Lake- Sumter State College
Associate Degree Nursing Program
Self-Study Report
For the
Accreditation Commission for Education in Nursing
Presented by the Faculty
January, 2015
SECTION ONE: Executive Summary ______________________________________________ 10 General Information _____________________________________________________________ 10 Introduction ____________________________________________________________________11 History of the Nursing Program ____________________________________________________ 13 Executive Summary of Standards and Criteria ________________________________________ 15 Summary of Strengths and Areas Needing Improvement ________________________________ 20 SECTION TWO: Standards 1-5 __________________________________________________ 22 Standard One Mission and Administrative Capacity ___________________________________ 22
Criterion 1.1 ___________________________________________________________________ 22 Criterion 1.2 ___________________________________________________________________ 26 Criterion 1.3 ___________________________________________________________________ 31 Criterion 1.4 ___________________________________________________________________ 34 Criterion 1.5 ___________________________________________________________________ 36 Criterion 1.6 ___________________________________________________________________ 36 Criterion 1.7 ___________________________________________________________________ 37 Criterion 1.8 ___________________________________________________________________ 38 Criterion 1.9 ___________________________________________________________________ 38 Criterion 1.10 __________________________________________________________________ 39 Criterion 1.11 __________________________________________________________________ 40 Standard 2 Faculty and Staff ____________________________________________________ 44 Criterion 2.1 ___________________________________________________________________ 44
Criterion 2.2 ___________________________________________________________________ 49 Criterion 2.3 ___________________________________________________________________ 53 Criterion 2.4 ___________________________________________________________________ 54 Criterion 2.5 ___________________________________________________________________ 56 Criterion 2.6 ___________________________________________________________________ 59 Criterion 2.7 ___________________________________________________________________ 70 Criterion 2.8 ___________________________________________________________________ 70 Criterion 2.9 ___________________________________________________________________ 71 Criterion 2.10 __________________________________________________________________ 72 Standard 3 Students __________________________________________________________ 74 Criterion 3.1 ___________________________________________________________________ 74 Criterion 3.2 ___________________________________________________________________ 77 Criterion 3.3 ___________________________________________________________________ 77 Criterion 3.4 ___________________________________________________________________ 78 Criterion 3.5 ___________________________________________________________________ 87 Criterion 3.6 ___________________________________________________________________ 91 Criterion 3.6.1 _________________________________________________________________ 91 Criterion 3.6.2 _________________________________________________________________ 92 Criterion 3.6.3 _________________________________________________________________ 92 Criterion 3.7 ___________________________________________________________________ 92 Criterion 3.8 ___________________________________________________________________ 96 Criterion 3.9 ___________________________________________________________________ 97
Standard 4 Curriculum _________________________________________________________ 98 Criterion 4.1 ___________________________________________________________________ 98 Criterion 4.2 __________________________________________________________________ 104 Criterion 4.3 __________________________________________________________________ 137 Criterion 4.4 __________________________________________________________________ 137 Criterion 4.5 __________________________________________________________________ 140 Criterion 4.6 __________________________________________________________________ 142 Criterion 4.7 __________________________________________________________________ 144 Criterion 4.8 __________________________________________________________________ 147 Criterion 4.9 __________________________________________________________________ 148 Criterion 4.10 _________________________________________________________________ 151 Criterion 4.11 _________________________________________________________________ 155 Criterion 4.12 _________________________________________________________________ 157 Standard 5 Resources ________________________________________________________ 158 Criterion 5.1 __________________________________________________________________ 158 Criterion 5.2 __________________________________________________________________ 160 Criterion 5.3 __________________________________________________________________ 164 Criterion 5.4 __________________________________________________________________ 169 SECTION THREE: Standard Six Outcomes ________________________________________ 171 Standard 6 Outcomes _________________________________________________________ 171 Crtierion 6.1 __________________________________________________________________ 171 Criterion 6.2 __________________________________________________________________ 180
Criterion 6.3 __________________________________________________________________ 182 Criterion 6.4 __________________________________________________________________ 183 Criterion 6.4.1 ________________________________________________________________ 183 Criterion 6.4.2 ________________________________________________________________ 184 Criterion 6.4.3 ________________________________________________________________ 186 Criterion 6.4.4 ________________________________________________________________ 186 Criterion 6.4.5 ________________________________________________________________ 187 Systematic Plan for Program Evaluation ___________________________________________ 189 Standard 1: Mission and Administrative Capacity ____________________________________ 189 Standard 2: Faculty and Staff ____________________________________________________ 200 Standard 3: Students __________________________________________________________ 210 Standard 4: Curriculum ________________________________________________________ 220 Standard 5: Resources _________________________________________________________ 242 Standard 6: Outcomes _________________________________________________________ 247 SECTION FOUR: Appendix _____________________________________________________ 260 Appendix A: Organizational Chart ________________________________________________ 260 Appendix B: Educational Services Agreement ______________________________________ 262
Tables
Table Introduction 1 Lake-Sumter State College Student Profile __________________________ 12 Table Introduction 2 2013 Population Estimates: Lake and Sumter Counties ________________ 12 Table Introduction 3 Population Diversity: Lake and Sumter Counties ______________________ 13 Table Introduction 4 Lake-Sumter State College Nursing Program Student Profile ____________ 14 Table 1.1.1 Comparison of LSSC’s and the Nursing Program’s Vision and Mission Statements __ 22 Table 1.1.2 Nursing Student Learning Program Outcomes ______________________________ 24 Table 1.1.3 Articulation Between General Education Competencies and Nursing Student Learning Program Outcomes ____________________________________________________________________ 25 Table 1.2.1 Nursing Faculty Representative on College Councils, Committees, and Task Force Teams _____________________________________________________________________________ 27 Table 1.2.2 Nursing Program Committees and Representation ___________________________ 28 Table 1.2.3 Student Representation on Nursing Program Committees _____________________ 30 Table 1.3.1 Nursing Program Advisory Committee Membership __________________________ 31 Table 1.3.2 FCNEA Survey Results (2013-2014) and Impact to the LSSC Nursing Program ____ 33 Table 1.4.1 Nursing Program Partnerships ___________________________________________ 34 Table 1.10.1 Faculty Policies _____________________________________________________ 39 Table 1.11.1 eLearning Mission and Vision __________________________________________ 40 Table 1.11.2 Nursing Program eLearning Course Conversion Plan ________________________ 41 Table 2.1.1 Full-Time Faculty Profile 2014-2015 ______________________________________ 44 Table 2.2.1 Full-time and Part-Time Faculty by Academic Year ___________________________ 48 Table 2.2.2 Part-Time Faculty by Highest Academic Degree _____________________________ 48
Table 2.3.1 Governing Organizations Faculty Standards ________________________________ 51 Table 2.4.1 Clinical Practicum Registered Nurse Preceptor Role and Accountabilities _________ 52 Table 2.4.2 Faculty Liaison Role with Clinical Nurse Preceptors __________________________ 53 Table 2.5.1 Nursing Student Learning Program Outcomes ______________________________ 55 Table 2.5.2 Program Outcomes: Program Completions _________________________________ 56 Table 2.5.3 Program Outcomes: NCLEX-RN First Time Pass Rates for Graduates ___________ 56 Table 2.5.4 Program Outcomes: Job Placement Rates and Graduate Satisfaction ____________ 57 Table 2.6.1 Faculty Scholarship ___________________________________________________ 59 Table 3.1.1 Lake-Sumter State College Excerpt List of Policies and Procedures _____________ 74 Table 3.1.2 Nursing Program Unique Policies ________________________________________ 76 Table 3.4.1 Lake-Sumter State College Student Services _______________________________ 83 Table 3.4.2 Responsibilities and Credentials of Support Service Professionals ______________ 84 Table 3.4.3 Student Evaluation of the Usefulness of College & Nursing Program Support Services 86 Table 3.5.1 Relevant LSSC Grievance and Disciplinary Administrative Procedures ___________ 90 Table 3.5.2 Locally Stored Nursing Program Student Records ___________________________ 90 Table 3.6.3.1 Default Rate History _________________________________________________ 92 Table 3.7.1 Example Form for Filing Due Process of Program Complaints and Grievances _____ 95 Table 4.1.1 Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies _____________________________________________________ 99 Table 4.2.1 General Track Nursing Curriculum by Semester ____________________________ 104 Table 4.2.2 Bridge Track Nursing Curriculum by Semester _____________________________ 109 Table 4.2.3-A Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Human Flourishing Competency __________________________________________________ 112
Table 4.2.3-B Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Nursing Judgment Competency __________________________________________________ 119 Table 4.2.3-C Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Professional Identity Competency _________________________________________________ 128 Table 4.2.3-D Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Professional Identity Competency _________________________________________________ 133 Table 4.4.1 Required General Education Courses and Application to Nursing ______________ 138 Table 4.5.1 Course Related Culturally Diverse Concepts _______________________________ 141 Table 4.6.1 Educational Theories Used in Nursing Education ___________________________ 142 Table 4.8.1 General Track Courses by Semester _____________________________________ 147 Table 4.8.2 Bridge Track Courses by Semester ______________________________________ 148 Table 4.10.1 National Patient Safety Goals as Demonstrated in Clinical Courses ____________ 152 Table 4.11.1 Facilities and Related Learning Experiences ______________________________ 155 Table 5.1.1 Comparison of Nursing versus Biology Department Budgets __________________ 159 Table 5.1.2 Additional Funding Sources for the Nursing Program ________________________ 160 Table 5.1.3 Staff and Program Development Funding _________________________________ 160 Table 5.2.1 Size of Nursing Department Facility on Leesburg Campus ____________________ 163 Table 5.2.2 Size of Nursing Department Facility on South Lake Campus __________________ 163 Table 5.3.1 Learning Center Hours of Operation _____________________________________ 163 Table 5.3.2 Library Hours of Operation _____________________________________________ 167 Table 6.1.1 Faculty and Assigned ACEN Standards ___________________________________ 172 Table 6.1.2 ACEN Standard Review Schedule: 2014-2015 Academic Year ________________ 172 Table 6.1.3 Evaluation of Student Achievement of Nursing Student Learning Program Outcomes 173
Table 6.1.4 Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course ____________________________________________________________________________ 175 Table 6.2.1 Comparison of Concurrent Course Offerings versus Minimester Course Offerings _ 181 Table 6.2.2 Bridge Track Comparison of Face-to-Face versus Hybrid Course Performance ____ 181 Table 6.4.1.1 NCLEX First Time Pass Rate by Campus (General) and by Track ____________ 183 Table 6.4.1.2 First Time Performance on NCLEX-RN with 3-Year Mean ___________________ 183 Table 6.4.1.3 Mandatory HESI Review Class as Part of Practicum Grade __________________ 184 Table 6.4.2.1 Program Completion Rates ___________________________________________ 184 Table 6.4.2.2 Demographic Comparison of Starting Cohorts to Program Completers _________ 185 Table 6.4.3.1 Graduate Satisfaction _______________________________________________ 186 Table 6.4.5.1 New Graduate Job Placement Rates ___________________________________ 188
Section One: Executive Summary
GENERAL INFORMATIONProgram and Purpose of Visit
Associate Degree Nursing program continuing accreditation Site Visit February 25-27, 2015
Governing Organization Lake-Sumter State College 9501 U.S. Highway 441 Leesburg, Florida 34788 352.787.3747
Lake-Sumter State College Chief Executive Officer Charles R. Mojock, Ed.D.
President, Lake-Sumter State College Regional Accreditation Body
Southern Association of Colleges and Schools Commission on Colleges 1866 Southern Lane
Decatur, GA 30033-4097
Date of most recent accreditation: June 2014 – continued accreditation at higher degree level to offer the baccalaureate degree in Organizational Management. Date of last reaffirmation of accreditation was 2011; next reaffirmation is scheduled for 2021.
Nursing Education Program
Associate in Science Degree Nursing Program Lake-Sumter State College
Health Sciences Center 9501 U.S. Highway 441 Leesburg, FL 34788
Administrator of the Nursing Program Cynthia L. Griffin, MN, ARNP, CNE Director, Nursing Program
griffinc@lssc.edu P: 352-365-3521 F: 352-365-3508
Florida Board of Nursing (FBON)
Lake-Sumter State College’s nursing program was initially approved by the Florida Board of Nursing in 1983. This approval continued until June 30, 2010.
National League for Nursing Accrediting Committee (NLNAC)
The Lake-Sumter State College’s nursing program received initial accreditation by the NLNAC Spring, 2010. The standards used at the time of this accreditation review were the 2008 edition of the NLNAC Accreditation Manual.
INTRODUCTION
Lake-Sumter State College (LSSC) offers a limited-access Associate in Science Degree (ADN) program in nursing, which includes two separate tracks: the general track and the bridge track for Licensed Practical Nurses (LPNs) and Paramedics. The general track is for students who have limited or no previous health care licensure or certifications. The bridge track is for Licensed Practical Nurses (LPNs) or certified paramedics seeking RN licensure. The nursing program was granted approval by the Florida Board of Nursing (FBON) in 1983 and was accredited in 2010 by the Accrediting Commission for Education in Nursing (ACEN), formerly the National League of Nursing Accrediting Commission (NLNAC).
In 1961, the Florida legislature authorized Lake-Sumter Junior College (LSJC) as an institution of higher learning to serve the citizens of Lake and Sumter counties. The college was established in Leesburg, Florida, which is located in the central part of Lake County in the geographic heart of the state. Classes began in the fall of 1962, and the college graduated its inaugural class of 39 students in 1964. LSJC merged with Johnson Junior College (local higher education institution established to serve African Americans) in 1965. Subsequently, LSJC was awarded initial accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in 1966. Every decade since then, the college has been granted SACSCOC reaffirmation of accreditation. After the Florida legislature authorized a Division of Community Colleges to oversee all community colleges in Florida, the LSJC District Board of Trustees changed the college’s name to Lake-Sumter Community College (LSCC) in 1970.
In response to community needs to offer baccalaureate degrees, the District Board of Trustees held a special meeting in August 2011 and unanimously approved the initiation of the application process for offering four-year degrees. Required permissions for program expansion were obtained from the Florida College System and the Southern Association of Colleges and Schools Commission on Colleges to offer the Bachelor of Applied Science degree in Organizational Management in January 2013, and the college received approval to change its name to Lake-Sumter State College. LSSC is a multi-campus, public institution of the Florida College System that offers advanced educational opportunities to the residents of Lake and Sumter counties. These educational opportunities include associate degrees and certificates that prepare students for employment, career advancement, and four-year college or university transfer, specialized training for business and industry that supports the workforce, and a variety of continuing education and lifelong learning programs. The new Bachelor of Applied Science degree in Organizational Management will allow more students to continue their education locally.
The college has grown into a three-campus institution serving over 7,500 students annually. The Leesburg, South Lake (Clermont), and Sumterville campuses have become viable assets in their communities. The Leesburg campus is currently the largest of the three, followed by South Lake,
and Sumterville respectively. Table Introduction 1 provides a profile of the student population at LSSC during the 2013-14 academic year.
Table Introduction 1 Lake-Sumter State College Student Profile Students Enrolled in a Course
(2013-2014) Total Students (N = 6,042) Percent of Total Students
Full-time Students 1,786 29.56 % Part-time Students 4,256 70.44 % Average Student Age * 25.1 years
Ethnicity / Race White/Non-Hispanic 3,990 66 % Hispanic 689 11 % Black/Non-Hispanic 640 11 % Other 285 5 % Not Reported 438 7 % Gender Female 3,681 61 % Male 2,303 38 percent
Enrollment by Program Type
Associate in Arts degree 3,884 61.3% Associate in Science degree 971 15.3 % Technical Certificates 176 2.7 % Bachelor’s degree 80 1.3 % Recreation & Leisure 1,071 17.1 % Lifelong learning 148 2.3 % Source: LSSC Facts at a Glance, Planning and Institutional Effectiveness Office
* Ages 18-24 make up 61.87 percent of the total student population.
The college’s service area is comprised of a diverse population of more than 415,000 residents in two growing Central Florida counties – Lake and Sumter (Tables Introduction 2 and Introduction 3). Between the years 2000 and 2012, the population of Lake County grew by over 44 percent. (US Census Bureau, American Community Survey). Similarly, the population of Sumter County grew by 88% during the same time period (US Census Bureau, American Community Survey; Sumter County Office of Economic Development). This growth is largely attributed to an influx in the senior population of both areas.
Table Introduction 2 2013 Population Estimates: Lake and Sumter Counties
County Population
Lake 308,034
Sumter 107,056
Total 415,090
Table Introduction 3 Population Diversity: Lake and Sumter Counties County White / Non-Hispanic Hispanic Black / Non-Hispanic Asian Over 65 Years of Age Below the Poverty Line Lake 73 % 13.1 % 10.5 % 2.1 % 24.2 % 13.0 % Sumter 84.2 % 5.7 % 8.7 % 0.8 % 43.4 % 11.7 % Source: 2013 United States Census Bureau, Quick Facts; Florida Department of Economic Opportunity
Primary employment by industry in both counties includes trade, transportation, and utilities; professional and business services; construction; education; and health services.
HISTORY OF THE NURSING PROGRAM
The Lake-Sumter State College (formerly Lake-Sumter Community College) nursing program was established in1983 on the Leesburg, Florida, campus. This development was in response to the request of local hospitals and health care facilities. Sixteen students were admitted to the initial one-year LPN to RN bridge program.
Subsequently, in 1987, a two-year general track nursing program was added. This program was designed for students who had no previous healthcare experience and held no healthcare licenses. That program continues today and is a 72- credit program as dictated by the state of Florida for associate degree nursing. These credits include 28 prerequisite and 44 nursing course credits. In 1999, in order to meet Lake County’s community needs, the nursing program added general track students to the LSSC South Lake campus in Clermont, Florida. This twelve-seat expansion was approved by the Florida Board of Nursing to meet the educational needs of the southern area of Lake County. Since its inception on the South Lake campus those seats have been increased to include 36 admitted students each fall semester.
In 2004 the LSSC program director and nursing faculty recognized a need to evaluate the curriculum more critically. This evaluation was in response to changing trends in standards and competencies, performance expectations, and a decrease in scores on the NCLEX-RN. The nursing faculty completed a review of the literature on current nursing practice standards and curriculum design, information from which was used to identify strengths and weaknesses of the program and its curriculum. As a result of that evaluation, an extensive curriculum revision was begun, and a completely new curriculum was implemented in the fall semester of 2006. Since that time, the faculty evaluates the curriculum annually and makes modifications to ensure that the curriculum is current and relevant to health care trends and best practices.
The nursing program’s bridge track was expanded in 2005 to include placement for paramedics holding a Florida certificate thereby increasing their opportunities for advancement. Once accepted into the program bridge students enrolled in an exclusive summer transition course to prepare them for entry into the general track of RN training in their 2nd and 3rd semesters. They then entered the
courses offered to the second year general track students and progressed with them until graduation. Due to the program’s implementation of a new general track curriculum in 2006, this flow was not suitable to support these transitioning students. In 2008 the bridge track was suspended for 1 year to allow for complete redesign of the program delivery and courses. During the research and development phase, 19 students completed their LPN to RN education through a
collaborative agreement with Miami Dade College. The resulting curriculum was approved by the board of trustees and the Florida Board of Nursing. The bridge program, implemented in 2009, includes a three- semester curriculum that was specifically designed for the LPN and the Paramedic professional. This track meets the Florida requirements of a 72-credit nursing education program including 28 prerequisite credits, 17 articulation credits, and 27 nursing credits. Students enter the program as one cohort and remain in that cohort throughout their program. The track is taught by two full-time and three part-time faculty members.
The nursing program with general and bridge tracks was granted initial NLNAC accreditation in 2010 without recommendations. The college, program director, and faculty remain committed to the quality of nursing education that is an expectation of ongoing accreditation. The college continues to award an Associate Degree in Nursing (ADN) for all graduates of the program. In 2012 LSSC partnered with the University of Central Florida (UCF) in Orlando, Florida to begin offering a concurrent Bachelor of Science in Nursing (BSN) program on the Leesburg campus for all enrolled ADN students who were interested and qualified. This partnership continued for the three years; however, because of low student enrollment for UCF classes, this program is currently being redesigned in an effort to meet the needs of our students.
The profile of the LSSC nursing program student has been slowly changing through the past few years. The South Lake campus has experienced an increase in the number of students from varied ethnic backgrounds. Faculty members have noted that many students experience challenges with English as a second language (ESL). It is recognized this may negatively impact their success in the nursing program. The college has been very supportive in assisting the nursing department to identify methods that will assist these students through their individual classes. Table Introduction 4 shows the current fall term 2014 demographics of the students enrolled in the nursing program.
Table Introduction 4 Lake-Sumter State College Nursing Program Student Profile 2014-2015
Nursing Student Characteristics
Total Nursing Students (N = 159)
Percent of Total Nursing Students
Full-time Students, General Track 136 85.5 % Full-time Students, Bridge Track 23 14.5 % Part-time Students 0 0 % Average Student Age * 29.1 years 0%
Ethnicity / Race White/Non-Hispanic 113 71.1% Hispanic 25 15.8% Black/Non-Hispanic 10 6.3% Asian 8 5.0% Native American 1 0.6% Other 2 1.2% Gender Female 138 86.8% Male 21 13.2%
When the demographics for the nursing program students are compared to all LSSC students, slight differences are recognized. The nursing students represent a higher percentage of women, are slightly older than the general LSSC student, and have a higher proportion of White/non-Hispanic, Hispanic, and Black/non-Hispanic students. These variations, while slight, have created some unique educational challenges for nursing program students and for faculty.
SUMMARY OF STANDARDS AND CRITERIA
Standard 1 Mission and Administration Capacity
The mission, vision, and core values of the Lake-Sumter State College (LSSC) nursing program are congruent with the mission, vision, and core values of the college. Likewise, the college’s General Educational Competencies articulate well with the nursing program’s student learning outcomes (SLOs). The nursing program faculty has significant input into the creation and monitoring of the nursing program’s mission, vision, core values, and philosophy as well as the SLOs. This has allowed the faculty to create an open and caring educational environment to prepare students for nursing careers.
The nursing program faculty is actively engaged in college level and nursing program committees. For example, 10 of the 14 nursing faculty members currently serve on 11 of the college’s 25 committees, including Administrative Council, Baccalaureate and SACSCOC Leadership Committee, the Health Sciences Collegiate Academic Experimental Learning Committee,
Professional Development Steering Committee, Faculty Rank and Promotion Committee, and the Teaching and Learning Committee. All full-time nursing faculty members serve on the program’s Curriculum Committee and on a variety of other nursing program committees. Nursing students also are encouraged to participate in governance organizations by serving as student
representatives on the nursing program’s Curriculum Committee and other college committees. Hospitals, community agencies, local health departments, behavioral care centers, homecare and rehabilitation facilities, and hospice agencies provide input into the nursing program via
representation on the program’s Advisory Committee. This committee meets biannually. The nursing program has a number of beneficial partnerships. Local hospitals provide health-related work opportunities for students. The LSSC Foundation, Inc. (the Foundation) frequently provides funding for equipment such as the Demo Dose® medDISPENSE system that was just purchased for both campuses. This system will facilitate accurate medication administration during simulated laboratory experiences. The Foundation most recently provided funding for 163 students and 19 faculty to attend the 2014 annual conference of the Florida State Student Nurses
Association.
The LSSC nursing program’s administrator, Cynthia Griffin, is experientially and educationally qualified to direct the program. She holds a Master in Nursing (MN) degree with a specialty as a gerontologic Advanced Registered Nurse Practitioner (ARNP) and is also a Certified Nurse Educator. She has a clinical background in both community-based and hospital practice. For the past 18 years, she has been involved in a variety of positions at the associate degree nursing program level including administrative positions for the past three years. She is academically prepared and meets the state requirement for the position. Ms. Griffin has full authority to manage
the nursing program, including budget preparation, nursing program review, and faculty performance evaluation.
In collaboration with the college’s budget office, Ms. Griffin prepares the program’s budget. This budget is consistently adequate to support the purpose of the program and is equitable to other college departments based on the number of full time equivalent (FTE) personnel in the program. She consistently seeks support from hospitals, foundations, grants and other outside sources for funds to enhance learning activities and specialized projects.
All LSSC policies apply equally to the nursing faculty as they do for all faculty members. The faculty has ready access to all policies through the 2014-2015 Administrative Procedures Manual and the 2014-2015 Faculty Handbook. Nursing faculty members must meet the educational, experiential, and licensing requirements for the faculty position. All faculty members working with students in clinical settings are required to have criminal background checks, current CPR certification, substance abuse testing, maintain current immunizations, and have current TB testing as a clinical agency requirement.
The nursing program continues to expand its online course presence. As of fall semester 2014, 9 of the 20 nursing courses had some type of online presence. Of these, two are technology enhanced and seven are hybrid (partly in class and partly on-line). At this time, the others are fully seated courses. The published plan (Table 1.11.2) in section one shows progress toward a more online environment. This plan is consistent with the college’s mission to provide high-quality and
accessible programs, and the nursing program’s mission and vision of providing student-centered, evidence-based, innovative instruction.
Standard 2 Faculty and Staff
Faculty members in the Associate Degree Nursing Program are in compliance with faculty credentialing requirements of Lake-Sumter State College, Florida Board of Nursing, Accreditation Commission for Education in Nursing (ACEN), and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). All full-time faculty members are licensed registered nurses in the state of Florida hold a graduate degree with a major in nursing. All part-time faculty are licensed registered nurses in the state of Florida holding a minimum of a baccalaureate degree with a major in nursing. The percent of part-time faculty prepared at the master’s level with a major in nursing has been inconsistent for the past three academic years. Because part-time faculty members are hired as needed, it is difficult to maintain a reliable source of qualified part-time instructors. The percentages of part-time faculty members holding a master’s degree for the past three academic years are 67 percent in 2012-2013, 60 percent in 2013-2014, and 50 percent in 2014-2015. The cause of the decline includes individuals returning to school, moving away, and withdrawing their availability just prior to the beginning of the fall term. There are sufficient numbers of faculty and staff to ensure that program outcomes and student learning outcomes are achieved. The nursing program’s workload policy establishes a teaching load that supports faculty teaching responsibilities, scholarship activities, and service to the college and the community. Faculty members have provided evidence of professional contributions and are actively engaged in endeavors that substantiate and reflect the scholarship of discovery, teaching,
The number of support staff is sufficient to ensure that program outcomes and student learning outcomes are achieved.
New full-time and part-time faculty members are oriented to the college and the nursing program. All new faculty members are mentored to their roles and responsibilities by a full-time faculty member. The mentoring process fosters career development for the mentor and the mentee, enhances recruitment and retention of nursing faculty members, and establishes a healthy academic work environment.
Full-time faculty members are evaluated annually in the college’s performance cycle. All new faculty members (both full- and part-time) are evaluated at the end of a 90-day probationary period. Evaluations for full-time faculty probation, reappointment, promotion, and tenure are completed in accordance with college procedures and tenure guidelines. Evaluations for part-time faculty are considered at the time of possible contract renewal. All part-time faculty members are hired by semester on an “as needed” basis to ensure sufficient faculty coverage of student experiences in the clinical setting.
All faculty members engage in professional developmental activities aimed at improving
instructional methods and evaluation techniques using Blackboard’s online environment. Faculty members receive technology instruction and support as needed for the courses being offered. The college offers ongoing support and education for all instructional faculty.
Standard 3 Students
Students enrolled in the Lake-Sumter State College (LSSC) nursing program are governed by the policies of LSSC and the limited access nursing program. Nursing policies are congruent with those of the college except as they apply to, and are justified by, the requirements for success in a
professional nursing program. Policies are readily available to students and the public, are non-discriminatory, and are consistently applied.
Integrity, accuracy, and consistency exists for all published information. All information is carefully monitored and when there are changes in policies or procedures, the information is communicated to students in a timely manner using a variety of communication venues such as classroom announcements, posts to the website, and emails using Lakehawk mail.
The college provides easy access to a wide variety of student support services for all students. Student success is supported by the college and the nursing program. Qualified professionals assist students to access a wide variety of services.
Policies and procedures for maintenance of student educational and financial records within the college and nursing program are in compliance with state and federal guidelines. The college has a written, comprehensive student loan repayment program and, at the time of receiving financial assistance, students are notified of their financial obligations and ethical responsibilities.
A policy is in place both within the nursing program and college to address grievances. A record of student complaints/grievances and the resolution(s) thereof are received by the department director as they occur. The director reviews these grievances annually in an effort to identify trends.
Orientation to technology is provided to both faculty and students at the beginning of each academic year. Ongoing support is provided by faculty and technological services through the Help Desk for all students. Information related to technology requirements and policies for students enrolled in the nursing program are accurate, clear, and accessible.
Standard 4 Curriculum
The nursing curriculum is organized by the Client Needs Framework and progresses from basic nursing concepts to complex nursing care, integrating national and professional guidelines and standards. The framework pillars include the four client needs categories of safe effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity. The nursing student learning program outcomes and course outcomes reflect the components and competencies identified as professional behaviors, communication, assessment, clinical decision making, caring interventions, teaching and learning, collaboration, and managing care. These outcomes are achieved through the student-centered learning environment that values mutual respect, diversity, community engagement, and a wide variety of teaching methods. Course outcomes and competencies are linked to student learning program outcomes. Curriculum
decisions are based on the review of the literature, current health trends, and feedback from faculty, students, and communities of interest. The program’s curriculum aligns with the American Nurses Association (ANA) Standards of Practice, the Quality and Safety Education for Nurses (QSEN) standards, the Joint Commission’s 2014 National Patient Safety Goals, and the National League for Nursing’s Outcomes and Competencies for Graduates of Associate Degree Nursing Programs. Student achievement of measurable outcomes is accomplished through the curricula. Culturally, socially, and ethnically diverse topics and concepts are integrated throughout the courses. Faculty use a variety of teaching and evaluation methods based on student learning opportunities. The program length is congruent with the attainment of nursing student learning program outcomes and is consistent with college, state, and national standards.
Students are provided a variety of clinical experiences and are able to meet the course outcomes as outlined in the course syllabi. Clinical experiences are selected for students and support the
achievement of expected outcomes. Written agreements are maintained for all clinical facilities. Learning activities, instructional methods, and evaluation are developed in coordination with student learning outcomes and are based on best practice for both seat-based and hybrid education.
Standard 5 Resources
The fiscal resources for the nursing program are adequate to achieve the student learning and program outcomes. The predominate source of financial support is provided by the college. The college receives approximately 45 percent of operational costs from state appropriation. Additional funds are received from tuition, financial aid, grants, gifts, hospital partner funding, and general fees. Funds to the nursing program are used for salaries, benefits, faculty conferences and travel,
Physical resources are sufficient to ensure the achievement of nursing program outcomes and meet the needs of faculty, students, and staff. The nursing program operates on two campuses. The Leesburg program is housed in the two-story Health Sciences building. This building houses classrooms, faculty and staff offices, lounges, and skills and simulation laboratories. The South Lake campus is housed in buildings 1 and 2 on the campus. Building 1 houses classrooms, faculty and staff offices, and the skills/simulation laboratory. Building 2 houses conference rooms and additional classrooms.
Learning resources, such as software and interactive skills related equipment, are current and available to faculty and students on both campuses. Simulation activities are designed and based on best practices. Learning resources related to the learning center and the library are current and comprehensive. The library meets the needs of students through online databases, print and full-text online journals, print books, e-books, DVDs, streaming videos and reserve materials. Nursing faculty and administrators work collaboratively with librarians to build library collections.
The nursing program has adequate fiscal, physical, technological, and learning resources to support faculty and students engaged in alternative methods of delivery.
Standard 6 Outcomes
LSSC’s systematic plan for evaluation is actively driven by nursing faculty, staff, and the nursing administrator, and reflects the 2013 ACEN Standards and Criteria. Nursing faculty meet at least monthly during fall and spring semesters to analyze collected data, to formulate action plans based on such analyses, and to modify the Systematic Plan for Evaluation (SPE) as necessary.
Collected data include information from student surveys during the program and six to twelve months post-graduation, information obtained from the advisory committee, program completion rates, program retention rates, student performance on both course and HESI exams, and NCLEX-RN pass rates. Results are aggregated and trended for both the general and bridge tracks, as well as for the Leesburg and South Lake campuses. The decision to offer first –year courses in a mini-mester format, in an attempt to improve program retention rates, is an example of such data analysis. The retention rate for the South Lake Campus increased more than six percent. The nursing student learning program outcomes are mapped to each clinical course and the student’s progress toward meeting those outcomes is monitored each semester through clinical evaluations. In the Nursing Practicum, the final course in the nursing program, the nursing student learning program outcomes are evaluated through role-specific competencies. For the past three years, 100 percent of the graduating students have successfully achieved the nursing student learning program outcomes.
The three-year mean for 2012-2014 NCLEX-RN pass rates was 86.93 percent, which was slightly higher than the national three-year mean of 85.41 percent. When NCLEX-RN pass rates dropped to 79.73 percent in 2013, faculty found that students who were unsuccessful on their first licensure tended also to have low scores on the HESI course or exit exams. Beginning in 2013, in order to increase performance on the HESI exams, students who score less than 850 are required to complete the HESI remediation packet
Program completion rates for the general track on the Leesburg campus and the bridge track have exceeded the benchmark of 80% of admitted students completing the program within three years. The general track on the South Lake campus did not meet the program benchmark in two of the three years reviewed. Several factors may contribute to this challenge. For example, South Lake faculty report that students for whom English is a second language have more difficulty in the program. It is an ongoing challenge for the nursing program to meet the needs of those students. Program satisfaction data at both the end of program and six months post-graduation indicate a level of satisfaction between 3.3 and 3.8 on a 4- point scale. Securing adequate numbers of post-graduation responses has been challenging. Obtaining employer program satisfaction data is also increasingly challenging since college data collection moved to an online format. Minutes from advisory board meetings reflect qualitative responses from health care facilities that hire LSSC graduates and provide input at the twice yearly meetings.
Job placement rates at six months after graduation for the past four years range from 86 percent to 94 percent. While the expected level of achievement is 90 percent, the economic downturn in 2011 and 2012 diminished the employment opportunities in the local area.
ANALYSIS AND SUMMARY OF STRENGTHS AND AREAS NEEDING DEVELOPMENT Strengths
The primary strength in the nursing program is in the experience and dedication to quality shown by the faculty. They are passionate about and well-prepared for nursing education and are committed to students achieving the nursing student learning program outcomes. Each day, faculty go above and beyond their every-day tasks to support one another and to meet student needs. The new faculty mentoring program, built around a strong core of experienced, long-term faculty, is foundational and supportive of new faculty members. Additional program strengths include the following:
Commitment and support of the LSSC President and cabinet for a successful nursing program. A “whatever it takes” philosophy.
College-wide collaboration and provision of services for the successful education of nursing students, from prerequisite courses through graduation.
Substantial positive relationships with area hospitals and health organizations that enrich the educational clinical experiences of students.
The above average performance on NCLEX for the past three years.
The high esteem for the nursing program held by college, students, and community. Financial support provided by area hospitals to assist program success.
Student retention rates are above average for the college.
Areas Needing Development
The program faculty and administrators are committed to continuous quality improvement. Identification of weaknesses is achieved through ongoing evaluation and analysis. Prior to July 2014, the documentation on the systematic plan of evaluation was not clearly evident. Much of the trending of the evaluation processes was lost. Since July 2014 there has been a conscious effort to make the documentation of the evaluation plan more transparent and data easier to retrieve. Although the college is financially stable and has the resources to provide program support, resources are more limited when it comes to updating, repairing, and purchasing training
equipment. The college and director seek grant opportunities and foundation funding when these challenges arise. Additional opportunities for continuous process improvement include:
Updated skills labs on both campuses.
Enlarged South Lake campus skills lab with dedicated simulation equipment.
Continued evaluation and integration of varied evaluation methods for all nursing courses. Need for increased WiFi capacity in Leesburg and South Lake nursing classroom buildings. Increased use of planned simulations to enhance student learning and application.
Challenges in finding and hiring master’s degree prepared clinical faculty. Refurbished computer labs in the Health Sciences Building.
Section Two: Standards 1-5
Standard 1 Mission and Administrative Capacity
The mission of the nursing education unit reflects the governing organization’s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes.
CRITERION 1.1
The mission/philosophy and program outcomes of the nursing education unit are congruent with the core values and mission/goals of the governing organization.
The mission and vision statements for Lake-Sumter State College (LSSC) are published in the 2014-2015 Lake-Sumter State College Catalog and Student Handbook (page 3); the mission and vision of LSSC’s nursing program are available on the nursing department website. Table 1.1.1 shows congruency between the college’s and the nursing program’s mission and vision statements.
LSSC: 2014-2015 LSSC Catalog and Student Handbook
Nursing: Lake-Sumter State College Mission and Vision Statement
Both the college’s and the nursing program’s mission and vision statements drive the philosophy for the nursing program. The Philosophy of the nursing program faculty serves as the foundation for the program of study and articulates the faculty’s beliefs about nursing, nurse education, and
Table 1.1.1 Comparison of LSSC’s and the Nursing Program’s Vision and Mission Statements
LSSC Nursing Program
Mission Statement Mission Statement
Lake-Sumter State College responds to community needs by providing high-quality, accessible programs from enrichment and career training to associate and baccalaureate degrees. LSSC embraces excellence, diversity, and innovation to maximize student learning and success.
The purpose of the Associate Degree Nursing program at Lake-Sumter State College is to provide excellent student centered academic and career oriented education in nursing that is proactive, accessible, and responsive to our community needs. The college provides the self-motivated student with education opportunities to become a lifelong learner.
Vision Statement Vision Statement
Lake-Sumter State College will be a leader in higher education and the destination of choice for education, training, and cultural activities in Florida.
Lake-Sumter State College Nursing program shall provide a positive, supportive learning environment that promotes student success through evidence-based and innovative instruction. The program will prepare a safe nurse generalist with affective, cognitive, and psychomotor skills that meet the diverse health care needs of our community.
Philosophy of the Nursing Faculty
The Associate of Science Degree nursing curriculum at LSSC draws from the Client Needs Framework which provides a universal structure for defining nursing actions and
competencies to clients throughout the life span.
Health is a dynamic state which man pursues throughout life in response to physiological and psychosocial/cultural needs attainment.
Man is seen as an open system growing and developing through the life span, and is influenced by the changing state of the environment.
Nursing is an applied process, utilizing arts and sciences while collaborating with the client and members of the health team to meet client needs and promote health. Throughout man’s life span, certain needs become dominant concerns. Nursing endeavors to assist clients to recognize and meet these needs as they strive for a healthy lifestyle.
The role of nursing encompasses specific competencies necessary for the delivery of safe and effective care. These competencies are dependent upon critical thinking and analytical decision making supported by scientific knowledge and evidence based practice. These competencies further include adept application of psychomotor skills, demonstration of psychosocial integrity, and management of client care through communication and collaboration. The nurse is accountable to the clients and includes the client in decision-making.
The Associate Degree nursing program prepares a beginning nurse-generalist who renders safe and effective nursing care to individuals, families, and communities. This care is directed toward clients throughout the lifespan in a variety of health care settings. The philosophy was last revised in July 2009. It was then updated to reflect the college name change in June 2013.1
The outcomes of the nursing program include both general education competencies and the nursing student learning program outcomes (SLPO), as well as the overall program outcomes. The program outcomes reflect the purposes and effectiveness of the nursing program. These consumer-oriented indexes help to evaluate the degree to which the program is achieving its mission and goals:
Program completion rates
Licensure examination pass rates Job placement rates
Graduate satisfaction Employer satisfaction
Each of these is further discussed in Standard Six as well as the Systematic Plan of Evaluation. It is from the mission, vision, and philosophy of the college and the nursing program that the nursing student learning program outcomes are derived. These outcomes are published in the nursing program's Student Policy Handbook. Students graduating from the nursing program are expected to meet the outcomes listed in Table 1.1.2.
Table 1.1.2 Nursing Student Learning Program Outcomes
Upon completion of the program, the graduate will be able to:
1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team.
2. Coordinate and collaborate with interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan.
3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients’ psychosocial and physiological needs.
4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession.
5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence-based practice.
6. Implement client/family- centered teaching plans that promote self-care and optimal health.
Reviewed annually, last revised June 2013 to reflect the college name change.
The nursing SLPOs provide the competency framework for each course and help to shape the course level student learning outcomes (SLOs). The interrelationships among these outcomes are fully discussed in Standard 4.
In addition, LSSC’s general education competency requirements guide the overall instructional scope within the college related to the students’ overall learning outcomes. These general education competencies represent broad areas of knowledge, skills, and experience that all students gain by the time they graduate from any degree program at LSSC.
Table1.1.3 shows the articulation between the college’s general education competencies and the nursing program’s student learning program outcomes. LSSC’s general education competencies are published in the 2014 - 2015 College Catalog and Student Handbook (page 74) and the nursing program’s Student Policy Handbook (page IV).
Table 1.1.3 Articulation Between General Education Competencies and Nursing Student Learning Program Outcomes
LSSC General Education Competencies Matching Nursing Student Learning Program Outcomes2
Analytical Thinking: Analyzes information or data, evaluates, and draws rational and warranted conclusions, integrating quantitative and/or scientific reasoning as appropriate.
5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice.
Oral Communication: Demonstrates effective verbal delivery, message content, and organization of material.
1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team.
Written Communication: Writes with clear thesis and organization, proper development and presentation of idea, and virtual freedom from grammar, spelling, and punctuation errors.
1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team.
Creativity: Demonstrates originality in their work or in strategies to solve problems, and/or access outcomes, and/or apply multiple solutions.
3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients’
psychosocial and physiological needs. Independence: Attends class and exhibits preparation for
class, meets assignment deadlines with minimal supervision, and/or makes good decisions related to assignments.
5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice.
Information Fluency – Research: Selects, evaluates, users, and documents appropriate college-level resources.
5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice.
Information Fluency – Technology: Effectively applies current technology appropriate for academic assignments and/or career needs.
1. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice.
Leadership and Teamwork: Assesses, plans, and utilizes resources in a leadership role, and/or collaborates with others.
2. Coordinate and collaborate with interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan.
Social Responsibility: Demonstrates understanding of breadth and variety of human culture and/or the complex inter-relationships between humans and the environment.
4. Provide compassionate and culturally sensitive care to a diverse population that personified the core values and ethics of the nursing profession. 6. Implement client/family centered teaching plans that
promote self-care and optimal health. Source: 2014-2015 College catalog and Student Handbook; Associate Degree Nursing Program Student Handbook
The nursing program at LSSC is congruent and integrated with all college standards and outcome measures. Figure 1.1.1 shows the congruencies.
Figure 1.1.1 The Lake-Sumter Community College and the Nursing Program’s Core Measures Relationship.
The program outcomes and student learning program outcome measures are evaluated annually based on designated performance behaviors and are revised as necessary to ensure that the students graduating from LSSC are prepared for today’s health care system. Data and trends are reported in Section Six and the Systematic Plan of Evaluation.
CRITERION 1.2
The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in governance activities; opportunities exist for student representation in governance activities.
Lake-Sumter State College (LSSC) is governed by a Board of Trustees appointed by the Governor of the State of Florida. The Board bears responsibility for policy and decision making in the governance of the college. The institution’s current organization is depicted in the college organizational chart which is reported in Appendix A. It is also available online at LSSC
The organizational chart shows the nursing program’s director (Ms. Cynthia Griffin) reporting directly to the Associate Vice President of the Baccalaureate and Workforce Programs (Dr. Eugene Jones) who reports to the Senior Vice President of Academic Affairs (Dr. Barbara Howard). The college’s president (Dr. Charles Mojock) inspires a collegial operating atmosphere college wide and strongly supports the work of the nursing program. A copy of the director’s job description outlining her role and responsibilities is available in the document display room.
The college functions with a shared governance structure. Faculty, staff, students, and
administrators are encouraged to participate in governance activities by serving on committees and task forces. The shared responsibility is a collective decision-making and planning process by which the trustees, students, faculty, staff, and administrators work as a community of colleagues to advance the mission, vision, and values of LSSC. The spirit of shared responsibility at LSSC is reflected in the establishment of initiatives to promote participative governance and a framework for:
Improving communication and transparency Encouraging input from all stakeholders Providing evidence-based decision-making
Expanding opportunities for cooperation and leadership Providing a meaningful, efficient process
The Office of Planning and Institutional Effectiveness (PIE), under the leadership of the College Planning Council, manages the annual appointment process for committees and sub-committees. Table 1.2.1 identifies the college councils and committees on which nursing faculty members serve. A full description of each committee’s purposeis available for review in the document display room. Faculty and staff are also appointed to serve on college-wide search and other ad hoc committees.
Table 1.2.1 Nursing Faculty Representation on College Councils, Committees, and Task Force Teams
Councils and Committees Nursing Faculty Representation
Administrative Council 2012-2013 Margaret Wacker
2013-present Cynthia Griffin College Planning Council 2012-present Cynthia Griffin Baccalaureate and SACSCOC3 Leadership
Committee
2012-2013 Margaret Wacker 2013-present Cynthia Griffin Curriculum and Instruction Committee 2012-2014 Irene Owens
2014-present Marilee Elias Health Sciences Collegiate Academic Experiential
Learning Committee 2014-present Diane Litten
Faculty Search Subcommittee 2012-2013 Carolyn Matthews Mary Dunlap Marilee Elias 2013-2014 Deb Pate
Trisha Economidis 2014-present Marilyn Cole
Trisha Economidis Diane Litten
Table 1.2.1 Nursing Faculty Representation on College Councils, Committees, and Task Force Teams
Councils and Committees Nursing Faculty Representation Irene Owens Professional Development Steering Committee 2012-present Marilee Elias Service Excellence Team 2012-present Mary Dunlap Diane Litten Deb Pate Teaching and Learning (T & L) Committee
T & L Assessment Subcommittee
2012-2013 Cynthia Griffin 2013-present Trisha Economidis 2012-present Nicole Tinny T & L eLearning Sub-Committee – Quality Matters
Leadership 2013-present Irene Owens
Operational Committees Nursing Faculty Representation
Calendar Committee 2012-present Robyn Winship
Faculty Rank and Promotion Committee 2012-2013 Irene Owens 2013-2014 Roxanne Riedy 2014-present Nicole Tinny Task Force Teams and Ad Hoc Committees Nursing Faculty Representation
Student Administrative Appeals Committee 2012-present Members selected on Ad Hoc basis
Source: The 2014-2015 Lake-Sumter State College Committee Directory is available in the document resource room and can be referenced at http://www.lssc.edu/staff/PIE/Committees/CommitteeDirectory.pdf
The 2014-2015 academic year shows that 10 of 14 full-time nursing faculty members are serving on college committees. Assignments to the committees may be for one, two, or more years. When college committee vacancies occur, the faculty and staff are notified by the PIE Office and volunteers are sought to fill the vacancies. Nursing students are eligible and invited to serve on college committees, but due to scheduling constraints of class, labs, and clinicals, are often not able to participate.
The shared governance of the nursing program is represented by several standing committees within the nursing department. These committees use a variety of techniques to identify needs, review and revise policies, and determine the best evaluations that support the program outcomes. All full-time faculty members serve on at least one committee. Part-time faculty members are invited to attend all meetings but do not have a voting role. The Curriculum Committee meets monthly, August through April, while the other committees meet on an as needed basis to complete the work of the program. Members of the program committees are appointed by the program director and are based on the interests of the faculty. Table 1.2.2 reports the nursing program committees. A full description of each committee’s purpose, scope, and reports is available for review in the document room.
Table 1.2.2 Nursing Program Committees and Representation
Nursing Program Committees Nursing Faculty Representation
Curriculum Committee 2012-present all full time nursing faculty and three student representatives (one from the Leesburg campus, one from the South Lake campus, and one from the Bridge program); and one support staff
Table 1.2.2 Nursing Program Committees and Representation
Nursing Program Committees Nursing Faculty Representation Beth Skipper4 *
2012-2014 Bob Acuff Janna Wickham Robyn Winship
2012-present Carolyn Matthews 2013-present Marilyn Cole
Irene Owens 2014-present Lisa Bailey Pinning Committee 2012-2013 Mary Dunlap
Roxanne Riedy 2013-2014 Nicole Tinny
Janna Wickham Doris Meisner * 2013-present Deb Pate 2014-present Lisa Bailey Colleen Carter
Susan Reese Ruth Visuete *
Calendar Committee 2012-2013 Diane Litten Carolyn Matthews Roxanne Riedy 2012-2014 Bob Acuff Mary Dunlap Nicole Tinny Janna Wickham Robyn Winship Deb Dunlap * 2013-2014 Marilyn Cole Doris Meisner * 2014 committee discontinued
Policy Committee 2012-2013 ad-hoc according to topic 2013-2014 Roxanne Riedy
2013-present Tricia Economidis Diane Litten Carolyn Matthews
Shirley Bazemore * Deb Dunlap * 2014-present Colleen Carter Assessment Committee
SLO
General Track first year SLOs
General Track second year SLOs
Bridge Track
2012-present Trisha Economidis Diane Litten Nicole Tinny 2012-2013 Bob Acuff Mary Dunlap Marilee Elias Cindy Griffin Carolyn Matthews Roxanne Riedy Janna Wickham Robyn Winshjp 2014-present Irene Owens
Math Committee
(new 2014-present)
2014-present Lisa Bailey Marilyn Cole Mary Dunlap Robyn Winship
Table 1.2.2 Nursing Program Committees and Representation
Nursing Program Committees Nursing Faculty Representation Nicole Shafar Medication Variance Ad Hoc Policy Rewrite
Committee (committee discontinued 2014) 2012-2014 Marilyn Cole Trisha Economidis Carolyn Matthews Janna Wickham Bob Acuff 2013-2014 Mary Dunlap
Roxanne Riedy
LSSC is committed to providing students with the opportunity for involvement in instructional decision-making. An example of this commitment is the inclusion of student government association representatives serving as members of the College Planning Council. The SGA represents the entire student body and is responsible for planning and implementing student activities. The organization also makes suggestions to the faculty and administration and functions to advise the student body about continued college direction and affairs. All LSSC students are members of the Student Government Association and have a voice in student issues and affairs. At least one student representative of the Student Nursing Association also attends SGA meetings. Faculty annually select students to participate on the nursing program’s Curriculum Committee based on students’ academic performance, demonstrated leadership skills, and willingness to serve. In addition, student input is solicited by the Text and Media and Policy committees when substantive changes are being considered. Table 1.2.3 shows the student representation on the nursing program committees for the 2014-2015 academic year.
Table 1.2.3 Student Representation on Nursing Program Committees Nursing Program Committees Students
Curriculum Committee 2012-2013 Susan Platt (Leesburg) John Kingsley (South Lake) Kathryn McClung (Bridge) 2013-2014 Patricia Nemeth (Leesburg)
Breanna Driver (South Lake) Becky Tomlin (Bridge) 2014-2015 Carlos Alcantara (Leesburg)
Olga White (South Lake) Anita Houchins (Bridge) Pinning Committee 2012-2013 Alesandra Saunders (Bridge)
Timothy Dyer (Bridge) Charity Lane (South Lake) Linette Prieto (South Lake) Catherine Sands (Leesburg) Brittany Burgher (Leesburg) 2013-2014 Tess Nolan (South Lake)
Sheryl Kyle (South Lake) Lisa Moeller (Leesburg) Becky Tomlin (Leesburg) Sheryl Babington (Bridge) Georgette Ayers (Bridge) 2014-2015 Elena Martinez (South Lake)
Table 1.2.3 Student Representation on Nursing Program Committees Nursing Program Committees Students
Daniel Kuhn (Leesburg) Anita Houchins (Bridge) Jennifer Mills (Bridege)
LSSC nursing students are encouraged to participate in their professional associations by becoming members of the Florida Nursing Students Association (FNSA) and the National Student Nurses’ Association (NSNA) and are thereby members of the LSSC Student Nursing Association. LSSC’s Student Nursing Association’s goal is to aid nursing students in the preparation for their professional responsibilities, developing the responsibility for the health care of people in all walks of life, and promoting and encouraging participation in community affairs which improve health care and the resolution of related social issues. The local group is very active and holds fund-raising events to boost its cause.
CRITERION 1.3
Communities of interest have input into program processes and decision making, and benefit the community.
The LSSC Nursing Advisory Committee serves as the program’s primary “community of interest.” This group includes the primary stakeholders in the Associate Degree nursing program and includes employers and administrators from community health-focused organizations. There are currently 14 facilities represented by the 24 members on this committee. The committee meets twice a year to discuss the emerging needs and trends in health care and how that impacts the nursing profession and subsequently the educational curriculum and needs of LSSC nursing students. Discussions provide opportunities for committee members to share concerns, address workforce needs, identify strengths and weaknesses of graduates, and share quality information related to best practices. In addition, Advisory Committee members share ideas for improving students’ clinical experiences and provide input on identifying practicum clinical experience opportunities. Through this collaborative process the program clearly identifies the needs of our clinical partners who in turn are better able to understand and meet the educational needs of our students. Nursing faculty and college
administrators also attend these meetings. Minutes from the program’s Advisory Committee meetings for the past three years are located in the document display room. Table 1.3.1 reports the current Nursing Program Advisory Committee.
Table 1.3.1 Nursing Program Advisory Committee Membership
Member Name Agency Represented Position
Donny Abraham Central Florida Health Alliance, Leesburg, Fl; The Villages Regional Hospital, The Villages, Fl.
Administrative Nursing Director
Tanya Anderson Premier Health Care, Leesburg, Fl. Administrator Paul Butler Lake County Health Department, Tavares, Fl. Public Information
Officer/Community Outreach Manager
Leah Cason Sumter County Health Department, Bushnell, Fl. Nursing Director Sandria George Central Florida Health Alliance, Leesburg, Fl;
