Program Review
Master of Science in Nursing (MSN)
College of Health Professions
November 2014
MARSHALL UNIVERSITY
Program Review
Marshall University
College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program at the current level of activity
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The program is currently accredited by the Accreditation Commission for Education in
Nursing (ACEN), the last site visit October 13-15, 2010. Accreditation focus visit
(related to going online with Nursing Education (NE) and Nursing Administration (NA)
area of emphasis and the Nurse Midwifery and Psychiatric Mental Health Nurse
Practitioner collaborative programs with Shenandoah University.)
ACEN affirmed continuing accreditation status of the MSN program with the next
accreditation visit scheduled for fall 2018. The MSN program was found in
noncompliance with one standard, which indicated there was lack of evidence that the
systematic plan for evaluation emphasized the ongoing assessment of the student
learning outcomes, the program outcomes, and the ACEN standards. A progress report
indicating actions taken by the MU SON to bring this standard in compliance with
ACEN 2013 standards was sent to ACEN October 15, 2014.
Weakness that were identified during the last program review are located on pages
11-12 and have been for the most part either resolved or are in progress.
Faculty are revising learning outcomes and plan to have revisions completed spring
2015. In fall 2015, admission criteria and clinical evaluation tools will be reviewed and
revised as necessary and will be presented to Graduate Council. Once the revisions are
approved, implementation will occur fall 2016.
Five faculty are associated with the MSN programs, three of which also have
undergraduate teaching responsibilities. All are extremely well qualified and
credentialed in their areas of expertise.
The Dean’s office continues to work with the SON on developing the DNP which was a
recommendation as part of the academic portfolio review initiated by the Provost.
Implementation date is 2016, if approved.
Michael Prewitt
11/5/14
_______________________________________
________________________
Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Nursing – MSN________________________________________
College: Health Professions______________________________________
Date of Last Review: Academic Year 2009 - 2010_____________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
The Mission statements of MU and the School of Nursing emphasize support for quality
education, the expansion of knowledge through research and creative activities, the
provision of service to society, to diversity, and finally, to academic freedom.
The Marshall University (MU) School of Nursing (SON) offers two programs: BSN and MSN.
The SON mission (revised by SON faculty in 2012) is
“to provide quality, innovative education to
improve the health and well-being of the individual, family, and society
.” The School of Nursing
(SON) accomplishes this through the means identified in the following table that compares the
MU, College of Health Professions (COHP), and SON Mission statements. This comparison
shows that the SON mission is in alignment with both COHP and MU mission.
Table 1: Comparison of MU, COHP and SON Mission Statements
MU Mission Statements
COHP Mission Statements
SON Mission Statements
“Actively facilitates learning
through the preservation,
discovery, synthesis, and
dissemination of knowledge.”
“Supports the engagement of
faculty in research and
scholarly activities.”
“Supports the engagement of
faculty and students in
research, practice, and other
scholarly endeavors.”
“Foster faculty, staff, and
student outreach through
service activities.”
“Encourages involvement of
faculty in service to society
and the profession.”
“Encourages involvement of
faculty in service to society
and the profession.”
“Support and strengthen the
faculty, staff, student, and
administrative governance
structures in order to promote
Shared governance of the
institution.”
“Maintains an environment
that provides for academic
freedom and shared
governance.”
“Maintains an environment
that provides for academic
freedom and shared
governance.”
“The use of innovative
teaching methods that
require students to become
actively involved in the
learning process and develop
the critical thinking skills
necessary for life-long
learning.”
“Ensures the integrity of the
programs through
maintenance of rigorous
professional education
standards and through the
high expectation of student
learning and performance.”
“Maintains rigorous
professional education
standards through the high
expectation of student
learning and performance.”
“Educate a citizenry capable
of living and working
effectively in a global
environment.”
“Further the intellectual,
artistic and cultural life of the
community and region”
“Provides an environment
that is sensitive to a
culturally, racially, and
ethnically diverse student
body, faculty, and staff.”
“Provides an environment
that is sensitive to a culturally
and ethnically diverse student
body, faculty, and staff.”
II.
Accreditation Information
1. Name of Accrediting Organization:
Accreditation Commission for Education in Nursing (ACEN)
2. Date of Most Recent Self-Study and Accreditation visit:
ACEN:
Self-study 2010 with visit October 13-15, 2010
Accreditation focus visit (related to going online with Nursing Education (NE) and
Nursing Administration (NA) area of emphasis and the Nurse Midwifery and
Psychiatric Mental Health Nurse Practitioner collaborative programs with
Shenandoah University.)
3. Accreditation Status:
Full accreditation until fall 2018 with monitoring of 1 standard.
4. Accrediting Organization’s Report:
ACEN affirmed continuing accreditation status of the MSN program with the next
accreditation visit for fall 2018 with monitoring of Standard 6: Outcomes.
The MSN program was found in noncompliance with Standards 6. There was
lack of evidence that the systematic plan for evaluation emphasized the ongoing
assessment of the student learning outcomes, the program outcomes, and the
ACEN standards. There was lack of evidence that aggregated and trended data
were used to inform program decision-making and lack of evidence that program
satisfaction measures address graduates and their employers.
A progress report indicating actions taken by the SON to bring this standard in
compliance with ACEN 2013 standards was sent to ACEN October 15, 2014.
III.
Adequacy of the Program
A. Faculty:
All faculty members are required to maintain current continuing education in order
to qualify for licensure in WV and are encouraged to attend courses and
workshops which apply to their clinical specialty and to teaching /learning
strategies. Information related to faculty qualifications is provided in the individual
faculty data sheets in
Appendix I
.
Two full-time faculty teach solely in the MSN program and three full-time faculty
teach in both the BSN and MSN programs. All the full-time faculty members have
terminal degrees in nursing or related fields. Part-time faculty members are
utilized at the Huntington, Charleston, Beckley and Bluefield sites to cover clinical
and didactic teaching assignments in the FNP area of emphasis. All faculty
members meet the minimum requirements as set by ACEN.
The School of Nursing does not utilize any graduate teaching assistants in the
MSN program.
Table 3
FACULTY
MSN FACULTY CHARACTERISTICS
NAME
Programs
CURRENT RANK
2009
HIGHEST
DEGREE
HELD
HIGHER
ED YRS
Fall 14
MU
YRS
Fall 14
TENURE
STATUS
Appleton
(MSN)
Professor
PhD
20
18
Tenured
Reilly
(BSN + MSN)
Associate
Professor
PhD
24
1
Non-tenured
Stotts
(MSN)
Professor
PhD
33
33
Tenured
Walton
(BSN + MSN)
Professor
EdD
21
24
Tenured
Welch
(BSN + MSN)
Associate
Professor
PhD
13
13
Tenured
2. Students:
a. All applicants must meet the admission requirements of the Marshall
University Graduate College. The graduate nursing program is available to a
limited number of qualified applicants and admission is determined on a
competitive basis. Students are admitted in both the fall and spring. To be
eligible for regular admission to the program, applicants must meet the
following admission requirements:
•
Baccalaureate degree with a major in nursing from an ACEN or
Commission on Collegiate Nursing Education (CCNE) program.
•
Undergraduate course credit for 3 semester hours of basic statistics, level
200 or higher, with a grade of “C” or better.
•
Undergraduate course credit for 3 semester hours of basic research with a
grade of “C” or better.
•
Evidence of a current unencumbered license as a registered nurse in a
U.S. jurisdiction. Scholastic achievement as evidenced by an overall
undergraduate/graduate Grade Point Average and scores on the
Graduate Record Examination as follows:
o
GPA of 3.25 or higher. GRE waived
o
GPA of 3.0-3.24: needs a combined GRE score of 304-291 and
analytical writing score of 3 or higher,
o
GPA of 2.5-2.99 needs a combined GRE score of 336-305
analytical writing score of 3 or higher.
•
It is strongly recommended that all MSN students have two years of full
time nursing practice prior to application to the program. Those who do
not meet this criterion will be considered on an individual basis.
•
Nurse Midwifery and Psychiatric Mental Health Nurse Practitioner
applicants must have an interview with Shenandoah University faculty
prior to the application deadline.
•
An applicant with a master’s in nursing is eligible to be admitted as a
post-master’s student depending on space availability.
b.
Entrance and Exit Abilities of past five years of graduates
:
Appendix II
shows that our last five years of graduates entered the program
with mean yearly undergraduate GPAs that ranged from 3.68 to 3.84. It
further shows that these graduates entered the program with yearly mean
GRE Verbal scores that ranged from 409 to 462 and yearly mean GRE
Quantitative scores that ranged from 464 to 537.
Appendix III
shows that
these graduates also compiled respectable GPAs during their graduate
program, with yearly means ranging from 3.68 to 3.84.
3. Assessment Information:
a.
See assessment summaries for the period of the review in
Appendix IV
with
rubrics for each program learning outcome.
b. Other Learning and Service Activities:
Not applicable
c. Plans for Program Improvement:
Faculty are currently revising learning outcomes and plan to have the revision
completed spring 2015. In fall 2015, admission criteria and clinical evaluation
tools will be reviewed and revised as necessary. Revisions will be presented
to Graduate Council in the fall of 2015. If revisions are approved,
d. Graduate program satisfaction
:
Qualitative and quantitative measures
address graduates six to twelve months post-graduation.
Alumni surveys are available via Survey Monkey to the graduates of the MSN
program 6 months after graduation. Survey results for 2011 were favorable
although only 16 out of 43 alumni responded. Survey response for 2012
returned 7 out of 59. These responses were also favorable.
Alumni surveys continue to be sent out yearly with poor responses. Only 12
out of 64 spring 2013 graduates responded to the invitation to complete a
survey. Those who did respond were satisfied with the program.
To improve responses, graduating students of 2014 were asked to provide
their personal emails prior to graduation. However, only 22 out of 41 provided
a personal email. The School of Nursing will attempt to contact all 2014
graduate students this November for completion of a 6 month post-graduation
survey.
Overall experience of the 2013 graduates
•
100% agreed or strongly agreed that the program enabled them to
acquire the knowledge and skills related to a specific functional role in
nursing.
•
91% agreed or strongly agreed that the program enabled them to
acquire initial competence in conducting research.
•
100% agreed or strongly agreed that the program enabled them to
acquire knowledge and skills to influence change in the health care
system and in the practice and delivery of health care.
•
100% agreed or strongly agreed that the program enabled them to
further develop and implement leadership strategies for betterment of
health care.
•
75% agreed or strongly agreed that the program enabled them to
acquire a foundation for doctoral study.
•
100% agreed or strongly agreed that the program enabled them to a
acquire knowledge and skills to influence change in the health care
system and in the practice and delivery of health care.
•
91% agreed or strongly agreed that the program enabled them to
acquire the knowledge base for high performance on the certifying
exam for my area of emphasis.
4. Previous Reviews:
At its meeting on April 22, 2010, The Marshall University
Board of Governors recommended that the MSN (Nursing) Program continue at
its current level of activity.
5. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
In its last program review, completed in academic year 2009 – 2010, the MSN
(Nursing) Program identified the program’s weaknesses and their plans for
removing them. Weaknesses identified in 2009 are transcribed verbatim from
that report, bolded and listed below. A statement about the current status of
these weaknesses follows the 2009 statement.
Weaknesses (2009)
•
Limited participation of faculty in research in response to workload
requirements of faculty.
Faculty have been collaborating on research
projects, posters and, presentations; however, this continues to be a
weakness. Faculty members regularly attend scholarly meetings
including those sponsored by the WV League for Nursing, Sigma Theta
Tau and other entities encompassing a multitude of topics. The Marshall
University Nu Alpha Chapter of Sigma Theta Tau International Nursing
Honor Society has partnered with Cabell Huntington Hospital in 2013
and 2014 to host the Evidence-Based Nursing Conference for the
Tri-State area. Some SON faculty have presented at these conferences.
•
Challenges in recruiting and retaining qualified full-time faculty
members in response to discrepancies between academic salaries
and salaries in the clinical practice arena.
Significant
steps have
been taken to address SON faculty salaries. This has resulted in the
ability to recruit and hopefully retain qualified faculty.
•
Anticipated loss of experienced graduate faculty in the near future
due to retirement
.
It is the opinion of the SON that unless funds are
made available to offer more competitive salaries we will be unable
to continue to find qualified faculty.
Faculty salaries have become
more competitive as addressed above.
•
Aging instructional and faculty equipment both in terms of
technology used in the classrooms and faculty computers.
There
have been significant improvements in this area. Classrooms in Prichard
Hall were recently renovated with state of the art technology “Smart
Classroom” technology in 2011-2012. This equipment enables each
classroom to be a “send and/or receive” site. Five classrooms at the
MOVC campus provide state of the art equipment allowing for two-way
televised synchronous distance learning utilizing video and audio
equipment. Full-time faculty have a desk-top computer connected to the
mainframe in individual offices. Updates to software on computers in
faculty offices and classrooms are regularly performed.
•
Limitations of existing skills lab related to size, equipment, and lack
of a full time coordinator.
Significant changes relative to the SON
learning lab have occurred over the last several years. In summer 2012,
approximately 5,000 square feet of space was assigned to the COHP
and allocated by the Dean to the SON. This space allowed the SON to
move the Learning Resource Lab from PH 301 and begin development
of a Simulation Center in Corbly Hall. The move of the Learning
Resource Lab resulted in a significant increase in the size of this lab
from 1,200 square feet to 1,972 square feet (Corbly Hall 433). There is
also room for an office space for the Lab/Simulation Center
Coordinator’s office. (The position for a part-time lab/simulation
coordinator has been posted; the SON is in the process of scheduling
interviews.) This completes the first of three phases of the plan to
develop the simulation facilities.
•
Inability to offer online courses due to current budgetary structure.
This has been resolved. All core courses are online. Additionally the NA
and NE areas of emphasis are completely online.
•
Lack of alumni and employer surveys for the last 5 years.
Alumni
and employer surveys are now being sent out. Unfortunately there have
been a low response rate.
•
Lack of job descriptions within the COHP Office of Student
Services.
This continues to be an issue. There is fluency in work
assignments in student services, but it is sometimes difficult to determine
who is responsible for certain tasks.
•
Lack of administrative support from the University for
implementation of the Doctorate of Nursing Practice (DNP) at
Marshall University. This has potential to greatly impact on the FNP
program as the AACN (2004) adopted a position that by 2015 the
entry level into practice for the nurse practitioner will be the DNP;
not the current MSN.
This still remains a concern. Although the 2015
deadline will probably not be enforced, the number of DNP programs are
continually growing in the United States in anticipation of the DNP
becoming the entry into practice for FNPs.
•
The SON, as part of the COHP, shares a challenge with the rest of
the College in our administrative chain of command. Although we
answer to the VP of Health Sciences, we are operationally and
physically more a part of the main campus. This “neither fish nor
fowl” status presents a series of challenges in meeting the needs
of the program. Our budget comes from the main campus, yet the
VP of Health Sciences must approve our expenditures. It is often
unclear which entity’s policies and/or practices apply to the SON or
which entity’s administration is responsible for a given situation.
Uncertainties of which rules, practices or resources apply
complicate the program’s ability to efficiently meet student needs.
In 2010 the COHP began reporting to the Provost and VP for Academic
Affairs. The dean no longer reports to the VP for Health Sciences
.
Plans for Removing Weaknesses
(2009)
•
Encourage collaborative and multidisciplinary research by faculty members.
•
Continue to petition appropriate parties for consideration of adjustment of
nursing faculty salaries to reflect market values.
•
Continue to mentor new faculty to ensure they are ready to assume
responsibilities as experienced faculty retire.
•
Continue to work with the Associate Dean and other appropriate parties to
apply for grants that would enable us to replace aging technology and
development of the skills lab.
•
Work with appropriate parties to find solutions to obstacles in the
development of on-line courses.
•
Work with COHP Office of Student Services to ensure alumni and employer
surveys are done.
•
Work with COHP in formalizing job descriptions for all individuals employed
by the college.
6. Current Strengths/Weaknesses:
Strengths (2014)
•
Cohesive, caring, dedicated, flexible faculty
•
Strong MSN curriculum
•
Faculty salaries have become more competitive.
•
100% of faculty are prepared at the doctoral level.
•
Strong Instructional Technology support in classrooms
•
The interview process is beginning for the simulation lab coordinator.
•
High program completion rate of 88% for 2012-2013
Weaknesses (2014)
•
Although some are beginning to do collaborative and multidisciplinary
research, the majority of the faculty are still constrained by their teaching
loads.
•
Declining number of qualified applicants to MSN program.
•
Secretarial staff salaries still low.
•
Frequent turnover of secretarial staff
•
No DNP program.
•
Online classes are mandated by the University to be asynchronous.
•
No hybrid classes
Plan for Removing Weaknesses (2014)
•
Research: Look for opportunities for release time for faculty, but this depends
on having all faculty positions filled.
•
Fewer qualified applicants: Within the last two (2) years, the SON has
purchased advertisements in regional nursing magazines for NE and NA
areas of emphasis. Having a DNP program would increase qualified
applicants.
•
Secretarial salaries: This is beyond the control of the SON.
•
Frequent turnover of secretarial staff: The SON is investigating outsourcing
to an immunization tracking service for the new admits.
•
DNP: Determine administrative support for a DNP program
•
Online classes: This is beyond the control of the SON.
•
Hybrid classes: This is beyond the control of the SON.
IV.
Viability of the Program
1. Articulation Agreements:
The SON has an articulation agreement with Bluefield State and Beckley to
deliver FNP courses.
2. Off-Campus Classes:
Classes in the FNP program are sent via ITV to Point Pleasant, Beckley and
Bluefield State, in addition to the SC campus. See
Appendix V.
3. Online courses
:
All core MSN courses and NA and NE courses are offered online. See
Appendix
VI.
4. Service Courses:
Because nursing is a highly specialized field, the School of Nursing
does not offer service courses for other majors.
5. Program Course Enrollment:
See Appendix VII.
6. Program Enrollment:
See Appendix VIII and Figure 1
7.
The trend line for program enrollment and graduation numbers is provided in
Figure 1, which follows Appendix VIII.
8. Enrollment Projections:
Several factors are impacting advanced practice nursing. In the national arena, a
doctorate in nursing practice (DNP) will soon be the requirement for entry level to
practice as an advanced practice nurse. In the local arena, the MSN program is
experiencing a decline in the number of preceptors available to mentor the FNP
students, a lack of qualified faculty to teach the curriculum, and competition with
an increased number of local advanced practice programs. A brief discussion of
each of these factors follows.
A.
DNP
- The doctorate in nursing practice (DNP) was first endorsed by member
schools associated with the American Association of Colleges of Nursing in
2004. This position statement called the DNP to be the level of entry into
practice for advanced nurse practitioners by 2015. This will likely not occur by
2015, but there are a growing number of DNP programs nationwide which adds
support that the DNP will soon be the entry into practice for advanced practice
nurses. According to the American Association of Colleges of Nursing
(
www.aacn.nche.edu/dnp
):
•
Schools nationwide that have initiated the DNP are reporting sizable and
competitive student enrollment. Employers are quickly recognizing the unique
contribution these expert nurses are making in the practice arena, and the
demand for DNP-prepared nurses continues to grow. According to the 2011
salary survey conducted by
ADVANCE for Nurse Practitioners
magazine,
DNP-prepared NPs earned $8,576 more than master’s-prepared NPs.
•
The Commission on Collegiate Nursing Education (CCNE), the leading
in the U.S., began accrediting DNP programs in fall 2008. To date, 125 DNP
programs have been accredited by CCNE.
•
250 DNP programs are currently enrolling students at schools of nursing
nationwide, and an additional 59 DNP programs are in the planning stages.
•
DNP programs are now available in 49 states plus the District of Columbia.
•
From 2012 to 2013, the number of students enrolled in DNP programs
increased from 11,575 to 14,699. During that same period, the number of
DNP graduates increased from 1,858 to 2,443.
Schools in our regional area that have a DNP program include Walden
University, Ohio State, Frontier Nursing University, University of Kentucky and
West Virginia University. These schools are becoming significant competitors to
the Marshall University MSN program. Potential students opt into a school that
has a direct path to a DNP versus obtaining a masters’ in nursing and then
needing to apply to another school for a DNP. The School of Nursing has seen
about a 50% reduction in applications this spring 2014. This is probably due in
part to the number of available DNP programs.
B.
Reduction in number of preceptors
– Due to the increased advanced
programs in the area, along with medical, osteopathic and physician assistant
students, preceptors are becoming limited in the number of students they accept.
Marshall University Medical School rarely accepts nurse practitioner students
due the need for preceptors for their medical students. In addition to the increase
in the number of students requiring preceptors and fewer preceptors accepting
advanced practice students, some schools pay preceptors. Schools in our area
that pay preceptors are the WV School of Osteopathic Medicine and Frontier
Nursing University.
C.
Reduction in qualified faculty
– It is becoming difficult to find qualified faculty to
teach advanced practice nurses. Qualified faculty must not only have experience
in teaching but also experience in practice. As true with disciplines that are
readily employed after graduation, faculty salaries (despite recent improvements
in SON salaries) cannot compete with the marketplace salaries.
The SON has been able to provide quality graduates from the MSN program and
wants to continue to supply these graduates as this is one discipline that will
have jobs after graduation.
Based on these trends, the SON projects that without the DNP, enrollment for the
FNP area of emphasis will decline. Enrollment in the NA and NE areas of
IV.
Necessity of the Program
1.
Advisory Committee:
The School of Nursing has an Advisory Board comprised of nursing staff and/or
administration from numerous clinical agencies utilized by the pre-licensure BSN
program and MSN program. Because of recent changes in administration at
various clinical agencies the Advisory Board has not met for a couple of years.
The SON Chair is in the process of identifying new representative members to
the advisory board, with plans to have a meeting this fall.
2. Graduates
:
Employment data are obtained through the alumni survey. Due to poor response
from the annual survey there are no hard data. (See Appendix IX.) Anecdotal
data show high employment of graduates in their major field. For example, of the
16 respondents in the 2011 survey, 4 provided employment information.
3.
Job Placement:
The job placement rate is unknown due to poor responses on the alumni survey.
By sending out this survey via the graduate personal email, it is believed the
response rate will increase for the year 2014.
The Director of Graduate Nursing Programs completes several references for
employment and admission to DNP programs from graduates on a regular basis.
V.
RESOURCE DEVELOPMENT (If applicable)
The School of Nursing Vision Statement is as follows: Marshall University
School of Nursing endeavors to be regionally recognized for innovative programs
in nursing education, scholarship, and interdisciplinary partnerships that improve
the health and well-being of the individual, family, and society. (Time frame:
2012-2017)
SON Mission: To provide quality, innovative education to improve the health and
well-being of the individual, family, and society.
To accomplish this mission, the SON:
1. Maintains rigorous professional education standards through the high
expectation of student learning and performance.
3. Supports the engagement of faculty and students in research, practice, and
other scholarly endeavors.
4. Provides an environment that is sensitive to a culturally and ethnically diverse
student body, faculty, and staff.
5. Maintains an environment that provides for academic freedom and shared
governance.
Goal 1. Expand the depth and breadth of inter-professional and scholarly
activities by faculty and students.
Faculty help to increase student scholarship
by encouraging student and faculty participation in presenting posters and actual
podium presentations at the annual Evidence-Based Nursing Conference
co-sponsored by Nu Alpha Chapter of Sigma Theta Tau Nursing Honor Society and
Cabell Huntington Hospital. Cabell Huntington Hospital provides the Harless
Auditorium in the Marshall University Medical Center and also awards CEUs to
nurses.
Part of the goal is to increase faculty scholarship through reimbursing
faculty for passing the Certified Nurse Educator Examination.
Goal 2. Increase the visibility of MU’s regionally recognized nursing
program.
The SON has increased advertising and marketing both the NA and
NE areas of emphasis to increase the number of qualified applicants.
Goal 3: Improve alumni relationships and increase contributions to SON.
Ideas for recognizing alumni preceptors were Adjunct title by the Dean, preceptor
of the year for each level and invite them to attend pinning to be recognized, and
recognition in newsletter(s).
Goal 4. Increase the Recruitment and Marketing Strategies for MU School
of Nursing.
Collaborate with COHP student services/MU online staff to increase
advertising. Funds may be needed. Establish a DNP program pending
administration approval.
Goal 5. Be competitive with local, regional, and state technology utilization
in nursing education.
Establish Simulation Lab with dedicated coordinator (this
position has been posted for half-time position). Explore possibility of utilizing
standardized patients in the lab; this could be a collaborative effort between the
SON and the MU Theater Department or standardized patients would be hired.
However, this would cost additional monies.
Goal 6: Ensure curriculum encompasses current knowledge, national
standards and trends.
Continue support of an advisory council of nursing
leaders from affiliated health care agencies to facilitate the transition of graduates
(both BSN and MSN) from education to practice. Continue to send out employer
and alumni surveys 6 months after graduation. The chair and director of graduate
nursing program plan to attend a national conference about FNP education and
issues this spring. The graduate faculty are developing a proposal for DNP in
nursing.
Goal 7: Employ and Retain Highly Qualified Nursing Faculty
Faculty salaries for tenured and tenure track faculty have improved. This has
helped, but will need to be monitored to make sure salaries remain competitive
with practice.
Appendix I
Faculty Data Sheet
(Information for the period of this review)May 11, 2009 - May 9, 2014
Name:
Dr. Rebecca Appleton
Rank: Professor
Start Date at Marshall as a Faculty Member:
August 26, 1996
Status:
Tenured
Highest Degree Earned:
Ph D
Date Degree Received:
1995
Conferring Institution:
University of Utah, Salt Lake City, Utah
Area of Degree Specialization:
Adult Physiologic Nursing, Teaching
Professional Registration/Licensure: RN Licensure in West Virginia, RN Licensure in Ohio, CITI
Behavioral & Social Science Research Course, CITI Medical
Research, Basic Course, Renewal, CITI Medical Research, Basic
Course
Field of Registration /Licensure:
RN Licensure in West Virginia, RN Licensure in Ohio, Additional
training suggested by the IRB to better conduct research. This training
included the following areas of training: History and ethical
principles-SBR, Defining research with human subjects-principles-SBR, Regulations and
Social Behavioral Sciences-SBR, Assessing risk in Social
sciences-SBR, Informed consent-sciences-SBR, Privacy and confidentiality-sciences-SBR,
Research with Children-SBR, Internet Research-SBR, Conflicts of
Interest, and Marshall University., Required training by the IRB to
conduct research. This training included the following areas of
training: History and ethical principles, IRB process, Informed consent,
Records-based research, Protected Populations, FDA regulated
research, Conflicts of Interest, and Marshall University., Completed
and passed the 7 modules.
Agency: West Virginia Board of Nursing, Ohio Board of Nursing, CITI Collaborative Institutional Training
Initiative, CITI Collaborative Institutional Training Initiative, CITI Collaborative Institutional
Training Initiative
Date Obtained, Expiration Date Obtained: January 1, 1996
Obtained: April 1, 1983
Obtained: November 30, 2012, Expired: November 30, 2013
Expired: November 3, 2013
Expired: December 1, 2012
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Term/Year Course Title Enrolled % Respon
Spring 2014 NUR 616 Curr Dev in Nursing 5
Spring 2014 NUR 608 Issues in Health Care 30
Spring 2014 NUR 619 Practicum: Teach Nursing 3
Fall 2013 NUR 606 Advanced Nursing Research 18
Fall 2013 NUR 608 Issues in Health Care 12
Fall 2013 NUR 619 Practicum: Teach Nursing 1
Fall 2013 NUR 618 Teaching in Nursing 9
Spring 2013 NUR 606 Advanced Nursing Research 25
Spring 2013 NUR 616 Curr Dev in Nursing 4
Spring 2013 NUR 695 Internship: Adv Family Nur 23
Spring 2013 NUR 695 Internship: Adv Family Nur 5
Spring 2013 NUR 695 Internship: Adv Family Nur 7
Spring 2013 NUR 695 Internship: Adv Family Nur 4
Spring 2013 NUR 695 Internship: Adv Family Nur 17
Spring 2013 NUR 608 Issues in Health Care 30
Spring 2013 NUR 619 Practicum: Teach Nursing 3
Fall 2012 NUR 606 Advanced Nursing Research 21
Fall 2012 NUR 608 Issues in Health Care 16
Fall 2012 NUR 619 Practicum: Teach Nursing 3
Fall 2012 NUR 618 Teaching in Nursing 6
Spring 2012 NUR 606 Advanced Nursing Research 32
Spring 2012 NUR 616 Curr Dev in Nursing 1
Spring 2012 NUR 616 Curr Dev in Nursing 2
Spring 2012 NUR 616 Curr Dev in Nursing 2
Spring 2012 NUR 616 Curr Dev in Nursing 3
Spring 2012 NUR 616 Curr Dev in Nursing 1
Spring 2012 NUR 616 Curr Dev in Nursing 2
Spring 2012 NUR 608 Issues in Health Care 33
Spring 2012 NUR 619 Practicum: Teach Nursing 6
Fall 2011 NUR 606 Advanced Nursing Research 6
Fall 2011 NUR 606 Advanced Nursing Research 1
Fall 2011 NUR 606 Advanced Nursing Research 1
Fall 2011 NUR 606 Advanced Nursing Research 1
Fall 2011 NUR 606 Advanced Nursing Research 1
Fall 2011 NUR 606 Advanced Nursing Research 4
Fall 2011 NUR 608 Issues in Health Care 4
Fall 2011 NUR 608 Issues in Health Care 2
Fall 2011 NUR 608 Issues in Health Care 1
Fall 2011 NUR 608 Issues in Health Care 2
Fall 2011 NUR 608 Issues in Health Care 4
Fall 2011 NUR 619 Practicum: Teach Nursing 4
Fall 2011 NUR 580 SpTp: Tch Nur Practicum 1
Fall 2011 NUR 618 Teaching in Nursing 1
Fall 2011 NUR 618 Teaching in Nursing 1
Fall 2011 NUR 618 Teaching in Nursing 2
Fall 2011 NUR 618 Teaching in Nursing 3
Fall 2011 NUR 618 Teaching in Nursing 4
Spring 2011 NUR 616 Curr Dev in Nursing 1
Spring 2011 NUR 616 Curr Dev in Nursing 1
Spring 2011 NUR 616 Curr Dev in Nursing 1
Spring 2011 NUR 616 Curr Dev in Nursing 5
Spring 2011 NUR 616 Curr Dev in Nursing 1
Spring 2011 NUR 417 Evidenced-Based Nur Pract 6
Spring 2011 NUR 417 Evidenced-Based Nur Pract 1
Spring 2011 NUR 417 Evidenced-Based Nur Pract 3
Spring 2011 NUR 608 Issues in Health Care 16
Spring 2011 NUR 608 Issues in Health Care 2
Spring 2011 NUR 608 Issues in Health Care 1
Spring 2011 NUR 608 Issues in Health Care 5
Spring 2011 NUR 608 Issues in Health Care 3
Spring 2011 NUR 608 Issues in Health Care 14
Spring 2011 NUR 619 Practicum: Teach Nursing 2
Spring 2011 NUR 619 Practicum: Teach Nursing 1
Spring 2011 NUR 619 Practicum: Teach Nursing 3
Spring 2011 NUR 619 Practicum: Teach Nursing 2
Fall 2010 NUR 221 Found of Prof Nursing I 10
Fall 2010 NUR 608 Issues in Health Care 19
Fall 2010 NUR 608 Issues in Health Care 3
Fall 2010 NUR 608 Issues in Health Care 3
Fall 2010 NUR 608 Issues in Health Care 5
Fall 2010 NUR 608 Issues in Health Care 3
Fall 2010 NUR 608 Issues in Health Care 6
Fall 2010 NUR 619 Practicum: Teach Nursing 1
Fall 2010 NUR 619 Practicum: Teach Nursing 1
Fall 2010 NUR 618 Teaching in Nursing 2
Fall 2010 NUR 618 Teaching in Nursing 1
Fall 2010 NUR 618 Teaching in Nursing 2
Fall 2010 NUR 618 Teaching in Nursing 3
Spring 2010 NUR 222 Found of Prof Nursing II 8
Spring 2010 NUR 222 Found of Prof Nursing II 8
Spring 2010 NUR 222 Found of Prof Nursing II 8
Fall 2009 NUR 221 Found of Prof Nursing I 6
Fall 2009 NUR 221 Found of Prof Nursing I 7
Fall 2009 NUR 221 Found of Prof Nursing I 8
Fall 2009 NUR 221 Found of Prof Nursing I 9
Fall 2009 NUR 221 Found of Prof Nursing I 8
Fall 2009 NUR 221 Found of Prof Nursing I 4
Fall 2009 NUR 221 Found of Prof Nursing I 8
Fall 2009 NUR 221 Found of Prof Nursing I 7
Fall 2009 NUR 221 Found of Prof Nursing I 7
Fall 2009 NUR 221 Found of Prof Nursing I 4
Fall 2009 NUR 221 Found of Prof Nursing I 7
Fall 2009 NUR 221 Found of Prof Nursing I 19
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1) Scholarship/Research
Artistic and Professional Performances and Exhibits
Appleton, R., Conversion of Classroom class to MU online class, "Nursing 616", COHP at Marshall University, Pritchard Hall, Academic, State, peer-reviewed/refereed, None of these. (December 2012).
Appleton, R., Conversion of Classroom class to MU online class, "Nursing 618", COHP at Marshall University, Huntington, WV, USA, Academic, State, peer-reviewed/refereed, None of these. (August 2012).
Appleton, R., Book Reviewer, "Revision of Foundations of Nursing in the Community: Community-Oriented Practice 4th edition", Elsevier Publishing, Maryland Heights, MO, USA, Academic, National, peer-reviewed/refereed, Invited, Invitation. (February 15, 2012 - March 22, 2012).
Appleton, R., Conversion of Classroom class to MU online class, "Nursing 606", Academic, State, peer-reviewed/refereed, None of these. (April 2011 - August 2011).
Appleton, R., Conversion of Classroom class to MU online class, "Nursing 608", COHP at Marshall University, Academic, State, peer-reviewed/refereed, None of these. (April 2011 - August 2011).
Presentations
Appleton, R. (Panelist), Oral Presentation, 2nd Annual EBP Conference 2014, Cabell Huntington Hospital, NU Alpha Chapter STTI, COHP, Cabell Huntington Hospital, "Finding the Best Evidence", Conference, Academic, Local. (April 25, 2014).
Appleton, R., Oral Presentation, Brown Bag Lunch, Marshall Nursing Faculty Organization, PH 427, "Evidence-Based Practice", Other, Academic, Local. (October 25, 2012).
Only), Poster, Leadership Forum, Sigma Theta Tau International Honor Society of Nursing, Indianapolis, Indiana, "Nursing Academia + Clinicians = Transformation to EBP", Conference, Academic, International,
peer-reviewed/refereed, Accepted. (September 20, 2012).
Appleton, R. (Presenter Only), Oral Presentation, Evidence-Based Practice and the Role of Nursing, Sigma Theta Tau, Nu Alpha and Cabell Huntington Hospital, Cabell Huntington Hospital, Grand Rounds, "Evidence-Based Practice", Session, Non-Academic, Local, Invited. (May 11, 2012).
Research Currently in Progress
Criss, Andrea J, Appleton, Rebecca, Pope, Deanna R, Prunty, Sandra K, "Beliefs of Registered Nurses in Central Appalachia Regarding the use of Evidence Based Practice", On-Going, Scholarly.
2) Service
Department
Library Committee, Committee Chair, (January 2014 - Present).
Graduate Academic Planning & Standards Committee, Committee Member, (August 2010 - Present). Nursing Faculty Organization Committee, Attendee, Meeting, (August 1996 - 2013).
Graduate Academic Planning & Standards Committee (GAPS), Secretary of GAPS, (August 2011 - May 2012). Nursing Promotion and Tenure Committee, Committee Member, (August 2010 - May 2012).
College
College of Health Professions Committee, Committee Member (August 1996 - Present). COHP Curriculum Committee, Committee Member (August 2012 - 2014).
COHP, Promotion and Tenure Committee, Committee Member (August 2010 - 2014).
Professional
Cabell Collaboration Committee, Committee Member, Huntington, West Virginia, U.S.A. (May 2012 - Present). National League for Nursing, Member, Huntington, West Virginia, U.S. (August 2008 - Present).
Sigma Theta Tau - Nu Alpha, Officer, President/Elect/Past, Huntington, West Virginia, U.S.A. (January 2013 - July 31, 2014).
Sigma Theta Tau, Nu Alpha Chapter, Counselor, Huntington, West Virginia, U.S. (August 2010 - May 2012).
Community
Fairland Science Fair Judge, Judge at the High School and West Science Fairs, Proctorville, Ohio, U.S. (August 2004 - Present).
Fairland Band Boosters, Officer, Secretary, Proctorville, Ohio, U.S. (August 2006 - May 2012). 3) Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
National League for Nursing, NLN, Member, Large organization of Nurses with focus on Nursing Education and National Issues. (2001 - Present).
Phi Kappa Phi, Honorary Society supports students’ academic success. (1995 - Present).
Sigma Theta Tau - Nu Alpha Chapter, STTI, President, STTI is the international honor society of nursing. I was inducted into Epsilon Chapter at Ohio State during my Master’s Program. I was a member of the Gama Rho chapter at the University of Utah while in school. And joined Nu Alpha when I started teaching at Marshall. (January 1, 2013 - July 31, 2014).
STTI, Nu Alpha Chapter, STTI, Counselor, An International Honorary Society of Nurses. (August 2010 - May 2012).
Faculty Development Activities Attended
Conference Attendance, "42nd Biennial Convention", Sigma Theta Tau International, Indianapolis, Indiana, USA. (November 16, 2013 - November 20, 2013).
Continuing Education Program, "9th Annual Faculty Development Workshop", University of Kentucky, Lexington, Kentucky, USA, 14.4 credit hours. (May 15, 2013 - May 16, 2013).
Continuing Education Program, "CNE Exam Preparation Course", University of Kentucky, College of Nursing, Lexington, Kentucky, USA, 7.8 credit hours. (May 14, 2013).
Continuing Education Program, "Familiar Chronic Cases: Cardiovascular Diseases and Stroke", Elite Continuing Education, Online Program, 6 credit hours. (July 5, 2012).
Continuing Education Program, "Pharmacologic and Psychiatric Medicine", Elite Continuing Education, Online, 6 credit hours. (July 5, 2012).
Continuing Education Program, "Diabetes Mellitus", Elite Continuing Education, Ormond Beach, Florida, USA, 12 credit hours. (September 27, 2011).
Continuing Education Program, "Geriatric Assessment", Elite Continuing Education, Ormond Beach, Florida, USA, 11 credit hours. (September 27, 2011).
Continuing Education Program, "Evidence-Based Practice", American Nurses Association (ANA), Online Webinar, Online Webinar, USA, 1 credit hours. (March 30, 2011).
4) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Faculty Data Sheet
(Information for the period of this review)May 11, 2009 - May 10, 2014
Name:
Dr. Paula Reilley
Rank: Associate Professor
Start Date at Marshall as a Faculty Member:
August 17, 2013
Status:
Probationary
Highest Degree Earned:
Ph D
Date Degree Received:
1993
Conferring Institution:
University of Texas at Austin, Austin, TX
Area of Degree Specialization:
Nursing, Psychiatric/Mental Health
Professional Registration/Licensure: Clinical Specialist in Adult Psychiatric Nursing, Family Nurse
Practitioner, Advanced Nurse Practitioner
Field of Registration /Licensure:
Agency: ANCC, ANCC, WVBON
Date Obtained, Expiration Date Obtained: November 15, 1991, Expired: November 30, 2019
Obtained: January 10, 1995, Expired: January 31, 2017
Obtained: October 30, 1995, Expired: October 30, 2015
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Term/Year Course Title Enrolled % Respon
Spring 2014 NUR 695 Internship: Adv Family Nur 14
Spring 2014 NUR 695 Internship: Adv Family Nur 1
Spring 2014 NUR 695 Internship: Adv Family Nur 2
Spring 2014 NUR 695 Internship: Adv Family Nur 7
Spring 2014 NUR 695 Internship: Adv Family Nur 2
Spring 2014 NUR 695 Internship: Adv Family Nur 16
Spring 2014 NUR 322 Nurs Human Responses II 7
Spring 2014 NUR 322 Nurs Human Responses II 6
Fall 2013 NUR 626 Adv Family Nursing III 42
Fall 2013 NUR 322 Nurs Human Responses II 7
Fall 2013 NUR 322 Nurs Human Responses II 8
1) Scholarship/Research
Presentations
Reilley, P. (Presenter Only), Lecture, NLN Accreditation Process, University of Charleston, Charleston, WV, "Overview of the NLNAC Accreditation Process". (January 15, 2013).
Reilley, P. (Presenter Only), Lecture, Staff In-service, Highland Hospital, Charleston, WV, "Comprehensive Assessment of Clients Experiencing Withdrawal from Opiates, Alcohol and Benzodiazepine". (September 8, 2012).
Reilley, P. (Presenter Only), Lecture, Staff In-service, Highland Hospital, Charleston WV, "Substance Abuse: A Review of Protocols for withdrawal". (May 12, 2011).
Reilley, P. (Presenter Only), Oral Presentation, Nursing Honor Society Meeting, Sigma Theta Tau, Charleston WV, "The Relationship of Life Events, Hardiness, and Coping Styles to Relapse in Persons Recovering from Alcohol Abuse". (September 12, 2010).
2) Service
Community
Big Brothers/Big Sisters, Volunteer, Charleston, WV, USA. Health Right, Volunteer, Charleston, WV, USA.
YWCA, Volunteer, Charleston, WV, USA.
Highland Behavioral Board, Board Member, Charleston, WV, USA (August 15, 2012 - August 15, 2014). WV Restore, Task Force Member, Charleston, WV, USA (January 4, 2013 - August 15, 2013).
3) Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
West Virginia Nurses Associate, WVNA, N/A. (January 15, 2014 - Present). Sigma Theta Tau, STT, Treasurer. (April 15, 2013 - Present).
Faculty Development Activities Attended
Conference Attendance, "Nurse Practitioner Certification Exam Review", Fitzgerald Associates, Inc, Beckley, WV, USA, 32.7 credit hours. (April 21, 2014 - April 23, 2014).
Continuing Education Program, "Acute Coronary Syndrome", CME Resource, Sacramento, CA, USA, 15 credit hours. (June 20, 2013).
Continuing Education Program, "Clinical Management of Atrial Fibrillation", CME Resource, Sacramento, CA, USA, 15 credit hours. (June 20, 2013).
Continuing Education Program, "Contraception", CME Resource, Sacramento, CA, USA. (June 20, 2013).
Continuing Education Program, "Renal Disease and Failure", CME Resource, Sacramento, CA, USA, 10 credit hours. (June 20, 2013).
4) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Faculty Data Sheet
(Information for the period of this review)May 11, 2009 - May 9, 2014
Name:
Dr. Diana R. Stotts
Rank: Professor
Start Date at Marshall as a Faculty Member:
August 17, 1988
Status:
Tenured
Highest Degree Earned:
Ph D
Date Degree Received:
1990
Conferring Institution:
University of Texas, Austin, Texas
Area of Degree Specialization:
Nursing
Professional Registration/Licensure: Board Certification as Family Nurse Practitioner, RN
Field of Registration /Licensure:
Agency: ANCC, WV Board of Nursing
Date Obtained, Expiration Date Obtained: November 1, 2003, Expired: November 30, 2018
Obtained: September 1, 1974, Expired: October 31, 2013
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Term/Year Course Title Enrolled % Respon
Spring 2014 NUR 624 Adv Family Nursing Practice I 19
Spring 2014 NUR 624 Adv Family Nursing Practice I 4
Spring 2014 NUR 624 Adv Family Nursing Practice I 5
Spring 2014 NUR 624 Adv Family Nursing Practice I 17
Spring 2014 NUR 621 Adv Pathophysiology II 45
Fall 2013 NUR 620 Adv Pathophysiology I 46
Fall 2013 NUR 622 Advanced Physical Assessment 15
Fall 2013 NUR 622 Advanced Physical Assessment 2
Fall 2013 NUR 622 Advanced Physical Assessment 3
Fall 2013 NUR 622 Advanced Physical Assessment 19
Fall 2013 NUR 622 Advanced Physical Assessment 4
Fall 2013 NUR 622 Advanced Physical Assessment 1
Spring 2013 NUR 624 Adv Family Nursing Practice I 16
Spring 2013 NUR 624 Adv Family Nursing Practice I 5
Spring 2013 NUR 624 Adv Family Nursing Practice I 1
Spring 2013 NUR 624 Adv Family Nursing Practice I 17
Spring 2013 NUR 621 Adv Pathophysiology II 47
Fall 2012 NUR 626 Adv Family Nursing III 24
Fall 2012 NUR 626 Adv Family Nursing III 6
Fall 2012 NUR 626 Adv Family Nursing III 4
Fall 2012 NUR 626 Adv Family Nursing III 7
Fall 2012 NUR 626 Adv Family Nursing III 15
Fall 2012 NUR 620 Adv Pathophysiology I 50
Fall 2012 NUR 622 Advanced Physical Assessment 15
Fall 2012 NUR 622 Advanced Physical Assessment 3
Fall 2012 NUR 622 Advanced Physical Assessment 6
Fall 2012 NUR 622 Advanced Physical Assessment 2
Fall 2012 NUR 622 Advanced Physical Assessment 17
Spring 2012 NUR 624 Adv Family Nursing Practice I 23
Spring 2012 NUR 624 Adv Family Nursing Practice I 4
Spring 2012 NUR 624 Adv Family Nursing Practice I 7
Spring 2012 NUR 624 Adv Family Nursing Practice I 4
Spring 2012 NUR 624 Adv Family Nursing Practice I 17
Spring 2012 NUR 621 Adv Pathophysiology II 43
Fall 2011 NUR 620 Adv Pathophysiology I 46
Fall 2011 NUR 622 Advanced Physical Assessment 20
Fall 2011 NUR 622 Advanced Physical Assessment 14
Fall 2011 NUR 622 Advanced Physical Assessment 2
Fall 2011 NUR 622 Advanced Physical Assessment 5
Fall 2011 NUR 622 Advanced Physical Assessment 6
Fall 2011 NUR 622 Advanced Physical Assessment 18
Spring 2011 NUR 624 Adv Family Nursing Practice I 19
Spring 2011 NUR 624 Adv Family Nursing Practice I 3
Spring 2011 NUR 624 Adv Family Nursing Practice I 4
Spring 2011 NUR 624 Adv Family Nursing Practice I 5
Spring 2011 NUR 624 Adv Family Nursing Practice I 17
Spring 2011 NUR 621 Adv Pathophysiology II 31
Spring 2011 NUR 621 Adv Pathophysiology II 3
Spring 2011 NUR 621 Adv Pathophysiology II 8
Spring 2011 NUR 621 Adv Pathophysiology II 4
Spring 2011 NUR 621 Adv Pathophysiology II 20
Fall 2010 NUR 620 Adv Pathophysiology I 6
Fall 2010 NUR 620 Adv Pathophysiology I 3
Fall 2010 NUR 620 Adv Pathophysiology I 8
Fall 2010 NUR 620 Adv Pathophysiology I 18
Fall 2010 NUR 622 Advanced Physical Assessment 19
Fall 2010 NUR 622 Advanced Physical Assessment 4
Fall 2010 NUR 622 Advanced Physical Assessment 5
Fall 2010 NUR 622 Advanced Physical Assessment 5
Fall 2010 NUR 622 Advanced Physical Assessment 17
Spring 2010 NUR 624 Adv Family Nursing Practice I 12
Spring 2010 NUR 624 Adv Family Nursing Practice I 1
Spring 2010 NUR 624 Adv Family Nursing Practice I 4
Spring 2010 NUR 624 Adv Family Nursing Practice I 8
Spring 2010 NUR 624 Adv Family Nursing Practice I 4
Spring 2010 NUR 621 Adv Pathophysiology II 17
Spring 2010 NUR 621 Adv Pathophysiology II 2
Spring 2010 NUR 621 Adv Pathophysiology II 4
Spring 2010 NUR 621 Adv Pathophysiology II 9
Spring 2010 NUR 621 Adv Pathophysiology II 9
Spring 2010 NUR 608 Issues in Health Care 20
Spring 2010 NUR 608 Issues in Health Care 5
Spring 2010 NUR 608 Issues in Health Care 2
Spring 2010 NUR 608 Issues in Health Care 4
Spring 2010 NUR 608 Issues in Health Care 16
Fall 2009 NUR 626 Adv Family Nursing III 10
Fall 2009 NUR 626 Adv Family Nursing III 3
Fall 2009 NUR 626 Adv Family Nursing III 1
Fall 2009 NUR 626 Adv Family Nursing III 3
Fall 2009 NUR 626 Adv Family Nursing III 10
Fall 2009 NUR 620 Adv Pathophysiology I 17
Fall 2009 NUR 620 Adv Pathophysiology I 3
Fall 2009 NUR 620 Adv Pathophysiology I 10
Fall 2009 NUR 620 Adv Pathophysiology I 3
Fall 2009 NUR 620 Adv Pathophysiology I 11
Fall 2009 NUR 608 Issues in Health Care 10
Fall 2009 NUR 608 Issues in Health Care 4
Fall 2009 NUR 608 Issues in Health Care 4
Fall 2009 NUR 608 Issues in Health Care 2
Fall 2009 NUR 608 Issues in Health Care 6
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1) Scholarship/Research
Intellectual Contributions
Stanton, R. B., Stotts, D. R., Landry, D. A., Broedel-Zaugg, K., Wolcott, J. R., Anderson, S. L., Frazier, L. W. (2013). Eosinophilic Esophagitis: A Newly Recognized Clinical Entity. The Journal for Nurse Practitioners/Elsevier, 7.
Presentations
Stotts, D. R., Oral Presentation, West Virginia Student Nurses Annual Conference, WVSNA, Cedar lakes, Ripley, WV, "Diversity in Nursing, Non-Academic, State, Invited. (October 19, 2012).
Research Currently in Progress
Stotts, Diana R.
2) Service
Department
Graduate Academic, Planning and Standards, Committee Chair, (September 2010 - Present). 3) Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
West Virginia League for Nursing, WVLN, Chair publicity committee, State organization for nurse educators. (June 2012 - Present).
American Academy of Nurse Practitioners. (1994 - Present). Phi Kappa Phi. (1990 - Present).
Sigma Theta Tau, Nursing Honor Society. (December 1981 - Present). West Virginia League of Nursing, Board Member. (June 2000 - June 2014).
Faculty Development Activities Attended
Conference Attendance, "2011 WV Advanced Practice Update Conference", Huntington, WV. Continuing Education Program, "Prescribers Letter", 13 credit hours. (January 2003 - Present).
Conference Attendance, "WV Advanced Practice Update Conference", Huntington, WV. (May 8, 2013 - May 10, 2013). Conference Attendance, "Conference Attendance - 2012 WV Advanced Practice Update Conference", Huntington, WV,
20 credit hours. (May 9, 2012 - May 11, 2012).
Conference Attendance, "2010 WV Advanced Practice Update Conference". (2010). Conference Attendance, "2009 WV Advanced Practice Update Conference". (2009). 4) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Faculty Data Sheet
(Information for the period of this review)
May 11, 2009 - May 9, 2014
Name:
Dr. Robin L. Walton
Rank: Professor
Start Date at Marshall as a Faculty Member:
August 27, 1990
Status:
Tenured
Highest Degree Earned:
Ed.D.
Date Degree Received:
2002
Conferring Institution:
Marshall University, Huntington, WV
Area of Degree Specialization:
Educational Leadership
Professional Registration/Licensure: Advanced Practice Registered Nurse, Registered Nurse, Family
Nurse Practitioner, Prescriptive Authority
Field of Registration /Licensure:
May prescribe medications (Schedule 4 and 5, limited schedule 3) in
collaboration with a physician
Agency: WV Board of Examiners of Registered Nurses, WV Board of Examiners for Registered Nurses,
AACN, State of West Virginia
Date Obtained, Expiration Date Obtained: January 1, 2005
Obtained: January 1, 1976
Obtained: August 1, 2010, Expired: August 31, 2015
Obtained: June 1, 2011, Expired: June 30, 2013
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught (summer through spring), course number, course title and enrollment. (Expand the table as necessary)
Term/Year Course Title Enrolled % Respon
Spring 2014 NUR 644 Financial Stra In Nur Adm 8
Spring 2014 NUR 604 Leadership in Nursing 26
Spring 2014 NUR 648 Nur Manage Health Care II 8
Spring 2014 NUR 322 Nurs Human Responses II 8
Fall 2013 NUR 604 Leadership in Nursing 22
Fall 2013 NUR 646 Nur Manage Health Care I 7
Fall 2013 NUR 322 Nurs Human Responses II 7
Fall 2013 NUR 322 Nurs Human Responses II 8
Fall 2013 NUR 642 Org Dynamics in Nursing 10
Spring 2013 NUR 644 Financial Stra In Nur Adm 8
Spring 2013 NUR 604 Leadership in Nursing 30
Spring 2013 NUR 648 Nur Manage Health Care II 5
Fall 2012 NUR 646 Nur Manage Health Care I 6
Fall 2012 NUR 421 Nurs Human Responses VI 12
Fall 2012 NUR 642 Org Dynamics in Nursing 7
Spring 2012 NUR 644 Financial Stra In Nur Adm 12
Spring 2012 NUR 604 Leadership in Nursing 25
Spring 2012 NUR 648 Nur Manage Health Care II 1
Spring 2012 NUR 648 Nur Manage Health Care II 2
Spring 2012 NUR 648 Nur Manage Health Care II 2
Spring 2012 NUR 648 Nur Manage Health Care II 1
Spring 2012 NUR 421 Nurs Human Responses VI 10
Spring 2012 NUR 421 Nurs Human Responses VI 9
Fall 2011 NUR 604 Leadership in Nursing 6
Fall 2011 NUR 604 Leadership in Nursing 1
Fall 2011 NUR 604 Leadership in Nursing 2
Fall 2011 NUR 604 Leadership in Nursing 3
Fall 2011 NUR 604 Leadership in Nursing 3
Fall 2011 NUR 604 Leadership in Nursing 10
Fall 2011 NUR 646 Nur Manage Health Care I 2
Fall 2011 NUR 646 Nur Manage Health Care I 2
Fall 2011 NUR 646 Nur Manage Health Care I 2
Fall 2011 NUR 421 Nursing and Human Responses VI
Fall 2011 NUR 642 Org Dynamics in Nursing 1
Fall 2011 NUR 642 Org Dynamics in Nursing 2
Fall 2011 NUR 642 Org Dynamics in Nursing 2
Fall 2011 NUR 642 Org Dynamics in Nursing 1
Spring 2011 NUR 644 Financial Stra In Nur Adm 2
Spring 2011 NUR 644 Financial Stra In Nur Adm 2
Spring 2011 NUR 644 Financial Stra In Nur Adm 1
Spring 2011 NUR 644 Financial Stra In Nur Adm 3
Spring 2011 NUR 604 Leadership in Nursing 8
Spring 2011 NUR 604 Leadership in Nursing 4
Spring 2011 NUR 604 Leadership in Nursing 1
Spring 2011 NUR 604 Leadership in Nursing 4
Spring 2011 NUR 604 Leadership in Nursing 2
Spring 2011 NUR 604 Leadership in Nursing 11
Spring 2011 NUR 648 Nur Manage Health Care II 2
Spring 2011 NUR 648 Nur Manage Health Care II 1