and social responsibility; and the demonstrated ability to apply learning to complex problems and challenges. Similarly, in BRN Section 1426 (e) (3), physical, behavioral and social aspects of human development from birth through all age levels and Section (e) (7), behavioral and social sciences with emphasis on societal and cultural patterns, human development, and behavior relevant to health-illness shall be integrated throughout the entire nursing curriculum. To be consistent and congruent with AACN Essentials of Baccalaureate Education and the California BRN professional nursing standards and guidelines for the preparation of nursing professionals, CSUEB terminal Nursing Program Objectives, our expected student outcomes, state that our graduates will synthesize
knowledge from the natural, behavioral sciences and the humanities with current nursing knowledge and theory to deliver nursing care.
Summary statement
The faculty find that the CSUEB Nursing Program mission, values and program objectives are congruent with those of the University, embracing the AACN Essentials and following the California BRN
guidelines.
• Plan: to develop an additional Program Objective to address Essential IV, Information Management & Application of Patient Care Technology, during the fall retreat of 2011.
13 I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as
appropriate, to reflect
• professional nursing standards and guidelines; and • the needs and expectations of the community of interest.
Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. The program afforded the community of interest the opportunity to submit third-party comments to CCNE, in accordance with accreditation procedures
Program Response:
The mission, values and expected student outcomes, Nursing Program Objectives, are reviewed for congruency with the nursing standards, guidelines and expectation of our community. Periodic review of our program mission and expected student outcomes, including BRN requirements and the AACN
Essentials for Baccalaureate Education for Professional Nursing Practice (2008), is scheduled annually in the spring quarter. They were last reviewed by the faculty in May 2010 during the self-assessment process (see Appendix 1.1: Evaluation Timeline 2007-2013). Additionally, the evaluative outcomes of the last review are noted in Appendix 1.2: Evaluation Plan, Outcomes 2010.
The communities of interest of the Nursing Program are defined as internal and external. The internal communities are comprised of current students, faculty, and the University at large. The external communities include prospective students, practicing nurses, acute care, long-term care, and community health care agencies, consumers of health care and residents of the Alameda and Contra Costa Counties. There are multiple methods to collect feedback from the communities of interest. For example, the needs and expectations of these communities are assessed annually at our Community Advisory Board Meeting. Members include representatives from local acute care agencies and community sites. The Advisory Board Members are invited to meet with faculty to discuss the program annually. The Board most recent meeting was in May, 2010 (see Appendix 1.3: Advisory Board Meeting Minutes May, 2010). Feedback is periodically elicited from alumni and employers via survey as well. Most recently, on
14 nursing program. We requested that the feedback be sent directly to the CCNE agency (see Resource Room 1.5).
Additionally, faculty are involved in the local nursing professional community which provides further understanding of the needs of our communities of interest. Input from our communities was instrumental in the expansion of our nursing program including a full cohort of students at the Concord Campus in Contra Costa County. This expansion increased our nursing admissions from 65 to 130 annually and provided a highly needed baccalaureate education presence in Contra Costa County. Our program is the first public BSN program in the county.
Summary statement.
There is a review process of the mission, values and expected student outcomes in place that is effectively implemented.
I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes.
Elaboration: Expected faculty outcomes are clearly identified by the nursing unit, are written, and are communicated to the faculty. Expected faculty outcomes are congruent with those of the parent institution
Program response:
The expected faculty outcomes are clearly identified in the Collective Bargaining Agreement (CBA) between the Board of Trustees of the California State University and the California Faculty Association and are congruent with the mission, values and expected student outcomes, Nursing Program
Objectives. The CSU Chancellor’s Office, CSUEB, the Department, and the Nursing Program policies and procedures for retention, tenure, and promotion are the same. The primary professional
responsibilities of instructional faculty members are teaching, research scholarship, creative activity, and service to the University, the profession and the community. Faculty members have additional
responsibilities, such as advising students, participating in campus and system wide committees, maintaining office hours, working collaboratively with colleagues, and participating in traditional academic functions. In addition, the University Retention, Tenure & Promotion (RTP) (see Resource Room 1.6) document defines expected faculty outcomes in teaching, scholarship and service by
delineating materials that should be included in one’s dossier as evidence of faculty achievement. These University expected faculty outcomes are congruent with the Department of Nursing and Health Sciences Faculty Policy and Procedure Manual (Faculty Handbook, p.15-17) (see Resource Room 1.4).
15 The expected faculty outcomes are also congruent with achievement of expected student outcomes, the Nursing Program Objectives.
According to the University CBA, instructional achievement may be demonstrated by documentary evidence of the ability to select appropriate materials, to present course content effectively, and to make significant demands upon the intelligence and industry of students. Such documentary evidence shall include impartially administered student evaluations, peer evaluations, course syllabi, and additional information, such as samples of student work evaluated by the candidate, examinations, and supplemental materials. Additional support of
instructional achievement may include evidence of:
• creativity in coursework as demonstrated by innovative techniques, by adaptation of course content to reflect change and progress in the subject matter area, or by initiation of and participation in student-oriented seminars, colloquia, workshops, exhibitions, dramatic performances, debates, forums, recitals, and the like;
• ability to develop and present new courses or activities;
• course outlines, by preliminary investigations into the necessary library or equipment; • acquisitions, or by acceptance of the courses or activities by faculty and students;
• ability to relate the discipline to other disciplines and fields of endeavor, as demonstrated • by participation in interdisciplinary programs, seminars, and forums;
• advising and counseling effectiveness;
• student achievement and recognition as demonstrated by awards, fellowships, publications, exhibits, performances, vocational employment or entry into professional training or graduate programs, when such recognition is an outgrowth of the instructor's guidance;
• instructional effectiveness;
• supervision of undergraduate independent study students as evidenced by program reports, and of graduate students, supported by abstracts of thesis or project reports;
• successful supervision of student teachers (RTP document, p. 12) (see Resource Room 1.6).
The Nursing Program faculty have adopted the requirements specified by the CBA and the definition of scholarship described by the American Association of Colleges of Nursing (AACN) in their Position Statement on Defining Scholarship for the Discipline of Nursing published in 2001. Scholarship thus includes classic knowledge discovery including presentations and publications of data-based material; achievement in teaching evidenced by peer acknowledgement, publication, educational research, and creativity in teaching methods or curriculum design; certifications, publications, and volunteer service
16 requiring professional nursing knowledge and/or skill; and development of interdisciplinary teaching and service programs with attendant presentations and publications.
Scholarship activities include: (a) publications (journal articles or books, chapters); (b) oral contributions at professional conferences, seminars, institutes, or workshops; (c) active program of scholarly work in progress appropriate to the discipline; (d) service on committees or boards of professional organizations and (e) receipt of awards, prizes, fellowships, or grants; professional consultancies. The notion that activities must be discipline-specific gives latitude to the interpretation of the RTP document (see Resource Room 1.6).
Service is an expected faculty outcome that is detailed in University documents on rank, promotion and tenure. Internal University contributions may be demonstrated by documentary material showing service to the University in such areas as faculty government; committee service at the Department, College, or University levels; and activities that enhance the University's ability to serve students. Community service may be demonstrated by documentary material to show achievement and recognition in activities which enhance community well-being and the relationship between the University and the community. The term "community" may be seen to be local, regional, state, national, or international in character. Evidence may also be included of achievement as a University representative in local, regional, state, national or international organizations. Community service may be demonstrated by documentary material in such areas as service on local or state government councils, boards, committees, task forces, etc.; service on local or state, private or public agencies or civic organizations, councils, boards, task forces, etc.
Faculty practice is not an expected faculty outcome; however, many faculty members maintain an active clinical practice to enhance their teaching and nursing skills. On the other hand, service to our profession of nursing is considered as an expected faculty outcome that is detailed on University documents on rank, promotion and tenure. For example, faculty members may serve on our Sigma Theta Tau board, on the local American Cancer Society, or local hospital boards.
Summary statement
Expected faculty outcomes are congruent with those of the parent institution as evidenced by faculty involvement in teaching, scholarship and community/professional service. Faculty involvement has successfully supported Nursing Program Objectives.
17 I-D. Faculty and students participate in program governance.
Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation.
Program response:
Faculty and student participation in program governance are promoted through a variety of scheduled meetings, conferences, and interface opportunities throughout the academic year. This includes faculty meetings at large, as well as, level and team meetings, ad hoc committees and other standing department committees; such as the curriculum committee, the student affairs committee, and the faculty affairs committee.
Participation in all venues is facilitated by orderly presentation of topics through use of an agenda to which faculty and students are encouraged to submit topics. The agenda is followed and each topic is discussed in a lively, collegial, constructive and respectful manner. Decisions are made by democratic majority as outlined in the Faculty Handbook (p.3) (see Resource Room 1.4).
In addition to the level and department meeting the faculty are encouraged to hold membership on a variety of University committees. Those participating on the University level committees report back in the nursing and health sciences faculty meetings. It is through this participation we are empowered as active members of the governance of the University at large.
Full-time faculty are required to attend the monthly faculty meetings the first Thursday of each month from 4:15 to 6 pm. All other members of the department, including part time lecturers (theory and clinical instructors) are encouraged to attend; but, are not required to attend these monthly meetings. Any faculty wishing to participate but unable to travel to the meeting site are provided with a telephone conference number that allows them to call in and join the discussion. An agenda item titled “Additional Issues” allows for last minute additions to the agenda by faculty (see Resource Room 1.4).
Students are also encouraged to attend faculty meetings. The Student Handbook outlines the time and procedures for attendance and participation. Typically, representatives are selected by the East Bay Student Nurse Association (EBSNA) to attend the monthly faculty meetings; however, any student is welcome to attend. The students do not have voting privileges and are asked to leave during any portion of the meeting that may be confidential in nature (e.g. pertaining to students’ or faculty private issues). There is provision for the students to add items to the agenda with a short statement of purpose and a three day lead time.
18 Summary statement.
Faculty and students are actively engaged in the governance of the Nursing Program.
I-E. Documents and publications are accurate. References to the program’s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree completion requirements, tuition, and fees are accurate. Elaboration: A process is used to notify constituents about changes in documents and publications. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate.
Program Response:
Published documents pertaining to the program that appear in admission flyers, Student Handbook,
website and catalog are current, accurate, clear and consistent. The University Staff and the Department Chair reviews all documents and publications annually for accuracy. The committees of Student Affairs (for Student Handbook) and Faculty Affairs (for Department Faculty Handbook) (see Resource Room 1.4) review the information annually during the spring quarter and as the need arises. Accurate
representation of the program to the public insures accountability and consumer choice and includes the following (see Resource Room 1.4):
● mission and objectives of the program located online at the Nursing Program website
● admission policies, fees, financial aid, graduation, licensing requirements, academic policies and
calendar, student services, and program length located online and in the University catalogue. ● program and career opportunities through hardcopy program publications, admission flyers, and
course syllabi located in the Resource Room 1.7 and 3.1.
● name, address, and phone numbers of accrediting agencies located in the University catalogue.
In situations when constituents and communities of interest must be notified about changes in documents and publications, formal letters and emails are sent to high schools, community colleges, community hospitals, and our own University advisors. An example of such a situation occurred when the G.P.A. for Nursing Program admission was changed from 2.75 to 3.0. A two year transition-waiting period was initiated for this change. Please see documentation in the Resource Room 1.2a.
Summary statement.
Documents and publications are accurate. The Nursing Program has an effective process to notify its constituents of any changes.
19 I-F. Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression.
Elaboration: Nursing faculty are involved in the development, review, and revision of academic program policies. Differences between the nursing program policies and those of the parent institution are
identified and are in support of achievement of the program’s mission, goals, and expected student outcomes. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. There is a defined process by which policies are regularly reviewed. Policy review occurs and revisions are made as needed.
Program Response:
Nursing faculty are involved in the development, review, and revision of academic program policies via departmental shared governance on the curriculum committee, the College of Science Curriculum Committee, and the Academic Senate of the University. Policies are generally congruent; differences between the nursing program policies and those of CSUEB are identified in Table 1.2: Examples of differences between the Nursing Program’s academic policies and those of the University. Both support the program’s mission and expected student outcomes, the Nursing Program Objectives.
Policies and procedures affecting students are communicated and documented in the Student Handbook, which is available at orientation and posted on the Nursing Department. The Nursing Program faculty reviews annually the admission and progression policies. Any revisions are approved by the faculty, approved by the College of Science, and as appropriate by the CSUEB Academic Senate.
Summary statement
The academic policies of the Nursing Program are generally congruent with those of the University. When they differ, the discrepancy is justified. The faculty is sufficiently involved in the academic policy review process.
20 I-G. There are established policies by which the nursing unit defines and reviews formal
complaints.
Elaboration: The program’s definition of a formal complaint and the procedure for filing a complaint are communicated to relevant constituencies. The program follows its established policies/procedures for formal complaints.
Program response:
There are established policies by which the nursing program defines and reviews formal complaints, and, they are congruent with the CSU system and CSUEB campus. The Program’s formal complaint process is described in the Student Handbook in the protocol for “Response to substandard clinical behavior “ (p. 24-25) and “Lines of communication for grade disputes…” (p. 28). Within these policies, the response to substandard clinical behavior is described for both the faculty and student from the initiation of the evaluation process through its conclusion; including written warnings, clinical failure and possible immediate dismissal for “severe” unsafe behavior. The protocol on page 24 informs students of their right to rebuttal to any evaluation or written warning, their right to view or request copies of any written evaluation or warning, and highlights that the signing of any evaluation or warning does not imply agreement but rather acknowledgement that they have read the document. There is also reference here to the possible use of a “remediation plan” for students exhibiting hazardous behaviors in clinical not severe enough to require immediate expulsion (p. 24) (see Resource Room 1.4).
The protocol for grade disputes and other academic problems is described on page 28 of the Student Handbook. This describes both verbally and through an organizational chart the chain of command that the formal complaint by the student should follow. Disputes or complaints should first be thoroughly discussed between the student and the instructor assigning the grade or with whom the dispute arose. The student may also consult his or her assigned advisor who may help the student by clarifying the issues and providing information on how to proceed in order to resolve the problem. If this level of consultation does not resolve the problem, the student would next consult the Level Coordinator followed by the Department Chair. If this also proves to be fruitless, the matter is referred to the Executive Committee by calling a special meeting.
The Executive Committee consists of the Department Chair and all Level Coordinators. If the student remains unsatisfied with the results of these meetings or perceives academic unfairness or discrimination, the student is directed to the Dean of the College of Science. The Dean may send the issue back to the department for reconsideration or refer the student to the University Fairness Committee.
21 In addition to the protocols cited above which describe the process for formal complaint, there are also policies regarding “Clinical Nursing Course Progression” (p. 21-23), the “CSUEB Policy on Academic Dishonesty” (p. 26), and the “CSUEB Nursing Program Student Retention Program” (p. 29-30) that supply the student with further information to resolve grade and academic disputes without entering into a formal complaint process.
Evidence that the Nursing Department follows the established complaint process is reflected in student files which contain all documentation related to evaluations, warnings, and dismissals. Also the minutes of the Level, Faculty and Executive Committee meetings reflect all discussions and outcomes related to all formal student complaints considered (see Resource Room 1.7).
Summary statement
The definition and the process of formal complaints are clearly communicated to the communities of interest, primarily students and faculty.
Summary for Standard I -- Program Quality: Mission and Governance
The CSUEB Nursing Program meets the criteria of Standard I through an ongoing comprehensive and consistent process of review and revision of the mission and governance of the program to ensure their congruence with those of the University and the fulfillment of the expectations of our communities of interest. Strengths of the Program include:
1. The mission, values and Nursing Program Objectives are congruent with those of the University, embrace the AACN Essentials, and follow the California BRN guidelines.
2. There is a review process of the mission, values and expected student outcomes in place that is effectively implemented.
3. Expected faculty outcomes are congruent with those of the parent institution and with professional standards.
4. Faculty and students are actively engaged in the governance of the Program.
5. There is an effective process to notify its constituents of any changes to the Program.
6. The academic policies of the Program are generally congruent with those of the University. When they differ, the discrepancy is justified in order to fulfill the needs of our communities of interest. The faculty is sufficiently involved in the academic policy review process.
7. The definition and process of formal complaints are clearly communicated to the communities of interest.
22 Areas for continued improvement include:
1. The Program lacks a specific Nursing Program Objective (expected student outcome) that addresses the use of information technology as described in AACN Essential IV.
• Plan: To develop an additional Nursing Program Objective to address Essential IV during the fall retreat of 2011.
23 STANDARD II
PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES
The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregated student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregated student outcomes.
II-A Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed.
Elaboration: The budget enables achievement of the program’s mission, goals and expected student and faculty outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of the nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals and expected student and faculty outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program’s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate.
Program Response:
Fiscal and physical resources are sufficient to enable the CSUEB Nursing Program to fulfill its mission, values, and expected outcomes. The California State University (CSU) is a 23- campus system
administered by the Chancellor’s Office in Long Beach. The CSU is supported by the State through general fund allocations which provide for (a) personnel (faculty and staff), (b) operating expenses (supplies and services (S&S), and (c) faculty development travel (see Resource Room 2.1). Allocations to the various campuses of the CSU are based on full-time equivalency students (FTES) and special programmatic needs that the Chancellor or campus personnel may initiate. At CSUEB funds are
distributed to three areas: Academic Affairs, Student Affairs, and Business Affairs. Distribution is based on historical data and special program needs. The Academic Senate created the Committee on Budget and
24 Resource Allocation (COBRA) in 2003. Faculty members serve on this committee and are selected by the Academic Senate.
The Nursing and Health Science Department budget comes from Academic Affairs funds through the College of Science budget. Distribution of funds to departments within the College of Science is
determined by history of need and consideration of each department’s particular characteristics. When the need arises for additional personnel or operating funds, the Chair discusses this with the Dean, who determines the feasibility of providing them. Additionally, the nursing program is fortunate to have three extramural grants: (a) John Muir Health Grant funding for $3,800,000 from 2005 until 2012 with
continuation funding expected, (b) Song Brown California State Grant funding for $1,200,000 from 2006 until 2012 with continuation funding expected, and (c) Kaiser Foundation Grant funding for $240,000 for 2010 to 2012. These three grants supplement the state budget to the College of Science in the areas of personnel, operating expenses (S&S), and faculty development travel. Currently, the Department pays to the College of Science approximately $500,000 per year for faculty salaries which helps with the
college’s expenses. Additionally, our local hospitals have been generous. Alta Bates-Summit Medical Center paid for 6 staff nurses to teach nursing courses each year in three of the past six years. Similarly, John Muir Health paid 2.5 staff nurses to teach our nursing students each year for the past 5 years and continues to do so.
For capital improvements, the nursing department received California State Bond monies for the
construction of two Simulation Laboratories (Sim Labs) and the renovation of one aging skills laboratory (approximately $1.2 million in total). In the past three years, John Muir Health has donated an additional $100,000 per year for laboratory equipment. The fiscal resources from the state as well as grants and adjunct faculty from local community hospitals are more than adequate to support the development, implementation, and evaluation of the program. The adequacy of the resources stated above is reviewed periodically and are modified as needed.
Faculty and Staff
It is the Chair’s responsibility to make a proposal for personnel hires such as Tenure Track position(s) and added staff hires after consulting with faculty. Proposals must outline the need for personnel in light of University and department goals as well as current conditions. Proposals are submitted to the College of Science for consideration vis-à-vis long term plans for the College and need relative to other departments within the college. All proposals for tenure track positions must be prioritized at the College level, and the Dean consistently invites the Council of Chairs to make these decisions collectively. The compensation of the nursing program personnel supports recruitment and retention of qualified faculty and staff. There are
25 currently 13 full-time equivalent (FTE) faculty members, two part-time faculty members in the faculty early retirement program (FERP), and 40 part-time faculty members (equal to 12.67 FTE) in the Nursing Program.
Full-time faculty salaries are summarized and compared with data from Salaries of Instructional and Administrative Nursing Faculty in Baccalaureate and Graduate Programs in Nursing published by the American Association of Colleges of Nursing for 2009-2010 (see Table 2.1: Academic Year Full-time Faculty Salary Comparison ). As can be noted, all mean salaries of academic personnel at CSUEB are higher than comparison salary of nursing faculty for the Western United States.
Staff support for instruction is available at Department, College, and University levels. The Department has a sufficient number with five full-time administrative support staff and two part-time support staff for the two campuses. For full-time employees, Hayward campus has an Administrative Support Coordinator II (ASC-II), a Student Service Professional I (SSP-I), an Administrative Support Assistant II (ASA-II), and an ASA-I. Concord campus has an ASC-I. There is also a part-time ASA-II at each campus.
The ASC-I and ASC-II office managers organize administrative services at the department level. They function as Office Managers and are expected to organize office systems and supervise office staff in keeping with pertinent Federal, State, University, and Department regulations. They provide support to faculty such as delegating workload to staff, entering classes in the quarterly schedules, monitoring student health record currency, and collecting/ aggregating data for reports to various organizations (see Resource Room 1.1). Support to students includes activities such as consultation and record transmission for licensure and public health nursing certificates to the Board of Registered Nursing.
The SSP-II develops the pre-licensure nursing student application, collects applications, processes application, and selects by rank order the new class each year. She advises nursing students, pre-licensure students, and RN-BSN students in the program continually. She also maintains other applicant databases. The SSP-I represents CSUEB by attending external career and school fairs as part of her responsibilities.
At Hayward, the ASA-II assist with clerical tasks such as processing book orders, processing purchases associated with instruction, processing teacher evaluation forms, managing faculty office assignments, maintaining alumni database, duplicating and mailing program newsletters and alumni surveys, etc. The ASA-I acts as receptionist interacting with students and prospective students on a daily basis and assists
26 other staff members with other functions as directed. At Concord, the ASA-II acts as the budget person for the department. She tracks the Operating Expense (S&S) budget and the numerous grant budgets and expenditures.
Staff at the College level arranges room assignments for instruction and serve as a link to University staff who organize activities such as student orientation and processing scholarships for the college and University. Within the College of Science, many staff employees work in laboratories and stockrooms in addition to administrative/clerical positions. A comparison of the budget of Psychology, Chemistry and Nursing (Table 2.2: Salaries and S&S for 2007-2010) indicates that we consistently spend more on faculty-staff salaries per full-time equivalent student (FTES) then the other two departments. For example, in 2009-10, we spent $1985/FTES while the Chemistry Department spent $1154/FTES and the Psychology Department spent $739/FTES.
Operating Expense (S&S)
Fiscal allocations for supplies, services and equipment (S&S) from institutional funds, not including grants, gifts, and other restricted sources are comparable with other units in the institution and sufficient for the program to achieve its’ goals and objectives. Table 2.2: Salaries and S&S for 2007-2010 show that Chemistry with a greater need for lab supplies has a higher supplies budget than Nursing. Psychology with mostly large lecture courses has a lower budget than Nursing. Additionally, funds from our three grants mentioned above are available to the nursing department to supplement the operating expense (S&S) budget.
Physical Space
Physical space is sufficient and configured in ways that enable the program to achieve its mission, values, and expected student outcomes and expected faculty outcomes. In Concord, each full-time nursing instructor has a private office for teaching, advising, research, and writing. In Hayward, the instructors share an office with 2-3 people per room. More faculty office space could be used at Hayward campus, but, the nursing program allotment of space is equitable when compared with other units of the College of Science. Efforts to house faculty members on opposite teaching schedule are made to minimize
congestion in the office. At times, when advising is requested by a student and another instructor is present, the advisor and student may go next door to an empty classroom or another office for privacy sake. This is not ideal; but, instructors have adjusted due to necessity. As mentioned above, the program recently constructed new laboratory space for instruction.
27 Classrooms of varying size are available for class meetings and the Nursing Skills Labs are for exclusive use of nursing students. Although adequate, a larger Skills Lab at Hayward campus and a larger Sim Lab at Concord campus would be ideal. “Smart” classrooms for effective teaching are equipped with
computers, projectors, internet connections, video players and monitors. Classrooms are abundant throughout the campus except at impacted time slots (Tuesdays-Thursdays 10 am-2 pm).
Classroom space is available to the Nursing Program within the Science complex as well as across the campus in Hayward. In 2010-2011, nursing courses met in the Science Buildings, Meiklejohn, and the Arts and Education Buildings. The Skills Laboratory is a facility dedicated to Nursing and is located adjacent to the Department Office at both campuses. Program faculty hold regular meetings in the College Conference Room. More specifically, Nursing faculty are housed in six offices in the Science complex at Hayward and in eight offices in the Library Building at Concord campus, not including the Department Offices. Faculty offices comprise about 1,466 square feet at Hayward and 866 square feet at Concord, the Hayward department office is 530 square feet and the Concord department office is 561 square feet, Hayward storage is 133 square feet. The Hayward Skills Laboratory (1400 square feet) and Sim Lab (651 square feet) and the Concord Skills Lab (1,757 square feet) and Sim Lab (466 square feet) have all been recently renovated. The rounded total of all nursing areas is 8,000 square feet.
Nursing program classes have always been assigned to rooms of adequate size. One disadvantage of some rooms is the fact that student seats are bolted to the floor which precludes pulling chairs into clusters for small group activities. Because the skills laboratories are dedicated to nursing, we have the option to increase hours of operation if needed.
Each faculty member is assigned to a desk in one of the faculty offices. Part-time faculty may share a desk with others. Most part-time faculty are assigned to teach clinical laboratories and choose to conference with students at clinical sites. When all faculty members are conducting student clinical evaluation conferences, they must communicate with one another about use of office space. While we would like more office space for faculty to obviate this problem, our situation is typical for College of Science faculty groups. In contrast, all full-time Concord faculty members have private offices; but, the offices are smaller in size than in Hayward.
Process of Regular Budgetary Review
The personnel budgets within Academic Affairs are administered by the College Offices not Departments. Thus, all salaries for faculty and staff working in Academic Affairs positions are budgeted at the College
28 level. Once educational priorities have been established within the departments and colleges, the
proposals are forwarded to the Committee on Academic Planning and Resources (CAPR) for faculty governance input and to the Council of Deans for Administrative input. While CAPR does not create a campus-wide list of priorities for teaching positions, the committee may make recommendations and/or comments of an advisory nature. The Academic Senate must approve CAPR recommendations before they are forwarded to the Provost for consideration.
Annually, the Council of Deans votes on each proposed tenure-track position after each Dean presents priorities for his or her unit. Deans are not permitted to vote on positions in their own units. The final decision as to allocation of tenure track positions rests with the President who consults with the Provost, Deans, and Director of the Library. The Nursing Program has conducted Tenure Track searches in 2005-2006 with two nursing hires, 2005-2006-2007 with three nursing hires, 2007-2008 with one nursing hire, 2008-2009 with three nursing hires, and 2008-2009-2010 with one nursing tenure track opening but the search was cancelled for budgetary reasons. Due to recent state budgetary constraints, there has been a freeze on tenure-track hires at CSUEB. This academic year, the nursing program is requesting two additional tenure track positions, one in medical surgical nursing and the other in any specialty area.
Operating expenses are expended at the discretion of each department within the College of Science. The Chair consults with faculty about required purchases with these funds on an ongoing annual basis. Faculty, as well, may initiate expenditure of operating expense funds with proposals for teaching aids, computer equipment, technology equipment, travel expenses, and/or support for continuing education. The Nursing Program does not underwrite the cost of faculty practice, though some faculty members do practice to maintain their nursing expertise in addition to their CSUEB employment.
Summary statement
The number of faculty and office staff in our department is sufficient for the operation of the nursing unit. The departmental budget, physical space, and equipment enable achievement of the program’s mission, values and expected student outcomes and expected faculty outcomes. The salary of faculty members supports their recruitment and retention. There is a defined process for regular review of the adequacy of the program’s fiscal and physical resources. At this time, there is a need for more private office space for faculty at Hayward campus.
• Plan: Assess office spaces available, especially after new Science, Technology, Engineering, and Mathematics (STEM) Building is available.
29 II-B Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs.
Elaboration: Academic support services (e.g. library, technology, distance education support, research support, admission and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program’s academic support services. Review of academic support services occurs and improvements are made as appropriate.
Program Response:
Academic support services are excellent and sufficient to ensure that students and faculty meet program requirements. Instructional aides, technology, software and hardware, and technical support are available in sufficient quantity and quality to ensure achievement of program objectives. Teaching methods and support is available to assist students and faculty experiencing difficulty using technology.
The nursing faculty use commercially prepared DVDs or web-based streamed video (MyNursingLab) as instructional aids in our skills laboratory courses. Students as they purchase textbooks also may get DVDs to review at home. These teaching tools are used as adjuncts to live demonstrations in the skills labs. The Nursing instructors suggest new DVDs for purchase on an ad hoc basis when they see titles that interest them.
All University classrooms are “Smart Rooms,” equipped with a computer, projector, VCR, network connections, and a connection for additional devices (e.g., videotape player, DVD). Lecture courses for Nursing are typically scheduled in Smart rooms and the instructors regularly use PowerPoint software for presentations. All Level I students are given Iclickers for interactive responses during lectures.
The equipment of the Hayward Campus Library Computer Lab and the Concord Campus Computer Lab are available to nursing students. During the academic year, the labs are open 7 days per week in
Hayward and 4 days per week in Concord. At both campuses we have over 73 personal computers (PCs) manufactured by Dell with 2.5 GHz and Core #2 Duo processors. Portions of the lab can be reserved for classroom activity as well as faculty groups. Lab assistants are able to help users with problems of a general nature. Difficulties with program-specific software are referred to faculty. Lab technicians provide adequate support to faculty.
30 All faculty members have access to a PCs or laptops in their offices. These computers have internet and local network connections. The professional version of Microsoft Office is installed on faculty computers with other software available on request (e.g. SPSS, Camtasia). The department owns four Scantron data entry devices and PAR Score software for grading multiple choice exams. Information technology staff, under the Director of Internet Technology, provides support for these faculty computers and software. The University uses Blackboard software for delivery of course material via the worldwide web. Several nursing courses are web-enhanced with a mix of web-based and face-to-face learning activities (hybrid courses). Examples include Nursing Leadership, Preceptorship Seminar and the RN-BSN first year courses.
Learning resources (i.e., library, skills lab, Sim lab, computer lab, Student Center for Academic Achievement - SCAA) are current, adequate, comprehensive, and accessible to meet the nursing program’s mission and goals. Learning resources include faculty and staff support as well as physical facilities and electronic equipment. Faculty are assigned to courses according to their expertise, the type of learning activities involved, and student credit units.
The Library offers a wide range of services. A few examples include electronic databases, (see Table 2.3: Examples of Databases and Journals Available Online Through the CSUEB Library), individual
consultations with librarians, group sessions with librarians integrated into a course, interlibrary loan services, and 4-hour loan of wireless laptop computers for use in the library. Laptop computers are also available to students on extended loan (i.e. up to a full quarter) if they meet financial qualifications. The Hayward campus library is open 7 days a week and Concord Library is open 6 days per week. The Library catalog (HAYSTAC), list of services, floor plan, hours, personnel, and links to outside resources are accessible on the library unit’s website. The Department, like all academic departments on campus, has a Librarian assigned as our Liaison. Our Liaison is the point of contact with the Library, and we have a long-standing collaborative relationship with that individual.
The Nursing Skills Laboratories, at Hayward and Concord, each have eight basic patient bedside units per room. Equipment is relatively new and in good repair due to recent renovations. Mannequins/models include devices to practice basic nursing skills such as tube feedings, enemas, urinary catheterizations, central line care and tracheostomy care. Additionally, about two years ago, the Sim labs were built at both campuses. Each Sim has a state of the art Laerdal SimMan 3G, Laerdal SimBaby Mannequin, and a Virtual IV arm. To create scenarios, the Sim Labs also have med carts, crash carts, standard wall suction, oxygen, and other furniture to simulate an actual patient’s room.
