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Program Review. Master of Science in Nursing (MSN) College of Health Professions. November 2014 MARSHALL UNIVERSITY

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(1)

Program Review

Master of Science in Nursing (MSN)

College of Health Professions

November 2014

MARSHALL UNIVERSITY

Program Review

Marshall University

(2)
(3)

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

_______________________________________

________________________

(4)

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.”

(5)

“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.

(6)

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.

(7)

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.

(8)

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,

(9)

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.

(10)

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

(11)

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

(12)

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

(13)

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.

(14)

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

(15)

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

(16)

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.

(17)

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.

(18)

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.

(19)

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

(20)

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

(21)

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

(22)

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).

(23)

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).

(24)

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

(25)

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

(26)

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

(27)

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

(28)

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

(29)

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

(30)

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.

(31)

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

(32)

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

Figure

Table 1: Comparison of MU, COHP and SON Mission Statements
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
Figure 1. Trend Line for Total Enrollment and Program Graduates:  MSN (Nursing) 020406080100120140160180200 2009-10 2010-11 2011-12 2012-13 2013-14 Graduates Total Enrollment

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