The University of North Carolina at Chapel Hill
SELF-STUDY REPORT
2011
Presented to the
Commission on Collegiate Nursing Education
Kristen M. Swanson, PhD, RN, FAAN
Dean & Alumni Distinguished Professor
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PROGRAM INFORMATION FORM Commission on Collegiate Nursing Education
One Dupont Circle, NW, Suite 530 Washington, DC 20036-1120
GENERAL INFORMATION Official Name of Institution: University of North Carolina at Chapel Hill Type of Institution (check one): public private, secular private, religious proprietary Institution’s Carnegie Classification: RU/VH Chief Executive Officer of Institution (Full Name and Title): Holden Thorpe, Chancellor
Official Name of Nursing Unit: School of Nursing Chief Nurse Administrator (Full Name and Title): Kristen Swanson, Dean Address: CB #7460, Carrington Hall City: Chapel Hill State: NC Zip Code: 27599-7460 Phone: (919) 966-3731 Fax: (919) 966-1280 E-mail address: [email protected] Web site address (URL) of institution: http://www.unc.edu/index.htm Web site address (URL) of nursing unit: http://nursing.unc.edu/index.htm Web site address (URL) of institution’s catalog (if available electronically): http://www.unc.edu/ugradbulletin/ and http://handbook.unc.edu/table.html Web site address (URL) of nursing student handbook (if available electronically): http://nursing.unc.edu/current/student-handbook/index.htm
Check here to verify that the Chief Nurse Administrator, identified above, has approved this completed form and confirms its contents as of September 29, 2011. (date)
ACCREDITATION AND APPROVAL Institutional Accreditation:
INSTITUTIONAL ACCREDITOR (identify agency name)
LAST REVIEW (year)
NEXT SCHEDULED REVIEW (year)
Southern Association of Colleges and Schools
2005-06 2011-12 (Interim)
Specialized Accreditation:
SPECIALIZED ACCREDITOR LAST REVIEW (year)
NEXT SCHEDULED REVIEW (year)
Council on Accreditation of Nurse Anesthesia Educational Programs
NA NA
Accreditation Commission for Midwifery Education
NA NA
Commission on Collegiate Nursing Education
Baccalaureate in Nursing
2001
Master’s in Nursing 2001
Doctor of
Nursing Practice NA
Baccalaureate in Nursing
2011
Master’s in Nursing 2011
Doctor of
Nursing Practice NA
National Association for Nurse Practitioners in Reproductive Health
NA NA
National League for Nursing Accrediting Commission
Baccalaureate in Nursing
1996
Master’s in Nursing 1996
Doctor of
Nursing Practice NA
Baccalaureate in Nursing
NA
Master’s in Nursing NA
Doctor of
Nursing Practice NA
State Board of Nursing Approval:
Name of applicable state board of nursing: NC Board of Nursing
NURSING PROGRAM APPROVED LAST REVIEW (year)
NEXT SCHEDULED REVIEW (year)
Baccalaureate 2001 2011
Master’s NA NA
Doctor of Nursing Practice NA NA
Add any relevant comments regarding state accreditation and approval:
NURSING PROGRAM INFORMATION Degree Programs Offered, Student Data: Identify all baccalaureate and master’s degree tracks offered by the nursing unit. For each track, list current enrollment data, as well graduation data for the previous academic year. For the baccalaureate program, include only nursing students (not pre-nursing students).
NURSING PROGRAM (identify all tracks)
NUMBER OF STUDENTS ENROLLED
NUMBER OF GRADUATES
Baccalaureate
Generic 310 135
RN 31 24
Second Career (Fast Track) 38 65
Other (specify)
Totals: 379 224
Master’s (Identify all tracks offered)
Adult-Gerontology Nurse Practitioner 55 10
Family Nurse Practioner 93 28
Health Care Systems 30 6
Pediatrics Nurse Practioner-Primary Care 46 8
Psychiatric Mental Health Clinical Nurse Specialist/Nurse Practitioner
1 6
Psychiatric Mental Health Nurse Practitioners
23 0
Women's Health Nurse Practitioner 13 2
Women's Health/Family Nurse Practitioners
13 3
Totals: 274 63
Doctor of Nursing Practice (Identify all tracks/majors offered and indicate whether post-baccalaureate or post-master’s)
Totals: NA NA
Identify any post-master’s certificate programs offered by the nursing unit: AGNP, FNP, HCS, PNP, PMHNP, WHNP, WH/FNP Identify any doctoral degree programs (other than the Doctor of Nursing Practice program) offered by the nursing unit: PhD Identify any joint degree programs in nursing offered with any other unit at the institution (e.g., MSN/MPH with the School of Public Health): MSN/MSIS and MSN/MSLS
NCLEX-RN® Pass Rates for the Last Three Years (Academic or Calendar):
Year # Students Taking NCLEX-RN® for 1st
Time
NCLEX-RN® Pass Rate for 1st Time Test Takers
NCLEX-RN® Pass Rate for All Test Takers
2008 187 97% 94%
2009 179 97% 96%
2010 220 95% 94%
Certification Pass Rates for the Last Three Years (Academic or Calendar):
Year Certification Organization
Certification Exam (by specialty area)
# Students Taking Exam
Certification Pass Rate
2008 ANCC ANP 6 100%
2008 AANP ANP Not reported Not reported
2008 ANCC FNP 8 100%
2008 AANP FNP 8 88%
2008 ANCC PMH-Adult NP Not reported Not reported
2008 ANCC PMH-Family NP Not reported Not reported
2008 PNCB PNP-PC 7 86%
2008 NCC WHNP 3 100%
2009 ANCC ANP 10 100%
2009 AANP ANP Not reported Not reported
2009 ANCC FNP 14 93%
2009 AANP FNP 16 100%
2009 ANCC PMH-Adult NP 7 86%
2009 ANCC PMH-Family NP 8 75%
2009 PNCB PNP-PC 9 100%
2009 NCC WHNP 10 90%
2010 ANCC ANP 3 100%
2010 AANP ANP Not reported Not reported
2010 ANCC FNP 16 93.5%
2010 AANP FNP 11 78%
2010 ANCC PMH-Adult NP 4 75%
2010 ANCC PMH-Family NP 5 100%
2010 PNCB PNP-PC 8 100%
2010 NCC WHNP 11 100%
Nursing Program Faculty: CCNE recognizes that faculty members may teach across program levels. Nonetheless, the institution must estimate the faculty full-time-equivalent by program level for the academic year in which this form is submitted. Identify the number (headcount) of faculty currently devoted to the nursing unit:
# FULL-TIME # PART-TIME TOTAL # FACULTY
86 31 117
Identify the faculty full-time-equivalent (FTE) currently devoted to the baccalaureate degree program:
FULL-TIME FTE PART-TIME FTE TOTAL FACULTY FTE
29.32 11.11 40.43
Identify the faculty full-time-equivalent (FTE) currently devoted to the master’s degree program:
FULL-TIME FTE PART-TIME FTE TOTAL FACULTY FTE
11.82 3.81 15.63
Identify the faculty full-time-equivalent (FTE) currently devoted to the Doctor of Nursing Practice program:
FULL-TIME FTE PART-TIME FTE TOTAL FACULTY FTE
0 0 0
Additional Campuses/Sites: Identify any additional campuses/sites where the nursing degree program is offered, the distance from the main campus, and the average number of nursing students currently enrolled at each location.
CAMPUS/SITE (City, State)
DISTANCE FROM MAIN CAMPUS (in miles)
# STUDENTS ENROLLED
NA
Distance Education: Does your nursing unit currently offer curricula (or any part thereof) via distance education (i.e., alternative modalities, including distance-mediated modalities, other than traditional classroom style)? Baccalaureate (check one): yes no not applicable
If yes, please provide a brief (one paragraph) description of the distance learning offerings at the baccalaureate level:
The RN-BSN option is a complete online program with students coming to campus for orientation and graduation only. 100% of the course credit for this opton is earned through distance education activities. The pre-licensure options use web-based enhancements where several “hybrid” courses are offered, particularly in N487, N488 and N489 to allow the students the flexibility of location for the placement and connectivity to the course learning assignments and faculty guidance. Less than 50% of the required academic credit hours in the pre-licensure options are accrued through distanced education activities.
If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Yes, applies to RN-BSN option. No applies to pre-licensure options.
Master’s (check one): yes no not applicable
If yes, please provide a brief (one paragraph) description of the distance learning offerings at the master’s level:
In the MSN program, the professiional core courses, the Health Care Systems speciality coures and the PMH NP speciality coures are offered in a "Hybrid" executive format. HCS courses may have 2-3 classes per semester on campus, while some of the PMHNP courses convene on campus 5 full days during the semester. Online strategies include synchronous and asynchronous modalities, conference calls, discussion forums and teleconferencing.
If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no
Doctor of Nursing Practice (check one): yes no not applicable
If yes, please provide a brief (one paragraph) description of the distance learning offerings in the Doctor of Nursing Practice program:
If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no
Amended August 17, 2009
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TABLE OF CONTENTS
INTRODUCTION………………………………………………………………………………........................ 1
STANDARD I PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES
I-A. The mission, goals, and expected student outcomes are congruent with those of the parent
institution and consistent with relevant professional nursing standards and guidelines for the
preparation of nursing professionals ………………………………………………….................... 4
I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as
appropriate, to reflect professional nursing standards and guidelines; and the needs and
expectations of the community of interest…………………………………………………............ 9
I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the
mission, goals and expected student outcomes………………………………………………….… 10
I-D. Faculty and students participate in program governance……………………………………..……. 11
I-E. Documents and publications are accurate. References to the program’s offerings, outcomes,
accreditation/approval status, academic calendar, recruitment, and admission policies, transfer of
credit policies, grading policies, degree completions requirements, tuition, and fees are
accurate………………………………………………………………………………………..……. 12
I-F. Academic policies of the parent institution and the nursing program are congruent. These policies
support achievement of the mission, goals and expected student outcomes. These policies are
fair, equitable, and published and are reviewed and revised as necessary to foster program
improvement. These policies include, but are not limited to, those related to student recruitment,
admission, retention, and progression…………………………………………………………….... 13
I-G. There are established policies by which the nursing unit defines and reviews formal
complaints……………………………………………………………………………………….….. 14
STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES
II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and
expected outcomes. Adequacy of resources is reviewed periodically and resources are modified
as needed………………………………………………………………………………..................... 16
II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to
meet program and student needs…………………………………………………………………..... 20
II-C. The chief nurse administrator……………………………………………………………………..... 26
II-D. Faculty members………………………………………………………………………………….... 27
II-E. When used by the program, preceptors, as an extension of faculty, are academically and
experientially qualified for their role in assisting in the achievement of the mission, goals, and
expected student outcomes……………………………………………………………………….… 30
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II-F. The parent institution and program provide and support an environment that encourages faculty
teaching, scholarship, service, and practice in keeping with the mission, goals, and expected
faculty outcomes………………………………………………………………………………….… 31
STANDARD III PROGRAM QUALITY: CURRICULUM & TEACHING/LEARNING PRACTICE
III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected
individual student learning outcomes that are congruent with the program’s mission, goals and
expected aggregate student outcomes……………………………………………………………… 34
III-B. Expected individual student learning outcomes are consistent with the roles for which the
program is preparing its graduates. Curricula are developed, implemented, and revised to reflect
relevant professional nursing standards and guidelines, which are clearly evident within the
curriculum, expected individual student learning outcomes, and expected aggregate student
outcomes……………………………………………………………………………………………. 37
III-C. The curriculum is logically structured to achieve expected individual and aggregate student
outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and
humanities. Master’s curricula build on a foundation comparable to baccalaureate level nursing
knowledge. DNP curricula build on a baccalaureate and /or master’s foundation, depending on
the level of entry of the student…………………………………………………………………….. 41
III-D. Teaching/learning practices and environments support the achievement of expected individual
student learning outcomes and aggregate student outcomes……………………………………….. 44
III-E. The curriculum and teaching/learning practices consider the needs and expectations of the
identified community of interest…………………………………………………………………… 47
III-F. Individual student performance is evaluated by the faculty and reflects achievement of expected
individual student learning outcomes. Evaluation policies and procedures for individual student
performance are defined and consistently applied…………………………………………………. 48
III-G. Curriculum and teaching learning practices are evaluated at regularly scheduled intervals to
foster ongoing improvement……………………………………………………………………….. 50
STANDARD IV PROGRAM EFFECTIVENESS AGGREGATE STUDENT AND FACULTY OUTCOMES
IV-A. Surveys and other data sources are used to collect information about student, alumni, and
employer satisfaction and demonstrated achievements of graduates. Collected data include, but
are not limited to, graduation rates, NCLEX-RN® pass rates, certification examination pass rates,
and employment rates, as appropriate……………………………………………………………… 54
IV-B. Aggregate student outcome data are analyzed and compared with expected student outcomes…... 57
IV-C. Aggregate student outcome data provide evidence of the program’s effectiveness in achieving its
mission, goals, and expected outcomes…………………………………………………………….. 58
IV-D. Aggregate student outcome data are used, as appropriate, to foster ongoing program
improvement……………………………………………………………………………….……….. 69
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IV-E. Aggregate faculty outcomes are consistent with and contribute to achievement of the program’s...
mission, goals, and expected student outcomes……………………………………………………. 70
IV-F. Information from formal complaints is used, as appropriate to foster ongoing program
improvement………………………………………………………………………………….…….. 72
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TABLES BY STANDARD
STANDARD I. PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES
Table I.1: Congruence of University and School Mission
STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES
Table II.1 School State Allocations
Table II. 2 School Expenditures by Source
Table II.3 Academic Year/Full-Time Nurse Faculty Salaries: School & Peer Comparison Group,
2010-2011
Table II.4 Faculty Composition – Fall, 2010
STANDARD III PROGRAM QUALITY: CURRICULUM & TEACHING/LEARNING PRACTICE
Table III.1 Relationship among MSN Core Courses and AACN Essentials (1996) Curriculum
Table III.2 MSN Program Options: Credits required/Time required/Certification Examinations
STANDARD IV PROGRAM EFFECTIVENESS AGGREGATE STUDENT AND FACULTY OUTCOMES
Table IV.1 Aggregate Data for Students in the BSN Program
Table IV.2 Aggregate Data for Students in the MSN Program
Table IV.3 BSN/ABSN Student Exit Satisfaction: Program Rank Compared to Schools within
Carnegie Class
Table IV.4 Student Performance on the ATI RN Predictor Examination 2009 – 2011
Table IV.5 BSN/ABSN On-time and Ever Graduation Rates
Table IV.6 Graduation Rates for Full- and Part-time RN-BSN Students by Admission Year (Fall
2005, Summer, 2011)
Table IV.7 BSN Program Graduates Rated by Employer (2006 & 2011)
Table IV.8 BSN/ABSN/RN-BSN Alumni Satisfaction: Rank Compared to Schools with the
Comparable Carnegie Class
Table IV.9 Summary of Employment Status of BSN/ABSN Alumni
Table IV.10 MSN Student Satisfaction on School Exit Survey: Mean Percent of Ratings of Agree or
Strongly Agree
Table IV.11 National Certification Examination Pass for MSN NP Graduates 2008-2010: % (N)
Table IV.12 Graduation Rates for Full- and Part-time BSN-MSN Students by Admission Cohort, 2005-
2011
Table IV.13 Graduation Rates for Full- and Part-time RN-MSN Students by Admission Cohort
Table IV.14 MSN Program Average Time to Degree by Graduation Year
Table IV.15 MSN Program Graduates Rated by Employers (2006, 2008, & 2010)
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Table IV.16 MSN Alumni Satisfaction: Percent Respondents Rating of Agree or Strongly Agree
Table IV.17 Percent of Master’s Program Graduates Employed in their Specialty
Table IV.18 Number of Tenure Track Faculty with Research Funding
Table IV.19 Number of Funded Research Grants to Faculty and Pre-Post Doctoral Student by
Academic Year
Table IV.20 Number of Faculty (all tracks) Publications
Table IV.21 AHEC Technical Assistance and Continuing Education Hours
Table IV.22 Aggregate Faculty Global/Regional Service Engagement
FIGURES BY STANDARD
STANDARD I. PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES
Figure I.1 BSN Organizing Framework
STANDARD IV PROGRAM EFFECTIVENESS AGGREGATE STUDENT AND FACULTY OUTCOMES
Figure IV.1 NCLEX-RN First Time Pass Rates
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LIST OF APPENDICES
INTRODUCTION
Appendix i.1 Organizational Chart: Provost’s Office
Appendix i.2 Organizational Chart: School of Nursing
Appendix i.3 School of Nursing Academic Evaluation Plan
Appendix i.4 List of Acronyms
STANDARD I PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES
Appendix I.1 University of North Carolina at Chapel Hill Mission Statement
Appendix I.2 School of Nursing Mission Statement
Appendix I.3 School of Nursing Philosophy of Nursing and Nursing Education
Appendix I.4 BSN Program Evaluation Plan
Appendix I.5 Undergraduate Curriculum Evaluation Plan
Appendix I.6 MSN Program and Curriculum Evaluation Plan
STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES
Appendix II.1 School of Nursing Floor Plans
Appendix II.2 Curriculum Vitae: Dean Kristen M. Swanson
Appendix II.3 Faculty Profile
STANDARD III PROGRAM QUALITY: CURRICULUM & TEACHING/LEARNING PRACTICE
Appendix III.1 Pediatric Nurse Practitioner Program: Curriculum Mapping to PNCB and NONPF Core
Competencies
Appendix III.2 PMH CNS/NP Program Courses and Requirements
Appendix III.3 EISLE evaluation tool: N360 Fundamental Competency Evaluation 2
Appendix III.4 The Clinical Indicators of Critical Thinking, Knowledge and Caring Tool
Appendix III.5 Guidelines and Policies for Clinical Teaching and Supervision
STANDARD IV PROGRAM EFFECTIVENESS: AGGREGATE STUDENT AND FACULTY OUTCOMES
Appendix IV.1 Faculty Recognition: Awards, Honors and Elected Positions
INTRODUCTION
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INTRODUCTION
THE UNIVERSITY
The University of North Carolina at Chapel Hill (the University) is one of 17 constituent institutions of the
University of North Carolina System. The University was built by the people of the state and has existed
for over two centuries; it became the nation’s first public university in 1795 and was the only state
university to graduate students in the eighteenth century. Through its excellent undergraduate programs, the
University has provided higher education to multiple generations of students, many of whom have become
leaders of the state and the nation. Since the nineteenth century, the University has offered distinguished
graduate and professional programs, and continues to be the largest, most comprehensive institution of
higher education in North Carolina, both in its range of programs at all levels and in the breadth of its
specialized research and public service programs. The University holds the Carnegie Classifications:
RU/VH: Research Universities (very high research activity) and Curricular Engagement and Outreach and
Partnerships. Fundamental to this designation is a faculty actively involved in research, scholarship, and
creative work, whose teaching is transformed by discovery and whose outreach and partnerships are
informed by current knowledge.
The University is one of fewer than ten universities, public or private, with all five health affairs schools
(Nursing, Public Health, Medicine, Pharmacy, and Dentistry) on the same campus alongside an extensive
cadre of undergraduate and graduate programs, many multidisciplinary research centers, and the UNC
Health Care System. The University is ranked prominently by national publications in categories such as
academic quality, affordability, diversity, engagement, and global presence. The University ranked as the
fifth best public university in U.S. News & World Report’s 2011 Best Colleges Guidebook for the 10th
consecutive year. Kiplinger’s Personal Finance ranks the University among the top 100 U.S. public
colleges and universities offering the best combination of top-flight academics and affordability.
The organizational chart for Provost’s Office can be found in Appendix i.1. The University’s 2011
Academic Plan emphasizes attracting, challenging and inspiring students through transformative academic
experiences; interdisciplinarity in teaching, research, and service; equity and inclusion; and engaged
scholars and scholarship (http://provost.unc.edu/academicplan/draft-academic-plan-2011). Likewise, the
Chancellor’s vision, Innovate @ Carolina (http://innovate.unc.edu/), calls for bold strategies to cure/resolve
the greatest problems of our time. At Carolina, cutting-edge research and undergraduate learning are
complementary activities. Under the direction of faculty mentors, approximately 350 seniors each year
engage in programs of original research and creative work in the form of a Senior Honors thesis.
THE SCHOOL OF NURSING
The School of Nursing (the School) was established in 1950 in response to the overwhelming need for
better educated nurses in the state and was the first school in North Carolina to offer a 4-year baccalaureate
2
degree. The School opened in 1951 and graduated its first BSN class in 1955. The School’s undergraduate
program received its initial accreditation in 1955. The master’s program, established in 1955, was first
accredited in 1961. Both programs have been continuously accredited since the initial approvals. From its
beginnings to the present, the School has led the state in nursing education, not only by virtue of being the
first but, also by virtue of the strength and quality of its endeavors. The School opened the first university-
based continuing education program for working nurses in North Carolina in 1964. In 1970, a nurse
practitioner program, the first in the state and one of the first three in the country, was established. The
University’s Area Health Education Center Program began in 1972, with the School as a full partner. The
first nursing PhD program in the state was opened by the School in 1989. Finally, the School created the
first accelerated BSN curriculum in the state for second degree students in 2001.
Currently, the School offers a full range of degree programs; has established and maintains significant
programs of research to inform teaching and contribute to the body of knowledge that guides and improves
practice; and provides services to nurses and citizens of North Carolina. In keeping with its mission, the
School is renowned for its academic programs, its research and its commitment and community service
within state, national and global communities. The School is ranked 4th among graduate nursing programs
(2011 U.S. News and World Report). UNC is both the incubator and project home (PI, L Cronenwett and
Co-PI, G Sherwood) for QSEN [Quality and Safety for Nurses ( http://qsen.org/ )]. The QSEN
competencies, derived from the IOM directives for safe, effective health care, have transformed nursing
education.
Members of the student population come from diverse educational backgrounds and possess a wide variety
of career goals and aspirations. The School supports the attainment of these goals through programs that
include a traditional BS in Nursing, a 14-month 2nd
degree BSN, an RN-BSN completion option, an RN-
MSN bridge program, a master’s degree, post-master’s study in seven advanced practice areas, and a
doctoral program leading to the PhD. Currently the School has two T 32 grants to prepare pre-doctoral and
post-doctoral scholars in the study of Interventions to Prevent and Manage Chronic Illness and Health Care
Systems. The School’s organizational chart can be found in Appendix i.2.
PROGRAM EVALUATION
A comprehensive Academic Evaluation Plan has been designed to provide a process for reviewing
administrative, operational, and environmental processes that affect educational activities and students,
faculty, and stakeholders of the School. The evaluation plan provides a systematic, critical review and
reflection on the School’s educational mission and provides continuous opportunities to improve
performance and outcomes. The evaluation activities are action-oriented and intended to improve
organizational and educational program performance in an ongoing manner. The evaluation processes
embedded in this plan are both systematic and comprehensive. They are designed to determine whether
each individual educational program is achieving the School’s mission and the goals, objectives, and
3
outcomes of that program. All evaluation activities are carried out for the purposes of assessing program
effectiveness and the continuous improvement of program quality. The Evaluation Plan is presented in a
grid format and can be reviewed in Appendix i.3.
SELF-STUDY PROCESS
The processes and data presented in this Self-Study represent academic years 2008-09, 2009-10, 2010-11.
Data for Fall, 2011 (where applicable) will be available in the Resource Room. The School faculty has used
the self-study process as an opportunity for quality improvement. The self-study process occurred
simultaneously with major budget reductions at the University and School level. The RN-BSN option and
the Women’s Health Nurse Practitioner option, presented in this self-study have suspended admissions
effective August, 2011 due to budgetary reductions. Currently enrolled students in these options will finish
their program of study by May, 2012 and May, 2013 respectively. In addition, budget cuts have
necessitated that other cost savings measures be initiated and include: undergraduate cohort admissions
have gone from four per year to two per year; curricula are being reviewed for redundancies and
opportunities for greater efficiencies; and minimum and maximum class sizes are being re-examined. These
changes have involved faculty input as well as administrative guidance and both groups remain dedicated
to quality educational programs as is reflected throughout the self- study report. Acronyms used throughout
the self-study have been summarized and can be found in Appendix i.4.
STANDARD I: PROGRAM QUALITY
MISSION AND GOVERNANCE
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STANDARD I: PROGRAM QUALITY
MISSION AND GOVERNANCE
The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of
the parent institution, reflect professional nursing standards and guidelines, and consider the needs
and expectations of the community of interest. Policies of the parent institution and nursing program
clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the
program are involved in the governance of the program and in the ongoing efforts to improve
program quality.
I-A. The mission, goals, and expected student outcomes are congruent with those of the parent
institution and consistent with relevant professional nursing standards and guidelines for the
preparation of nursing professionals.
Elaboration: The program’s mission statement, goals, and expected student outcomes are written and
accessible to current and prospective students. A mission statement may relate to all nursing programs
offered by the nursing unit or specific programs may have separate mission statements. Program goals are
clearly differentiated by level when multiple degree programs exist. Expected student outcomes are clear
and may be expressed as competencies, objectives, benchmarks, or other language congruent with
institutional and program norms.
The program identifies the professional nursing standards and guidelines it uses, including those required
by CCNE and any additional program-selected guidelines. A program preparing students for specialty
certification incorporates professional standards and guidelines appropriate to the specialty area. A
program may select additional standards and guidelines (e.g., state regulatory requirements), as
appropriate. Compliance with required and program-selected professional nursing standards and
guidelines is clearly evident in the program.
PROGRAM RESPONSE
Institution and School Mission. The mission of the University of North Carolina at Chapel Hill (the
University) (Appendix I.1) http://oira.unc.edu/facts-and-figures/general-information-about-the-
university/mission-statement-of-the-university.html is to serve North Carolina (NC), the United States, and
the world through teaching, research, and public service. As described by the most recent mission statement
adopted by the University Board of Governors (November 19, 2009) the University invests “our knowledge
and resources to enhance access to learning and to foster the success and prosperity of each rising
generation. We also extend knowledge-based services and other resources of the university to the citizens of
NC and their institutions to enhance the quality of life for all people in the State.”
5
The mission of the School of Nursing (School) (Appendix I.2) http://nursing.unc.edu/about/mission-
philosophy/index.htm is to “enhance and improve the health and well-being of the people of NC and the
nation, and, as relevant and appropriate, the people of other nations, through its programs of education,
research, and scholarship, and through clinical practice and community service. The School accomplishes its
mission as steward of the public interest by: a) providing high quality education within an environment of
scholarly inquiry in order to prepare competent and compassionate practitioners, scholars of, and leaders in
nursing who actively contribute to a healthy state and nation; b) generating, integrating, disseminating, and
using knowledge for practice and policy; c) creating vibrant and supportive life-long learning environments
to ensure a cadre of nurses who value and participate in scholarship and life-long learning; d) ensuring equal
and fair access to its programs to guarantee that a gender-, racially/ethnically-, and culturally-diverse
professional group will be ready to serve a similarly diverse population; and e) fulfilling its covenant of care
with the public it serves.” The School’s complete mission statement is available to students through the
student handbooks and to the general public, including prospective students, through the School’s website.
The mission of the School is consistent with and reflected in the School’s Philosophy of Nursing and
Nursing Education (2001) (Appendix I.3), which is available to students in the student handbook and to the
general public and prospective students at http://nursing.unc.edu/about/mission-philosophy/index.htm . Key
elements of the two mission statements have been cross-mapped to demonstrate the congruency.
Table I. 1: Congruence of University and School Mission
Mission components University School
Primary Service Population NC NC
Secondary Service
Populations
US & the world US, and as relevant &
appropriate, other
nations
Mechanism of Service Center for Research,
Teaching & Public
Service
Programs of education,
research, scholarship
and practice/ community
service
Standard of Service Excellence High quality
Commitment to Diversity Yes Yes
Commitment to providing
Leadership
Yes Yes
Enhance access to learning Yes Yes
Enhance Quality of life of all
people in the state
Extension of
knowledge-based
service to citizens and
their institutions
Enhance/ improve the
health and well-being of
citizens
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PROGRAM GOALS AND STUDENT OUTCOMES
The mission of the School clearly states the overall program goal as: students become competent and
compassionate practitioners, scholars of and leaders in nursing, and actively contribute to a healthy state
and nation. The mission has evolved over the years to include a more global community. Achievement of
the mission at the most basic level is demonstrated by the 8000 plus alumni of the School who work in 95
of the 100 NC counties, all 50 US states, 2 US territories, and 13 international countries.
BSN. The goal of the Baccalaureate of Science in Nursing (BSN) program is to provide students with the
knowledge, skill, and understanding necessary to function effectively in all areas of professional nursing.
At the end of the BSN program (6 semester BSN, 4 semester ABSN, or RN-BSN) students are expected to
demonstrate the following terminal objectives:
understand the problems of contemporary health and illness;
utilize a systematic approach to assess human responses to actual and potential health problems in
a variety of settings;
directly provide and manage competent care for individuals, families and groups who have simple
to complex health care needs throughout the lifespan;
employ interpersonal processes and therapeutic communication;
integrate professional values and role behaviors; and
collaborate with other groups in shaping health policies which affect both individual and
community health.
BSN student benchmarks include: greater than 90% success on first attempt of NCLEX, meeting or
exceeding national norms on ATI RN Predictor Exam, meeting or exceeding national norms on Alumni
survey, and passing grades (C- or better) in several key courses. The ATI RN Predictor Exam and NCLEX
do not apply to RN-BSN students and the benchmark for those students has historically been to meet or
exceed the national norms on the Value Added Exam (VAE). However, as of 2010, the VAE is no longer
available and faculty are currently in the process of developing a new assessment tool. BSN student goals
and benchmarks are detailed in the BSN Program Evaluation Plan (Appendix I.4) and the Undergraduate
Curriculum Evaluation Plan (Appendix I.5).
MSN. The goal of the Master of Science in Nursing (MSN) Program is to prepare nurses for advanced
practice and leadership roles as nurse practitioners (NP), clinical nurse specialists (CNS), and health care
systems (HCS) specialists. Expected student outcomes include expertise in delivering progressive services
to a specific group of patients or clients as demonstrated by course grades and passing the certification
examination appropriate to their area of focus.
The current MSN option areas include: Adult-Gerontology NP (AGNP) including Adult Oncology option,
HCS (Informatics, Outcomes Management, Administration, Clinical Nurse Leader (CNL) and CNL-Nurse
Educator, and Education), Pediatric NP/Primary Care (PNP), Family NP (FNP), Psychiatric-Mental
7
CNS/NP (PMH CNS/NP) and Women's Health NP (WHNP). Students in the HCS Informatics option may
pursue dual MSN/MSIS and MSN/MSLS degrees through the School and the School of Information and
Library Sciences.
At the end of the MSN Program (all program options); students are expected to demonstrate the following
terminal objectives:
Apply advanced assessment strategies and critical thinking to develop, implement and evaluate
interventions and/or management strategies that improve health outcomes.
Integrate best current evidence with clinical expertise and patient/family preferences and values for
delivery of optimal health care.
Link theory, research and clinical practice in the care of patients, families, and communities
Function as an effective leader or member of the interdisciplinary care team.
Demonstrate a broad understanding of and respect for diversity in healthcare environments.
Use a reflective, ethical, and scholarly approach to advance nursing practice.
Integrate information technology in care management, collaboration, education, and decision-
making.
Contribute to improvements in the quality and safety of health care systems within the context of
historical, political, and economic forces.
Participate in professional development and life-long learning.
The MSN student goals and expectations are detailed in the MSN Program Evaluation Plan (Appendix I.6).
PROFESSIONAL STANDARDS
The mission of the School is congruent, not only with the mission of the University and the School’s
Philosophy, but also with professional nursing standards and guidelines and with key regional, national, and
international statements of health and health goals. Copies of all referenced materials will be found in the
Resource Room.
BSN. The primary documents used to develop the BSN program are: The Essentials of Baccalaureate
Education for Professional Nursing Practice (The Essentials) (AACN, 2008)
www.aacn.nche.edu/Education/pdf/BaccEssentials08.pdf ; Quality and Safety Education for Nurse: Quality
and Safety Competencies (2011)(QSEN’s Competencies) (QSEN, 2011)
http://www.qsen.org/competencies.php ; and the NC Board of Nursing (NC BON) Standards
http://www.ncbon.com/index.aspx. The RN-BSN and graduate-entry (RN-MSN) curriculums build upon
The Essentials (AACN, 2008); QSEN’s Competencies (2011); the NC BON Standards and appropriate
graduate program standards and guidelines. Other materials used in planning the BSN program include:
Healthy North Carolina 2020: A better state of health http://publichealth.nc.gov/hnc2020/docs/HNC2020-
FINAL-March-revised.pdf and Healthy People 2020 http://wbww.healthypeople.gov/2020/default.aspx.
8
MSN. The MSN program builds upon the advanced practice core curriculum outlined in Nursing’s
Essentials of Master’s Education (AACN, 1996) http://www.aacn.nche.edu/Education/mastessn.htm and
the faculty has begun work to integrate changes from the AACN Nursing’s Essentials for Master’s
Education (2011) and Nurse Practitioner Core Competencies
http://www.nonpf.com/associations/10789/files/integratednpcorecompsFINALapril2011.pdf . In addition,
advanced practice nursing curricula incorporate, as appropriate the:
National Task Force (NTF) on Quality Nurse Practitioner Education Criteria for Evaluation of
Nurse Practitioner Programs (2008)
https://www.nccwebsite.org/resources/docs/ntfevalcriteria2008final.pdf;
Domains and Core Competencies of Nurse Practitioner Practice (NONPF, 2006)
http://www.nonpf.com/associations/10789/files/DomainsandCoreComps2006.pdf ;
The Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult, Family,
Gerontological, Pediatric, and Women’s Health (NONPF, 2002)
http://www.aacn.nche.edu/education/pdf/npcompetencies.pdf ;
Psychiatric Mental Health Nurse Practitioner Competencies (NONPF, 2003)
http://www.aacn.nche.edu/accreditation/psychiatricmentalhealthnursepractitionercopetencies/final
03.pdf ;
Psychiatric Mental Health Nursing: Scope and Standards of Practice (ANA, 2007);
Clinical Nurse Specialist Core Competencies (National CNS Competency Task Force, 2010);
Pediatric Nursing: Scope and Standards of Practice (ANA, 2008);
Adult-Gerontology Primary Care Nurse Practitioner Competencies (AACN, 2010)
www.aacn.nche.edu/Education/curriculum/adultgeroprimcareNPcomp.pdf .
The health care systems option incorporates, as appropriate, the:
White Paper on the Role and the Education of the Clinical Nurse Leader (ANA, 2007);
Scope of Practice for Academic Nurse Educators (NLN, 2005);
Nursing Administration: Scope and Standards of Practice (ANA, 2009);
Nursing Informatics: Scope and Standards of Practice (ANA, 2008)
Content outline for Certified Professional in Healthcare Quality examination (Health Quality
Certification Board, 2010).
The MSN faculty also are integrating recommendations from the Consensus Model for APRN Regulation:
Licensure, Accreditation, Certification, and Education (AACN, 2008)
www.aacn.nche.edu/Education/pdf/APRNReport.pdf . Examples of changes already made include revision
to the AGNP and PMH curricula and plans to implement other aspects of lifespan focus in physical
assessment, pathophysiology and pharmacology. Other documents which the curriculum committees
reference are: Healthy Carolinians 2020
http://www.healthycarolinians.org/objectives/userGuide/default.aspx and Healthy People 2020
http://www.healthypeople.gov/2020/default.aspx as they can be integrated into the curriculum.
9
I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as
appropriate, to reflect professional nursing standards and guidelines; and the needs and expectations
of the community of interest.
Elaboration: There is a defined process for periodic review and revision of program mission, goals, and
expected student outcomes. The review process has been implemented and resultant action reflects
professional nursing standards and guidelines. The community of interest is defined by the nursing unit.
The needs and expectations of the community of interest are reflected in the mission, goals, and expected
student outcomes. Input from the community of interest is used to foster program improvement.
PROGRAM RESPONSE
Periodic Review of Mission. The work of the last ten years has been guided by the School’s 2001 Mission
and has focused on increasing BSN enrollment; increasing student, staff and faculty diversity; increasing
distance education capability; maintaining and broadening sources of research funding; enhancing clinical
practice activities; and increasing physical resources. In 2009, the University appointed a new Dean for the
School, and as is often the case, changes in leadership provides opportunity for reflection on the core
mission and values of the organization. In Fall, 2010, Dean Swanson hosted a faculty retreat which focused
on the “Desired Future of the School” given the School’s long history of innovation and the Institute of
Medicine’s report, The Future of Nursing: Leading Change, Advancing Health.
http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx. In
Spring, 2011 (see Faculty Meeting Minutes, May 02, 2011) the Dean and the Faculty Chair (FC) co-lead a
review of the School’s Mission statement and the SON community recommended that the mission be
further discussed by a committee of faculty, with final recommendations for revisions to be presented to the
faculty in Fall, 2011. Revision of the Mission will be guided by current professional nursing and academic
standards, and will be consistent with the University’s mission.
Communities of Interest. The School defines its communities of interest as those that benefit from the
services provided by the School and professional regulatory/accrediting bodies who establish state and
national standards. Those who benefit from the services provided by the School include: (a) potential and
current nurses, specifically those persons aspiring to become practitioners and scholars of nursing, nurses
aspiring to professional advancement and improvement of their practice; (b) the people of NC, the
American public in general and increasingly, a selected global public; (c) health care agencies in the region
and the communities served by distance education programs; (d) the UNC Board of Trustees; (e) NC state
legislature; (f) alumnae; and (g) donors. These groups expect the School to produce graduates who meet the
national standards of professional practice, who meet the requirements for recognition by professional
organizations, and who are eligible in the State and nationally to practice at the level consistent with their
academic preparation and scope of practice. Professional regulatory and accrediting bodies include the NC
10
BON and the national certification bodies that establish standards of professional practice and determine if
graduates are eligible for licensure, recognition, and/or certification at the state and national level.
Input from the School’s communities of interest influences changes in program goals and expected student
outcomes. For example, when 2nd
degree individuals became a larger portion of the nursing applicant pool,
and the NC state legislature and hospitals requested that the School deliver more new graduates at a more
rapid pace, the School developed the state’s first Accelerated BSN (ABSN) Program for 2nd
degree
students, decreasing time to degree from 24 to 14 months for a subset of students who already had earned a
baccalaureate or higher degree. Also, in response to recommendations from the NC Center for Nursing
(NCCN) and with growing evidence of a long term nursing shortage, the 2001-2003 NC legislatures called
for UNC system nursing schools to increase undergraduate enrollment and graduations. In response, the
School launched planning efforts for the Baccalaureate Enrollment Expansion Program (BEEP) which
increased new enrollments from 160 in 2002-03 to 208 in 2008-09 and increased pre-licensure graduations
from 129 in 2002-03 to 182 in 2008-09. In 2001, the NC Department of Mental Health (NCDMH) initiated
a plan to decentralize mental health services from large centralized hospitals to local entities. The State
infrastructure of providers was/is inadequate to care for the PMH patients in these local settings. In
response, the School sought Health Resources and Services Administration (HRSA) funding to help
establish the first and only PMH CNS/NP option in the state to help provide “one stop” service to NC
citizens in need mental health and substance abuse treatment. As the School responds to new requests/needs
from our communities of interest, student outcomes, goals, and mission are evaluated and professional
nursing standards are integrated into the process.
Input from the communities of interest is solicited through employer surveys, alumni surveys, student exit
surveys and periodic surveys of area chief nursing officers. Discussions with alumni, other NC and US
Deans, accrediting agencies and local and state health care system executives also provide feedback for
improvement. Such surveys/discussions were used in the development of the CNL and to make subtle
changes in focus that reflect changes in health care. The communities of interest were afforded the
opportunity to submit third-party comments to CCNE and were notified of such opportunity through email
listservs, alumni publications, and posting on the School’s website.
I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the
mission, goals and expected student outcomes.
Elaboration: Expected faculty outcomes are clearly identified by the nursing unit, are written, and are
communicated to the faculty. Expected Faculty outcomes are congruent with those of the parent institution.
PROGRAM RESPONSE
The expected faculty outcomes regarding teaching, scholarship, service, and practice are documented in the
School’s Appointments, Promotions and Tenure (APT) Guidelines and Appointment, Promotions and
11
Reappointments (APR) Guidelines. The SON’s guidelines for reappointment and advancement in rank for
non tenure track faculty are congruent with University’s guidelines which can be found at
http://provost.unc.edu/policies/SOG%202007%20APT%20internal%20guidelines.pdf. These documents
will be available in the Resource Room. Faculty are expected to complete their teaching responsibilities
along with maintaining a program of research, practice position and/or providing service to either the
community or the School/University. The School communicates the expectations of faculty in these areas
upon hire, during reappointment/promotion reviews and in the annual review process with the Division
Chairs (DC). In addition the APT and APR guidelines are discussed annually during open faculty
development seminars. Expectations for faculty performance are also described in the following documents
which will be in the Resource Room: Position Descriptions for the relevant role, Evaluation of Teaching,
and Faculty Self-Evaluation Annual Guidelines. The above documents are found in the faculty handbook
and are available to all School personnel. Faculty meet with DCs at least annually to set annual goals for the
upcoming year and for evaluation of performance of the previous year.
I-D. Faculty and students participate in program governance.
Elaboration: Roles of the faculty and students in the governance of the program, including those involved
in distance education, are clearly defined and promote participation.
PROGRAM RESPONSE
Faculty and students actively participate in the governance of the School. The Faculty Constitution and By-
Laws (available in Resource Room) states: “the faculty of the School of Nursing, in accordance with
superior codes, have the authority and responsibility to:
develop and implement academic programs of the School;
determine the requirements for admission, degrees, programs of study and major changes in
curriculum;
recommend to the Dean general academic and educational policies of the School;
meet and discuss matters relating to the general life and operation of the School;
legislate for the internal governance of the School in accordance with this Constitution; and
make recommendations to and to act upon reports from the Dean and others”.
Faculty By-Laws are reviewed by the full faculty as needed, and revised as appropriate, with minor
revisions usually occurring on an annual/biannual basis. The Bylaws have been reviewed and revised in
2002, 2004, 2006, 2007 and 2009.
The Faculty Executive Committee (FEC) is the coordinating committee responsible for school wide issues
concerning faculty. FEC is composed of the chairs of the academic program executive committees (BEC,
MEC, DEC), a volunteer representative from each of the Academic Divisions, and an elected "at-large"
member of the faculty. The Faculty Chair (FC), who is elected every three years by the full faculty, chairs
the FEC. In addition, the FC represents the faculty in various administrative groups and chairs the meetings
12
of the faculty and the Faculty Salary Review Committee. The Program Executive Committees for
Baccalaureate (BEC) and Master’s (MEC) are responsible for curriculum/policy decisions related to their
program level and are composed of the elected committee chair and six members from the academic
divisions and a faculty member elected "at-large" with the Associate Dean for Academic Affairs (ADAA)
and relavant Program Director (PD) serving as ex-officio members. The BEC and MEC Chairs are elected
by all faculty teaching or advising in the program (Baccalaureate or Master’s). Program admission
committees are subcommittees of the executive committees and the elected chair of the admissions
committee sits on the executive committee. The executive committees are responsible for curriculum
design, admissions processes and procedures, academic standing policies, academic rights and progression
of students, and program evaluation. The faculty as a whole meets at least four times each year (twice each
semester). Standing committees of the faculty are established by the FC, the FEC, or the faculty as needed
and may be added to the Bylaws through amendment, as described in Article II of the Faculty By-Laws.
Standing committees handle regular or recurring faculty responsibilities and issues requiring consideration,
assessment, evaluation, negotiation, and communication for effective conduct of the affairs of the School.
Ad hoc committees are created as needed by the FC, FEC, or the BEC and MEC, with specific charges,
qualifications for members, and terms of service. For example, the FC and Dean recently appointed an ad
hoc committee to review and revise the School’s mission statement.
Faculty may teach distance courses or on-campus courses and often one faculty member will do both during
the same semester; therefore, there is no distinction made in the roles and responsibilities of distance versus
on-campus faculty. All faculties are expected to attend general faculty meetings, program faculty meetings
and participate in the faculty governance structure of the School.
Students are represented through endorsement on various School committees such as the Dean’s Student
Advisory Board (DSAC), BEC, MEC, and some standing committees. Student input is also obtained
through Program Director (PD) meetings with students and through the Undergraduate Student Council
who meet regularly with the PD and the Director of the Office Admissions and Student Services (OASS).
Students are strongly encouraged to complete the online Course and Teaching Evaluation by Students
(CTES) surveys which are available online each semester at the close of classes. CTES seeks information
about the expertise of the course coordinator and faculty who supervise clinical and the structure and
content of the course. The resulting data are first shared with individual faculty, then DCs, Course
Coordinators, PDs, and ADAA. Student Exit Surveys are completed by students upon completion of the
program.
I-E. Documents and publications are accurate. References to the program’s offerings, outcomes,
accreditation/approval status, academic calendar, recruitment, and admission policies, transfer of
credit policies, grading policies, degree completions requirements, tuition, and fees are accurate.
13
Elaboration: A process is used to notify constituents about changes in documents and publications.
Information regarding licensure and/or certification examinations for which graduates will be eligible is
accurate.
PROGRAM RESPONSE
All School documents are accurate, timely and available from the Office of Academic Affairs (OAA) or the
OASS, through student handbooks http://nursing.unc.edu/current/student-handbook/index.htm , or on the
School’s website http://nursing.unc.edu/index.htm. Documents include, but are not limited to: program
offerings, expected student outcomes, accreditation status, academic calendar, recruitment of students,
admission policies, transfer credit policies, grading policies, degree requirements, and tuition and fees.
Students are notified by listservs, class announcements and postings to Blackboard or Sakai course sites of
changes to policies and the effective date. The undergraduate academic advising worksheet, the MSN Plan
of Study and “Grad Place” (a website dedicated to communications with MSN students) are also used to
notify students of changes in policies. University pre-nursing students are notified of changes in SON
requirements or processes through the website or email communications from General College Advisors.
I-F. Academic policies of the parent institution and the nursing program are congruent. These
policies support achievement of the mission, goals and expected student outcomes. These policies are
fair, equitable, and published and are reviewed and revised as necessary to foster program
improvement. These policies include, but are not limited to, those related to student recruitment,
admission, retention, and progression.
Elaboration: Nursing faculty are involved in the development, review, and revision of academic program
policies. Differences between the nursing program policies and those of the parent institution are identified
and are in support of the achievement of the program’s mission, goals, and expected student outcomes.
Policies are written and communicated to relevant constituencies. Policies are implemented consistently.
There is a defined process by which policies are regularly reviewed. Policy review occurs and revisions are
made as needed.
PROGRAM RESPONSE
The academic policies of the School are derived from and consistent with the policies of the University.
The relevant Program Executive Committee is responsible for development, review and revision of policies
related to recruitment, admission, retention and progression as well as miscellaneous academic policies.
Any academic policy change is discussed in the executive committee and then a recommendation is made to
the full faculty of the respective program level (BSN or MSN) for further discussion and approval. When
policy changes impact resource utilization, the recommended change is reviewed by the Academic Affairs
Committee (AAC) and/or Dean’s Cabinet for assessment of resource availability. The OAA and OASS
review all student policies on an annual basis and posts updates as needed. Although SON policies are
consistent with University policies, School policies are developed to address the specific needs of nursing
14
students and student outcomes. For example, health and safety requirements for nursing students include
clinical agency requirements in addition to University requirements. Transfer of credit policies for the BSN
program http://nursing.unc.edu/current/student-handbook/CCM3_030211 and the MSN program
http://nursing.unc.edu/current/student-handbook/CCM3_030259 reference materials are found in the
University’s Undergraduate Bulletin http://www.unc.edu/ugradbulletin/admissions.html and Graduate
Handbook http://handbook.unc.edu/coursecredit.html, but speak specifically to the transfer of credit to the
nursing school. Program level academic policies can be found in the Student Handbook available online at
http://nursing.unc.edu/current/student-handbook/index.htm .
I-G. There are established policies by which the nursing unit defines and reviews formal complaints.
Elaboration: The program’s definition of a formal complaint and the procedure for filing a complaint are
communicated to relevant constituencies. The program follows its established policies/procedures for
formal complaints.
PROGRAM RESPONSE
The School has specific policies for dealing with complaints. A policy, Process for Addressing Course and
Faculty Related Issues http://nursing.unc.edu/current/student-handbook/CCM3_030206 strives to deal with
issues at the lowest possible level of the organization and outlines the appropriate first steps to take
whenever there is a misunderstanding or conflict. If the student(s) feels there is no resolution, they are
asked to contact the Course Coordinator, PD or DC as outlined in the policy. The student should include an
overview of the issue and the resolution they are seeking. Other specific policies that address complaints
from students include: Faculty Responsiveness http://nursing.unc.edu/current/student-
handbook/CCM3_030198 , and Grade Appeals (BSN) http://nursing.unc.edu/current/student-
handbook/CCM3_030200 or (MSN) http://nursing.unc.edu/current/student-
handbook/CCM3_030277#appeals and can be found in the Student Handbook. Clinical agencies may
enter complaints about faculty or students which would be addressed by the Clinical Site Coordinators,
Course Coordinators, PDs or DCs as appropriate. The University provides avenues for formal complaints
by employees or students regarding discrimination http://www.unc.edu/campus/policies/nondiscrim.html ,
harassment or workplace differences http://hr.unc.edu/employee-relations/grievances-formal-
appeals/index.htm .
SELF ASSESSMENT: As a result of the self-study process, the faulty has identified the following strengths
and areas for improvement:
Strengths
Mission of the University and the School are congruent and strongly complimentary.
The School’s mission reflects contemporary thinking and professional standards.
15
The School has demonstrated that it is responsive to the School’s Communities of Interest as evidenced
by exemplars cited.
Student policies are reviewed and revised on a regular basis and a flexible system of communication
allows for frequent updates to students.
Faculty Bylaws provide for an inclusive governance structure.
Areas of Improvement
The School’s Mission needs to be formally reviewed and revised on a regular basis. Evidence of review
and/or revision needs to be added to the document (Date, Action and available in minutes of meetings).
Plan of Action
The FCs and the Dean jointly initiated a formal review of the mission statement in the May 2011
general faculty meeting and similar reviews will be conducted every other year (odd dates, 2011, 2013)
or more frequently as needed. Such review and revision will be noted on the document and in the
minutes of the meeting.
STANDARD II: PROGRAM QUALITY
INSTITUTIONAL COMMITMENT AND RESOURCES
16
STANDARD II: PROGRAM QUALITY
INSTITUTIONAL COMMITMENT AND RESOURCES
The parent institution demonstrates ongoing commitment and support for the nursing program. The
institution makes available resources to enable the program to achieve its mission, goals, and
expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables
the achievement of the mission, goals, and expected aggregate student outcomes.
II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals,
and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified
as needed.
Elaboration: The budget enables achievement of the program’s mission, goals, and expected student and
faculty outcomes. The budget also supports the development, implementation, and evaluation of the
program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty
and staff. Physical space is sufficient and configured in ways that enable the program to achieve its
mission, goals, and expected student and faculty outcomes. Equipment and supplies (e.g., computing,
laboratory, and teaching-learning) are sufficient to achieve the mission, goals, and expected student and
faculty outcomes. There is a defined process for regular review of the adequacy of the program’s fiscal and
physical resources. Review of fiscal and physical resources occurs and improvements are made as
appropriate.
PROGRAM RESPONSE
Adequacy of funding. Funding allocated to the School is sufficient for the achievement of the program’s
missions, goals, and expected student and faculty outcomes. The budget allows regular evaluation and
timely revision of the educational programs as detailed in Standard III. Over the last decade, the School has
increased undergraduate pre-licensure enrollment (144/yr to 204/yr), revised the Adult PMH CNS option to
include a Family- or Adult-focused PMH NP/Adult CNS option, developed the HCS CNL option and
added elective oncology courses for NP students prepared to work with adult populations. The School’s
state-appropriated budget has received enrollment increase dollars and/or special budget request dollars to
fund these initiatives. Although NC has experienced budget shortfalls in the past three years and
recurring/non-recurring cuts have been made to the state allocations that total 24.8% (5% non-recurring in
FY 2008-09; 5% recurring in FY 2009-10; 3.6% recurring and 1.4% non-recurring in FY 2010-11, and
9.8% recurring in FY 2011-12), the School has been able to adjust and maintain quality of the academic
programs. Some budget reductions have been offset by enrollment increase dollars or special projects
funding. During 2008-2010 budget reductions, the School reduced non-personnel costs and staffing
positions but only made minor adjustments to faculty positions or support services. In spring 2011, the
Provost directed all University units to reduce recurring state appropriated funds by 5% effective July 1,
17
2011, with additional budget reductions pending legislative approval. Although some communities of
interest (potential students in particular) felt that the School should simply do more with less, the Dean and
a specially convened Budget Committee composed of the FC, tenured/tenure track/fixed term faculty, staff
and administrators elected to achieve the required 5% budget cut by reducing undergraduate enrollment by
25% (from 204/yr to 152/yr), realigning cohort scheduling, suspending enrollments in the WHNP option
which had historically low enrollments, and suspending admissions to the RN-BSN program while
maintaining admissions to the RN-MSN program. Therefore, the spring 5% budget reductions will not
affect our student academic support, student to faculty overall ratios or faculty development activities. In
July, the legislature passed a budget that resulted in an 18% state budget reduction for the University
campus; however, the Provost notified the Dean that the total School budget reduction for 2011-12 would
total 9.8% (4.8% more than originally planned). The School initiated a School Based Tuition for master’s
students with the beginning of fall semester, has access to some discretionary funds, and planned for carry
forward in some areas. The School plans to absorb the additional 4.8% reduction over the academic year.
Table II.1 below shows the overview of the School’s state allocation for the most recent years.
Table II.1: School State Allocations
FY 2008-09 FY 2009-10 FY 2010-11 FY 2011-12
$9,579,700 $9,640,994 $9,668, 146 $8,724,381
In addition to state allocations, funding is available from grants, NC Area Health Education Center, school
receipts, overhead, faculty practice and trust funding. State funds provide 82% of the School’s operating
costs. The School’s expenditures by source for the last three years are located in Table II.2.
Table II.2: School Expenditures by Source
Expenditures FY 2008-09 FY 2009-10 FY 2010-11
State $9,214,636 $9,606,787 $9,664,242
AHEC $482,824 $450,612 $469,036
Special Projects,
target hires, etc.
$66,800 $365,071 $332,689
Fringe $2,052,221 $2,194,206 $2,227,522
Receipts $1,215,810 $1,029,698 $1,078,811
Overhead F&A) $917,373 $409,614 $608,863
Faculty Practice $127,926 $135,104 $135,320
Grants $9,714,892 $7,263,538 $6,556,608
Trust $1,104,749 $1,182,444 $1,240,424
TOTAL $24,897,231 $22,637,074 $22,313,515
The School is ranked eighteenth among all Schools of Nursing in National Institutes of Health research
funding, receiving extramural research funding in excess of $2.62 million in fiscal year 2009-10. Overhead
funds derived from grant funding are used to encourage research activities, provide a staff infrastructure for
the management of research grants and enhance the School’s research facilities.
18
The School supports its service mission with faculty receiving workload credit for mentoring students who
volunteer for Student Health Action Coalition (SHAC-an interdisciplinary student organization which
provides free health services to local underserved individuals and communities). Faculty receive workload
credit for leading service trips and taking leadership roles or participation in special projects. The School
supports faculty who wish to have a practice arrangement as part of their workload and has recently
developed a Practice Plan that outlines financial arrangements (available in Resource Room).
As of June 30, 2011, the School has access to over $24.1 million (market value) in private donor funding.
Many foundation funds are designated for student scholarships but specific accounts are designated to
support faculty professional travel, sabbaticals for scholarly pursuits and distinguished professorships. The
Dean’s discretionary fund is used for faculty retreats or special needs of the School. Policies, application
guidelines and process for awarding travel funds and paid leaves will be accessible in the Resource Room.
Faculty and staff funding. The School’s AY 2010-11 state supported budget included 74.86 faculty full-
time equivalent (FTE) positions with an average salary of $72,390 per nine month FTE (all ranks/ all
tracks). With AY 2010-11 student enrollment of 690 (including BSN, MSN and PHD), this creates a state-
supported ratio of 9.2 students for each faculty FTE, a ratio adequate to support the needs of students.
State-appropriated funds support 38.36 staff FTE positions. This creates a state-supported ratio of 1.95
faculty FTEs for each staff FTE, a ratio adequate to meet faculty needs. Additional faculty and staff FTEs
are supported by grants, overhead, student fees and foundation funds. The total 2010-11 personnel budget
included 41 tenured/tenure line and 98 fixed term faculty (total 122 FTE) as well as 67 non-faculty staff
and administrative employees.
Although the School has been successful in recruiting and retaining faculty, our salaries lag behind several
peer schools, especially at the lower ranks. Primary reasons faculty have left the School in the last five
years are: retirement, relocation with family or School non-renewal of fixed term contracts. Although
faculty could receive higher compensation at other peer schools, the school’s climate, emphasis on
excellence, willingness to innovate and campus/area resources continue to make employment at the School
attractive. In the last three years (2008-09, 2009-10, 2010-11), the School has successfully recruited nine
tenure/tenure track faculty. The impact of the most recent budget reductions and the lack of faculty raises
for three years will be assessed over the next two years.
The School uses the 75th percentile of American Association of Collegiate Nursing (AACN) salaries and
salaries at six peer institutions as the benchmark for faculty compensation. Table II.3 shows the comparison
of SON and peer institutions’ benchmark data for faculty salaries.
19
Table II.3: Academic Year/Full-Time Nurse Faculty Salaries:
School & Peer Comparison Group, 2010-2011
Mean Salary by Rank/Tenure Status
Rank/Tenure
Status
School
(N=93)
UC-SF
(N = 42)
UIC
(N = 56)
U-MI
(N = 31)
U-PA
(N = 71)
U-VA
(N = 50)
U-WA
(N = 98)
*Peer
Mean
Professor (N = 16) (N = 25) (N = 12) (N = 12) (N = 19) (N = 11) (N = 36)
Ten’d/Ten.
Track $117,686 $117,882 $127,339 $139,938 $163,130 $115,075 $112,742 $129,328
Non-Ten. Track NA NA NA NA $124,912 NA NA
Associate Prof. (N= 24) (N = 9) (N = 9) (N = 8) (N = 21) (N = 8) (N = 39)
Ten’d/Ten.
Track $86,673 $94,479 $81,772 $108,378 $94,473 $94,964 $86,104 $93,353
Non-Ten. Track $76,031 NA NA NA NA NA $79,724
Assistant Prof. (N = 40) (N = 8) (N = 10) (N = 11) (N = 14) (N = 27) (N = 16)
Ten’d/Ten.
Track $70,666 $76,690 $75,484 $82,067 $80,593 $68,033 $76,897 $76,624
Non-Ten. Track $59,302 NA NA NA NA $69,505 NA
Instructor (N = 13) NA (N = 25) NA (N = 17) (N = 4) (N = 7)
Ten’d/Ten.
Track NA NA NA NA NA NA NA
Non-Ten. Track $50,773 NA $58,803 NA $70,279 NA $59,885
NOTE: No statistics are shown where there are less than 5 cases in a cell. AACN Research and Data
Services © 2011
Peer Schools: University of California, San Francisco; University of Illinois, Chicago; University of
Michigan; University of Pennsylvania; University of Virginia; University of Washington
* Mean of peers without UNC-CH salaries
Review of Fiscal Resources. The UNC System budget is approved by the NC Legislature; the UNC System
President then determines funding for each of the 17 member institutions. At the University level, the
Provost has responsibility for allocating and monitoring University funds. The Provost initiates the budget
review process each year with each School/College Dean or Center Director presenting a proposed budget
to the campus budget committee. In addition to funding allocations based on student enrollment
projections, each Dean may request funding for special initiatives or needs. This annual review promotes
self-assessment by the administrative team and provides an incentive to consider opportunities for
continuous improvement in the management of financial resources. The School’s budget is reviewed in the
same manner as the other schools and departments on campus.
Physical Resources. The School occupies Carrington West (CW), which was built in 1969, and Carrington
East (CE), an addition completed in 2005. The two buildings combine for 141,790 square feet and are
located in close proximity to the other Health Affairs schools, the UNC Hospitals, and the Health Sciences
Library (HSL). Detailed floor plans are located in Appendix II.1. The School’s administrative offices,
faculty offices, conference rooms, computer labs and classrooms are located throughout both buildings. All
full-time faculty have private offices, and all part-time faculty have private work spaces within shared
offices (generally two part-time faculty per shared office). Faculty have computers, printers, and phones in
20
their workspaces. Staff have private or shared offices with computers, phones, and other appropriate office
equipment. Division workrooms are located on the 4th
and 5th
Floors where faculty offices are located.
Lounges are provided for faculty and staff (3rd
and 5th
Floors of CE), undergraduates (Ground Floor of CE
and CW) and graduate students (3rd
Floor of CW). Research offices and project space is located on the 2nd
and 3rd
Floors of CE and 2nd
and Ground Floors of CW. Classes and seminars are scheduled in well-
equipped classrooms and/or conference rooms. Teaching space includes:
Eleven small conference or seminar rooms are located throughout the buildings,
Three small (Seats=40) and one medium classroom (Seats=70) are located on the 2nd
Floor of CW,
Three auditoriums (Seats = 240, 144, and 144) are located on the Ground Floor of CW,
One auditorium (Seats = 163), video conferencing equipped, is located on the Lower Level CE,
One classroom (Seats=35), video conferencing equipped, is located on the 1st Floor of CE,
Two student computer labs are located on the 1st Floor of CE (undergraduate) and the 5
th Floor of
CW (graduate)
The Education Innovation Simulation Learning Environment (EISLE) labs are located on the
Ground and 2nd Floors of CW, and the Ground and 1st Floors of CE. The EISLE space (total =
6077 sq. ft.) includes: eight rooms used to teach kills; three simulation rooms; storage space;
offices for the Director, staff and graduate teaching assistants.
Physical Resources-Review for Adequacy. The Facilities Planning Committee (FPC) is responsible for
space allocation, office assignments and reviewing the adequacy of space. FPC meets monthly during the
academic year, reviews adequacy of space at least every other year or more frequently if needed, and makes
recommendations for improvements in facilities. The FPC is chaired by the Associate Dean, Administrative
Services and has representation from the faculty divisions, research division, academic affairs, student
affairs, staff and the FC. Minutes of FPC will be available in the Resource Room.
II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis
to meet program and student needs.
Elaboration: Academic support services (e.g., library, technology, distance education support, research
support, admission, and advising services) are adequate for students and faculty to meet program
requirements and to achieve the mission, goals, and expected student and faculty outcomes. There is a
defined process for regular review of the adequacy of the program’s academic support services. Review of
academic support services occurs and improvements are made as appropriate.
PROGRAM RESPONSE
The University and the School have excellent support services that assist students and faculty to meet
program requirements and to achieve the mission, goals and expected outcomes. Brief overviews are
provided below and additional information can be found at the URL-s provided.
21
UNIVERSITY ACADEMIC SUPPORT SERVICES
University Library Resources. The 6.7 million-volume University library system is considered by the
Association of Research Libraries to be one of the leading library systems in the nation. The Health
Sciences Library (HSL) http://www.hsl.unc.edu , situated less than a block from the School, is ranked as
one of the top 10 health sciences libraries in the US/Canada and provides a complete range of information
services including more than 220 different computer databases, over 345,000 volumes, 6,500 current
journal titles, 6,600 microform titles, and 1,100 audiovisual resources. The HSL hours are Monday-
Thursday, 7:30 am – 12:00 am; Friday 7:30 am – 7:00 pm; Saturday, 11:00 am – 5:00 pm; and, Sunday
11:00 am – to 12:00 am. A building renovation was completed in 2005, and the building now offers
wireless connections, 30 and 13 seat computer classrooms, videoconferencing facilities and study rooms. A
nursing faculty member and a nursing graduate student sit on the HSL Advisory Committee and the Library
Liaison assigned to the School is a nurse as well as a librarian. A dedicated Nursing page
http://guides.hsl.unc.edu/content.php?pid=121037 offers links to topics such as: evidence-based practice,
APA format, and the use of Refworks; while other guides and tutorials for health affairs students are
located on the library’s web site http://guides.hsl.unc.edu/. Nursing faculty and the library liaison have
worked together to: develop APA 6th
edition handouts and tutorial for nursing students; maintain the
website describing nursing Global Health internships and service opportunities
http://guides.lib.unc.edu/content.php?pid=133526; development of tutorials for nursing students about
plagiarism, copyright and PICO queries; and maintain the website about health externships and service
opportunities http://guides.lib.unc.edu/nursingexternships. Through campus subscriptions, students and
faculty have access to 9726 health sciences journal titles; 805 of these are nursing periodicals, 438 of those
are available electronically.
All incoming nursing students attend a required library orientation and undergraduate nursing students
complete an online assignment as part of student orientation and/or NURS360: Concepts, Processes and
Skills for Evidence-based Nursing. Distance education students in the RN-BSN option also receive
orientation to library services and can access all library material electronically via a portal. Course
integrated library instruction occurs in research classes at all levels. Several HSL produced tutorials are
required in specific classes such as NURS360: Concepts, Processes and Skills for Evidence-based Nursing
and NURS364: Nursing Care of Adults with Major Health Problems I (see syllabus in Resource Room).
Numerous students, faculty and staff meet with the liaison for research planning, searching skills, and other
related assistance. For example, faculty workgroups have requested literature reviews related to their work
and many graduate students meet with the liaison to discuss their literature review.
University Center for Faculty Excellence. The Center for Faculty Excellence (CFE) provides University
faculty support across the entire spectrum of faculty professional development. The CFE activities include:
New Faculty orientation, periodic workshops and seminars, an E-Learning resource center and assistance in
the development of classroom materials. The CFE also provides support to graduate student teaching
22
assistants and fellows through a wide range of activities and resources including a Future Faculty
Fellowship Program. The CFE provides: resources to individuals who wish to improve their effectiveness
as instructors and mentors, support and guidance for designing, funding and undertaking successful
research on campus, and advice and training for faculty members taking on campus leadership roles. More
information on the CFE can be found at http://cfe.unc.edu/index.html.
Campus Health Services. On January 1, 2006 the former Student Health Service, Counseling and
Psychological Service, and the Center for Healthy Student Behaviors (health education and wellness)
merged into one unit that was re-named Campus Health Services (CHS), and includes Clinical Medicine,
Counseling and Wellness, Sports Medicine and Physical Therapy, Women’s Health, Pharmacy, Laboratory,
X-Ray, Immunizations and Allergy Clinic and many other services to keep UNC-Chapel Hill students
healthy. CHS http://caps.unc.edu/index.php?option=com_content&task=view&id=453&Itemid=48
provides ambulatory primary medical care, mental health services and wellness programs along with
selected specialty services including obstetrics/gynecology, orthopedics, and dermatology to students,
student spouses, postdoctoral fellows and spouses, former patients not currently enrolled but expected to
return in the immediate future, and selected non-student patients seeking specialized CHS services.
Department of Disability Services. Students and faculty with disabilities are referred to the University’s
Department of Disability Services’ (DDS) http://disabilityservices.unc.edu/about-us/mission-
statement.html for assessment and assistance. DDS assures that all programs and facilities of the University
are accessible to all persons in the University community and develops programs and services that permit
students to, as independently as possible, meet the demands of University life. Through DDS, the
University ensures that no qualified person shall by reason of a disability be denied access to, participation
in, or the benefits of, any program or activity operated by the University. Each qualified person receives
reasonable accommodations to ensure equal access to educational opportunities, programs, and activities in
the most integrated setting appropriate. This policy is consistent with Section 504 of the Rehabilitation Act
of 1973 [§29 U.S.C. 70 1. et. seq.] and the Americans with Disabilities Act of 1990 (ADA)
http://disabilityservices.unc.edu/about-us/our-policies.
University Learning Center. The Learning Center, located on south campus, has a variety of academic
support services available to undergraduate and graduate student which include:
Academic counseling for pre-nursing students
Academic Success Workshops
Academic Success Program for students with learning disabilities or attention deficit hyperactivity
disorder (LD/ADHD)
Graduate test prep (GRE, GMAT, etc.)
The Reading Center
23
Additional information on the various programs offered by the Learning Center can be found at
http://learningcenter.unc.edu/services .
SCHOOL ACADEMIC SERVICES
Office of Academic Affairs. The Office of Academic Affairs (OAA) http://nursing.unc.edu/son-
departments/administrative/academic-affairs/index.htm coordinates the academic activities of the School
and includes the Associate Dean of Academic Affairs (ADAA), three Program Directors (PDs) (BSN,
MSN and PhD/Post PHD), two Clinical Sites Coordinators, Education Innovation Simulation Learning
Environment (EISLE) director/staff and four office staff. OAA maintains course syllabi for all courses,
course maps and clinical contracts for over 600 graduate and undergraduate clinical agencies. The Clinical
Site Placement Coordinators work with PDs and course coordinators to identify, recruit and retain agency
clinical placements for undergraduate and graduate courses. OAA is also responsible for academic
advisement and student progression issues at all program levels.
In the undergraduate program, Academic Counselors (AC) (three faculty totaling 0.75 FTE and a graduate
teaching assistant), supervised by the Director of Undergraduate Program, provide assistance to students
regarding test taking, study skills, stress management and preparation for the NCLEX. The counselors also
maintain a rigorous program of entry, content mastery and predictive testing. The ACs are available by
appointment, meet with students in class at the beginning of the semester and maintain a website of useful
tips and links to other resources http://nursing.unc.edu/current/academic-counseling/index.htm .
Throughout the semester, course coordinators refer students with academic difficulties to the counselors.
The School has a well-defined undergraduate curriculum. When students are admitted, their course plan is
automatically outlined for them. Student advisement is not necessary for registration, but is linked to
student progression issues. The Undergraduate Progression Review Board (UPRB) consists of the chair and
two faculty members, meets at the end of each semester and reviews all students who did not achieve a C-
or better in their nursing courses or who received the following: withdrew passing, incomplete, absent from
final examination. The PD works with the student to enact the decisions and recommendations made by the
UPRB, and develops and maintains individualized alternate study plans. The UPRB may refer students to
the academic counselors, especially when they are placed on academic probation and to University
resources. http://nursing.unc.edu/current/student-handbook/CCM3_030192.
In the Master’s program, each practice option has an advanced practice area coordinator (APA
Coordinator), who reports to the Master’s PD, and assigns faculty advisors to students as they enter the
program. The faculty advisor meets with the student to develop a plan of study and to review/sign the plan
each semester. The Master’s Progression Review Committee (MPRC) meets at the end of each semester
and reviews students who receive Ls, Fs or multiple incompletes. The Master’s PD is responsible for
communication with students regarding progression decisions http://nursing.unc.edu/current/student-
handbook/CCM3_030280 .
24
Office of Admissions and Student Services. The Office of Admissions and Student Services (OASS)
http://nursing.unc.edu/son-departments/support/admissions-student-svcs/index.htm recruits students to the
nursing programs, provides pre-admission counseling, and processes applications and admissions. OASS
includes the Director; three Associate Directors [undergraduate admissions, graduate admissions and
compliance]; the School’s Registrar; three office staff; and two graduate teaching assistants who assist with
recruitment. Once students are enrolled, OASS provides continuing support for registration, enrollment
management, student credentialing, administration of school-based financial aid, and administrative support
for student governance organizations. OASS staff ensures that students are compliant with all health and
safety requirements, coordinate a professional/career development program, and coordinate special events
such as new student orientation, Family Day and School Commencement. This office is the repository for
student permanent file archives.
Education Innovation Simulation Learning Environment. Support for student clinical skill development
is provided by the Education Innovation Simulation Learning Environment (EISLE). EISLE is designed to
be a safe learning environment that simulates a clinical setting. EISLE is staffed by a Director, two RN
staff and four to seven graduate teaching assistants. The EISLE provides undergraduate students repetitive
opportunities to practice skills, clarify uncertainties, and gain confidence in the performance of assessments
and interventions prior to application with clients. Graduate students have clinical lab sessions guided by
APRN faculty to learn advanced practice skills. The Human Patient Simulators provides simulation
experiences for graduate and undergraduate courses. Simulators include: METI Human Patient Simulator,
METI Emergency Care Simulator, METI man, METI Baby Simulator, METI Pedia Simulator and an older
METI Pedia Simulator; Gaumard Noelle and Baby Hal, Laerdal vital simulator, and Laerdal Virtual I.V.
Simulator for adults and pediatric patients. An electronic health record system, Neehr Perfect ®, allows
students to chart cases in real time, prescribe, enter diagnostic codes and order/receive lab values.
Office of Multicultural Affairs. The Office of Multicultural Affairs (OMA) http://nursing.unc.edu/son-
departments/support/multicultural-affairs/index.htm is composed of the Director, Administrative Assistant
and three part-time faculty mentors (10% each) who work with minority and male students. OMA also
provides curriculum resources regarding diversity issues. The Director serves as a consultant regarding
teaching strategies for providing culturally sensitive care and may be contacted about individual situations
students, staff and faculty encounter related to diversity issues.
Office of Research Support and Consultation. The Office of Research Support and Consultation (RSC)
http://www.unc.edu/depts/rsc/ facilitates research endeavors of faculty, students, and post-doctoral fellows.
The RSC provides consultation in the areas of research design; measurement; statistical analysis including
advanced techniques such as structural equation modeling, mixed models, analysis of complex data
structures, qualitative analysis and use of qualitative software; preparation/processing of research grant
proposals; editorial assistance; a bi-weekly research seminar series and statistical methods short courses.
25
The RSC distributes information on funding sources, research conferences, and publishes a newsletter,
which highlights grant and conference opportunities, research news, and faculty research activities. RSC is
staffed by the Associate Dean for Research, a Director, two staff, three statisticians and faculty mentors.
Biobehavioral Laboratory. The Biobehavioral Laboratory (BBL)
http://nursing.unc.edu/research/bbl/index.htm assists students and faculty in the use of minimally intrusive
biobehavioral measurement techniques, developing knowledge and skill to devise or adapt methods to
better understand the nature of chronic illness, and provides opportunities for researchers to participate in
interdisciplinary research projects. Research currently supported by the laboratory include studies of stress,
pain, and immunity; cardiovascular fitness, nutritional and metabolic status and functional markers; sleep,
biological rhythms and neurocognitive responses; and infant feeding behaviors. The facility includes a
biological laboratory, sleep laboratory, and an instrumentation development and testing area. Recent
additions to the BBL include the genomic laboratory for tissue-cell culture and cell-gene research, an
epigenetics laboratory to support studies of the role of DNA methylation in breast cancer development, and
a behavioral observation suite and a monitoring room with video recording and editing software.
Information & Instructional Technologies. Information & Instructional Technologies (IIT) provides
technological services and works collaboratively with the University’s Information Technology Services
(ITS) http://its.unc.edu/ITS/about_its/index.htm, a campus organization providing centralized, core
technology infrastructure and services. University ITS services include: e-mail and calendar, learning
management software (Blackboard and Sakai), listservs, evaluation of courses and teaching (Digital
Measures), Voice Thread and Elluminate, and centralized web publishing services. The School’s IIT
provides in-house support for desktop computers, student computer labs, consultation on technology
purchases, development and support of database applications, classroom support, exam and quiz creation
and scanning (utilizing Scantron), classroom capture (using Echo 360), graphics and presentation support
and videoconferencing support. IIT staff includes a Director and twelve specialized staff.
Review of Adequacy of Academic Support. Adequacy of academic support is reviewed annually during the
budget process with input from the ADAA and PDs and each time program changes are initiated. For
example: 1) in 2004-06 when the Baccalaureate Enrollment Expansion Plan (BEEP) was being planned,
OAA, OASS and IIT leadership and staff were part of the planning process and provide input regarding
personnel needs, most of which were funded; 2) as the MSN enrollment has increased over the past 5 years,
the Graduate Clinical Sites Coordinator position has increased from 0.75 to 0.90 FTE. Student input into
the adequacy of academic support is obtained through the Dean’s Student Advisory Committee (DSAC)
every six months and the PD’s meetings with student groups at various times throughout the year, and
student participation on program executive committees.
26
II-C. The chief nurse administrator:
is a registered nurse (RN);
holds a graduate degree in nursing;
is academically and experientially qualified to accomplish the mission, goals, and expected student
and faculty outcomes;
is vested with the administrative authority to accomplish the mission, goals, and expected student
and faculty outcomes; and
provides effective leadership to the nursing unit in achieving its mission, goals, and expected
student and faculty outcomes.
Elaboration: The chief nurse administrator has budgetary, decision-making, and evaluation authority that
is comparable to that of chief administrators of similar units in the institution. He or she consults, as
appropriate, with faculty and other communities of interest, to make decisions to accomplish the mission,
goals, and expected student and faculty outcomes. The chief nurse administrator is perceived by the
communities of interest to be an effective leader of the nursing unit. The program provides a rationale if the
chief nurse administrator does not hold a graduate degree in nursing.
PROGRAM RESPONSE
Budgetary, Decision-Making and Evaluation Authority. Kristen M. Swanson, RN, PhD, FAAN, Alumni
Distinguished Professor and Dean of the School, is a member and active participant in the University
Council of Deans. Dean Swanson’s curriculum vitae can be found in Appendix II.2. The position of Dean
of the School is at an administrative level equivalent to the deans of other schools and has equivalent
budgetary, decision-making and evaluation authority.
Consultation with Communities of Interest. The Dean consults with the communities of interest through
regular communication with CCNE and North Carolina Board of Nursing (NC BON); meetings and
communication with the Chief Nursing Officers of clinical facilities that serve as clinical sites for students;
meetings with directors of the School Foundation Board twice a year; and meetings with the Alumni Board
once per year. Dean Swanson also participates in faculty meetings, hosts School wide gatherings, visits
with alumni across the country, and participates as an ex officio member in the Faculty Executive
Committee (FEC) Program Executive Committee meetings. Dean Swanson has hosted several meetings
specifically for the purpose of disseminating information regarding cuts to the School budget. The Dean
guest lectures in undergraduate and graduate classes at least twice per semester at the invitation of course
coordinators and hosts the DSAC meeting once each semester with student representatives from all
program levels. She currently serves as president of the NC Nursing Deans Council and through that
mechanism remains in contact with fellow nursing deans throughout the State.
Effective Leader. Dean Swanson is a leader in nursing scholarship and education; a Fellow in the American
Academy of Nursing; an alumnus of the Robert Wood Johnson Foundation Nurse Executive Fellow
27
program; and an internationally regarded nurse theorist and nurse scientist. Prior to her appointment at
UNC-Chapel Hill, Dean Swanson was the University of Washington (UW) Medical Center Term Professor
in Nursing Leadership as well as Professor and Chair of the Department of Family and Child Nursing at the
School of Nursing at UW. She served on the UW faculty for 25 years and department chair for nine years.
She was recently elected President of the NC Deans Council and has forged a collaborative role with UNC
Hospital nursing administration, serving as Associate Chief Nursing Officer for Academic Affairs. She
serves on the Quality Board for UNC Hospital, attends Medical Executive Committee meetings, is a
member of the University Committee on Centers and Institutions and recently served on the search
committee for the Vice Chancellor for Budget and Planning.
Recently Dean Swanson established the Budget Planning and Communication committee consisting of
faculty, staff, and administrators to guide budget decisions. She called for a discussion in the MEC about
continuance or suspension of the WHNP option and asked that all faculty involved in that program be
invited to the discussion. Prior to publicly announcing suspension of admissions to the WHNP option, she
personally contacted the three lead faculty. Dean Swanson widely communicates decisions and rationale
for those decisions. With regards to budget reduction decisions, she provided rationale in ad hoc school
assemblies, via emails to communities of interest, and interviews with local and national media. Dean
Swanson encourages innovation and is forthright in advocating for the School. As Dean, she has asked for,
and received, additional support for faculty hires and graduate student funding from the Provost, Director
of the Lineberger Cancer Center, James M Johnston Foundation, and the Office of Scholarships and
Student Aid. Since her arrival the School has established two teleconferencing classrooms, moved to a new
computer server, initiated an improved web presence and platform, filed plans with the General
Administration for a DNP program, submitted plans and a budget for potential extension of the ABSN
option to Raleigh, initiated School Based Tuition for master’s students and initiated two term
professorships.
Scientist. The Swanson Theory of Caring, an empirically derived middle range theory, has been used
internationally to guide research, education, and practice. Dean Swanson consults with health care systems
throughout the country on adoption of the Swanson Caring Theory as a framework for patient centered
care. Dean Swanson continues to analyze data and disseminate findings from her NINR funded randomized
controlled trial of the effects of three caring based interventions against a control condition on couples
healing subsequent to miscarriage.
II-D. Faculty members are:
sufficient in number to accomplish the mission, goals, and expected student and faculty outcomes;
academically prepared for the areas in which they teach; and
experientially prepared for the areas in which they teach.
28
Elaboration: The full-time equivalency (FTE) of faculty involved in each program is clearly delineated,
and the program provides to CCNE its formula for calculating FTEs. The mix of full-time and part-time
faculty is appropriate to achieve the mission, goals, and expected student and faculty outcomes. Faculty-to-
student ratios ensure adequate supervision and evaluation and meet or exceed the requirements of
regulatory agencies and professional nursing standards and guidelines.
Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty
includes degree specialization, specialty coursework, or other preparation sufficient to address the major
concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree.
The program provides a rationale for the use of any faculty who do not have a graduate degree.
Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are
experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be
maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical
courses meet certification and practice requirements as specified by the relevant regulatory and specialty
bodies. Advanced practice nursing tracks have lead faculty who are nationally certified in that specialty.
PROGRAM RESPONSE
Faculty Qualifications. The School is able to hire faculty who are excellent clinicians, educators and
scientists. Faculty teaching clinical courses: meet all NCBON minimal faculty requirements, hold at least a
MSN degree or a BSN with an earned graduate degree in a related discipline, and teach in the area of their
specialization. The faculty profile can be found in Appendix II.3. Current certifications MSN faculty are
available in the Resource Room. Faculty are oriented in their roles through a formal orientation meeting
and follow up discussions with course teams, course coordinators, and PDs and DCs. Faculty new to
teaching are also assigned a mentor to help them transition into the teaching role. Regular School based and
University based faculty development is available to all faculty through the Schools Faculty Development
Committee and the University’s CFE. Faculty recruitment needs are assessed annually by the ADAA in
collaboration with the Dean, DC, PDs and other administrators. Faculty recruitment plans consider courses
to be offered, current and expected enrollment across programs or options and impending changes in
faculty status. The School’s APT/APR Guidelines and workload policies clearly outline expectations for
classroom and clinical teaching, research/scholarship, advisement, and service. These documents are
available in the Resource Room. The teaching workload formula is as follows:
Full-time 9 month tenure/tenure track faculty are expected to teach nine credit hours per year
Full-time 9 month fixed term faculty are expected to teach 18 credit hours per year
Faculty with one year fixed term contracts teach primarily in clinically based instructional roles and work
with undergraduates in agency facilities. The following table provides additional information about faculty.
29
Table II.4: Faculty Composition
2008-09 2009-10 2010-11
Number Percent Number Percent Number Percent
Tenure-line
100% 38 28% 40 29% 41 29%
75-99% - 0% - 0% 1 1%
<75% 1 1% - 0% 1 1%
Fixed-term Clinical
100% 57 42% 55 40% 54 38%
75-99% 12 9% 14 10% 16 11%
<75% 16 12% 19 14% 20 14%
Research
100% 8 6% 5 4% 5 4%
75-99% - 0% 1 1% - 0%
<75% 3 2% 3 2% 3 2%
TOTAL 135 100% 137 100% 141 100%
Undergraduate course coordinators have experience in the areas in which they teach and hold at least a
master’s degree and often a doctorate. Undergraduate clinical faculty are experienced in the areas in which
they teach, often maintaining an active clinical practice. Faculty are not asked or allowed to teach outside
of their clinical specialty area. Ratios of faculty to students in the pre-licensure program clinical courses
meet or exceed ratios required by the NC BON. The faculty to undergraduate student ratio is 1 to 8 for
entry level clinical courses, 1 to 9 for mid-level courses, and 1 to 12 for the precepted capstone course. A
total of 46.5 FTE of faculty were directly involved in the classroom or clinical teaching of undergraduates
in the 2010-11 academic year. This excludes faculty assignments for administrative, academic support,
research, service or other non-teaching activities. This creates an overall ratio of one faculty FTE per eight
enrolled undergraduate students, a ratio adequate to meet the academic needs of the program and provide
adequate support for teaching in the classroom and clinical areas.
HCS, NP and CNS faculty teaching at the graduate level are experts in their field, have appropriate
academic preparation of a master’s or doctoral degree, maintain currency in their practice areas, and are
experienced in the development and implementation of educational programs. All lead faculty are certified
in their population focused area except for the Adult-Gerontology lead faculty. The ANP lead faculty is a
FNP who has worked primarily with adults throughout her career. Approximately 30 faculty members are
credentialed as NPs and support the NP options of the master’s program. In addition, the School has a large
pool of adjunct NP faculty who precept, lecture, and participate in providing a quality educational
experience for NP students. NPs who have a practice arrangement must meet certification and continuing
education requirements as defined by the NCBON and their respective certifying body. Beginning in 2011,
the faculty to student clinical ratio is 1 to 8 for indirect supervision of students in a precepted clinical
experience. A total of 18.9 FTE of faculty were directly involved in the classroom or clinical teaching of
graduate students in the 2010-11 academic year. This excludes faculty assignments for administrative,
academic support, research, service or other non-teaching activities. This creates an overall ratio of one
30
faculty FTE per 12.6 enrolled MSN students, a ratio adequate to meet the academic needs of the program
and provide adequate support for teaching in the classroom and clinical areas.
II-E. When used by the program, preceptors, as an extension of faculty, are academically and
experientially qualified for their role in assisting in the achievement of the mission, goals, and
expected student outcomes.
Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are
clearly defined; congruent with the mission, goals, and expected student outcomes; and congruent with
relevant professional nursing standards and guidelines. Preceptors have the expertise to support student
achievement of expected learning outcomes. Preceptor performance expectations are clearly
communicated to preceptors.
PROGRAM RESPONSE
Preceptors play a critical role in the education of undergraduate and graduate students. Current information
for over 700 preceptors used by the School is located in the School's Clinical Sites Database (CSD). The
database is updated on a continuing basis by the Undergraduate and Graduate Clinical Sites Coordinators.
The CSD contains a wide range of parameters, including each preceptor’s location, employment status,
academic qualifications and specialty. (Access to the CSD will be available in the Resource Room). The
Undergraduate (UCSC) and Graduate Clinical Site Coordinator (GCSC) monitor preceptor qualifications as
follows: 1) at least annually, preceptors are asked to edit/update their profile to include educational degrees,
specialty certification and state licensure, and 2) initial and periodic verification of state licensure through
the NC BON including specialty area of practice.
Preceptors are invited to participate in course lectures and discussions to enhance their understanding of the
program. Each academic year, students in both the undergraduate and graduate program select one or more
preceptors to recognize for their outstanding contributions to the School. These awards are given to the
preceptors during May commencement ceremonies. Formal preceptor training is provided by the NC Area
Health Education Centers (AHEC) http://www.med.unc.edu/ahec/hcprofessionals/preceptor.htm.
Preceptor’s Corner http://nursing.unc.edu/preceptors/index.htm provides course information, resources
about precepting and electronic access to the AHEC digital library.
BSN. Undergraduate clinical preceptors must have a minimum of one year of practice experience and an
unrestricted valid NC RN license. In undergraduate courses, preceptors are used in NURS488: Practicum
in Nursing: Health Services Improvement Work Experience, NURS470: Public Health Nursing, NURS494:
Community Health Nursing for the Public’s Health, and NURS590: Nursing Care of Adults with Major
Health Problems II. The Clinical Supervision Guidelines (found in course syllabus) outlines the
responsibilities of the faculty member providing indirect supervision and the preceptor. Each course
syllabus includes guidelines for the faculty and preceptor roles in clinical supervision. (All syllabi will be
31
available in the Resource Room). Clinical faculty are responsible for orienting preceptors with the Course
Coordinator providing support if needed. For example, in NURS590, the Clinical Teacher Handbook and
course syllabus with objectives are provided to each preceptor and discussed by the faculty member. In the
NURS470 syllabus, guidelines for collaboration among faculty, preceptors and students are clearly stated
and the faculty provide preceptor orientation to the course expectations. Evaluation data on preceptors are
collected after each course and shared with the course faculty and agencies.
MSN. All preceptors (NPs, Physicians or Physician Assistants) providing clinical supervision of NP
students maintain current practice expertise as required by NC for authorization to practice. This
information is included in the Clinical Sites Database and/or available online at the NC BON website or
NC Board of Medicine website. In the PMH CNS/NP area, social workers and psychologists may
participate in precepting students. The PMH CNS/NP faculty review curriculum vitae, verify license and
check registration status of non-NP preceptors.
Graduate student preceptors receive an information packet including a preceptor orientation letter,
information about the program and population-focused track, a course overview/objectives, a copy of the
mid-term/final evaluation tools, a contact phone number and email address for the course coordinator and
the APA Coordinator of the practice area (Packet available in the Resource Room). The School requests
that the preceptor meet at least weekly with the student to give feedback on progress and discuss any issues
which have presented during clinical experiences. Supervising faculty provide indirect supervision of
students which includes: meeting with students to develop learning goals; serving as a liaison to the
preceptor/agency; evaluating student performance in collaboration with the preceptor; and serving as a role
model. Supervising faculty in each course are responsible for ensuring immediate contact with the student
and preceptor if expectations are not being met and initiating an immediate site visit if indicated.
II-F. The parent institution and program provide and support an environment that encourages
faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected
faculty outcomes.
Elaboration: Institutional support is available to promote faculty outcomes congruent with defined
expectations of the faculty role and in support of the mission, goals, and expected student outcomes. For
example:
Faculty have opportunities for ongoing development in pedagogy.
If research is an expected faculty outcome, the institution provides resources to support faculty
research.
If practice is an expected faculty outcome, opportunities are provided for faculty to maintain
practice competence, and institutional support ensures that currency in clinical practice is
maintained for faculty in roles which require it.
If service is an expected faculty outcome, expected service is clearly defined and supported.
32
PROGRAM RESPONSE
The School expects faculty to be competent in teaching, research and service, as defined in the APT/APR
Guidelines. Annual evaluations with the respective DCs address the faculty member’s progress in each
area, and the DCs assist in identifying opportunities for ongoing development.
The University’s Center for Faculty Excellence http://cfe.unc.edu provides support across the entire
spectrum of professional development: instruction, research, and leadership skills. In addition to the
extensive resources available on their website, the Center provides workshops, individual consultation and
referrals.
The School’s Faculty Development Steering Committee (FDSC) provides ongoing development
opportunities in pedagogy through its annual series of presentations. A listing of recent programs can be
found at http://nursing.unc.edu/faculty-development/index.htm. Programs are scheduled during the lunch
hour on days when faculty are usually available (clinical as well as classroom teachers). Brown bag lunch
sessions also provide an opportunity for faculty to share their teaching innovations, and to discuss how
those innovations contribute to the scholarship of teaching. Faculty development programs are videotaped
and posted on a website so faculty who are unable to attend may view the programs at their convenience.
Continuing education credits are awarded, at no cost to faculty. The FDSC also supports the faculty
mentoring program, which provides mentoring for new faculty related to teaching or to those who are
changing roles.
The RSC and the BBL provide opportunities for development of research skills. Monthly presentations by
School and University researchers, T-32 seminars, statistical short courses and editorial consultation are
available to all faculty. Faculty practice contracts are developed and negotiated by the Office of
Administrative Services (OAS). Practice is not required, but can be a component of a faculty member’s
workload. Faculty practice includes dissemination of innovative nursing care, and integrates teaching,
research, and service. The Faculty Practice Guidelines (available in Resource Room) describe an eclectic
model of clinical practice that reflects and accommodates the wide range of faculty expertise and student
interest. Each faculty member with a practice workload component obtains and submits an evaluation of
the practice that is part of her/his annual faculty evaluation.
Service is an expected outcome, clearly defined in the APT/APR guidelines and is assessed in annual
reviews and for promotion/reappointment. Administrative and leadership roles, as well as clinical practice
roles, are included as components of service. The scholarly contribution through service is also defined in
the APT/APR guidelines. Service activities are recognized and supported by the School, and are considered
in the determination of faculty workload.
33
SELF-ASSESSMENT
As a result of the self-study process, the faculty have identified the following strengths and areas of
improvement:
Strengths
A variety of excellent academic resources are available to support students and faculty at the University
and School level.
Faculty development activities are available on campus through the CFE and through the School’s FDC.
Adequate physical and fiscal resources are currently available to meet the needs of the mission of the
School.
Members of the faculty are internationally known expert educators, researchers and practitioners who
freely share with students.
The School has expanded its teleconferencing capabilities and faculty have developed additional skills
in delivering content via non-traditional methodologies.
Areas for Improvement
Current and potential future budget reductions have created an atmosphere of uncertainty for students
and faculty.
Carrington Hall West, although adequate in many ways, needs to be renovated in the near future to
correct HVAC, moisture and other problems.
Development of additional, revenue generating, practice opportunities for faculty.
Plan of Action
Dean Swanson has convened a Budget Planning Committee composed of faculty, staff and
administrators. This group and others will continue to discuss how to preserve existing resources,
maximize revenues and maintain the quality of the School’s education, research and practice
activities. These activities will likely be ongoing over the next two years.
Carrington Hall West is currently on a priority list for renovation once funding is available. The Dean
will continue to remind the Provost and others of the necessity to update this building.
In the spring of 2011, the Dean announced an administrative re-organization which eliminated the
Office of Clinical Partnership and Practice and placed the responsibility of financial management of
faculty practices under the Associate Dean for Administrative Services. The Dean and faculty are
currently in discussions with UNC Hospitals and UNC-Chapel Hill School of Medicine to determine if
opportunities exist for expansion of faculty practices with those entities. One faculty member has a
HRSA grant that will establish a faculty practice in a neighboring county which may serve as a model
for future developments. Over the next year, a strategic vision for clinical initiatives will be
developed.
STANDARD III: PROGRAM QUALITY
CURRICULUM AND TEACHING/LEARNING PRACTICE
34
STANDARD III: PROGRAM QUALITY
CURRICULUM AND TEACHING/LEARNING PRACTICE
The curriculum is developed in accordance with the mission, goals, and expected aggregate student
outcomes and reflects professional nursing standards and guidelines and the needs and expectations
of the community of interest. Teaching/learning practices are congruent with expected individual
student learning outcomes and expected aggregate student outcomes. The environment for
teaching/learning fosters achievement of expected individual student learning outcomes.
KEY ELEMENTS
III-A: The curriculum is developed, implemented, and revised to reflect clear statements of expected
individual student learning outcomes that are congruent with the program’s mission, goals and
expected aggregate student outcomes.
Elaboration: Curricular objectives (course, unit, and/or level objectives or competencies as identified by
the program) provide clear statements of expected individual student learning outcomes. Expected
individual student learning outcomes contribute to achievement of the mission, goals, and expected
aggregate student outcomes.
PROGRAM RESPONSE
The expected individual student’s outcomes are congruent with the goals and expected aggregate student
outcomes for both the BSN and MSN curricula. As previously stated in Standard I, the BSN program
includes three options and the MSN program has options for six practice areas. The MSN program also
includes a RN-MSN option and Post-Master’s certificate in the six practice areas
http://nursing.unc.edu/academics/msn/index.htm . The School’s mission to provide the best in nursing
education, research, and service creates the foundation upon which the different programs are constructed.
The curricula for all programs are consistent with the University’s and School’s mission and goals of
striving to cultivate the skills, knowledge, values and habits that will allow graduates to lead lives that are
professionally and personally enriching and socially responsible.
BSN. Student learning outcomes focus on producing a generalist for practice and the creation of a
foundation for graduate study. The BSN and ABSN options are composed of 65 upper division credits,
with students having completed a minimum of 64 credits of lower division coursework. Terminal
objectives (Standard I) of the baccalaureate program are congruent with the teaching mission of the School
and are applicable to all BSN options. Course objectives reflect individual student learning outcomes and
are developed, reviewed and approved by the BEC and the course faculty. When the School’s mission and
philosophy are reviewed and revised, terminal and course objectives are reviewed and revised accordingly.
The terminal objectives of the BSN program were last reviewed and revised with the implementation of the
35
Baccalaureate Enrollment Expansion Project (BEEP) in 2007, and re-affirmed with option reviews by BEC
in 2009-10 (RN-BSN) and 2010-11 (BSN/ABSN).
The School’s mission statement articulates a need to enhance and improve the health of people, and
specifically accomplishes this through provision of high quality education in an environment of scholarly
inquiry and lifelong learning. The School’s philosophy states that “nursing is a practice discipline…,
nursing education is the instrument by which nursing becomes an instrument of care in society…, signature
contributions of nursing and nursing education are the generation, transmission, and creative use of
knowledge for practice, the enhancement of health, and the continuous improvement of health care.”
Across the curriculum course objectives return to the essence of the mission or philosophy as students plan
and deliver care across life spans, diverse cultures and in variety of settings. Examples of course objectives
that reflect the mission and philosophy of the School are:
Integrate use of nursing process, professional behavior, and evidence based practice in the delivery
of patient centered, holistic care to adults with complex health problems (NURS590: Nursing
Care of Adults with Complex Health Problems II);
Apply principles of health promotion, disease prevention, and screening to nursing practice for
individuals, families, groups, and communities across the lifespan (NURS470: Public Health
Nursing); and
Appraise evidence in order to maintain a scientific basis for nursing practice (NURS371:
Introduction to Nursing Research)
The diversity of the patient populations seen by undergraduate students include: rural and urban
communities; small and large hospitals; inpatient and outpatient setting; varied age, minority/majority
groups, socioeconomic status, etc. This diversity in clinical site placements provides opportunities for
students to meet course objectives and develop the pre-requisite skills to enter practice equipped to fulfill
the School’s “covenant of care with the patients/public they will serve”.
The School’s website provides a complete listing of all courses in the BSN program at:
http://nursing.unc.edu/ccm/groups/public/@nursing/@academics/documents/content/ccm3_030152.pdf .
Plans of study for each program option can be found at:
http://nursing.unc.edu/ccm/groups/public/@nursing/@academics/documents/content/ccm3_030148.pdf
[BSN];
http://nursing.unc.edu/ccm/groups/public/@nursing/@academics/documents/content/ccm3_030149.pdf
[ABSN]; and
http://nursing.unc.edu/ccm/groups/public/@nursing/@academics/documents/content/ccm3_030151.pdf
[RN-BSN].
MSN. The MSN program is distinguished from the BSN program by its emphasis on advanced nursing
practice. Required credits for the MSN vary from 32 to 46 dependent on the practice area and require two
36
academic years, or more, if pursued full-time. The MSN program offers the following advanced practice
options: AGNP, FNP, PNP, PMHNP, WHNP and HCS, (administration, clinical nurse leader (CNL),
education, informatics, and outcomes management). For students in the health care systems informatics
option, dual MSN/Master of Science in Information Science (MSIS) and MSN/ Master of Science in
Library Science (MSLS) degree options are available through the School of Nursing and the School of
Information and Library Science. A complete listing of all courses in the MSN program can be found at:
http://nursing.unc.edu/ccm/groups/public/@nursing/@academics/documents/content/ccm3_030018.pdf . A
sample plan of study for HCS can be found at
http://nursing.unc.edu/ccm/groups/public/@nursing/documents/content/ccm3_031540.pdf ; for the MSN
FNP option at http://nursing.unc.edu/ccm/groups/public/@nursing/documents/content/ccm3_031542.pdf.
Plans of study for all MSN options will be available in the Resource Room.
RN-MSN. Registered Nurses with an Associate’s Degree or Diploma in Nursing are eligible to apply
directly to the School’s MSN program. All MSN practice areas are open to RN-MSN students which allow
nurses interested in advanced practice nursing to move directly into roles such as nurse practitioner or nurse
manager. Registered nurses complete 51 college-level credits including specific pre-nursing courses prior
to enrollment in the master’s program and must meet admissions requirements of the University’s Graduate
School. Once admitted, in addition to the 32 to 46 required MSN credits, RN-MSN students complete
three RN-BSN online nursing courses: NURS490: Conceptual Bases of Professional Nursing Practice,
NURS491: Improving Nursing Practice: Application of Concepts, Theories and Research and NURS494:
Community Health Nursing for the Public’s Health. These courses must be completed before progressing to
the MSN clinical courses. Once the BSN courses are completed, full-time students normally complete the
master’s program in four academic semesters plus one summer term. A sample plan of study for the RN-
MSN FNP option can be found at
http://nursing.unc.edu/ccm/groups/public/@nursing/@academics/documents/content/ccm3_030028.pdf.
Post-MSN. Post-MSN certificates are offered in all MSN focus areas. The Advanced Practice Area
Coordinator (APAC) of the area performs a gap analysis of prior academic coursework and develops a plan
of study to meet program requirements. Post-MSN certificate programs must include a minimum of 9
credits according to University policy. Post-master's students who are not nationally certified as NPs or
have not maintained their clinical practice are required to take additional coursework.
During the 2009-10 and 2010-11 academic years, faculty and administration conducted a review and
evaluation of MSN program options. Based on the results of this evaluation, along with budget pressures,
the decision was made to suspend part-time admissions to the WHNP track effective with the 2010-11
academic year. With additional reductions in budget required July, 2011, all admissions to the WHNP
program will be suspended after August, 2011. The WHNP courses will be offered through Spring, 2013 to
37
allow program completion of current students. In addition, in response to national trends, the MEC
approved a request from PMH faculty to close admissions to the PMH CNS track effective Spring, 2011.
The Master’s curriculum incorporates didactic content and clinical experiences essential for performance in
advanced nursing practice roles as set forth in the standards and guidelines described in Standard I. Course
didactic and clinical objectives provide clear statements regarding expected student learning outcomes.
These objectives are developed by faculty teaching the course, in collaboration with faculty from the APA,
and changes or revisions must be approved by the MEC. Courses are sequenced to help students develop
mastery and application of advanced practice knowledge, skills, and abilities. Terminal objectives
(Standard I) of the Master’s program are congruent with the mission of the School and University.
The complexity of today’s health care system requires nurses with developed leadership skills and superior
critical thinking abilities who will collaborate with others to achieve effective healthcare services for all
citizens. The MSN curriculum course objectives return to the essence of the mission by preparing
registered nurses to assume leadership roles as advanced practice nurse practitioners or as health care
systems specialists within a variety of institutions or health care agencies. Examples of objectives in the
MSN curriculum that reflect the mission include:
Examine aspects of interdisciplinary practice, including diversity and barriers and facilitators of
interdisciplinary practice within healthcare systems” (NURS647: Advanced Practice Role);
Assess current change and imperatives of health care systems, including access to health insurance
and services, cost-control, system financing, quality, and information use and integration in
communities” (NURS646: Health Care Policy in the United States);
Using research, evidence-based guidelines, and issues of quality and cost, evaluate therapeutic
interventions and management strategies in meeting planned health care needs” (NURS810:
Primary Care of the Adult).
III-B. Expected individual student learning outcomes are consistent with the roles for which the
program is preparing its graduates. Curricula are developed, implemented, and revised to reflect
relevant professional nursing standards and guidelines, which are clearly evident within the
curriculum, expected individual student learning outcomes, and expected aggregate student
outcomes.
Elaboration: Each degree program and specialty area incorporates professional nursing standards and
guidelines relevant to that program/area. The program clearly demonstrates where and how content,
knowledge, and skills required by identified sets of standards are incorporated into the curriculum.
Advanced practice master’s programs (Clinical Nurse Specialist, Nurse Anesthesia, Nurse Midwife, and
Nurse Practitioner) and Doctorate of Nursing Practice (DNP) programs with a direct care focus
incorporate separate graduate level courses in health/physical assessment, physiology/pathophysiology,
and pharmacology. Additional content in these areas may be integrated as needed into specialty courses.
38
Separate courses in physical assessment, physiology/pathophysiology, and pharmacology are not required
by CCNE for students enrolled in post-master’s DNP programs who hold current national certification as
advanced practice nurses, unless the program has deemed this necessary.
PROGRAM RESPONSE
BSN. The Baccalaureate program incorporates professionals guidelines found in The Essentials of
Baccalaureate Education for Professional Nursing Practice (Essentials) (AACN, 2008)
www.aacn.nche.edu/Education/pdf/BaccEssentials08.pdf ; Quality and Safety Education for Nurses
(QSEN)’s Quality and Safety Competencies (2011), http://www.qsen.org/competencies.php, and the NC
Board of Nursing (NC BON) Standards. The RN-BSN and graduate-entry (RN-MSN) curricula build upon
the Essentials (AACN, 2008); QSEN’s Quality and Safety Competencies (2011); the NC BON Standards
and appropriate graduate program standards and guidelines as appropriate. Integration of the Essentials and
QSEN are demonstrated in the following mapping documents: AACN Essentials Course Mapping of RN to
BSN, AACN Essential Course Mapping of BSN, QSEN RN-BSN Course Mapping, and QSEN BSN Course
Mapping found in the Resource Room. As courses are reviewed by the BEC the Essentials, QSEN and NC
BON documents are used to reassess the relevance of the course content to the curriculum. In addition,
other professional standards, guidelines and recommendations by specialty areas are referenced in the
development or revision of courses, such as the Institute of Medicine report To Err is Human, (2010).
In 2004, an undergraduate curriculum team was appointed to develop a baccalaureate enrollment expansion
plan (BEEP) that included a review and revision of the BSN curriculum. Goals of the team included
expanding enrollment, admitting pre-licensure students more than once a year and maintaining quality of
the program. The BEEP team consisted of faculty with interest and expertise in each of the following areas:
clinical specialty areas (medical surgical, maternal-child, pediatrics, psychiatric mental health, and
community health), leadership, professional issues, curriculum development and evaluation. The
curriculum that emerged included 20 courses, with each course offered 2-3 times each year. The courses
follow closely the progression of increased complexity agreed to by the faculty at a previous retreat. (See
BEEP Committee, Summary Report and Implementation Plan, August 22, 2005, available in the Resource
Room.). During this revision, reflection on the current standards of professional practice resulted in the
integration of the following concepts throughout the curriculum: evidence based practice, genetics, aging,
diversity, and informatics. The work of this team continued for 1.5 years, with the revised curriculum being
implemented in January, 2007. The evaluation of the “new” curriculum was completed in Spring, 2011
with implementation of recommended changes to occur over the next 18 months. (See BEC minutes in the
Resource Room). Budget reductions in 2011 resulted in decreased enrollments and changes to cohort
scheduling. The Baccalaureate Enrollment Reduction Plan (BERP) workgroup constituted by BEC is
evaluating the most efficient and effective cohort scheduling with recommendations due to the Dean in
early Fall 2011.
39
MSN. In the MSN program, expected individual and aggregate student learning outcomes are focused on
educating advanced practice nurses to function in a variety of healthcare settings and with specific
populations (adult-gerontology, family, pediatric, psychiatric mental health, and women’s health; health
care systems: administration, clinical nurse leader, education, informatics, outcomes management). The
Master’s curriculum is congruent with The Essentials of Master’s Education for Advanced Practice
Nursing (AACN, 1996) and the Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2008). The
AACN Essentials is integrated into the MSN Core Courses as documented in the following table.
Table III.1: Relationship among MSN Core Courses and AACN Essentials (1996) Curriculum
Master’s Course No. & Title
Graduate Core Curriculum
Res
earc
h
Po
licy
, O
rg.,
Fin
an
cin
g
Eth
ics
Pro
fess
ion
al
Ro
le
Dev
elo
pm
ent
Th
eore
tica
l
Fo
un
da
tio
ns
Hu
ma
n
Div
ersi
ty a
nd
So
cia
l Is
sues
Hea
lth
Pro
mo
tio
n /
Dis
ease
Pre
ven
tio
n
AP
N C
ore
Cu
rric
ulu
m
Professional Core
NURS646: Health Care Policy in the US x x x
NURS647: Contemporary Issue/Advanced
Practice Nursing
x x x x x
NURS871: Leadership/Healthcare Organizations
(aHCS students)
x x x x x
Research Core NURS776: Research for Advanced Clinical
Practice
x x x x
NURS777: Intermediate Statistical Applications
in Health Care
x x x
NURS992: Master’s Paper x x x
Clinical Core NURS642: Health Promotion and Disease
Prevention in Advanced Nursing Practice
x x x x x
NURS725: Advanced Health Assessment and
Diagnostic Reasoning in Pediatric Nursing
x x
NURS726: Advanced Health Assessment and
Diagnostic Reasoning in Primary Care
x x
NURS710: Developmental Physiology and
Pathophysiology
x x
NURS715: Pathophysiology for Advanced
Nursing Practice
x x
NURS720: Pharmacotherapeutics in Advanced
Nursing Practice
x x
NURS874: Outcomes Management (aHCS only) x x x x x
NURS880: Evidence-based Care for CNLs I
(aHCS/
bCNL only)
x x x x
aHCS: Health Care Systems bCNL: Clinical Nurse Leader
Explanations and documentation of how these criteria are incorporated into the nurse practitioner tracks
were documented in the CCNE NTF Update that was completed and submitted to CCNE in October, 2009
(available in the Resource Room).
40
The MSN Program Options: Credits Required, Time required and Certification Examinations table
provides details for each program option.
AANP – American Academy of Nurse Practitioners NCC-National Certification Corporation
ANCC-American Nurses Credentialing Center PNCB-Pediatric Nursing Certification Board
NBPHE- National Board of Public Health Examiners NLN – National League for Nursing
*Adult-Gero Exam in Development **requires 2 yrs teaching experience
***MSN not required to take certification examination.
The advanced practice nursing curricula also incorporate, as appropriate, various documents and standards
from NONPF, National CNS Competency Task Force, ANA, AACN and others (detailed in Standard I).
Examples of how specialty content is integrated into the MSN curriculum can be found in: Pediatric Nurse
Practitioner Program: Curriculum Mapping to PNCB and NONPF Core Competencies (Appendix III.1)
and PMH CNS/NP Program Courses and Requirements (Appendix III.2). The PMH document will be
updated in the 2011-12 year as admissions to the PMH CNS option will no longer be offered. The health
care systems curricula incorporate, as appropriate, various documents and standards from ANA, NLN and
Table III.2: MSN Program Options: Credits required/Time required/Certification Examinations
Level of
Education
Program Specialty Credits
required
Time Req’d-
Full time
Certification Exam
MS
N
Adult-Gero NP 42 2 yrs AANP or ANCC: Adult NP*
Family NP 42 2 yrs AANP or ANCC: Family NP
Pediatric NP 40 2 yrs PNCB or ANCC: PNP
(Primary Care)
Psychiatric Mental Health
Clinical Nurse Specialist/
Nurse Practitioner
50 2.5yrs ANCC: Adult PMH CNS, and
Adult PMHNP or Family
PMHNP
Psychiatric Mental Health
NP
Women’s Health NP
46
40
2+ yrs
2 yrs
ANCC: Adult PMHNP or
Family PMHNP
NCC: Women’s Health NP
Administration*** 40 2 yrs ANCC: Nurse Executive
ANCC: Nurse Executive Adv
AONE: Certified Nurse
Manager and Leader
Clinical Nurse Leader** 32 2 yrs CNC: Clinical Nurse Leader
Education*** 38 2 yrs NLN: Nurse Educator
Outcomes Management*** 40 2 yrs ANCC: Case Management
NAHQ: Certified Professional
in Health Care Quality
Informatics*** 40 2 yrs ANCC: Informatics
41
other sources (detailed in Standard I). An example of how content from these documents is integrated into
the HCS curricula is demonstrated in Summary of Certification Requirements and Course Content: Health
Care Specialty Areas which can be found in the Resource Room.
In Fall, 2008, the APACs and course faculty reviewed all MSN course objectives to identify the nurse
practitioner core competencies and primary care specialty competencies across all courses. The results of
these activities can be found in the Resource Room. This work is being extended into the 2011-12 year to
identify competency by course objective and by course activity that demonstrate that the competency has
been met.
NP and CNL students are required to have a basic physical assessment course within two years of enrolling
in their first clinical course. All NP options require a graduate level course in 1) health/physical assessment;
2) pharmacology and 3) pathophysiology as shown in the Plans of Study at
http://nursing.unc.edu/academics/msn/index.htm . For example, students in the FNP Program are required
to take NURS726: Advanced Health Assessment/Diagnostic Reasoning in Primary Care Nursing,
NURS715: Pathophysiology for Advanced Nursing Practice, and NURS720: Pharmacotherapeutics in
Advanced Nursing Practice. Post-MSN NP students’ previous coursework is reviewed to determine if they
have had equivalent courses in their specialty, and if not, they must also meet these requirements.
III-C. The curriculum is logically structured to achieve expected individual and aggregate student
outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and
humanities. Master’s curricula build on a foundation comparable to baccalaureate level nursing
knowledge. DNP curricula build on a baccalaureate and /or master’s foundation, depending on the
level of entry of the student
Elaboration: Baccalaureate program faculty and students articulate how knowledge from courses in the
arts, sciences, and humanities is incorporated into nursing practice. Post-baccalaureate entry programs in
nursing incorporate the generalist knowledge common to baccalaureate nursing education as delineated in
The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) as well as
advanced course work.
BSN. The BSN curriculum is logically structured to achieve expected individual and aggregate student
outcomes. All undergraduates at the University must meet the General Education requirements of the
university. The General Education requirements can be categorized into: 1) Foundations (English
composition, foreign language, statistics, and fitness); 2) Approaches (fine arts, natural sciences, social
sciences, history, and philosophy); 3) Connections (non-western, diversity issues); and 4) Additional
Courses from communications, history, and intensive quantitative. School lower division requirements (64
credits) may be taken at any college or university, but must be comparable to the courses offered on the
campus as determined by the University’s Office of Undergraduate Admission. Advanced placement credit
42
in mathematics, language, and English may be awarded based on entry testing and/or the high school study
program. Second degree applicants must verify completion of a previous degree prior to application. All
BSN and ABSN applicants must successfully complete six foundation courses: anatomy, physiology,
microbiology, psychology, statistics, and US diversity/global issues before entry into the program.
The upper division BSN program of study builds upon the courses taken in the arts, sciences or humanities.
In the School’s philosophy, it is stated that students learn to combine their knowledge of the humanities, the
biological, social, and nursing sciences, and of clinical diagnosis and therapeutics, with their intimate
knowledge of the particularities of patients to provide biographically relevant, culturally sensitive,
evidence based and ethically appropriate health care services. The foundation courses in the arts and
humanities allow the student to gain an appreciation for diverse cultures both as it applies to individuals
and communities. Individual nursing course objectives reflect attention to holistic care that is patient
centered and allows the student to use knowledge from sociology and psychology to examine the total
needs of the patient as demonstrated by the following course objectives from NURS377: Research for
Nursing Practice: describe the major ethical considerations in research with emphasis on the protection of
human subjects; describe the role of the nurse in using, sharing, and producing research findings; and
critique and evaluate research.
In a Fall, 2010 survey, faculty stated that courses in the sciences, such as microbiology, anatomy, and
physiology, were important to their students because of their direct relationship to nursing and because they
provide the foundation for nursing courses in pathophysiology, health assessment, pharmacology and the
disease processes seen in clinical courses. Other undergraduate faculty reported that the social sciences
helped students understand the concept of the social determinants of health. Another instructor reported that
student’s appreciation for the arts and basic psychology, along with excellent communication skills, allow
the student to understand the human condition which in turn leads to a better understanding of the patient.
Overall the sequence of BSN and ABSN courses is structured so students engage in increasingly more
complex learning in the classroom and clinical setting. Basic concepts and skills found in NURS360:
Concepts, Processes and Skills for Evidence-Based Nursing provide a foundation for the more complex
content and skills required to meet the needs of clients (individual, community, populations) as those seen
in NURS477: Psychiatric Mental Health Concepts for Broad Clinical Application in Nursing, NURS479:
Maternal/Newborn Nursing, or NURS590: Nursing Care of Adults with Major Health Problems II. The
course syllabi (available in Resource Room) reflect the sequence of pre-requisite and co-requisite listings.
43
The BSN curriculum organizing framework and essential themes are presented in Figure III.1.
Figure III.1. BSN Organizing Framework
MSN. The MSN curriculum builds upon on the foundation of the baccalaureate level nursing knowledge as
defined by the Essentials of Baccalaureate Education for Professional Practice. The MSN program is
logically structured to achieve expected student outcomes, and upon completion, graduates are expected to
demonstrate advanced expertise in working with selected populations or in specific functional roles. For
example, nurse practitioner students must complete a basic health assessment course within two years of
matriculation which allows them to build more effectively on the graduate health assessment foundation.
The BSN foundational courses in pathophysiology and pharmacology are expanded in greater depth in the
advanced courses at the MSN level. MSN students in health care systems take NURS871: Leadership in
Advanced Practice Roles in Health Care Organizations, which builds on the basic information from BSN
courses such as NURS588: Leadership in Health Care Organizations.
The MSN curriculum consists of four components: the professional core, the research core, the clinical
core, and the advanced nursing practice and/or specialty core. The professional core focuses on health care
policy and issues in contemporary healthcare systems. The research core, usually taken in the first year of
the MSN program, provides students with skills for scientific inquiry through the synthesis of research
evidence, identification of clinical problems, design of interventions, and analysis of outcomes to change or
improve practice. The clinical core includes foundational courses in advanced assessment and diagnostic
reasoning, pathophysiology, and pharmacotherapeutics. These courses are co- or prerequisites to the first
advanced practice management courses in the second semester of the first year. The clinical core for health
care systems students focuses on the knowledge and skills required for positions such as human resource
managers, informatics specialists, clinical nurse leaders, outcome managers, and nurse administrators in a
variety of types of health care organizations. The advanced practice or specialty core focuses on in-depth
NURSINGNursing defined as enabling individuals, families, and
groups to achieve optimal health as they respond to
actual/potential health problems
Specialty
Skill
PerformanceKnowledge
PRACTICECare-giving
Basic Basic
Interactive
Professional
Health-care
systemsAccountability Social
systems
CONTEXTEnvironment in which care occurs
RolesSpecialty
Environmental
44
clinical management skills of common and complex health care problems related to the student’s area of
preparation. All MSN and RN-MSN students must complete a, NURS992: Master’s Paper or, NURS993:
Master’s Thesis.
The RN-MSN option ensures that students have baccalaureate level knowledge equivalent to those outlined
in The Essentials of Baccalaureate Education Professional Nursing Practice (AACN, 2008). Prior to
matriculation the RN-MSN student must complete pre-requisite academic courses (51 credits) which may
be taken at any accredited college or university. Prior to entry into the MSN clinical sequence, RN-MSN
students complete three of the RN-BSN courses (12 credits): NURS490: Conceptual Bases of Professional
Nursing Practice, NURS491: Improving Nursing Practice: Application of Concepts, Theories and
Research and NURS494: Community Health Nursing for the Public’s Health.
III-D. Teaching/learning practices and environments support the achievement of expected individual
student learning outcomes and aggregate student outcomes.
Elaboration: Teaching/learning practices and environments (classroom, clinical, laboratory, simulation,
and distance education) support achievement of expected individual student learning outcomes identified in
course, unit, and/or level objectives.
Graduate and undergraduate faculty utilize teaching methodologies and environments that are consistent
with current nursing education pedagogy. Teaching practices throughout all programs consist of a variety
of methods and provide students a variety of ways to achieve expected learning outcomes. The learning
environments vary by course and include (but, are not limited to) classroom, virtual classrooms, simulation
labs, clinical sites, client homes, schools and skills labs.
BSN Teaching/Learning Practices. Undergraduate faculty utilize a wide array of teaching methodologies
and strategies to achieve expected student outcomes. Many classes meet in traditional classroom settings
and learn through lecture, discussion, and small group work. Courses may use mixed methods such as
discussion forums and online assignments substituted for some in classroom class meetings. Each course
has a Blackboard or Sakai site that is established and maintained by the course coordinator which facilitates
communication and allows for submission of written work. The RN-BSN option is a complete online
option with a variety of methodologies included in the teaching strategies (Syllabi in the Resource Room).
Simulation is widely used in the BSN/ABSN program to enhance classroom activities and is integrated
throughout the curriculum. Students are able to apply assessment, communication and intervention skills as
they rotate through simulation cases in small groups of three to six. Many courses use simulation as a
synthesis experience toward the end of the semester while a few courses use simulation to help students
prepare for clinical experiences. Scenario based simulated cases are done in NURS360: Concepts,
Processes and Skills for Evidence-Based Nursing, NURS364: Nursing Care of Adults with Major Health
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Problems I, NURS472: Nursing Care of Infants, Children and Their Families, NURS477: Psychiatric
Mental Health Concepts for Broad Clinical Application in Nursing, NURS479: Maternal/Newborn
Nursing, NURS470: Public Health Nursing and NURS588: Leadership in Health Care Organizations. The
human patient simulators, scripted unfolding cases, and standardized patients embedded in cases are used
to provide realism in the simulated experiences. The use of low fidelity simulation with case studies is
often used to reinforce content both in class and out of class. For example, the leadership course has a
simulation day that uses case studies to reinforce previously taught content, with students moving between
stations with different topics. Problem Based Learning, a case study approach, is utilized in the capstone
course (NURS590: Nursing Care of Adults with Complex Health Problems II).
BSN Teaching/Learning Environments. Classrooms are located throughout the School and include
auditoriums, medium sized and small sized classrooms. In all classrooms, a variety of technologies are
available for presenting content, including audio-visual equipment, wireless and/or wired internet
connections and white boards with the availability of portable audience response systems. Faculty utilize
lecture, discussion, group work, and guest presenters. Other spaces used for teaching and learning include a
student computer lab and teleconference equipped classrooms. The Education-Innovation-Simulation-
Learning-Environment (EISLE) allows student learning in a controlled environment. In the EISLE,
students learn psychomotor skills that are foundational to nursing practice within the framework of the
nursing process. These skills range from simple to complex and include health assessment, technical skills,
cognitive components of skill performance and professional performance of psychomotor skills
incorporating decision making and critical thinking. Using a combination of teaching assistants, faculty and
EISLE staff, students are evaluated on skill performance prior to implementation in the clinical setting.
EISLE evaluation of skills includes observation by faculty or teaching assistants using critical performance
indicators to determine the designated level of performance required for skill mastery. An example of an
EISLE evaluation tool, N360 Fundamental Competency Evaluation 2, is found in Appendix III.3.
Clinical Practice Sites. Undergraduate students are placed in a variety of sites for clinical practice
including in-patient acute care sites, long term care facilities, psychiatric in-patient settings, ambulatory
care clinics, schools and community settings. Over 100 separate agencies are used, many contributing
multiple units for clinical experiences. These agencies are located in diverse geographic locales
representing patients, families, and communities across the life span and from diverse ethnic,
socioeconomic, and cultural backgrounds. Because of the varied nature of the clinical settings, students are
exposed to a variety of nursing practice models and approaches to treatment and care.
Clinical practice sites are reviewed annually and selected by course faculty based on course evaluation
data, course objectives, conferences with students, and discussions with site staff. Coordination and
confirmation of requests are made through the Undergraduate Clinical Site Coordinator (UGCSC). The
UGCSC, in consultation with the undergraduate program director, negotiates clinical placements with the
agencies, initiates School/agency contracts, and assures that NCBON site reports are filed. The ADAA is
46
responsible for the execution and maintenance of contracts with clinical agencies. Contracts are stored in
OAA and samples will be available in the Resource Room.
For each clinical course, performance expectations appropriate for both content and level of student are
defined through the use of course specific evaluation tools. The Clinical Indicators of Critical Thinking,
Knowledge and Caring Tool (Appendix III.4) has been used in each clinical course to track student
development on core expectations across the curriculum. This tool has been recently revised through a
work group subcommittee of the BEC, with pilot testing in Fall, 2010 and Spring, 2011. The evaluation
was completed at the end of the Spring, 2011 semester with implementation in summer 2011.
MSN: Teaching/Learning Practices. The MSN teaching learning practices include a variety of methods
for active learning and some strategies that mimic real life situations. Strategies include case studies (static
and evolving), group discussion, seminars, student and faculty presentations, guest lectures, journals,
videos, video simulations, research projects, patient actors, and learning labs in the EISLE. Some courses
are taught partially or completely online and discussion forums are frequently used. The EISLE has
equipment and laboratory space needed for demonstration and practice of advanced physical assessment
skills and technical skills such as suturing. In NURS726: Advanced Health Assessment and Diagnostic
Reasoning in Primary Care Nursing, students are assigned a task oriented role in a faculty moderated
EISLE lab. Students discuss a clinical scenario, document history and physical examination findings,
develop a list of differential diagnoses, determine appropriate diagnostic studies and decide on a final
diagnosis. During the faculty moderated lab a student may be asked to present a patient, with the faculty
member providing feedback and suggestions. Other skills that can be practiced in the EISLE include
assessment of heart/lung sounds, female pelvic examination using models or actors and assessing child
development using learning modules.
Teaching/Learning Environments. The MSN program shares classroom, seminar and teleconferencing
space with the BSN program. MSN classes are primarily held on Tuesday and Wednesday, with BSN
classes in session on Thursday and Friday. A separate Graduate Computer Lab is available for MSN and
PhD students and EISLE Labs are re-configured for MSN use. Through MSN projects and thesis, students
work with renowned nurse scientists as well as accomplished clinical nurse educators and scholars. Some
MSN courses are conducted using an executive format when students attend classes on campus one day per
month or less and participate in video conference classes on other days.
Clinical Sites. The School uses over 475 clinical sites for MSN student placements. Graduate clinical sites
are selected to meet the learning objectives of the individual course and ultimately the program objectives.
Criteria that factor into the selection of a clinical site include: level of student, the focus of the course,
competencies expected, and the preceptor’s preferences. For example, some preceptors who work in
general pediatric primary care settings (the focus of year one for PNPs) may prefer to work with first year
47
students each year, while other preceptors who work in a more complex settings or specialty clinics, may
prefer to work with second-year students. Contracts are maintained in OAA and are under the oversight of
the ADAA. NP students enrolled in clinical courses use the Medatrax tracking system to document patient
encounters and learning experiences.
III-E. The curriculum and teaching/learning practices consider the needs and expectations of the
identified community of interest.
Elaboration: Teaching/learning practices are appropriate to the student population and build on prior
learning. Teaching/learning practices consider the needs of the program-identified community of interest
(e.g. use of distance, simulation, adult learner needs, second language students).
PROGRAM RESPONSE
The School continuously assesses the need for new or different teaching/learning practices based on the
needs of our communities of interests, primarily our currently enrolled students, potential students, and the
communities that we serve. Current students are invited to provide input, including teaching learning
strategies, through course and teaching evaluations that are conducted at the end of each semester, and
through student representatives that are members of BEC and MEC. In addition, the Dean’s Student
Advisor Group (DSAC), is comprised of students from all program levels and options. At the Spring, 2011
meeting of the DSAC, students from the BSN and MSN programs stated that faculty were using “group
assignments too broadly” and students questioned the effectiveness and rationale. After discussion, the
Dean agreed that this feedback would be shared with 1) course coordinators who will be asked to
coordinate the number and type of group assignments across courses, and 2) the Faculty Development
Committee who will plan additional programs on team learning and effective use of group activities. The
BSN and ABSN groups have a Student Council that functions as a representative body for students and
who meet regularly with the Director, OASS and the Undergraduate PD. The Student Council may focus
on a variety of projects, address concerns and issues shared by class members and implement feasible ideas
prioritized by their classes. Employers, as members of our communities of interest, provide feedback
through employers’ surveys, and in the past have identified the need for stronger leadership skills in new
graduates which resulted in modification of courses.
BSN. The BSN curriculum uses multi-faceted teaching learning practices that address the needs of students
and the community. For example, when the School began the ABSN option for second degree students,
additional active learning strategies were integrated for these non-traditional students which included
additional small group work and more interactive technology such as classroom clickers. As more students
in the BSN option are also second degree students, many of these same practices have been integrated into
the BSN courses. With an increase in tech savvy students, more classroom and general student areas in the
building have had wireless capabilities added. Periodically, a group of undergraduate course coordinators
and the PD met with biology and chemistry faculty from across campus who teach the required pre-
48
requisite nursing science course. This group of faculty discussed changes in content of the campus courses
and the potential effect on the foundation knowledge needed for nursing courses. Campus faculty have
been responsive to requests or suggestions from nursing faculty on improvements to the science courses.
MSN. Many of our MSN students come from rural communities located some distance from Chapel Hill.
When the PMH NP option began, student recruitment was focused on rural, disadvantaged areas where
fewer mental health or substance abuse resources where located. The School responded to the needs of
these distance areas by converting our PMH CNS program into a PMH-CNS/NP program that would be
delivered by distanced education modalities and/or executive format. The first classes were conducted
using basic distance technology such as streaming audio and PowerPoint slides to deliver the content;
however, in Summer, 2010, the School completed the conversion of the Fox Auditorium and Room 1100
into state-of-the-art audio visual teleconferencing facilities for more effective distance delivery of this
program, and others, to the mountain and rural coastal areas of the state.
Student needs are always changing and the School tries to adjust with teaching/learning resources. For
example, in the past ten years, many of our graduate students return to school having never written a paper
using current APA format. School faculty consulted with the Librarian who is the nursing liaison and
together they created a new online tutorial for both BSN and MSN on how to write a properly formatted
paper. During the past five years, the school has noticed more cases of student plagiarism being reported to
the campus Honor Court. An online plagiarism module has been developed and is required of all graduate
students entering the program. Initial assessment of the effectiveness of this intervention is positive.
III-F. Individual student performance is evaluated by the faculty and reflects achievement of
expected individual student learning outcomes. Evaluation policies and procedures for individual
student performance are defined and consistently applied.
Elaboration: Evaluation of student performance is consistent with expected individual student learning
outcomes. Grading criteria are clearly defined for each course, communicate to students, and applied
consistently. There are processes by which the evaluation of individual student performance is
communicated to students. Student performance is evaluated by faculty. In instances where preceptors
facilitate students’ clinical learning experiences, faculty may seek input from preceptors regarding student
performance, but ultimately faculty are responsible for evaluation of individual student learning outcomes.
The requirement for evaluation of student clinical performance by qualified faculty applies to all students,
including those enrolled in post-master’s DNP programs. CCNE recognizes that faculty evaluation of
student clinical performance may be accomplished through a variety of mechanisms.
PROGRAM RESPONSE
Evaluation of student performance in the School is consistent with the policies and guidelines established at
the University level. Evaluation criteria are a required component of all course syllabi.
49
BSN. The undergraduate program uses a grading scale that is applied to all courses
http://nursing.unc.edu/current/student-handbook/CCM3_030202 . This scale is printed in each syllabus and
is communicated verbally to students at the beginning of each course. Graded learning activities are listed
in the syllabi indicating what percentage the activity will contribute to the total grade in the course. Papers
and tests are returned to students according to the policy posted at http://nursing.unc.edu/current/student-
handbook/CCM3_030198 , and the posting of the final grade is according to University deadlines. Student
who have difficulty with the didactic portion of a course are referred to the Academic Counselors for
resources and guidance.
A common clinical evaluation tool is used for prelicensure courses to address course objectives and desired
clinical learning outcomes (available in the Resource Room). Some courses add course specific
competencies to the common tool. In each course, the clinical evaluation tool is a part of the course packet
and is found on the Blackboard or Sakai site. In the senior level capstone course (NURS590: Leadership in
Health Care Organizations) and the community health course (NURS470: Public Health Nursing) where
preceptors are used, the assigned faculty member is required to make regular visits (at least bi-weekly) to
the site to enhance their ability to accurately complete student clinical evaluations. Taking into
consideration preceptor input, the final evaluation is completed by the faculty member (Appendix III.5:
Guidelines and Policies for Clinical Teaching and Supervision). The results of the completed clinical
evaluation are shared with the student during a scheduled conference between faculty and student at mid-
semester and at the end of the clinical experience. During the mid-semester evaluation, the student receives
feedback designed to enhance their performance and improve any identified weaknesses.
MSN. Grading of MSN and Post-MSN students is consistent with the university’s grading policies for
graduate students and can be found at http://handbook.unc.edu/grading.html. Grading scales are included in
each course syllabus and are verbally communicated to students at the beginning of each course. In courses
that have both didactic and clinical components, evaluation is multi-faceted. Learning outcomes in the
didactic components are evaluated by activities outlined on the syllabi and may include presentations,
portfolios, projects, papers, and written tests.
Student performance in the clinical components of a course is graded as pass/fail and is based on the
preceptor’s ongoing observation of the student and on observations by the supervising faculty during site
visits. Other methods for collecting clinical evaluation data include student-faculty or faculty-preceptor
conferences, clinical simulations, clinical logs, and responses to case studies. Data from all observations
and products are used to complete the midterm and final evaluations of didactic and clinical performance.
Students reflect on their performance and growth in the advanced practice nurse role in clinical journals,
online discussion forums, and 1:1 meetings with the preceptor and/or faulty. During the faculty site visit the
supervising faculty observes the student directly, interfaces with the clinical preceptor, and completes the
clinical evaluation tool. The evaluation is shared with the student at that visit or during a scheduled
conference on campus. The final evaluation will include goals for continued development as appropriate.
50
Faculty complete a minimum of one site visit in each clinical management course, approximately 3-4 hours
in length, prior to the capstone experience. Site visits are not required for capstone courses, such as
NURS828: Advanced Clinical Practicum in Primary Care of Families (FNP) and NURS838: Health Care
in Women Practicum (WHNP), as they represent the refinement of practice skills at the novice level and
students have completed all relevant population-based clinical experiences and competencies in prior
courses. During the capstone, emails and telephone communication, discussion forums, and face-to-face
meetings provide avenues for communication among student, faculty, and preceptor. Students come to
campus one day during the capstone course to share experiences. A site visit may be requested by the
student, preceptor, or supervising faculty at any time. If a student experiences difficulties, the supervising
faculty meets with the student and course coordinator to design a learning plan. If there are serious
deficiencies in the student’s performance, the PD is notified, a formal remediation plan is developed and
the supervising faculty will make additional site visits to monitor student progression.
In the last semester of study, all Master’s candidates have been required to pass a comprehensive oral
examination covering all coursework required for the degree according to Graduate School Policy. This is a
two-part examination that assesses the student’s ability to demonstrate mastery of their defined area of
specialization with an emphasis on application/relevance of advanced knowledge to a practice arena. In
March, 2011, the School’s Graduate Faculty approved a proposal to designate successful completion of the
capstone course in a student’s advanced practice area to serve as a substitute for the oral comprehensive
exam. The request was approved by the Administrative Board of the Graduate School in April 2011 and
will be implemented in Fall 2011.
All MSN students are required to complete a scholarly activity that demonstrates the student’s advanced
level of knowledge and professional competence. Students may meet this requirement by completing either
a master’s paper or a thesis. To receive a final grade for NURS992: Master’s Paper or NURS993: Master’s
Thesis, the student's scholarly paper must be completed successfully and approved by the advisory
committee http://nursing.unc.edu/current/student-handbook/CCM3_030226 .
III-G. Curriculum and teaching learning practices are evaluated at regularly scheduled intervals to
foster ongoing improvement.
Elaboration: Faculty use data from faculty and student evaluation of teaching/learning practices to inform
decisions that facilitate the achievement of individual student learning outcomes. Such evaluation activities
may be formal or informal, formative or summative. Curriculum is regularly evaluated by faculty and other
communities of interest as appropriate. Data from the evaluation of curriculum and teaching learning-
practices are used to foster program improvement.
51
PROGRAM RESPONSE
Each semester, Course and Teaching Evaluations by students are conducted online for all courses taught
through the School. Both didactic and clinical sections are evaluated by all students enrolled in the course.
Individual faculty receive their complete evaluation information, along with their DC. The course
coordinator, PD and ADAA also receives the summary evaluations. These evaluations are used for faculty
evaluations and for regular evaluation of courses and programs. Faculty and student evaluations of the
clinical site and preceptor are gathered electronically at the end of the semester. Course coordinators,
APACs and the PDs review these evaluations and the information is used to help determine future use of
the site.
BSN. The Undergraduate Evaluation Plan (Standard I) outlines the process for program evaluation, data
required, intended student learning outcome, assessment procedures, assessment results/target and
examples of use of evaluation results. The data from the plan is collected at various points/intersections for
course and program modification. Minutes of the BEC and undergraduate faculty meetings (available in the
Resource Room) reflect the use of the data for program/curriculum improvement and more specifically for
individual course revision. For example, in 2007, NURS588: Leadership in Health Care Organization was
reviewed and changes were made to the objectives, ATI requirements, and Topical Outline (See BEC
minutes of October 15, 2007 and November 05, 2007). The BEC is responsible for guiding the faculty
through a formalized review of the program options with each option being reviewed approximately every
three years. This review examines currency of information, textbooks, learning activities, and inclusion of
current nursing standards such as the Essentials and the QSEN Competencies. The last review of courses in
the undergraduate curriculum for pre-licensure students was begun in November, 2010 and continued
through Spring, 2011. A summary of the recommended changes is available in BEC minutes (available in
the Resource Room). In addition, course faculty can make recommendations for course revisions at any
time by presenting a proposal for change, with accompanying rationale and justifications, to the BEC.
MSN. The MEC is responsible for guiding the review of courses in the MSN program and is guided by the
MSN Curriculum Evaluation Plan (Standard I). Course coordinators can make recommendations for course
revisions at any time by presenting a proposal for change, with accompanying rationale or justification, to
the MEC. A template for course review, Guidelines for MEC Course Review (available in the Resource
Room), is used to guide the evaluation of the courses. MSN core courses (professional, research and
clinical) are evaluated and presented to the MEC for review every three to five years. For example,
NURS776: Research for Advanced Clinical Practice and NURS777: Intermediate Statistical Applications
in Health Care which comprise the research core; NURS646: Health Care Systems in the US from the
professional core and NURS642: Health Promotion and Illness Prevention in Advanced Practice from the
clinical core were presented by course coordinators to MEC in Fall, 2010 for review and discussion (See
MEC Minutes: October 18, 2010 Resource Room). The APAC is responsible for guiding the evaluation
process for the courses in their specialty area every three to five years. The course evaluation reports for a
52
population or specialty track are sent by the APAC to the MEC Chair each spring. If the APAC requests
changes, the proposal will go for a full MEC review and decision. Two examples of recent course revisions
approved by MEC are: changing credit hours and content for PMHNP in NURS810: Primary Care
Management of Adults (see MEC minutes October 18, 2010 in the Resource Room) and clarification and
rewriting of course objectives for NURS825: Sexual and Reproductive Health (See MEC minutes
December 06, 2010 in the Resource Room).
SELF-ASSESSMENT: As a result of the self-study process, the faculty have identified the following strengths
and areas for improvement.
Strengths
Simulation labs, equipment and faculty expertise that allows development of patient cases for
undergraduate and graduate students.
Qualified faculty that use varied, creative and innovative teaching strategies.
Positive reputation and support for the School within the local and state community.
Undergraduate and graduate programs have numerous clinical sites/preceptors that provide clinically
diverse student experiences.
Qualified faculty and excellent physical resources are available to provide distance education.
School faculty are involved at the national level in the development of educational guidelines.
Areas for Improvement
Continued development and increased use of distance education in both undergraduate and graduate
programs.
In light of budget reduction, analyze courses to reduce redundancy and save resources when possible.
Continual development of new clinical sites is needed to ensure the School can provide excellent
clinical training opportunities.
Plan of Action
The Faculty Development Committee informally surveys the faculty each year to identify topics for Faculty
Development activities and will continue this practice in the coming years. School and campus resources
will be contacted, as appropriate, to help meet faculty needs in distance education technologies and
pedagogical strategies.
In August 2011, the Master’s program hosted a 4.5 hour faculty retreat with approximately 40 faculty from
across programs attending. One goal of the retreat was to explore strategies to reduce redundancies in
MSN program. The group discussed what changes could be made in the MSN program considering budget
constraints and evolving national curricular issues (Future of Nursing; APRN Consensus Model, DNP,
New competencies, Patient Protection and Affordable Care Act and enrollment and graduation data.) One
of the first tasks will be to designate a Master’s faculty task force to evaluation all advanced health
53
assessment, pharmacology, and pathophysiology courses to determine where efficiencies could be
obtained. The BERP workgroup will continue to assess the budgetary impact upon courses and make
recommendations for greater efficiencies that maintain program quality.
Maintenance of clinical sites is an ongoing challenge for all nursing programs. The School continues to
reach out to practice sites. For example, the MSN PD and small groups of faculty have presented, and will
be presenting, at health facilities about the NP role. Given the new demand for NP from the health care
reform act, it is hoped this will help create more practice sites. More at the undergraduate level, the Dean
has scheduled a brunch meeting with the CNOs of area clinical facilities and leaders in the School for
dialogue about developments in education and the need to increase capacity for clinical resources. The
School, with the assistance of an AHEC grant, is developing a Dedicated Education Unit (DEU) in Raleigh,
as another approach to developing clinical resources.
STANDARD IV: PROGRAM EFFECTIVENESS
AGGREGATE STUDENT AND FACULTY OUTCOMES
54
STANDARD IV: PROGRAM EFFECTIVENESS
AGGREGATE STUDENT AND FACULTY OUTCOMES
The program is effective in fulfilling its mission, goals, and expected aggregate student and faculty
outcomes. Actual aggregate student outcomes are consistent with the mission, goals, and expected
student outcomes. Actual alumni satisfaction data and the accomplishments of graduates of the
program attest to the effectiveness of the program. Actual aggregate faculty outcomes are consistent
with the mission, goals, and expected faculty outcomes. Data on program effectiveness are used to
foster ongoing program improvement.
IV-A. Surveys and other data sources are used to collect information about student, alumni, and
employer satisfaction and demonstrated achievements of graduates. Collected data include, but are
not limited to, graduation rates, NCLEX-RN® pass rates, certification examination pass rates, and
employment rates, as appropriate.
Elaboration: Processes are in place for regular collection of aggregate student outcome data. For
entry-level programs, the program indicates whether NCLEX-RN® pass rate data represent first-
time takers and/or repeat takers. The program is expected to demonstrate how RN-to-
baccalaureate program graduates as well as pre-licensure graduates achieve the expected
outcomes of the baccalaureate program. Certification pass rates are obtained and reported for
those graduates taking each examination, even when national certification is not required to
practice in a particular state. Program evaluation data are collected on a regular basis. For each
degree program, the program calculates graduation rates (number of students completing a
program divided by number of students entering a program). The program specifies the entry
point and the time frame used in the calculation of graduation rates. Individual programs may
collect additional aggregate outcome data related to other aspects of their mission, goals, and
expected student outcomes (e.g., enrollment in further graduate education).
PROGRAM RESPONSE
Processes are in place for the regular collection of data about student, alumni, and employer satisfaction;
graduate employment; and demonstrated achievements of graduates from the BSN and MSN degree
programs. Data regarding graduation rates, student satisfaction, NCLEX-RN® first time pass rates and
national certification examination pass rates are collected on an annual basis. Selected standardized
national assessments are utilized in addition to University and School-specific instruments; outcomes are
evaluated against national, state, and internal benchmarks. The 2011 CCNE Evaluation Plan (Appendix i.3)
specifies the sources, frequency, and responsibility for data collection, analysis, and reporting.
55
BSN PROGRAM DATA SOURCES: Samples of evaluation tools can be found in the Resource Room. Sources
of data that are used for the evaluation of the BSN program include:
Student satisfaction. Course and Teaching Evaluations by Students are anonymously completed at the end
of each semester for all courses and all faculty teaching classroom and/or clinical sessions using a
standardized online campus survey.
All graduating students are asked to complete the Educational Benchmarking, Inc. (EBI) Program Exit
Survey at the end of their final semester. EBI reports 11 factors, demographic indices, and answers to a
School selected individual question, if requested.
Student mastery. Since 2005, the Test of Essential Academic Skills (TEAS®) from Assessment
Technologies Institute (ATI) has been administered to BSN and ABSN students at enrollment and at the
completion of selected courses [NURS361: Nursing Role in Normal Nutrition; NURS360: Concepts,
Processes and Skills for Evidence-Based Nursing; NURS470: Public Health Nursing; NURS472: Nursing
Care of Infants, Children and Their Families; NURS477: Psychiatric Mental Health Concepts for Broad
Clinical Application in Nursing; NURS479: Maternal/Newborn Nursing; and NURS590: Nursing Care of
Adults with Major Health Problems II].
The ATI RN Comprehensive Predictor Test is administered at the beginning of the last semester to students
in the BSN and ABSN options. The benchmark is 70%, which corresponds to a 90% probability of passing
NCLEX on the first attempt.
Another resource, the Assessment of Caring/Critical Thinking/Critical Performance Tool (School
developed) is administered across the baccalaureate program. Critical incident papers are written in
NURS364: Nursing Care of Adults with Major Health Problems I and NURS590: Nursing Care of Adults
with Major Health Problems II. An analysis of the papers is conducted by the PD on a periodic basis and
reported to BEC. This tool was revised in 2010-11.
Each of the above measures contributes to the success of students on the NCLEX. The NCLEX pass rate
for first time takers is monitored quarterly as the NCBON releases the most recent performance by School
and is discussed by BEC. The calendar year pass rates are recorded in the Annual Report.
Until 2010, the Value Added Exam (VAE) was administered at the beginning of the last semester to
students in the RN-BSN program. The VAE reports scores on subcategories within the exam as well as a
composite score. With the discontinuance of the VAE in 2010; BEC (with assistance of an evaluation
consultant) has developed a new tool which was used in May, 2011 for the first time and will be evaluated
in Fall, 2011.
56
Graduation rates. On time graduation rates are calculated annually and compared to trended data.
Graduation rates are expressed as the percent of students in an admission cohort (May or January) who
complete their program on-time (6 semesters for BSN; 4 semesters for ABSN). Students enrolled in
individualized alternate programs of study are also tracked by admission cohort and are counted as “ever
graduated” regardless of the length of time required.
Employer satisfaction. BSN and ABSN employer survey data are collected every two to four years. The
most frequent employers of the School‟s graduates are asked to rank their degree of satisfaction with the
skills, knowledge, and abilities of graduates, and also are asked to rank the School‟s new graduates in
comparison to graduates of other schools.
Alumni Satisfaction. All alumni are asked to complete the EBI Alumni Survey at one and five years post-
graduation. The Alumni Survey requests information on satisfaction with the program and current
employment status and setting.
MSN PROGRAM DATA SOURCES: Samples of evaluation tools can be found in the Resource Room.
Sources of data that are used for the evaluation of the MSN options include:
Student satisfaction. Course and Teaching Evaluations by Students are anonymously completed at the end
of each semester for all courses and all faculty teaching classroom and/or clinical sessions using a
standardized online campus survey.
The School developed MSN Exit Survey (Survey MonkeyTM
) is given to all graduating students in the final
semester of their program.
Student mastery. National certification rates for each MSN program option is obtained from the various
certification bodies and is reported in the annual report as well as being discussed by the MEC. Data is
trended over years.
Graduation rates and time to graduation are calculated annually and compared to trended data. Graduation
rates are expressed as the percent of admitted students who complete their program within two, three or
five years. A more pragmatic measure, the average time to graduation, is calculated for each year‟s
graduating class.
Employer Satisfaction. MSN Employer Surveys are distributed in even years for graduates of the preceding
two years. Since NP graduates may be the only NPs at a practice, and HCS graduates often take „one of a
kind jobs‟, some employers are hesitate to provide individual feedback for fear of identifying the graduate.
Comparisons to graduates of other programs are usually not possible.
57
Alumni Satisfaction. The School developed MSN Alumni Survey (Survey MonkeyTM
) is distributed to
graduates at one and five years post-graduation and includes information about alumni satisfaction with the
program and employment status and setting.
IV-B. Aggregate student outcome data are analyzed and compared with expected student outcomes.
Elaboration: Actual student outcomes data are analyzed in relation to expected student outcomes
to identify areas of discrepancies. Discrepancies may indicate areas for program improvement.
PROGRAM RESPONSE
Actual student outcome data are analyzed in relation to expected student outcomes. These analyses occur at
multiple levels within the organization. For example, course information from the Course and Teaching
Evaluations by Students are reviewed by the ADAA, PD and appropriate executive committees.
Information related to individual faculty performance from these surveys is initially shared with the
individual, then the individual‟s DC. The ADAA and PD also have access to this information, but it is the
DC‟s responsibility to use the data in faculty evaluations and development of improvement plans, as
appropriate. Evidence of data analyses and actions is found in the BEC, MEC, Undergraduate or Graduate
Faculty meeting minutes. Results from the Test of Essential Academic Skills (TEAS®) and the Assessment
of Caring/Critical Thinking/Critical Performance Tool are primarily used in counseling students.
However, trend data from these tools are used to identify areas of weakness and strengths in the curriculum.
These data will be available upon request from the AC and PD. The following tables summarize sources
for aggregate student data, benchmarks, and where data are analyzed and reported.
Table IV.1: Aggregate Data for Students in the BSN Program
Student Outcomes Analyzed Expected Outcome Analyzed by: Source:
Course and Teaching Evaluations by
Students
3.5 or improvement Individual,
DC, PD,
ADAA
Division
personnel folder
Student Satisfaction (EBI Exit Survey) Rank Above Median within
Carnegie Class
PD/EC BEC minutes
ATI Comprehensive Predictor Exam
(BSN/ABSN)
National Average AC BEC minutes
Value Added Exam (RN-BSN) (Until
2010)
National Average Option Leader BEC minutes
NCLEX-RN Pass Rates (BSN/ABSN) ≥ 90% PD/EC Annual Report/
BEC minutes
Graduation Rate within program length
(BSN/ABN)
Graduation within 3 yrs (RN-BSN)
≥ 85%
>85%
PD/EC
PD/EC
Annual Report
BEC Minutes
Employer Satisfaction every two to
four years
≥ 80% Rating of
Satisfied/Very Satisfied; &
Rank ≥7 (of 10)
PD/EC BEC minutes
Alumni Satisfaction at 1 and 5 yrs after
graduating (EBI Alumni Survey)
Employment one and five years after
graduation (BSN/ABSN)
Rank Above Median within
Carnegie Class
≥ 90%
PD/EC
PD/EC
BEC minutes
BEC minutes
58
Table IV.2: Aggregate Data for Students in the MSN Program
Student Outcomes Analyzed Expected Outcome Analyzed by: Source:
Course and Teaching Evaluations by
Students
3.5 or improvement Individual,
DC, PD,
ADAA
Division
Personnel
folder
Student Satisfaction (School‟s Exit
Survey)
≥ 80% Agree/Strongly Agree PD/EC MEC minutes
Certification Board Exam Pass Rates ≥ 80% PD/EC Annual Report/
MEC minutes
Overall Time to Degree < 3 years PD/EC Annual Report
Graduation Rate, BSN-MSN ≥ 85% in < 5 years PD/EC OASS
Graduation Rate, RN-MSN ≥ 75% in < 5 years PD/EC OASS
Employer Satisfaction every 2 years ≥ 80% Rating of
Satisfied/Very Satisfied; &
Rank ≥7 (of 10)
PD/EC MEC minutes
Alumni Satisfaction at 1 and 5 yrs after
graduating (School‟s Survey)
Employed in the discipline five years
after graduation
≥ 80% Agree/Strongly
Agree
≥ 80%
PD/EC
PD/EC
MEC minutes
MEC minutes
IV-C. Aggregate student outcome data provide evidence of the program’s effectiveness in achieving
its mission, goals, and expected outcomes.
Elaboration: The program reports aggregate data related to its expected outcomes. Reported data
include student, alumni, and employer satisfaction; graduation rates; NCLEX-RN® pass rates;
certification examination pass rates; employment rates; as well as data related to other program-
identified expected outcomes.
PROGRAM RESPONSE
The School is effective in fulfilling its stated mission and goals as evidenced by analysis of aggregate
student outcomes. The information below reports data for student, alumni, and employer satisfaction;
graduation rates; NCLEX RN pass rates; certification examination pass rates; and employment rates.
Actual student outcomes data are evaluated in relation to expected student outcomes to identify potential
areas for program improvement.
BSN PROGRAMS DATA ANALYSIS:
Student Satisfaction. Data from the Course and Teaching Evaluation by Students will be available in the
Resource Room. The benchmark for both course and teaching scores is 3.5 or continued improvement,
whichever is most appropriate. Even when scores meet the benchmark, efforts to improve course
content/delivery/management and faculty teaching are ongoing. Courses within program options are
reviewed every third years regardless of course scores, and faculty evaluations are conducted annually.
Course data are trended over time and any significant decrease in mean scores for a course initiates an
examination of the potential causes. Failure to meet the benchmark also triggers a review of the course.
Faculty data will be made available from personnel folders of individual faculty upon request.
59
The School solicits exit survey information from all BSN, ABSN and RN-BSN graduating students using
the EBI Exit Survey. As of 2008-09, predictive analyses (regression) are also performed with „overall
program effectiveness‟ as the outcome variable. When compared with a group of selected peer institutions,
the School ranked first or second on every factor over all three years. Since the schools included in our
selected peer institutions vary annually, due to school participation, data are reported below using
comparative schools within the Carnegie Class (37-39 schools) as a more stringent and stable measure
across time. The benchmark for this measure is to rank above the median within the Carnegie Class.
Table IV.3 BSN/ABSN/RN-BSN Student Exit Satisfaction: Program Rank
Compared to Schools within Carnegie Class
2007-08 2008-09 2009-10
Carnegie Class: N of Schools
Response Rate as % (N Surveys)
37
64% (4374)
39
67% (4645)
39
71% (4877)
School Response Rate as % (N Surveys)* 83% (161) 78% (166) 73% (184)
Overall Program Effectiveness (3 items) 10 3 6
Quality of Instruction (6 items) 17 7 8
Work & Class Size (5 items) 12 4 14
Lecture & Interaction (7 items) 18 4 5
Facilities/Administration (9 items) 6 2 9
Classmates (6 items) 4 2 4
Professional Values (5 items) 9 4 9
Core Competencies (4 items) 13 4 12
Technical Skills (7 items) 23† 5 12
Core Knowledge (8 items) 21† 5 14
Role Development (3 items) 10 4 10
Question: Extent to which senior clinical
built on earlier foundation experiences
20† 13 not requested
†Items ranked below the median within Carnegie Class
Analysis: The data indicate consistent student satisfaction with program effectiveness when compared with
the schools in the comparable Carnegie Class. The 2007-08 summary shows that one of the highest ranked
items was Facilities/Administration, which includes tuition/fees and career placement services. Career
placement services was identified as an area for improvement in the School‟s 2001 CCNE self-study and
deliberate steps were taken by the OASS to improve services. Also in 2007-08 three factors ranked below
the benchmark: Technical skills, Core Knowledge, and Congruence of Senior Clinical with earlier
experiences. Using this information, the BEC enhanced the use of technical skills labs and revised both
NURS588: Leadership in Health Care Organizations and NURS590: Nursing Care of Adults with Major
Health Problems II. In 2008-09 and 2009-10, the School ranked above the median for all factors. In
addition, the four year longitudinal analysis showed significant improvement in satisfaction with overall
program effectiveness, course lecture and faculty interactions, classmates, technical skills, and core
knowledge (p<0.05). Quality of classroom facilities is the source of lower rankings for “facilities and
60
administration”, reflecting the need for major renovation of the largest lecture halls in Carrington West.
Overall, these data provide evidence that the School meets the benchmark for student satisfaction as
measured on exit interview.
Student Mastery. The ATI RN Predictor Exam is given by most institutions near the end of the program,
but the School gives the Exam at the beginning of the capstone for early identification and intervention
with students at risk. The School‟s aggregate benchmark is to equal or exceed the national percent of
students who score above the national mean.
Table IV.4 Student Performance on the ATI RN Predictor Examination 2009-2011
Testing
Date
Test
Form
#School
Students
National
Mean
National
% > Mean
School
% > Mean
2/5/09 2007 81 70.1% 64.2% 64.2%
5/19/09 2007 25 72.1% 60.0% 60.0%
9/2/09 2007 77 72.1% 31.2% 42.8%
2/4/10 2007 107 71.0% 64.5% 74.8%
5/19/10 2007 35 71.0% 71.4% 71.4%
9/8/10 2007 62 71.0% 53.2% 56.5%
1/18/11 2010 100 68.7% 53.0% 43.0%
5/16/11 2010 27 68.7% 81.5% 70.4%
8/25/11 2010 69 68.7% 33.3% 27.5%
Analysis: The School met the benchmark for this measure until January, 2011 when ATI released a new
form of the RN Predictor test based on the latest NCLEX blueprint. During 2011, the percentage of
students scoring above the national mean ranged from 27.5% to 70.4%. In the 8/25/2011 testing group that
only had 27.5% scoring greater than the national mean, there was an unusually large percentage of students
on alternate study plans (20%). Consistent with routine academic counseling strategies, faculty are
following up with individual at risk students (those with scores below the national mean) through
individual meetings and group sessions. Subsequently, BEC has launched a retrospective look at the
August group‟s content mastery exams throughout their program of study. BEC is also closely examining if
there were any other factors that may have changed (course faculty, texts) for the August graduates.
The RN-BSN composite scores (67, 66, and 72) on the VAE for 2006-07; 2007-08; 2008-09 respectfully
surpassed the national three year average score of 64 and exceeded the benchmark for this measure.
The School has historically met or exceeded the state and national average pass rates for first time writers
of the NCLEX-RN® as well as surpassing the School‟s internal benchmark of 90% (Figure IV.1). Pass
rates for 2011, through June 30th
are 97% (150 students tested). If the passing rate for first time writers falls
below 90 percent, an immediate examination of our processes and/or curriculum is initiated by BEC.
Analysis: The School consistently meets the benchmark for first time pass rate for BSN students, and an
action plan is in place should the data fall below the benchmark.
61
Figure IV.1
Graduation Rates. Prelicensure students are expected to complete their program of study in either 6 (BSN)
or 4 semesters (ABSN). Students who have academic or personal difficulties may move to an alternate
program of study and do not graduate with their cohort. These students are captured in the “ever
graduation rate” in the tables below. In the AY 2007-08 graduates, only ABSN students graduating in May,
2008 completed the new curriculum. AY 2008-09 represents the first full year of BSN and ABSN
graduating from the new curriculum.
Analysis: The standard of ≥ 85% on-time graduation was met in all years for both options except in the AY
2009-10 when the ABSN rate fell to 81%. Upon investigation, it was found that a higher than normal
number of ABSN students withdrew from the first semester pathophysiology course in AY 2009-10 which
required them to drop from their cohort. Using the Course and Teaching Evaluations by Students, direct
feedback from students and direct observation, some complicating issues were identified about how that
course was managed in 2009-10. Intentional changes were made over the next year to improve course
management, content and delivery of content.
Table IV.5: BSN/ABSN On-time and Ever Graduation Rates
Class '07-08 '08-09 ‘09-10 ’10-11
BSN (6 semester) on-time 94% 87% 93% 89%
BSN (6 semester) ever grad 96% 97% 97% NA*
ABSN (4 semester) on-time 91% 91% 81% 90%
ABSN (4 semester) ever grad 97% 93% 93% NA* *Not Applicable
The RN-BSN program may be completed in one year if pursued full-time or can take two or three years
part time. The table below summarizes graduation rates for RN-BSN students by year.
Analysis: For cohorts enrolled in 2006-07; 2007-08 and 2008-09, the benchmark of 85% or greater
graduating on time was met. Students enrolled in 09-10 still have one year to meet the benchmark.
80%
85%
90%
95%
100%
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
NCLEX-RN First time Pass Rates
UNC-CH N.C. BSN U.S. BSN
UNC-CH Index of Concern
62
Table IV.6: Graduation Rates for Full- and Part-time RN-BSN Students
By Admission Year, Fall 2005 – Summer 2011*
Yr of
Entry # Enr
%(N)
Grad
1 yr
%(N)
Grad
1-2 yr
%(N)
Grad
2-3 yr
% (N)
Grad
3-5 yr
%(N)
Still
Enr
Cum
Grad
Rate 8/11
WD/
Dismiss
2006-07 36 41.7%
(15)
41.7%
(15)
2.8%
(1)
86.1%
(31)
13.9%
(5)
2007-08 40 50.0%
(20)
37.5%
(15)
2.5%
(1)
90.0%
(36)
10.0%
(4)
2008-09 33 60.6%
(20)
36.4%
(12)
97.0%
(32)
3.0%
(1)
2009-10 34 41.2%
(14)
23.5%
(8)
23.5%
(8)
64.7%
(22)
11.8%
(4)
2010-11 21 23.8%
(5)
71.4%
(15)
23.8%
(5)
4.8%
(1)
*Program length for full time study is one year.
Graduation data for all three BSN options indicate that the School is meeting its benchmark for graduation
in a timely fashion.
Employer Satisfaction. Nursing employers evaluate the School‟s BSN/ABSN graduates on a 5-point Likert
scale (1=very unsatisfied, 5=very satisfied) and compare them to graduates of other schools (1= worst,
10=best). Surveys were conducted in 2006 (2003-2005 graduates) and in 2011(2008-2010 graduates). In
2006, 60% of mailed surveys (9/15) were returned from Directors of Nursing who had hired from 1 to >30
graduates in the previous 3 years. In 2011, 28 responses (Survey Monkey) were received from supervisors
in 11 agencies that had hired from 1 to 245 graduates in the previous 3 years. In 2011, Directors of Nursing
forwarded the survey link to managers for completion. Consequently, only 18 of the 28 respondents
reported hiring >1 graduate, yet 26-28 provided evaluative ratings.
Table IV.7: BSN Program Graduates Rated by Employer (2006 & 2011)
Satisfaction with Ability Rated ≥4 (of 5)
2006 (N = 9) 2011 (N = 28)
Ability to perform nursing interventions 100.0% 96.2%
Ability to manage and prioritize nursing care 83.3% 88.5%
Ability to solve problems or make decisions 88.9% 88.5%
Demonstration of clinical knowledge 88.9% 96.2%
Ability to communicate with patients/personnel 100.0% 100.0%
Contributions to agency or organization 90.9% 88.5%
Demonstrated leadership potential 90.0% 84.6%
Demonstrated professional values 100.0% 100.0%
Comparison of School new graduates to graduates from other
schools– Mean Ranking
8.3 (of 10) 8.2 (of 10)
63
Analysis: Responses from both employer surveys indicates that the School is meeting the benchmark for
employer satisfaction.
Alumni Satisfaction and employment data. BSN, ABSN and RN-BSN alumni who graduated 1 and 5
years previously are surveyed each year using the EBI Alumni Survey. The benchmark for this measure is
that the School rank above median within the comparable Carnegie Class and the results are shown below.
Table IV.8: BSN/ABSN/RN-BSN Alumni Satisfaction:
Rank Compared to Schools within the Comparable Carnegie Class
Year of Survey 2008 2010
Graduating Classes Surveyed (1 & 5 years prior) 2003, 2007 2005, 2009
Number of Schools in Carnegie Class (N Surveys Returned) 17 (1068) 18 (1018)
School Response Rate as % (N Surveys Returned) 43% (109) 30% (80)
Overall Program Effectiveness (3 items) 1 3
Program Promoted Successful Career (7 items) 4 1
Activities Contributed to Success (8 items) 8 3
Importance: Pt Relationships & care (6 items) 9 7
Enhanced: Pt Relations & care 6 5
Importance: Problem Solving (5 items) 12† 7
Enhanced: Problem Solving 7 2
Importance: Community Health Care (4 items) 9 13†
Enhanced: Community Health Care 10† 11
†
Importance: Professional Relationships (3 items) 11† 5
Enhanced: Professional Relationships 4 5
Importance: Professional Skills (7 items) 10† 6
Enhanced: Professional Skills 6 8
Importance: Management Skills (3 items) 14† 8
Enhanced: Management Skills 11† 12
†
†Item ranks below the median of comparison schools within the Carnegie Class.
In both the 2008 and 2010 surveys, community health care concepts and management skills were the
consistent areas alumni ranked the School below the median of the Carnegie Class. When BEEP was
implemented in 2007, two community health courses were merged into one course (NURS470: Public
Health Nursing) and improvement in management skills was the focus of the merger of two leadership
courses into NURS588: Leadership in Health Care Organizations. These changes were first implemented
in AY2007-08. Thus, only the 1-year alumni responding to the 2010 survey have experienced this
curriculum revision.
Analysis: Further monitoring is required to verify that the consolidation of the community health and
leadership courses had the desired outcome. BEC will continue to monitor both community health and
management concepts for ongoing alumni satisfaction.
64
BSN and ABSN graduates are very successful in finding employment and often have job offers prior to
graduation. Respondents to the 2008 and 2010 alumni surveys reported the following: 68% worked in
settings that employ over 2,000 employees; 58% belong to a professional nursing organization; 23% report
working toward or holding a graduate degree.
Analysis: The School meets the benchmark of 90% or greater for employment status of BSN alumni at 1
and 5 years post-graduation.
Table IV.9: Summary of Employment Status of BSN/ABSN Alumni
Employment Status 2008 2010
Graduating Classes Surveyed (1 & 5 years prior) 2003, 2007 2005, 2009
Number (%) responding 109 (43%) 80 (30%)
Employed in nursing or health care 90% 90%
Hospital 70% 76%
Community health/clinic 17% 13%
Education NA* 3%
Seeking employment in nursing 0% 0%
Not employed by choice 4% 6%
Not employed; in academic program 4% 4% *Not asked
Student satisfaction, NCLEX first time pass rates, graduation rates, employer satisfaction, alumni
satisfaction, and ability to obtain jobs support the conclusion that the BSN Program is meeting its
benchmarks for aggregate student outcomes.
MSN Programs Data Analysis by Benchmark. Actual MSN outcome data are evaluated in relation to
expected master‟s outcomes to identify potential targets for program improvement.
Student satisfaction. Data from the Course and Teaching Evaluation by Students will be available in the
Resource Room. The benchmark for both course and teaching data is 3.5 or continued improvement,
whichever is most appropriate. Even when scores meet the benchmark, efforts to improve course
content/delivery/management and faculty teaching are ongoing. Courses within program options are
reviewed every three to five years regardless of course scores, and faculty evaluations are conducted
annually. Course data are trended over time and any significant decrease in mean scores initiates an
examination of the potential causes. Failure to meet the benchmark triggers a review of the course. Faculty
data are made available from the personnel folders of individual faculty upon request.
The School solicits exit surveys from all MSN graduating students in their final semester using the School
developed MSN Exist Survey (Survey Monkey™). The benchmark for this measure is 80% or greater of
responses agree or strongly agree with the item. The survey reports on six factors (6-14 items each) such as
demographic indices, and within-program accomplishments. Graduates in HCS option rate one separate
practice factor from graduates in NP options. Items are scored on a Likert scale where 1 = strongly agree to
5 = strongly disagree.
65
Table IV.10: MSN Student Satisfaction on School Exit Survey:
Mean Percent of Ratings of Agree or Strongly Agree
2009 2010 2011
Response N 32/55 29/61 50/66
Response Rate 58.2% 47.5% 75.8%
% respondents from NP programs 93.3% 72.4% 81.3%
Factors:
Intellectual climate 93.5% 90.1% 90.7%
Quality of faculty 90.3% 91.7% 90.5%
Quality of program 82.6% 83.4% 80.7%
General curriculum 94.8% 92.1% 92.2%
Specialty preparation: NP 90.4% 88.0% 89.0%
Specialty preparation: HCS Insufficient n 81.8% 72.2%
Analysis: The aggregate exit survey data indicate that the School is meeting its benchmark for MSN
student satisfaction. Item analysis, and data from the EBI exit survey used the previous year (2008),
indicated that areas of improvement included procedures for comprehensive exams; requirements for the
MSN terminal paper; and opportunities for electives and interdisciplinary learning. MEC examined these
areas and recommended changes in procedures for comprehensive examinations. MEC also recommended
to the Graduate School in April, 2011 an alternate to a terminal paper. The surveys also indicated that the
following content areas provided opportunity for improvement: ordering/interpreting diagnostic tests,
pathophysiology, pharmacotherapeutics, and complementary and alternative therapies. Course content has
been revised following the recommendations of faculty.
When attempting to analyze the results of this survey, questions were raised about the most appropriate
scale to use, the number of items on the survey and structure of the factors. Examination of the School‟s
survey has been recommended to MEC as an outcome of this self-study.
Student mastery. National certification examination pass rates for graduates of APRN options are
summarized in the table below. Graduates of HCS options are eligible for national certification
examinations, but the low number of HCS graduates and the low percentage of students who take the
examinations results in inadequate numbers for reporting purposes. In 2010, one graduate attempted and
passed the CNL certification exam, the first graduate of this program.
Analysis: In 2010, when AANC and AANP rates are combined, the FNP area meets the benchmark for the
School, as does WHNP, PNP and ANP. In the PMHNP option each area had one year when test scores did
not meet the benchmark of 80%. The PMHNP faculty have revised the curriculum to strengthen knowledge
specific to the PMHNP Family role (e.g. established NURS865: Play Therapy) and PMHNP adult role
(added NURS722 Psychopharmacology). Faculty have integrated discussions around test-taking skills into
66
courses, stressed the importance of formulating a test study plan, and are contacting graduates to gather
suggestions for improvements for test preparation.
Table IV.11: National Certification Examination Pass for
MSN NP graduates 2008-2010: % (N)
Practice Area Agency 2008 2009 2010
SCHOOL National SCHOOL National SCHOOL National
ANP ANCC1 100% (6) 85.3% 100% (10) 87.5% 100% (3) 88.0%
AANP2 *(2) 90.0% *(3) 88.8% *(2)
FNP ANCC1 100% (8) 93.1% 93% (14) 93.1% 93.5% (16) 86.9%
AANP2 88% (8) 83.0% 100% (16) 93.7% 78.0% (11) 87.0%
PMH -Adult NP ANCC1 * 78.8% 86% (7) 80.6% 75.0% (4) 81.6%
PMH-Family NP ANCC1 * NA 75% (8) 75.6% 100% (5) 86.7%
PNP-PC PNCB3 86% (7) 80.0% 100% (9) 86.0% 100% (8) 80%
WHNP NCC4 100% (3) 93.0% 90% (10) 90.0% 100% (11) 90%
1ANCC= American Nurses Credentialing Center 2AANP=American Academy of Nurse Practitioners, 3PNCB= Pediatric Nursing Certification Board 4NCC= National Certification Corporation
*No. of candidates too small for agency to report. NA: National rates not available from agency.
Graduation rates and time to graduation. The Graduate School allows five years for MSN students to
complete their degree. Graduation rate is defined here as the number of students from a cohort graduating
in a time period divided by the number of students admitted in that cohort (see tables below). In addition,
the School calculates the average time from admission to graduation for graduating MSN students. This
rolling average is also provided in a table below for the previous three years.
Table IV.12: Graduation Rates for Full- and Part-time BSN-MSN Students
By Admission Cohort, Benchmark = ≥85%,
Year of
Entry
Number
enrolled
% Grad
in 2 yrs
% Grad
>2 <3 yrs
% Grad
>3 <5 yrs
% Still
Enrolled
Cum Grad
Rate 6/ 2011
Withdrawn
/Dismissed
2005 46 56.5% 21.7% 10.9% 0.0% 89.1% 10.9%
2006 49 51.0% 32.7% 6.1% 2.0% 89.8% 8.2%
2007 58 43.1% 37.9% 5.2% 0.0% 86.2% 13.8%
2008 49 46.9% 24.5% 26.5% 71.4% 2.0%
2009 80 35.0% 61.3% 35.0% 3.7%
2010 72 100.0%
Table IV.13: Graduation Rates for Full- and Part-time RN-MSN Students
By Admission Cohort, Benchmark = ≥75%
Yr of
Entry
Number
enrolled
% Grad
2 yrs
% Grad
>2 <3 yrs
% Grad
>3 <5 yrs
% Still
Enrolled
Cum Grad
Rate 6/2011
Withdrew/
Dismissed
2005 17 0% 29.4% 35.3% 11.8%* 76.5% 23.5% (n=4)
2006 14 0% 64.3% 14.3% 14.2% 78.6% 7.1% (n=1)
2007 10 0% 40.0% 30.0% 0.0% 70.0% 30.0% (n=3)
2008 20 5% 45.0% 45.0% 50.0% 5.0% (n=1)
2009 29 0% 96.6% 0.0% 3.4% (n=1)
2010 20 100.0% 0%
* graduated post 5 years
67
Table IV.14: MSN Program Average Time to Degree by Graduation Year
Benchmark = < than 3 years
AY 2008-09 AY 2009-10 AY 2010-11
2.6 years 2.6 years 2.5 years
Analysis: The BSN-MSN program is meeting the benchmark of 85% graduation within 5 years. The RN-
MSN data reveal that the benchmark of 75% graduation within a five year time frame is not consistently
met (2005 and 2007 cohorts fall below the benchmark). Although the 2005 and 2007 RN-MSN cohorts
were small, and attrition of even one student represents a relatively large percentage of the group, the
School needs to identify the barriers to timely completion and develop a plan to assist these students. The
MEC is currently examining the curriculum to determine what barriers exist for RN-MSN students and
what supports or changes may be necessary to assist these students in completing their degree in a timely
fashion. The School is meeting the benchmarks for average time to degree.
Employer Satisfaction. Employer surveys (Survey MonkeyTM
) are distributed every other year (even years)
and ask employers to evaluate the School‟s MSN graduates on 11 items using a 5-point Likert scale where
1 = very unsatisfied, 5 = very satisfied. Employers are also asked to rank the School‟s graduates in
comparison to graduates of other nursing programs (1 = worst, 10 = best). Surveys were conducted in 2006,
2008, and 2010 for graduates hired in the prior two years. Benchmarks for this measure are ≥80% Rating of
Abilities as satisfied or very satisfied and Comparative Ranking ≥7 (of 10) for MSN Graduates .
Table IV.15: MSN Program Graduates Rated by Employers, 2006, 2008, & 2010
Percent Rated Satisfied or Very Satisfied
2006 2008 2010
Satisfaction with Ability to: (N = 24/38, 63%) (N = 11/29, 38%) (N = 13/52, 25%)
Apply advanced knowledge 95.8% 100% 100%
Effectively demonstrate job-related skills 95.8% 100% 100%
Manage and prioritize work appropriately 95.8% 100% 92%
Use research as a basis for practice 95.8% 100% 100%
Communicate effectively with clients and agency
personnel
100% 100% Not asked
Collaborate with other members of the team 95.8% 100% 92%
Think critically to solve problems/make decisions 95.8% 100% 92%
Contribute to organization performance and
quality of care
95.8% 100% 92%
Provide leadership within organization and
profession
95.8% 82% 70%†
Take responsibility for professional development 95.8% 100% 82%
Demonstrate professional values 95.8% 100% 92%
Percent ranking School Graduates ≥7 (of 10) 95% 80% 100% †Rating falls below benchmark.
68
Analysis: Only one item fell below the benchmark of 80% in a single year (2010; provides leadership in the
organization and profession). Overall, these data support a high level of achievement of employer
satisfaction. MEC is reviewing the wording of the item to determine if its meaning is clear. We are also
considering whether expecting organizational leadership at two years post-graduation is a reasonable
expectation for novice advanced practice nurses prepared at the MSN level.
Alumni Satisfaction. The School developed MSN Alumni Survey (Survey MonkeyTM
) is distributed to
graduates at one and five years post-graduation and includes information about alumni satisfaction with the
program and employment status and setting. The benchmark for alumni satisfaction is ≥80% of responses
being Agree or Strongly Agree. The survey asks respondents to answer a set of items organized into six
factors (one of which is explicit to the NP role, another to the HCS role) on a 5-point Likert scale where 1 =
strongly agree and 5 = strongly disagree.
Table IV.16: MSN Alumni Satisfaction: Percent Respondents Rating of Agree or Strongly Agree
2009 2010 2011
Graduating classes: 2004 & 2008 2005 & 2009 2006 & 2010
Response Rate: % 32% 28% 26.9%
Response N / Distributed N 25 / 80 18 / 64 29/108
Factors:
Intellectual climate 90.0% 85.8% 90.8%
Quality of faculty 87.2% 81.5% 92.3%
Quality of program 82.3% 75.0%† 88.9%
General curriculum1 93.7% 84.7% 92.6%
Specialty preparation: NP 91.5% 81.3.% 89.1%
Specialty preparation: HCS 78.8% Insufficient n 89.1% †Percentage falls below benchmark. See discussion.
Analysis: In 2010, there was one factor, Quality of Program, where the benchmark was not met. Item
analysis indicated that certain ratings were consistent with the student exit survey reported above, such as
dissatisfaction with the procedures for comprehensive examinations and the Master‟s Paper, and a desire
for more interdisciplinary learning opportunities. The School has been approved by the Graduate School to
implement a more efficient and relevant approach to the comprehensive examination process in Spring,
2012. The School is also submitting a proposal to the Graduate School to broaden the activities that may
serve as alternatives to the Master‟s Paper.
Employment Rates of ≥ 80% within the Discipline within five years of Graduation
Alumni survey data indicate that 85% to 100% of MSN graduates who respond are currently working in
nursing in advanced practice roles, in education, or in leadership positions (2009 = 91%; 2010 = 100%;
2011 = 96.4%). The School graduates exceeded the benchmarks of 80% for each year included in this
report. Alumni reported that their median salary was in the $70,000 – $90,000 range. Consistent with our
mission, MSN graduates serve the state of NC (~85% remain within the state) through their selection of
initial jobs in geographic areas of need. The overall placement rates in rural, underserved areas or other
69
areas designated by the federal government as areas of need are 81% in 2007-08, 79% in 2008-09, and 80%
in 2009-10.
Analysis: These data indicate graduates are successful in finding jobs in their specialty.
Table IV.17: Percent of Master’s Program Graduates Employed in their Specialty
Category 2009 2010 2011
Graduating Classes Surveyed 2004, 2008 2005, 2009 2006, 2010
N (Response rate as %) 25 (32%) 18 (31%) 29(27%)
Employed full time in nursing 80.0% 88.9% 89.3%
Employed part time in nursing 8.0% 5.6% 7.1%
Not employed in nursing by choice 12.0% 5.6% 3.6%
IV-D. Aggregate student outcome data are used, as appropriate, to foster ongoing program
improvement.
Elaboration: The program demonstrates use of aggregate student outcome data for program
improvement when actual outcomes are not consistent with expected outcomes. Adjustments to
foster ongoing program improvement are deliberate and congruent with the mission, goals, and
expected student outcomes.
PROGRAM RESPONSE
BEC and MEC monitor aggregate student outcomes to identify deviations from expectations and that may
indicate an opportunity for improvement. Adjustments to foster ongoing program improvement are
deliberate and congruent with the mission, goals, and expected student outcomes.
BSN Program Improvement. In January, 2007 implementation of BEEP expanded undergraduate
enrollment from 160 to 208, provided a platform to move to semi-annual admissions, and enabled
consolidation of the curriculum for ABSN and BSN students. These substantial changes were monitored for
impact on student outcomes for the first graduates in May, 2008 (ABSN) and December, 2008 (BSN). In
AY 2008-09, BEC reviewed results from focus groups and program satisfaction surveys from the first
graduates of the new curriculum and concluded that no major changes were needed at that time. The first
three-year program evaluation for the new curriculum was completed in Spring, 2011. During the last three
years, BEC has made the following changes to the BSN/ABSN curriculum: 1) incorporated new NC BON
education standards and QSEN competencies; 2) raised minimum requirements for TOEFL scores and
grades in science prerequisites; and 3) revised the Caring, Critical Thinking and Knowledge Clinical
Evaluation Tool. Changes that were implemented with the BEEP curriculum that have proven beneficial to
student outcomes include: 1) consolidation of two community health courses into one course; 2)
consolidation of management and leadership courses into one course; 3) enhancement of the role of the AC
70
from pre-admission through graduation;4) enhancement of supports for students of ethnic, cultural, and
gender minorities; 5) integration of the ATI testing program throughout the curriculum; and 6)
enhancement of the capstone clinical course, NURS590: Nursing Care of Adults with Major Health
Problems II.
MSN Program Improvement. During the past 10 years, the School has implemented significant changes in
the MSN program in response to the needs of its communities of interest. To meet the growing mental
health needs of the state‟s rural areas, the PMH CNS option was expanded to include NP preparation using
grants from HRSA, NC AHEC, and a designated line item in the state budget. Concentrations have been
added to the HCS options, including the Clinical Nurse Leader, Educator, and joint degree programs in
Informatics (MSN/MSIS & MSLS). In response to student, alumni, and faculty feedback (2007-08), a new
research and statistics sequence (NURS776: Research for Advanced Clinical Practice and NURS777:
Intermediate Statistical Applications in Health Care) was developed and offered with positive student and
faculty reviews. As a result of alumni and graduate feedback, opportunities for electives and
interdisciplinary learning were enhanced through the addition of NURS882: Clinical Teaching in Nursing
to the existing education sequence; NURS865: Application of Play Therapy in Advanced Practice Nursing
to the PMH-NP/CNS curriculum; and NURS780I: Multidisplinary Perspectives on Managing Diabetes was
offered for nursing, pharmacy and medical students. Electives were also added in Geriatrics and Ethics,
offered on a rotating basis. These additions address, in part, student and alumni satisfaction with the
availability of electives and interdisciplinary learning opportunities. MSN students have for several years
expressed dissatisfaction (surveys and verbal feedback) with the MSN terminal paper and comprehensive
examinations. The MEC has suggested changes to both the paper and the comprehensive examination that
have received or are awaiting Graduate School approval. The MEC has also proactively identified areas of
needs to enhance the students learning experience and has enacted improvements that have been reviewed
positively on exit and alumni surveys. These actions include the addition of enhanced simulation and
laboratory skills to the NURS726: Advanced Health Assessment and Diagnostic Reasoning in Primary
Care Nursing, improving the system for practice with electronic health records (Nehr PerfectTM
), and
enhancing courses with increased distance learning components. Problems with graduate and alumni
survey item scaling and the structure of the School‟s instrument were identified while conducting the
current self-study. The MEC will study measures to revise both the instrument and the procedures for
survey administration over the coming year.
IV-E. Aggregate faculty outcomes are consistent with and contribute to achievement of the
program’s mission, goals, and expected student outcomes.
Elaboration: Aggregate faculty outcomes reflect the program’s mission, goals, and expected
student outcomes. For example, if research is an identified element of the program’s mission,
faculty research productivity should be assessed as an expected faculty outcome. If research is not
71
part of the identified mission, it would not be expected as a faculty outcome. Evaluation of faculty
outcomes is consistent with the institution’s and program’s definition(s) of faculty role
expectations. There is congruence between expectations of the faculty in their roles and evaluation
of faculty performance.
PROGRAM RESPONSE
The School‟s aggregate faculty outcomes are consistent with the mission of the School and University to be
leaders in education, to contribute to the generation of knowledge and provide service that benefits the
citizens of the state or global community. Evidence that faculty achieve these aggregate outcomes includes
the number of tenure track faculty with active research programs, submitted and funded research and
research training grants, publication activities, activities of service to the profession and the academic
community, and recognition by others through awards and honors.
Research. Faculty research productivity is evidenced by the number of internal and external grants funded,
and the number of tenured/tenure track faculty that are PI or Co-PI on grants
Table IV.18. Number of Tenure Track Faculty with Research Funding
2008-09 2009-10 2010-11
Extramural Grant funding 15 16 22
Intramural Grant funding 9 8 8
Total Tenure Track Faculty
that serve as PI or Co-PI
23 22 24
N of Tenure/TT faculty 40 40 41
Table IV.19. Number of Funded Research Grants to Faculty
and Pre-Post Doctoral Students by Academic Year
( ) = Pre/Post Doctoral
2008-09 2009-10 2010-11
N of Extramural Grant Funding 21 (2) 20 (5) 28 (6)
N of Intramural Grant Funding 7 (2) 10 (0) 12 (0)
Total N of Funded Grants 32 35 46
Scholarly Publication Activities. Productivity of faculty is also reflected in the number of editorials,
articles, book chapters and books published. The School‟s tenure, tenure track and fixed term faculty are
very active in all types of publications.
Table IV.20: Number of Faculty (all tracks) Publications
2008-09 2009-10 2010-11
Faculty publishing
editorials/articles/book chapters/books
62 51 57
N of journal articles/book
chapters/books published
160 151 132
72
Service to the Profession and the Academic Community: In keeping with the mission and philosophy of
the School, the service activities of the faculty include provision of continuing education and technical
assistance to the state of NC through the nine Area Health Education Centers.
Table IV.21: AHEC Technical Assistance and Continuing Education Hours
2008-09 2009-10 2010-11
Technical Assistance Hours 318 393 372
Continuing Education Hours 400 321.8 315.6
Evidence of aggregate faculty accomplishments in global/regional/local service engagement include
provision of service or consultation in other countries; service trips in NC or other states (e.g., Gulf Coast
following hurricane Katrina) with students during the Spring break; hosting of visiting scholars and groups,
sponsorship or hosting of international meetings, and agreements for educational exchanges. The data
below are exemplars of the growing level of activity of the faculty in the area of global/regional service
engagement.
Table IV.22: Aggregate Faculty Global/Regional Service Engagement
2008-2009 2009-2010 2010-2011
# of countries with
consultation/teaching
20 21 15
# of faculty with
consultation/teaching
13 15 15
# of countries providing global
health experiences for students
7 9 9
# of Countries visited during
Spring Break Service Trips
2+ Gulf
Coast
2+ rural NC 2+ rural NC
International Conferences
(hosted or co-sponsored)
1 1 1
Memoranda of Understanding
Signed
Flinders
Univ.,
Australia;
Univ of
Tokyo, Japan
Kaohsiung
Medical
Univ.,
Taiwan
0
International Visitors or
Delegations Hosted
4 15 4
Faculty Recognitions. Members of the faculty were recognized nationally and internationally by many
professional groups throughout this reporting period. These numerous awards and honors are summarized
in the School‟s annual reports and can be found in Appendix IV.1.
Analysis: Review of the expected aggregate outcomes and accomplishments of the School‟s faculty reveal
that the faculty are active in all aspects of the School‟s mission, and have a distinguished record of
accomplishments.
IV-F. Information from formal complaints is used, as appropriate to foster ongoing program
improvement.
73
Elaboration: If formal complaints indicate a need for program improvement, there is evidence
that action has been taken to address that need.
PROGRAM RESPONSE
The School encourages students to address concerns as they occur and directly with the individuals
involved. Administrators and faculty review records of students‟ satisfaction and/or complaints at least
once each semester. Surveys, regular student group meetings with administrators and student participation
on decision-making groups provide students opportunities to voice their concerns. These approaches often
result in problems being resolved before formal complaints are made. Examples of how formal complaints
have been used by the School for program improvement include: a complaint from a clinical agency led to
the development of management and leadership simulations to replace a direct management observation
course assignment for undergraduate students in their leadership course; a formal complaint from a clinical
preceptor about a student‟s behavior led to the revision of the School‟s website and Student Handbook to
include information on professional conduct; a grievance from a graduate student resulted in clearer
guidelines for progression review of students‟ progress and will lead this coming year to the initiation of an
“early warning system” for students who are identified as being at risk for failing a course or receiving a
“L” in a course.
SELF-ASSESSMENT
Strengths
NCLEX-RN passing rates consistently exceed the state and national averages.
National certification rates for MSN graduates are above School benchmarks and above the national
average the majority of the time.
Graduates enjoy a high rate of job placement and initiatives to enhance career planning services at the
School and campus levels have been successfully implemented.
Employers rate both the BSN and MSN graduates as highly preferred when compared with other
schools‟ graduates.
Students rate the quality of the faculty and clinical experiences highly.
Students enjoy multiple structured avenues for input into the curriculum at all levels, through the
Dean‟s Advisory Committee and representative seats on BEC and MEC.
Faculty have demonstrated success in research funding which is supported by the School‟s Research
Support Center, the BBL and the collegial environment of the campus community.
Faculty are productive in disseminating knowledge through publications and presentations.
Faculty are the recipients of many honors and serve in many academic and professional leadership
roles.
BEC and MEC integrate feedback from many sources into the ongoing development of the curriculum.
74
Areas for Continuous Improvement
MSN Exit and Alumni data tools and processes do not always allow effective interpretation or
comparison to national trends.
Alternative procedures for oral and written comprehensive examinations and Master‟s papers that have
been proposed in respond to student and faculty satisfaction data need to be implemented and
evaluated, pending Graduate School approval, beginning in 2011-12.
Continue to evaluate the method for assessing the development of critical thinking skills in the
undergraduate programs and the efficacy of the ATI testing program.
Monitor and assess the effect of budget reductions on aggregate student and faculty outcomes.
Rate of graduate within five years for RN-MSN students is lower than the desired and needs to be
examined with a plan of action put into place.
Plan of Action
The MEC is evaluating the Exit and Alumni Survey instruments and will develop recommendations for
instrument restructuring as well as procedures to enhance response rates. The MEC will establish a
benchmark for an acceptable response rate. The MEC will also assess the cost-benefit of subscribing to
a national program such as the EBI surveys to enable comparison of the School‟s aggregate outcomes
with similar institutions and recommend an appropriate interval for such assessments. This process was
initiated in Spring, 2011.
The MEC will establish procedures to implement and evaluation the new approach to oral
comprehensive examinations that were approved by the Graduate School in 2011.
The MEC will continue to refine recommended changes to the MSN paper process and resubmit the
proposal to the Graduate School for final review and approval.
The MEC will identify what factors may be contributing to the RN-MSN students not meeting the
benchmark for timely graduation and develop strategies to support students success.
The BEC will complete the testing, implementation, and evaluation of the revised Assessment of
Caring/Critical Thinking/Critical Performance Tool completed in 2010-2011.
The BEC will continue its process for evaluation of the efficacy of the ATI testing system and the
procedures for utilization in the program.
The School will monitor the potential impact of budget reductions on individual and aggregate
student/faculty outcomes. Quality improvement is an ongoing process that will be guided by our
mission and philosophy, the evaluation plan, and the measurement of outcomes against School and
national benchmarks.
APPENDIX i.1
PROVOST’S OFFICE
ORGANIZATIONAL CHART:
Barbara EntwisleVice Chancellor for Research &
Economic Development
Ron Strauss (EPA) Executive Associate Provost Chief International Officer
Winston Crisp (EPA) Vice Chancellor for Student
Affairs
Karen Gil, Dean (EPA)
College of Arts and Sciences
James Dean, Dean (EPA) Kenan-Flagler Business School
Bill McDiarmid, Dean (EPA)
School of Education
Michael Smith, Dean (EPA) School of Government
Jack Richman, Dean (EPA) School of Social Work
Jack Boger, Dean (EPA)School of Law
Gary Marchionini, Dean (EPA)
Sch of Info & and Library Sci
Dulcie Straughan, Interim DeanSchool of Journalism and
Mass Communication
Steve Matson, Dean (EPA) Graduate School
Jan Yopp, Dean (EPA) Summer School
Jane Weintraub, Dean School of Dentistry
William Roper, Dean (EPA) School of Medicine
Kristen Swanson, Dean (EPA) School of Nursing
Robert Blouin, Dean (EPA) School of Pharmacy
Barbara Rimer, Dean (EPA) School of Public Health
Larry Conrad (EPA) Vice Chancellor for Information
Technology & CIO
OFFICE OF THE EXECUTIVE VICE CHANCELLOR AND PROVOST
Organizational Chart Effective: July 5, 2011
Shirley A. Ort (EPA) Associate Provost & Director, Office of Scholarships & Student Aid
Bruce Carney (EPA) Executive Vice
Chancellor and Provost
Office of the Chancellor
Chris Derickson (EPA) Registrar University Registrar
Health Affairs Academic Affairs
Sarah Michalak (EPA) Associate Provost for Libraries
and University Librarian
Steve Farmer (EPA) Associate Provost and Director
of Admissions
Terri Houston, Interim Chief Diversity Officer & Interim Exec. Director for
Diversity and Multicultural Affairs
Stephanie Thurman (SPA) Administrative Officer III
Carol Tresolini (EPA) Associate Provost
Academic Initiatives
Linda Goldston, (EPA) Intermin Director for Academic Personnel
Lynn Williford (EPA) Asst Prov & Director of Inst
Research & Assessment
Barron Matherly (EPA) Assistant Provost for Finance
Dwayne Pinkney (EPA) Associate Provost for Finance
and Academic Planning
APPENDIX i.2
SCHOOL OF NURSING
ORGANIZATIONAL CHART
Dean, School of Nursingand Associate Chief Nursing Officer for Academic Affairs
UNC Hospitals
Dean, School of Nursingand Associate Chief Nursing Officer for Academic Affairs
UNC Hospitals
UNC-Chapel Hill School of NursingAdministrative Structure
September 2011
Associate Dean for UNC Health CareSchool of Nursing &
Senior Vice President/CNO,UNC HospitalsAssistant
To the Dean
Operatons & Strategic InitativesAssistant Dean
Administrative ServicesAssociate Dean
Research Support & ConsultationAssociate Dean
Academic AffairsAssociate Dean
AdvancementAssociate Director
Biobehavioral LabDirector
Research Support & ConsultationDirector
Center for Life Long LearningDirector
Information & Instructional TechnologiesDirector
Student ServicesDirector
Area Health Education CenterDirector
Education-Innovation-StimulationLearning Environment
Director
UndergraduateProgram Director
Master'sProgram Director
Doctoral & Post-DoctoralProgram Director
Adult & Geriatric HealthChair
Family HealthChair
Health Care EnvironmentsChair
AdvancementDirector
Multicultural AffairsDirector
APPENDIX i.3
SCHOOL OF NURSING
ACADEMIC EVALUATION PLAN
UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF NURSING
ACADEMIC EVALUATION PLAN
2011
CCNE Standard Source/Data Method Time Frame Accountability Indicator
I. Program Quality: Mission & Governance
I.A. The mission, goals
and expected student
outcomes are
congruent with those
of the parent
institution and
consistent with
relevant professional
nursing standards
and guidelines for
preparation of
nursing
professionals.
University mission
statement
School philosophy,
mission statement,
BSN, MSN Program
expected outcomes
and competencies
Professional, specialty
association standards
& guidelines
Review Philosophy,
Mission Statements
of University and
School for clarity,
consistency
Comparison of School
Philosophy, Mission,
goals & objectives
with those of
University &
professional
organizations
Ongoing Dean
Dean’s Cabinet (DC)
Academic Affairs
Committee (AAC)
Faculty Executive
Committee (FEC)
Baccalaureate Executive
Committee (BEC)
Master’s Executive
Committee (MEC)
Mission contains
elements similar to
those found in the
mission statement of
the University.
I.B. The mission, goals,
and expected student
outcomes are
reviewed
periodically and
revised, as
appropriate, to
reflect: professional
nursing standards
and guidelines and
the needs and
expectations of the
community of
interest
Same as I.A. plus
Societal trends
National and state
market data
Alumni and employer
surveys
School Advisory Boards
Review of documents,
websites, and data
Review for
appropriateness,
consistency with
evolving practices
and standards
Review of Advisory
Board Memberships
Review every 2 years
(or more frequent if
change in
institutional
documents or
professional
standards or
guidelines) and
revise when
indicated
Dean
DC
FEC
BEC
MEC
Document reference
current standards.
Dates of review or
revisions are on the
documents.
I.C. Expected faculty School promotion, Review of documents Annually as faculty Dean Faculty evaluations
2
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
outcomes in
teaching,
scholarship, service
and practice are
congruent with
mission, goals, and
expected student
outcomes.
tenure and
reappointment
guidelines
School Mission
statement
Faculty evaluation
discussions
reviews occur Division Chairs
Associate Deans
reflect expected
outcomes/
I.D. Faculty and students
participate in
program governance.
School Faculty Bylaws
School policies &
procedures
School Organizational
Chart
School Committee List
School student
Handbooks
Committee and faculty
meeting minutes
Examine for clarity,
consistency,
relevance,
congruency
Committee and faculty
discussions
Annually and
ongoing
FEC
Student Boards
Committee minutes
reflect faculty and
student participation.
I.E. Documents and
publications are
accurate. References
to the program’s
offerings, outcomes,
accreditation
approval status,
academic calendar,
recruitment &
admission policies,
transfer of credit
policies, grading
policies, degree
completion
requirements,
tuition, and fees are
accurate.
Univesity and School
publications,
documents, and
websites
Review and analyze
materials
Annually or at time of
reprinting
DC
OASS
OAA
ADV
Materials reflect current
policies and are
consistent with
published University
materials.
3
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
I.F. Academic policies of
the parent institution
and the nursing
program are
congruent. These
policies support
achievement of the
mission, goals, and
expected student
outcomes. These
policies are fair,
equitable, and
published and are
reviewed and revised
as necessary to foster
program
improvement. These
policies include, but
are not limited to,
those related to
recruitment,
admission, retention,
and progression.
University and School
policies and
procedures
Student Handbooks
University and School
websites
Student complaints or
feedback
Review and
comparison and
materials
Review of student
complaints, exit
surveys and course
and teaching
evaluations.
Alumni Surveys
Ongoing Associate Dean
Academic Affairs
(ADAA)
BSN and MSN Program
Directors (PD)
OASS
Comparison of materials
reveals consistency.
I.G. There are established
policies by which the
nursing unit defines
and reviews formal
complaints.
Student handbooks
University and School
policies and
procedures
Review of materials Ongoing Dean
ADAA
BSN/MSN Program
Directors
Current policies are
reviewed at least every
5 years.
II. Program Quality: Institutional Commitment & Resources.
II.A. Fiscal and physical
resources are
sufficient to enable
the program to fulfill
its mission, goals,
and expected
outcomes.
University Budget
School Budget
Achievement of student
and faculty expected
outcomes
Review of budget with
Provost, FEC and
DC
Project fiscal needs for
coming fiscal year
and beyond
Annually Dean
DC
FEC
CRS reflects adherence
to current workload
guidelines.
Minutes of faculty
meetings and DC
document discussion
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
Adequacy of
resources is
reviewed
periodically and
resources are
modified as needed.
of budget.
II.B. Academic support
services are
sufficient to ensure
quality and are
evaluated on a
regular basis to meet
program and student
needs.
School Budget
Student evaluation data
Faculty evaluation data
Review of expected
student outcomes
Examine for
continuous
improvement
opportunities
Benchmark with peer
institutions
Annually DC
ADAA
BSN/MSN PD
BEC
MEC
AAC
Performance of
students.
Minutes of BEC and
MEC indicate
adequacy of resources.
II.C. Chief nursing
administrator is a
registered nurse,
holds a graduate
degree in nursing, is
academically and
experientially
qualified to
accomplish the
mission, philosophy,
goals/ objectives,
and expected
student/faculty
outcomes, is vested
with the
administrative
authority to
accomplish the
mission, goals, and
expected
student/faculty
outcomes, and
Position description
School Faculty Bylaws
NC Board of Nursing
regulations
Dean’s Curriculum
Vitae
Faculty feedback
Search Committee and
annual reviews
At time of
appointment
Annual reviews
Every 5 years.
Provost Dean’s CV documents
degree and experience.
5
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
provides effective
leadership to the
nursing unit in
achieving its
mission, goals, and
expected
student/faculty
outcomes.
II.D. Faculty members are
sufficient in number
to accomplish the
mission, goals, and
expected student and
faculty outcomes,
academically
prepared for the
areas in which they
teach, and
experientially
prepared for the
areas in which they
teach. .
Faculty profile and CVs
Annual reports
FEC, BEC, MEC, AAC
minutes
Student feedback
Review and analyze
profile and CVs
Long range planning
for ongoing faculty
recruitment
Review and analyze
student course
evaluations and exit
feedback
Annually Dean
Division Heads
Appointments,
Promotions and
Tenure Committee
(APT)
Appointments,
Promotions and
Reappointments
Commitment (APR)
Annual reports
document
accomplishment of
goals.
II.E. When used by the
program, preceptors,
as an extension of
faculty, are
academically and
experientially
qualified for their
role in assisting in
the achievement of
the mission, goals
and expected student
outcomes.
Preceptor database and
CVs
Student feedback
Review and analyze
database and CVs
Monitor student
feedback
Each semester ADAA
BSN/MSN PD
Course Coordinators
Clinical sites database
documents
qualification of
preceptors.
II.F. The parent
institution and
program provide and
Faculty profile and CVs
Annual Reports
Analyze and compare
data
Annually Dean
Division Chairs
Annual report and
faculty CV document
achievement of
6
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
support an
environment that
encourages faculty
teaching,
scholarship, service,
and practice in
keeping with the
mission, goals and
expected faculty
outcomes
Peer Institutions Associate Deans
Faculty Chair
faculty.
III. Program Quality: Curriculum and Teaching-Learning Practices.
III.A. The curriculum is
developed,
implemented, &
revised to reflect
clear statements of
expected individual
student learning
outcomes that are
congruent with the
program’s mission,
goals, and expected
aggregate student
outcomes.
University Mission,
Goals
School Mission, goals,
philosophy
Curriculum Conceptual
Framework
Program objectives
Level objectives
Course objectives
Review and analyze
data
Examine for
continuous
improvement
opportunities
Every 3-5 years or as
needed
BEC
MEC
BSN/MSN PD
Executive Committee
minutes document
student expectations.
III.B. Expected individual
student learning
outcomes are
consistent with the
roles for which the
program is preparing
it graduates.
Curricula are
developed,
implemented, and
revised to reflect
relevant professional
Program objectives
Course objectives
BEC, MEC, AAC
minutes
Employer feedback
Student and Alumni
Surveys
Professional Standards
Review and analyze
data
Examine for
continuous
improvement
opportunities
Every 1-3 years BEC
MEC
AAC
Student, Alumni and
Employee satisfaction
survey indicate
graduates are
performing according
to expectations.
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
nursing standards
and guidelines,
which are clearly
evident within the
curriculum, expected
individual student
learning outcomes,
and expected
aggregate student
outcomes.
III.C. The curriculum is
logically structured
to achieve expected
individual and
aggregate student
outcomes. .
Program Plans of Study
Course map
Outcome competencies
Employer, alumni
surveys
Review data
Improvements as
needed
Updated annually
Every 5 years or as
needed
BEC
MEC
DEC
AAC
Minutes of Executive
meeting reflect
structuring of
curriculum.
III.D. Teaching-leaning
practices and
environments
support the
achievement of
expected individual
student learning
outcomes and
aggregate student
outcomes.
Course Syllabi
Student feedback on
course evaluations
Annual reports
Analyze data Each semester PD
AAC
Course coordinators
BEC
MEC
Student performance
III.E. The curriculum and
teaching-learning
practices consider
needs and
expectations of the
community of
interest.
School Board of
Visitors
BEC, MEC, AAC
minutes
Employers Surveys
Alumni Surveys
Review and analyze
data and materials
Annually
Every 5 years
BEC
MEC
AAC
Feedback from
Communities of
Interest including
employers, alumni,
students.
III.F. Individual student
performance is
Student Handbooks
School Policies and
Review materials Each semester BEC Student performance.
8
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
evaluated by the
faculty and reflects
achievement of
expected individual
student learning
outcomes.
Evaluation policies
and procedures for
individual student
performance are
defined and
consistently applied.
Procedures
Course Syllabi
Student Feedback on
Course Evaluations
and Exit Surveys
Analyze data Every 3-5 years MEC
PDs
Faculty
Student feedback.
III.G. Curriculum and
teaching-learning
practices are
evaluated at
regularly scheduled
intervals to foster
ongoing
improvement.
Evaluation of courses
by students
Evaluation of faculty by
students
BEC, MEC, AAC
minutes
Review and analyze
data and materials
Implement
improvements as
needed
Each term course is
offered
Every 1-3 years
BEC
MEC
AAC
Executive Committee
minutes document
review of curriculum.
IV. Program Effectiveness: Aggregate Student and Facutly Outcomes.
IV.A. Surveys and other
data sources are used
to collect
information about
student, alumni,
employer
satisfaction and
demonstrated
achievements of
graduates.
Collected data
include, but are not
limited to,
graduation rates,
NCLEX pass rates,
Student surveys
Alumni surveys
Employer surveys
School database
NCLEX pass rates
Certification pass rates
BEC, MEC, AAC
minutes
Review and analyze
data
Examine for
continuous
improvement
opportunities
Ongoing
Every 3-5 years or as
needed
BEC
MEC
AAC
ADV
Executive Committee
minutes document
review of student
survey data.
9
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
and employment
rates.
IV.B. Aggregate student
outcome data are
analyzed and
compared with
expected student
outcomes
BEC, MEC, ACC
minutes
Analyze and compare
data
Annually BEC
MEC
PD
ADAA
Executive Committee
minutes document
review.
Annual reports
summarize data
IV.C Aggregate student
outcome data
provide evidence of
the program’s
effectiveness in
achieving its
mission, goals and
expected outcomes.
Annual reports.
NCLEX pass rates
Certification pass rates
Student and employer
surveys
Analyze data
Examine for
continuous
improvement
opportunities
Annually BEC
MEC
PD
ADAA
Annual reports
summarize data that
document
effectiveness.
IV.D. Aggregate student
outcome data are
used, as appropriate,
to foster ongoing
program
improvement. .
BEC
MEC
PD
ADAA
Analyze data
Annually ADAA
PD
FEC
Executive Committee
minutes document use
of data for
improvement.
IV.E. Aggregate faculty
outcomes are
consistent with and
contribute to
achievement of the
program’s mission,
goals, and expected
student outcomes.
Faculty profile
Faculty CVs
Faculty evaluations
Annual Reports
Review and Analyze
Data
Annually Dean
Division Heads
Associate Deans
Annual reports
summarize data.
IV.F. Information from
formal complaints is
used, as appropriate,
to foster ongoing
program
Records of complaints Review and Analyze
information
Ongoing ADAA
PDs
Executive Committee
minutes document use
of data for
improvement
10
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CCNE Standard Source/Data Method Time Frame Accountability Indicator
improvement.
APPENDIX i.4
ABBREVIATIONS & ACRONYMS
1
CCNE Self-Study List of Abbreviations & Acronyms
Academic Counselors (AC)
Academic Year (AY)
Accelerated Baccalaureate of Science in Nursing (ABSN)
Advanced Practice Area Coordinator (APAC)
American Academy of Nurse Practitioners (AANP)
American Association of Collegiate Nursing (AACN)
American Nurses Credentialing Center (ANCC)
Americans with Disabilities Act of 1990 (ADA)
American Nurses Association (ANA)
Appointment, Promotions and Reappointments (APR)
Appointments, Promotions and Tenure (APT)
Area Health Education Centers (AHEC)
Assessment Technologies Institute (ATI)
Associate Dean for Academic Affairs (ADAA)
Baccalaureate Enrollment Expansion Program (BEEP)
Baccalaureate Executive Committee (BEC)
Baccalaureate of Science in Nursing (BSN)
BioBehavioral Laboratory (BBL)
Campus Health Services (CHS)
Carrington East (CE)
Carrington West (CW)
Center for Faculty Excellence (CFE)
Clinical Nurse Leader (CNL)
Clinical Nurse Specialists (CNS)
Clinical Sites Database (CSD)
Dean’s Student Advisory Committee (DSAC)
Department of Disability Services (DDS)
Doctoral Executive Committee (DEC)
Doctorate of Nursing Practice (DNP)
Education Innovation Simulation Learning Environment (EISLE)
Educational Benchmarking, Inc. (EBI)
Facilities Planning Committee (FPC)
Faculty Development Steering Committee (FDSC)
Faculty Executive Committee (FEC)
Full-time Equivalency (FTE)
2
Graduate Clinical Site Coordinator (GCSC)
Health Care Systems (HCS)
Health Resources and Services Administration (HRSA)
Health Sciences Library (HSL)
Information & Instructional Technologies (IIT)
Information Technology Services (ITS)
Master of Science in Information Science (MSIS)
Master of Science in Nursing (MSN)
Master’s Executive Committee (MEC)
Master’s Progression Review Committee (MPRC)
Master of Science in Nursing/ Master of Science in Information Science (MSN/MSIS)
Master of Science in Nursing/ Master of Science in Library Science (MSN/MSLS)
National Board of Public Health Examiners (NBPHE)
National Certification Corporation (NCC)
National League for Nurses (NLN)
NC State Board of Nursing (NC BON)
Nurse Practitioners (NP)
North Carolina (NC)
Office of Academic Affairs (OAA)
Office of Administrative Services (OAS)
Office of Admissions and Student Services (OASS)
Office of Multicultural Affairs (OMA)
Office of Research Support and Consultation (RSC)
Pediatric Nursing Certification Board (PNCB)
Program Director (PD)
Psychiatric Mental Health (PMH)
Quality and Safety Education for Nurses (QSEN)
School of Nursing (the School)
Student Health Action Coalition (SHAC)
Test of Essential Academic Skills (TEAS®)
The Essentials of Baccalaureate Education for Professional Nursing Practice (the Essentials)
The Faculty Chair (FC)
Undergraduate Clinical Site Coordinator (UCSC)
Undergraduate Progression Review Board (UPRB)
University of North Carolina (UNC)
University of North Carolina at Chapel Hill (the University)
Value Added Exam (VAE)
APPENDIX I.1
UNC-CHAPEL HILL MISSION STATEMENT
Available online at http://www.unc.edu/ugradbulletin/mission.html
The Mission Statement of the University of North Carolina at Chapel Hill
The University of North Carolina at Chapel Hill, the nation’s first public university,
serves North Carolina, the United States, and the world through teaching, research, and
public service. We embrace an unwavering commitment to excellence as one of the
world’s great research universities.
Our mission is to serve as a center for research, scholarship, and creativity and to teach a
diverse community of undergraduate, graduate, and professional students to become the
next generation of leaders. Through the efforts of our exceptional faculty and staff, and
with generous support from North Carolina’s citizens, we invest our knowledge and
resources to enhance access to learning and to foster the success and prosperity of each
rising generation. We also extend knowledge-based services and other resources of the
University to the citizens of North Carolina and their institutions to enhance the quality of
life for all people in the State.
With lux, libertas—light and liberty—as its founding principles, the University has
charted a bold course of leading change to improve society and to help solve the world’s
greatest problems.
(Approved by the UNC Board of Governors, November 2009)
APPENDIX I.2
SCHOOL OF NURSING
MISSION STATEMENT
Available online at http://nursing.unc.edu/about/mission-philosophy/index.htm
The UNC-CH School of Nursing Mission Statement
The mission of the School of Nursing is to enhance and improve the health and well
being of the people of North Carolina and the nation, and, as relevant and appropriate, the
people of other nations, through its programs of education, research, and scholarship, and
through clinical practice and community service. The School accomplishes its mission as
steward of the public interest by:
1. providing high quality education within an environment of scholarly inquiry in
order to prepare competent and compassionate practitioners and scholars of, and
leaders in, nursing who will actively contribute to the goal of a healthy state and
nation,
2. generating, integrating, disseminating, and using knowledge for practice and
policy,
3. creating vibrant and supportive life-long learning environments to ensure a cadre
of nurses who value and participate in scholarship and life-long learning, and who
are able quickly to respond to and effectively address the changing health needs
and problems of the state and nation,
4. ensuring equal and fair access to its programs to guarantee that a gender-,
racially/ethnically-, and culturally-diverse professional group will be ready to
serve a similarly diverse population, and
5. fulfilling its covenant of care with the publics it serves.
APPENDIX I.3
SCHOOL OF NURSING
PHILOSOPHY OF NURSING &
NURSING EDUCATION
Available online at http://nursing.unc.edu/about/mission-philosophy/index.htm
Philosophy of Nursing and Nursing Education
The Faculty of the School of Nursing believe that nursing is a practice discipline and an
instrument of care in society. Nursing is distinctive among the practice disciplines in its
angle of vision; in its intimacy, scope, and privileged position in relation to patients; and,
in its concern with creating and using knowledge to achieve practical and moral ends.
Nurses are witnesses to life's most profound events, especially when people are at their
most vulnerable. Nursing is an embodied practice, transcending time and space -- that is,
always there -- and traversing boundaries usually considered relatively impermeable and
even inviolable. Nurses stand in between patients -- and illness, medicine, and health care
systems -- as mediators, buffers, translators, facilitators, and cultural brokers. By
constantly reconfiguring their practice to accommodate patient needs, situations, and
locations, nurses model what dynamic, responsive, and embodied caring about and caring
for are, and how such care is fundamental to cure.
The Faculty believe that nursing education is the instrument by which nursing becomes
an instrument of care in society. Education at all levels occurs in an environment of
scholarly inquiry and is variously oriented toward preparing students to care about and
for individuals through the lifespan, to participate with individuals, families, and
communities to enhance well being, promote a healthful life, prevent injury and disease,
ameliorate the negative effects of injury and disease and their treatment, and to ensure a
dignified and peaceful death. A healthful life is one in which individuals and
communities are able to fully participate in the benefits of and conversations about
health, and one that is not limited by place, poverty, prejudice, and violence. Students of
nursing learn the benefits of forming partnerships with individuals, families, and
communities, and at various organizational levels to improve health, and to influence
practice and policy. Students of nursing learn to combine their knowledge of the
humanities, the biological, social, and nursing sciences, and of clinical diagnosis and
therapeutics, with their intimate knowledge of the particularities of patients to provide
biographically relevant, culturally sensitive, evidence-based, and ethically appropriate
health care services. In addition to using creatively knowledge from the sciences and
humanities in their encounters with the persons and communities they serve, nurses
produce knowledge that, in turn, contributes to these sciences and the humanities and to
the distinctive knowledge of practice that is the forte of nursing.
The signature contributions of nursing and nursing education are to the generation,
transmission, and creative use of knowledge for practice, the enhancement of health, and
the continuous improvement of health care. Practice knowledge is comprised of complex
transformations and syntheses of case, patient, person, and system knowledge for the
purpose of discovering and enacting workable and moral solutions to health care
problems. As a steward of the public interest, committed to beneficence and the fair use
of resources, the School of Nursing maintains and improves resources for the benefit of
the populations it serves.
APPENDIX I.4
BSN PROGRAM EVALUATION PLAN
The University of North Carolina at Chapel Hill School of Nursing
Program Evaluation Plan Program: BSN in Nursing Contact Person: Dr. Beverly Foster Statement of Philosophy and Purposes: The faculty is committed to providing high quality undergraduate education that prepares professional nurses to deliver care to the sick and dying, promote health in those who are well or at risk for health problems, and adapt practice to rapidly changes in knowledge and technology.
Intended Student Learning Outcomes: Assessment Procedures Assessment Results Use of Results (examples)
The BSN graduate will employ critical thinking and caring in:
1. Understanding the problems of contemporary health/illness.
NCLEX pass rate & analysis (BSN and ABSN options)
Target: Greater than 90% annually.
Revision of the professional nursing course sequence (N254,354,454). Content updated using national guidelines and re-sequenced for progression from simple to complex.
ATI RN Predictor Exam (BSN and ABSN options)
Target: Meet or exceed national norms annually.
Use of content specific Problem Based Learning cases to enhance clinical understanding (N590)
Value Added Exam (RN/BSN option) Program specific tool currently under development
Target: Meet or exceed nationally established test norms.
Sub-scales can indicate areas for curriculum revision, including communication concepts & skills, health promotion & disease prevention. professional role development, evidenced–based care, leadership/management concepts & skills, and professional valuing & caring.
2. Utilizing a systematic approach to assess human responses to actual and potential health problems in a variety of settings.
Course competencies met in either N491 (RN to BSN) or N590 (BSN and ABSN).
Course grade of C- or higher. School academic standards require a student to
N491 and N590 mapped to AACN Essentials and QSEN competencies. N590 mapped to NS BON Education Stds.
repeat a course if less than a C- is earned.
ATI RN Predictor Exam (BSN and ABSN options)
Target: Meet or exceed national norms annually.
Research course N371 modified to incorporate evidence-based practice.
NCLEX first-time pass rate & analysis (BSN and ABSN options)
Target: Greater than 90% annually.
3. Directly providing and managing competent care for individuals, families and groups who have simple to complex health-care needs throughout the life span.
NCLEX pass rate & analysis (BSN and ABSN options)
Target: Greater than 90% annually.
Clinical evaluation tool modified extensively by faculty, pilot tested in spring 2011 and fully implemented in summer 2011.
ATI RN Predictor Exam (BSN and ABSN options) Course competencies met. Employer survey (BSN and ABSN options) Alumni satisfaction survey (all options) (EBI)
Target: At or above national norms annually. Course grade of C- or higher. Students must meet minimum expectations. If not, academic standards require repeating the course or dismissal. Survey implemented every 3-5 years to primary employers Meet or exceed national norms & benchmark schools.
4. Employing interpersonal processes and therapeutic communication.
Completion of N490/N491 (RN/BSN), or N477. ATI Psych/Mental Health Exam (BSN and ABSN options)
Course grade of C- or higher as required by SON academic standards. Target: At or above national norm annually.
Content, teaching methods and text changes made to increase interactive learning. Group dynamics content added.
NCLEX pass rate & analysis. (BSN and ABSN options)
Target: Greater than 90% annually.
5. Integrating professional values and role behaviors.
Course competencies met in either N491 or N590. Employer satisfaction Survey (EBI). (BSN and ABSN options) Exiting student program satisfaction survey (EBI). (all options)
Course grade of C- or higher. Target: Rating of “8” or better on the tool. Target: Meet or exceed national norms & benchmarks..
N254, 354, 454 Introduction to the Discipline of Nursing, revised to update content and re-sequenced over the program of study to foster application of more complex content as the student matures in the professional role through increasingly complex practice.
6. Collaborating with other groups in shaping health policies which affect both individual and community health.
Course competencies met in N470 or N494. Course competencies met in N491 or N590.
Course grade of C- or higher. Course evaluations. Course grade of C- or higher.
Group process activities and collaborative group projects enhanced.
Revised 7/15/09, 3/23/11
APPENDIX I.5
UNDERGRADUATE CURRICULUM
EVALUATION PLAN
Undergraduate Curriculum Evaluation Plan School of Nursing, The University of North Carolina at Chapel Hill
18 Data Sources Involved in the Plan
7 Groups Interact with the Sources The 5 Types of Interactions
8 Groups Utilize Reported Data
(4) Student Sources I. Course Evaluations II. Evaluations of clinical
teaching III. Evaluations of lecture/ seminar
teaching IV. Student assignment portfolios
A. Undergraduate Teaching Faculty
B. Course Coordinators C. Director of Undergraduate
Program D. Baccalaureate Executive
Committee E. Student Services F. Division of Chairs G. The University
1. Collecting Data 2. Summarizing Data 3. Analyzing Data 4. Reporting Data 5. Storing data
A. Undergraduate Teaching Faculty
B. Course Coordinators C. Director of Undergraduate
Program D. Baccalaureate Executive
Committee E. Student Services F. Division Chairs G. The University H. External Groups (BON, CCNE)
(4) Faculty Sources V. Assessment of caring, critical
thinking skills VI. Student grades VII. Clinical competency checklists VIII. Faculty course evaluations
(10) Administration Sources IX. TEAS X. Student GPA’s XI. Content Mastery Tests XII. RN Comprehensive
Predictor (BSN, ABSN) XIII. Value Added Exam
(RN/BSN) XIV. NCLEX Pass Rates and
Analysis XV. Alumni Survey XVI. Program Exit Survey XVII. Employer Survey XVIII. Periodic Focused
Assessment
Interactions Take Place at Designated Periods During the Year: East Semester Beginning of Year End of Year End of Junior or Senior Year On Request
Student Data Sources – Spreadsheet Undergraduate Curriculum Evaluation Plan, Sheet 1 of 4 (4) Student Data Sources Groups Interacting Interactions Groups Utilizing Designated Time Period
I. Course Evaluations B 1,2,4 C (D), F each semester (C)
C 3,5 H on request (D)
D 3,4 A, C each semester, PRN Review
II. Student evaluations of clinical teaching
A 1,2,5 each semester
III. Student evaluations of lecture/seminar teaching
A 1,2,5 each semester
IV. Student assignment portfolios (BSN, ABSN only)
A 1 C each semester
C 3,5 A store each semester, analyze every three-five years
Faculty Data Sources – Spreadsheet Undergraduate Curriculum Evaluation Plan, Sheet 2 of 4 (5) Faculty Data Sources Groups Interacting Interactions Groups Utilizing Designated Time Period
V. Assessment of caring, critical thinking skills
A 1 C each semester
C 2,3,4,5 A summarize yearly
VI. Student grades B 1,2,4,5 E each semester
E 4,5 G each semester
VII. Clinical competency checklists
A 1,4 B, C B each semester, C yearly
C 5 each semester
VIII. Faculty course evaluations
A, B 1,2,4 C, D each semester
D 3,4,5 C, A PRN reviews
C 5 each semester
Administration Data Sources – Spreadsheet Undergraduate Curriculum Evaluation Plan, Sheet 3 of 4 (10) Administration Data Sources Groups Interacting Interactions Groups Utilizing Designated Time Period
IX. Test of Essential Academic Skills (TEAS) (BSN, ABSN only)
C 1,2,3,4,5 Program Entry
X. Student GPA’s G,E 4,5 C Each semester (C)
XI. Content Mastery Tests B,C 1,2,3,4,5 B,C,D End of selected courses
XII. RN Comprehensive Predictor (BSN/ABSN only)
C 1,3,4,5 A Final semester
XIII. Value Added Exam (RN/BSN only)
All internal 1,3,4,5 A,B,C,D End of program
XIV. NCLEX Pass Rates & Analysis (BSN/ABSN only)
E 1,4,5 C,F store year round report each fall or PRN
C or F 2,3,4 A collect PRN, yearly
XV. Alumni Survey C 1,2,3,4,5 A Every 2-4 years
Administration Data Sources – Spreadsheet (Continued) Undergraduate Curriculum Evaluation Plan, Sheet 4 of 4 (10) Administration Data Sources Groups Interacting Interactions Groups Utilizing Designated Time Period
XVI. Exit Survey all internal 1,4,5 all internal
external 2 external annually
XVII. Employer Survey F 1,2,3,4,5 C,D every 2-4 years
XVIII. Periodic Focused assessments
variable variable variable ad hoc
APPENDIX I.6
MSN PROGRAM AND CURRICULUM
EVALUATION PLAN
1
The University of North Carolina at Chapel Hill School of Nursing
Master’s of Science in Nursing
Contact: Dr. Jennifer D’Auria, Program Director
Program Evaluation Plan
Statement of Philosophy and Purposes:
The purpose of the Master of Science of Nursing Program is to prepare nurses for advanced practice. Whether operationalized in the practitioner, clinical specialist or
nurse manager role, advanced practice implies clinical expertise in delivering progressive services to a specific group of patients or clients. A master's program in
nursing is distinguished from the baccalaureate program in nursing by its emphasis on advanced practice - breadth and depth of knowledge of particular phenomena.
The nurse prepared at the master's level is expected to demonstrate expertise with a selected population of patients or in a selected functional role.
Intended Student Learning Outcomes Assessment Procedures Assessment Results Use of Results
At the conclusion of the master's program, graduates will be able to:
1. Apply advanced assessment strategies and
critical thinking to develop, implement and
evaluate interventions and/or management
strategies that improve health outcomes.
Successful completion of
professional core,
clinical core (including
advanced assessment and
diagnostic reasoning
courses), and advanced
nursing specialty courses
Completion of Master’s
Paper or Thesis
(N392/393)
National certification
pass rates
Course grade of P or higher
Student clinical evaluation
ratings satisfactory and above
Graduates have met or
exceeded nationally
established test norms (pass
rates of 80% or greater
during a 3-year period
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Curriculum modifications as
evidenced by Master’s Executive
minutes
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
Annual review of national
examination results from certifying
organizations by the Associate Dean
for Academic Affairs, MSN Program
Director, the Master’s Executive
Committee, and Advanced Practice
Area Coordinators & faculty
2. Integrate best current evidence with clinical
expertise and patient/family preferences and
values for delivery of optimal health care.
Course competencies
met in professional,
research core and
advanced practice
courses
Comprehensive exam
Course grade of P or higher
Student Clinical Evaluations
satisfactory and above
Comprehensive exam passed
on first attempt
Student and alumni exit
Curriculum modifications as
evidenced by Master’s Executive
minutes
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
2
surveys results: 80% or
greater
Employer survey results 80%
or greater
3. Link theory, research and clinical practice in
the care of patients, families, and communities.
Course competencies
met in professional core,
research core, clinical
core, and advanced
practice or specialty
courses
Course grade of P or higher
Student Clinical Evaluations
satisfactory and above
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Curriculum modifications as
evidenced by Master’s Executive
minutes
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
4. Function as an effective leader or member of
the interdisciplinary care team.
Course competencies
met in professional core,
research core, clinical
core, and advanced
practice or specialty
courses
Course grade of P or higher
Student Clinical Evaluations
satisfactory and above
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Curriculum modification in terms of
exemplar activities and outcomes by
Advanced Practice Faculty in
advanced or specialty course work
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
5. Demonstrate a broad understanding of and
respect for diversity in healthcare environments.
Course competencies
met in professional core,
research core, clinical
core, and advanced
practice or specialty
courses
Course grade of P or higher
Student Clinical Evaluations
satisfactory and above
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Curriculum modification in terms of
exemplar activities and outcomes by
Advanced Practice Faculty in
advanced or specialty course work
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
6. Use a reflective, ethical, and scholarly
approach to advance nursing practice.
Course competencies
met in professional core,
Course grade of P or higher
Curriculum modification in terms of
exemplar activities and outcomes by
3
research core, clinical
core, and advanced
practice or specialty
courses
Student Clinical Evaluations
satisfactory and above
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Advanced Practice Faculty in
advanced or specialty course work
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
7. Integrate information technology in care
management, collaboration, education, and
decision-making.
Completion of research
core and advanced
specialty coursework
Course grade of P or higher
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Curriculum modifications as
evidenced by Master’s Executive
minutes
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
8. Contribute to improvements in the quality and
safety of health care systems within the context of
historical, political, and economic forces.
Completion of
professional core (646,
647), clinical core (642)
and advanced practice or
specialty courses.
Course grade of P or higher
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Curriculum modifications as
evidenced by Master’s Executive
minutes
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
9. Participate in professional development and
life-long learning.
Throughout the program
of study
Course grade of P or higher
Student and alumni exit
surveys results: 80% or
greater
Employer survey results 80%
or greater
Curriculum modifications as
evidenced by Master’s Executive
minutes
Need for student remediation or action
plans reviewed by MSN Progression
Review Committee; if results below P,
formal communication to student by
Program Director
Approved MEC 3.21.11
Master’s Curriculum Evaluation Plan School of Nursing, The University of North Carolina at Chapel Hill
Data Sources Involved in the Plan
Student Sources o Course evaluations
o Evaluations of clinical
teaching (faculty &
preceptor)
o Evaluations of lecture/seminar
teaching
o Student clinical tracking
o Student Representative
to Master’s Executive
Committee
Faculty Sources
o Assessment of student
performance
o Student grades
o Clinical evaluations of
student performance
o Faculty courseevaluations
Administration Sources
o Student GPA’s o Certification Pass Rates
o Alumni Survey
o Program Exit Survey
o Employer Survey
o Graduate Student Exit
Survey (Graduate School,
to initiate May 2011)
o Periodic Focused
Assessments
Eight groups interact with
the data sources
o Master’s Teaching
Faculty
o Course Coordinators o Master’s Executive
Committee
o Director of Master’s
Program
o Academic Associate
Dean
o Student Services
o Division Chairs
o The University/Graduate
School
Five types of interactions
with data sources
o Collecting
o Summarizing
o Analyzing
o Reporting
o Storing
Nine groups use reported data
o Master’s Teaching Faculty
o Course Coordinators
o Master’s Executive
Committee
o Director of Master’s
Program
o Academic Associate
Dean
o Student Services
o Division Chairs
o The University/Graduate
School
o External Groups (e.g., CCNE)
Interactions take place
designated periods during the
year
o Each semester
o Beginning of academic
year
o End of year
On request
APPENDIX II.1
SCHOOL OF NURSING
FLOOR PLANS
University of North Carolina at Chapel Hill
School of Nursing Floor Plans
University of North Carolina at Chapel Hill
School of Nursing Floor Plans
University of North Carolina at Chapel Hill
School of Nursing Floor Plans
University of North Carolina at Chapel Hill
School of Nursing Floor Plans
University of North Carolina at Chapel Hill
School of Nursing Floor Plans
University of North Carolina at Chapel Hill
School of Nursing Floor Plans
University of North Carolina at Chapel Hill
School of Nursing Floor Plans
APPENDIX II.2
CURRICULUM VITAE:
DEAN KRISTEN M. SWANSON
1
KRISTEN M. SWANSON, PhD, RN, FAAN
HOME ADDRESS: 121 Basswood Court
Chapel Hill, NC 27514 (cell) 206-595-7368
OFFICE ADDRESS: University of North Carolina at Chapel Hill
School of Nursing CB#7460, Carrington Chapel Hill, NC 27599 919-966-3731 (phone) 919-966-1280 (fax) email: [email protected]
ACADEMIC AND PROFESSIONAL EDUCATION: 1985-1987 University of Washington Postdoctoral Studies, Nursing 1983 Ph.D. University of Colorado Nursing, Psychosocial 1978 M.S.N. University of Pennsylvania Nursing, Adult Health and Illness 1975 B.S. University of Rhode Island Nursing LICENSURE: 1984-present Registered Nurse Washington 1980 Registered Nurse Colorado 1977 Registered Nurse Pennsylvania 1976 Registered Nurse Massachusetts 1975 Registered Nurse Rhode Island PROFESSIONAL EXPERIENCE: 2009-present Dean and Alumni
Distinguished Professor U North Carolina at Chapel Hill, School of Nursing,
Chapel Hill, NC 2000-2009 Professor and Chairperson U Washington, Family and Child Nursing, Seattle, WA 1993-2000 Associate Professor U Washington, Family and Child Nursing, Seattle, WA 1989-1993 Assistant Professor U Washington, Parent and Child Nursing, Seattle, WA 1987-1989 Research Assist. Professor U Washington, Parent and Child Nursing, Seattle, WA 1985-1986 Postdoctoral Research
Associate U Washington, Parent and Child Nursing, Seattle, WA
1984 Research Associate U Colorado School of Nursing, Denver, CO 1981-1983 Research Assistant U Colorado School of Nursing, Denver, CO 1979-1980 Instructor U Pennsylvania School of Nursing, Philadelphia, PA 1979 Clinical Instructor Trenton State College, Trenton, NJ 1976-1978 Staff Nurse U Massachusetts Medical Center, Worcester, MA RESEARCH EXPERIENCE: 2005-2008
Faculty Sponsor
NIH, NINR, NRSA, individually awarded to Cecilia Roscigno, Children’s Experiences of Traumatic Brain Injury. (5 F31 NR009599)
2
2002-2007 Co-Investigator NIH, NINR, Health Disparities Center Grant, Director, Dissemination Core.(1 P20 NR08351-05 / NR08360-05)
2002-2007 Co-Investigator NIH, NCCAM, Integrating CAM, Nursing Emphasis. Direct costs, $1,500,000.00 (1 R25 AT 01240-01)
2001-2008 Principal Investigator NIH, NINR, Caring Interventions for Couples Who Have Miscarried. Direct costs $1,466,888.00 (1 R01 NR 05343-01A1).
1999-2003 Principal Investigator NIH, NINR, Small Grant [submitted as part of Center for Women’s Health Grant (P.I., M. Heitkemper)]. Experiences of Miscarriage in the Shoalwater Bay Community, Direct costs, $10,000.00. (2 P30 NR04001)
1996-1997 Principal Investigator Literary Meta-Analysis of Caring (unfunded).
1988-1995 Principal Investigator NIH, NCNR, FIRST Award, A Caring-Based Nursing Intervention for Women Who Miscarry, Direct costs, $349,866.00 (5 R29 NR001899). Intramural Research Support Grant, UW School of Nursing, Miscarriage Caring Project: Final Analysis, $10,000.00.
1988-1989 Principal Investigator Biomedical Research Support Grant, UW School of Nursing, Meaning of Miscarriage Scale: Refinement and Establishment of Psychometric Properties, $4,983.00.
1987 Co-Investigator With Georgina Sumner, Qualitative Study of Public Health Nurses Use of NCAST Research Findings (unfunded).
1987 Co-Investigator With Kathryn Barnard, Clinical Nursing Models for Infants and Their Families: Qualitative Follow-Up (unfunded).
1986-1987 Principal Investigator Biomedical Research Support Grant, UW School of Nursing, The Experiences and Caring Needs of Parents and Staff in the NICU, $3,000.00.
1985-1987 Postdoctoral Fellow NIH, NCNR, NRSA F32 Postdoctoral Fellow, individually funded, for two years. Sponsored by Dr. Kathryn Barnard, Parents and Staff in the Neonatal Intensive Care Unit. (5 F32 NR005927)
1984 Research Associate & Project Director
With M. Stember (Principal Investigator). A Study of School Nurses Use of Project Health PACT. Division of Nursing, Supplemental Funding for three year total of $44,000.00 (5 R01 NU000993)
1983 Dissertation The Unborn One: A Profile of The Human Experience of Miscarriage. M. J. Butterfield and Denver Children's Hospital Neonatal Regional Program Planning Committee, funded at $500.00. Sigma Theta Tau, Alpha Kappa Chapter at Large, funded at $300.00
3
CONSULTATION: Research 2011 -Present Consultant, Beth Black, University of North Carolina at Chapel Hill, End-of-life care after severe fetal diagnosis 2007-2009 Consultant, Danuta Wojnar, Seattle University, proposal development, miscarriages in
pregnancies conceived by means internal or external to couples’ intimate relationships 2006-2009 Consultant, Denise Cote-Arsenault, U. of Rochester, proposal development, supportive
interventions for pregnancies after loss 2005-2008 Consultant, Janet Gehring, United States Navy, Nursing, Core Values, and Caring during
Operation Iraqi Freedom (funded, TriSevice Research Nursing Program). 2005-2007 Consultant, Lois Magnussen, University of Hawaii, Intimate Partner Violence (funded,
NIH NINR R03) 2004-2007 TriService Nurse Research Program, Consultation, grant development 2002-2007 Consultant, Debbie Armstrong, U Louisville, proposal development, Pregnancies After
Loss 2002-2008 A Better Chance Project, (funded, NICHD R01), Community Advisory Board Member 2001-2004 Consultant, Bonnie Jennings and Lori Loan, United States Army, Health Care
Expectations and Experience of Soldiers and their Families (funded, Tri-Service Nursing Research Program)
2001-2002 Consultant, WA State Department of Health, Epidemiologic Survey of Pregnancy Loss Rates in Pacific County
2001 Consultant, WA State Department of Health, Chapter Reviewer "State of Washington Health"
2000-2003 Karen Kavanaugh, University of Illinois, End of Life Care for Infants Born at the Threshold of Viability (funded, NIH NINR, R29)
1998-1999 Postdoctoral sponsor, Denise Cote-Arsenault, Syracuse University, (UW, Women’s Health Research Nurse Training Grant, funded by NIH NINR, T32)
1997-1999 Karen Kavanaugh, University of Illinois, African American Families and Pregnancy Loss, NIH, NINR, AREA
1991-1994 Member, Ad hoc Study Sections (AREA and SBIR), NIH, NINR 1991-1992 Consultant, Doris Coward, Small grant submitted to Oncology Nursing Society, Self
Transcendence in Gay Men With AIDS 1989-1992 Consultant, Dona Lethbridge/Monica Jarrett, Seattle WA, Midlife Women's Experiences
of Waning Fertility 1988 A.I.D.S.: Needs of Care Providers, Seattle WA, methods and design consultation to
Marie Annette Brown, Ph.D., R.N. 1987 Center for Women and Children, Cleveland OH, consultation on development of
perinatal loss scale to Irwin Weinfeld, M.D. 1986 University of Nebraska College of Nursing, Omaha NB, qualitative research consultation
to Sister Patricia Miller R.N., Ph.D. and colleagues 1986 Resolve Through Sharing, LaCrosse WI, miscarriage research consultation to Sara Rich
Wheeler, R.N., M.S.N. and Rana Limbo, R.N., M.N. Education/Practice 2011-Present Consultant, Author Vining Davis Foundation (AVD), Virginia Mason Medical Center,
Seattle, WA, Enhancing caring to support and improve clinical outcomes. 2010 University of Minnesota, Center for Spirituality and Healing, External Review 2008 Children’s Hospital and Health System, Milwaukee, WI, consultation on use of Swanson Caring Theory in clinical practice. 2007 Visiting Professor, National Cheng Kung University, Tainan, Taiwan. 2006-2008 Northshore Memorial Hospital, Manhasset, NY, consultation on use of Swanson Caring
Theory in clinical practice, participation in strategic planning.
4
2006-2009 Swedish Medical Center, consultation on use of Swanson Caring Theory in clinical practice.
2005-2009 Virginia Mason Medical Center, Seattle WA, consultation on use of Swanson Caring Theory in clinical practice.
2005-2006 Harborview Medical Center, Seattle WA, consultation on use of Swanson Caring Theory in clinical practice.
2005-2007 Florida Public Health Regional Office for Children with Special Health Care Needs, consultation on use of Swanson Caring Theory in clinical practice
2005 Colorado Springs Memorial Hospital, consultation on use of Swanson Caring Theory in clinical practice
2004-2009 Children’s Hospital and Regional Medical Center, Seattle, WA, consultation on use of Swanson Caring Theory as a clinical practice model and consultation with Evidence Based Practice Committee
2003-2009 UW Medical Center, Seattle, WA, consultation on use of Swanson Caring Theory as a clinical practice model and research consultation. Workshop and consultation focused on caring and leadership for nurse managers, directors, interim CNE, and other clinical leaders
2003 IWK Health Centre, Halifax, NS, consultation on use of Swanson Caring Theory as a clinical practice model
2003 Seattle Cancer Care Alliance, Seattle WA, consultation on use of Swanson Caring Theory as a clinical practice model
2001 IWK Health Centre, Halifax, NS, consultation on use of Swanson Caring Theory as a clinical practice model
2000 Contributing Faculty, Enhancing capacities of public health nurses to work with underserved communities (Bobbie Berkowitz, PI; HRSA funding)
1999 Visiting Lecturer, Mahidol University, Red Cross Thai Faculty of Nursing, and Burapha University, consultation on qualitative research methods, miscarriage research, and incorporation of caring into nursing curricula.
1999 Visiting Professor, Chiang Mai, Thailand, teaching qualitative methods 1998-1999 Support Group Leader, and trainer for Miscarriage Support Groups, Evergreen Medical
Center. Kirkland ,WA. 1996 Guest Sr. Lecturer, University of Gothenburg, Gothenburg, Sweden 1996 Consultation on implementation of Swanson Caring Theory as framework for perinatal
services, Swedish Hospital, Seattle WA 1996 Consultation on implementation of Swanson Caring Theory as framework for Nursing
Education, Yakima Community College, Yakima, WA 1995 Consultation on implementation of Swanson Caring Theory as framework for Nursing
Practice Model, United Hospital, Minneapolis, MN 1995 Curriculum consultation on implementation of Swanson Caring Theory as conceptual
framework for the undergraduate program, Lewis-Clark State College, Lewiston, ID 1995 Curriculum consultation on implementation of Swanson Caring Theory as conceptual
framework for the undergraduate program, Pacific Lutheran University, Tacoma, WA 1994-2000 Consultation on implementation of Swanson Caring Theory as framework for Nursing
Practice Model, Abbott Northwestern Hospital, Minneapolis, MN 1994-1999 Practice consultation on development of a theory driven four session support-group
program for women who miscarry, Evergreen Hospital, Kirkland, WA 1994 Curriculum consultation on implementation of Swanson Caring Theory as conceptual
framework for the undergraduate program, West Liberty State College, West Liberty, WV
1993 CHC MED, consultation to group in their planning stages of producing a film about bereavement and pregnancy loss
1993 Consultation on implementation of Swanson Caring Theory as framework for Nursing Practice Model, Tacoma General Hospital / Multicare, Oncology Unit, Tacoma, WA
5
1993 Curriculum consultation (via mailed communication) on implementation of Swanson Caring Theory as conceptual framework for the undergraduate program, Manawatu Polytechnic Nursing and Health Dept , New Zealand
1991-1992 Caring for families experiencing pregnancy loss, Planned Parenthood of Washington 1990 Caring in the 90's, Group Health Cooperative Regional Nursing Assembly 1990-1992 Administrative Practice Consultation, Stevens Memorial Hospital, Adoption of a Caring
Base Philosophy for Nursing Practice. 1989 Group Health Cooperative of Puget Sound, Research consultation to Clinical Nurse
Specialists development of proposal for funding of pain alleviation project. 1989 Administrative Practice Consultation, Harborview Medical Center, Caring in Complex
Clinical Contexts. 1988 Administrative Practice Consultation, U. W. Medical Center, Dealing With Loss as Part
of Administrative Changes. 1988-1989 Clinical Consultation, U.W. Medical Center, Newborn Intensive Care Unit, caring in a
high technology environment, Nursing Grand Rounds. PUBLICATIONS: Refereed Journal Articles
Wojnar, D., Swanson, K. M., Aldofsson, A. (2011). Confronting the inevitable: A conceptual model of
miscarriage for use in clinical practice and research. Death Studies, 35(6), 536-558(23). Available
online at http://www.tandfonline.com/doi/abs/10.1080/07481187.2010.536886.
Roscigna C. I., Swanson K. M. (2011). Parent’s experiences following children’s moderate to severe
traumatic brain injury: A clash of cultures. Qualitative Health Research, 21(10), 1413-1426. doi
10.1177/1049732311410988.
Roscigna C. I., Swanson K. M., Solchany J., Vavilala M. (2011). Children's longing for everydayness: Life following traumatic brain injury in the USA. Brain Injury, 25(9), 882-94.
Booth-Laforce C., Scott C. S., Heitkemper M. M., Cornman B. J., Bond E. F., & Swanson K. M. (2010).
Complementary and alternative medicine (CAM) attitudes and competencies of nursing students and faculty; results of integrating CAM into nursing curriculum. Journal of Professional Nursing, 26(5), 293-300.
Swanson, K. M., Chen, H. T., Graham, J. C., Wojnar, D. M.. & Petras, A. (2009). Resolution of
depression and grief during the first year after miscarriage: A randomized controlled clinical trial of
couples-focused interventions. J Women’s Health and Gender-based Medicine, 18(8), 1245-1257.
Swanson, K. M. (2007). Phenomenology: An exploration. Journal of Holistic Nursing, 25(3), 172-80.
Swanson, K. M., Jolley S., Pettinato, M., Wang, T. Y., & Connor, S. (2007). The context and evolution of
women’s responses to miscarriage over the first year after loss. Research in Nursing and Health,
30(1), 2-16. Grant, S. & Swanson, K. M. (2006). Stemming the tide of the nursing shortage. The CERNER Quarterly, 2(2),
34-45. Wojnar, D. & Swanson, K. M. (2006). Why shouldn't lesbian women who miscarry receive equal
consideration? A viewpoint. Journal of GLBT Family Studies, 2(1), 1-12. Jennings, B. M., Heiner, S. L., Loan, L. A., Hemman, E. A., & Swanson, K. M. (2005). What really
matters to health care consumers. Journal of Nursing Administration, 35(4), 173-180.
6
Jennings, B. M., Loan, L. A., Heiner, S. L., Hemman, E. A., & Swanson, K. M. (2005). Soldiers'
experiences with military health care. Military Medicine, 170(12), 999-1004.
Swanson, K. M. & Wojnar, D. (2004). Optimal healing environments in nursing. Journal of Alternative and
Complementary Medicine. 10, S43 – S48. Swanson, K. M., Karmali, Z., Powell, S., & Pulvermahker, F. (2003). Miscarriage effects on interpersonal and
sexual relationships during the first year after loss: Women's perceptions. Journal of Psychosomatic Medicine, 65(5), 902-10.
Quinn, J., Smith, M., Ritenbaugh, C., Swanson, K. M., Watson, M. J. (2003). Research guidelines for
assessing the impact of the healing relationship in clinical nursing. Alternative Therapies, May/June 2003, 9(31A) 69-79.
Yorkston, K. M., Klasner, E. R., & Swanson, K. M. (2001). Communication in context: A qualitative study of
the experiences of individuals with multiple sclerosis. American Journal of Speech Language Pathology, 10, 126-137.
Swanson, K. M. (2000). Predicting depressive symptoms after miscarriage: A path analysis based on Lazarus’
paradigm. Journal of Women’s Health and Gender-based Medicine, 9(2), 191-206. Swanson, K. M. (1999). Research-based practice with women who have had miscarriages. Image, 31(4) 339-
345. Swanson, K. M. (1999). The effects of caring, measurement, and time on miscarriage impact and women’s
well-being in the first year subsequent to loss, Nursing Research, 48(6), 288-298. Swanson, K. M. (1995). The power of human caring: Early recognition of patient problems [Commentary].
Scholarly Inquiry for Nursing Practice, 319-21. Swanson, K. M. (1993). Nursing as informed caring for the well-being of others. Image, 25(4), 352-357. Swanson, K. M. (1993). The phenomena of doing well in people with AIDS [Commentary]. Western Journal
of Nursing Research, 15(1), 56. Swanson, K. M. (1991). Empirical development of a middle range theory of caring. Nursing Research, 40(3),
161-166. Swanson, K. M. (1990). Providing care in the NICU: Sometimes an act of love. Advances in Nursing Science,
13(1), 60-73. Swanson-Kauffman, K. M. (1988). There should have been two: Nursing care of parents experiencing the
perinatal death of a twin. Journal of Perinatal and Neonatal Nursing, 2(2), 78-86. Swanson-Kauffman, K. M. (1987). Overview of the balancing act: Having it all. Health Care of Women
International, 8(2-3), 1-8. Swanson-Kauffman, K. M. (1986). Caring in the instance of unexpected early pregnancy loss. Topics in
Clinical Nursing, 8(2), 37-46 Swanson-Kauffman, K. M. (1986). A combined qualitative methodology for nursing research. Advances in
Nursing Science, 8(3), 58-69.
7
Swanson-Kauffman, K. M. (1981). Echocardiography: An access route to the heart. Critical Care Nurse, 1(6), 20-26.
Non-refereed journal articles
Swanson, K. M. (2011). Special editorial cesarean birth. Journal Prenatal & Neonatal Nursing 25(1), 3-4.
Swanson, K. M. (2005). On this day of mothers and sons. [Invited Response] Annals of Family Medicine,
3, 367-368
Swanson, K. M. (1998). Caring made visible. Creative Nursing Journal. 4(4), 8-11, 16. Swanson, K. M. (1993). The phenomena of doing well in people with AIDS. [Commentary] Western Journal
of Nursing Research, 15(1), 56.
Books/Editor
Swanson, K. M. (2007). Enhancing nurses' capacity for compassionate caring. In M. Koloroutis, J. Felgen, C.
Person, & S. Wessel (Ed.) Relationship-based care field guide (pp.502-507). Minneapolis: Creative Help Care Management .
Swanson, K. M. (2006). Research vignette: program of research on caring. In G. LoBiondo-Wood & J. Haber
(Eds.). Nursing research methods and critical appraisal for evidence-based practice (pp.128-130). St. Louis: Mosby Elsevier.
Swanson, K. M. (2006). A program of research on caring. In M. E. Parker (Ed.) Nursing theories and nursing
practice, (2nd
ed., pp. 351-359). Philadelphia: F. A. Davis Co.
Swanson, K. M. (2005). Caring professional scale. In J. Watson (Ed) Assessing and Measuring Caring in
Nursing and Health Science (pp. 203-206). Springer Publishing Company.
Swanson, K. M. (1999). What’s known about caring in nursing: A literary meta-analysis. In A.S. Hinshaw, J.
Shaver, and S. Feetham (Eds). Handbook of Clinical Nursing Research (pp. 31-60). Thousand Oaks: Sage Publications.
Swanson-Kauffman, K. M., & Roberts, J. (1990). Caring in parent and child nursing. Knowledge About Care
and Caring: State of the Art and Future Development. Washington, D.C.:ANA/American Academy of Nursing.
Swanson-Kauffman, K. M., & Schonwald, E. (1988). Phenomenology. In B. Sarter (Ed.), Paths to
Knowledge: Innovative Research Methods for Nursing (pp. 97-105). New York: NLN Publications. Swanson-Kauffman, K. M. (1988). The caring needs of women who miscarry. In M.M. Leininger (Ed.), Care:
Discovery and uses in clinical and community nursing. (pp. 55-70). Wayne State University Press Swanson-Kauffman, K. M. (1987). [Guest Editor]. Health Care of Women International, 8(2-3). Reprinted
as: Swanson-Kauffman, K. M. (1987). Women's Work, Families, and Health, New York: Hemisphere.
Proceedings/Peer-reviewed Published Abstracts
Roscigno, C., & Swanson, K. M. (2009) Parent’s experience after children’s moderate to severe traumatic
brain injury. Abstract in Communicating Nursing Research.
8
Swanson K. M., & Wojnar, D. (2009). Predictors of men’s depression and grief at one year after miscarriage.
Abstract in Communicating Nursing Research. Roscigno, C., Swanson, K. M., and Solchaney, J. (2008). The lived experience of children with traumatic brain
injury. Abstract in Communicating Nursing Research. Swanson, K. M., Chen, H., Wojnar, D., Petras, A., & Graham, C. J. (2008). Effects of caring on couples’
resolution of grief and depression during the first year after miscarriage. Abstract in Communicating Nursing Research.
Mount, J., Swanson, K. M. (2007). Differences in experiences of miscarriage for latinos and non-latinos.
Abstract in Communicating Nursing Research, 40, 543. Swanson, K. M., Petras, A., Chen, H., Wojnar, D., Quaeck, J. (2007). Fidelity to theory in a caring-based
intervention. Abstract in Communicating Nursing Research, 40, 466. Swanson, K. M., Taylor, G., Shipman, L., Spoor K., Zillyet, K. (2002). Miscarriage and healing amongst the
shoalwater. Abstract in Communicating Nursing Research. 35, 135 Swanson, K. M., Pulvermaker, F., Karmali, Z., & Powell, S. (2001). Effects of miscarriage on couple
relationships. Abstract in Communicating Nursing Research. 34, 902 Swanson, K. M. (1995). Effects of caring on healing post miscarriage. Abstract in Communicating Nursing
Research, 28, 281. Swanson, K. M. (1993). Caring as intervention. Abstract in Communicating Nursing Research, 26, 299. Swanson, K. M. (1993). Caring theory: Structure and assumptions. Abstract in Communicating Nursing
Research. 26, 255. Swanson, K. M., Klaich, K., Leppa, C. (1992). A caring intervention to promote well-being in women who
miscarry. Abstract in Communicating Nursing Research. 25, 365. Swanson, K. M. (1992). Foreword. In S. Wheeler & M. Pike (Ed.), Grief Ltd. Manual. Covington, IN:
Grief Limited. Swanson, K. M., Kieckhefer, G., Henderson, D., Powers, P., Leppa, C. & Carr, K. (1991). Miscarriage:
Patterns of meaning. [Abstract] Communicating Nursing Research, 24, 110. Swanson, K. M., Kieckhefer, G., Powers, P., & Carr, K. (1990). Meaning of miscarriage scale: Establishment
of psychometric properties. [Abstract] Communicating Nursing Research, 23, 89. Swanson-Kauffman, K. M., Powers, P., Klaich, K., Lethbridge, D. & Jarrett, M. (1990). Success: As women
view it. [Abstract] Communicating Nursing Research, 23, 59. Swanson-Kauffman, K. M. (1989). From phenomenological to experimental design: Qualitative inquiry as a
framework for the intervention. [Abstract] Communicating Nursing Research, 22, 147 Swanson-Kauffman, K. M. (1988). Empirical development and refinement of a model of caring. [Abstract]
Communicating Nursing Research, 21, 80.
9
Swanson-Kauffman, K. M. (1986). Work and family: The delicate balance. Symposium abstract in Communicating Nursing Research, 19, 153-156.
Swanson-Kauffman, K. M. (1985). A combined qualitative methodology for nursing research. [Abstract]
Communicating Nursing Research, 18, 57. Swanson-Kauffman, K. M. (1985). Miscarriage: A new understanding of the mother's experience.
Proceedings of the 50th anniversary celebration of the University of Pennsylvania School of Nursing, 63-78.
Swanson-Kauffman, K. M. (1984). A profile of the human experience of miscarriage. [Abstract]
Communicating Nursing Research, 6(3), 46. Newsletters/Reprints/Non-Refereed Publications Swanson-Kauffman, K. M. (1988). Miscarriage: An often overlooked maternal loss. Perinatal Newsletter,
2(3), 1. Swanson-Kauffman, K. M. (1987). Overview of the balancing act: Having it all. In K. Swanson-
Kauffman (Ed.). Women's Work, Families and Health, New York: Hemisphere. (Reprint of Swanson-Kauffman, K. M. 1987, Health Care of Women International.)
Swanson-Kauffman, K. M. (1987). Caring in the instance of unexpected early pregnancy loss. Counselor
Connection, 3(2), 2-5. (Reprint of Swanson-Kauffman, K. M., 1986, Topics in Clinical Nursing.) Swanson-Kauffman, K. M. (1984). A methodology for the study of nursing as a human science. Alpha Kappa
Chapter at Large News, Spring, 3. Doctoral Dissertation Swanson-Kauffman, K. M. (1983). The Unborn One: A Profile of the Human Experience of Miscarriage,
University of Colorado unpublished doctoral dissertation. HONORS: 2009 University of North Carolina Alumni Distinguished Professor 2008 Irving Harris Visiting Professor, University of Illinois, Chicago 2007 Invited Visiting Scholar National Cheng Kung University, Tainan, Taiwan 2007 U. Washington School of Nursing, Bothell Campus, Invited Graduation Speaker 2005 U Washington School of Nursing Sandra Eyres Excellence in Graduate Teaching Award 2005 U Washington Medical Center Term Professor in Nursing Leadership 2004-2005 Member, Ad hoc Study Section, NIH, National Institute Nursing Research 2004-2007 Robert Wood Johnson Executive Nurse Fellow 2003-2004 Samueli Institute, Invited Panelist, Emphasis on Caring and Healing 2002 Syracuse University, Judith E. Evers Annual Lecturer 2002 University of Rhode Island College of Nursing Distinguished Alumnus Award 1999 Invited Visiting Scholar, Chiang Mai Faculty of Nursing 1998 Irving Harris Visiting Professor, University of Illinois, College of Nursing 1996 Invited Visiting Scholar, University of Gothenburg, Sweden 1991-1994 Member, Ad hoc Study Sections (AREA and SBIR), NIH, NINR 1991 Inducted as Fellow in the American Academy of Nursing 1988 National Center for Nursing Research FIRST Award 1984 Nominee for University of Colorado Humanities Dissertation Award 1984 Outstanding Researcher Award Recipient, Sigma Theta Tau, Alpha Kappa Chapter at
10
Large, November, 1984 1983 Dissertation accepted with distinction, University of Colorado Graduate School 1983 University of Colorado Graduate School Fellowship 1980-1983 National Institute of Mental Health Traineeship 1977 Inducted as Member Sigma Theta Tau 1975 Inducted as Member Phi Kappa Phi 1975 Magna cum laude, University of Rhode Island MEMBERSHIPS: University / School of Nursing Member, Search Committee, Vice Chancellor for Finance & Administration, University of North Carolina (2011) Member, Centers & Institutes Review Committee, University of North Carolina, (2010-Present) Member, Medical Staff Executive Committee, University of North Carolina Hospitals, (2010-Present) Member, Quality Assurance Committee, University of North Carolina Hospitals (2010-present) Member, Evidence Base Practice Committee, Children’s Hospital, Seattle, Washington (2006-2009) Center for Infant Mental Health and Development Advisory Board Chair (2001-2006) PCH Chair Search Committee, 2005, Chair University of Washington, SON, Gerontology Search Committee, 2003-04, Co-Chair University of Washington, SON, 2010 Curriculum Planning Task Force, 2002-03, Chair Search Committee for Director, UW Bothell Nursing Program, 2003 deTornyay Advisory Board (2000-2006) University of Washington, Chair liaison to BSN Coordinating Committee (2005-present) University of Washington, Chair liaison to PhD Coordinating Committee (2000-2005) University of Washington, Faculty Senate Planning and Budgeting Committee (1999-2002) University of Washington, Soule Planning Committee (2000-1 chair; 2003-4 chair; 2005-06 chair) University of Washington, SON, Dean Search Committee (1997-98) University of Washington, Faculty Senate (1995-1996) and (1997-99) University of Washington, SON, Governing Council (1994-1996) and (1997-1999) and (2000-present) University of Washington, SON, Faculty Executive Committee (1994-1996), (Chairperson 1995-1996), and 1998-1999), (Chair-elect, 1997-98) University of Washington, SON, Level I BSN Coordinator (1991-1994) University of Washington, SON, Baccalaureate Coordinating Committee (1992-1994) Chairperson University of Washington, University Committee on Women, (1991 - 1993) University of Washington, SON, Merit Review Task Force, (1991) University of Washington, SON, Research Committee, (1990-1992) University of Washington, SON, Curriculum Committee, (1989-1990) and (1992-1994) University of Washington, SON, Continuing Education Planning Committee University of Washington, SON, Biomedical Research Support Review Committee (1989-1990) University of Washington, SON, Celebration of Excellence, (1988) Chairperson University of Washington, Administrative Council, Department of Family & Child Nursing (1987-88 and 1989 to 1991) Faculty, Women's Health Research Nurse Training Grant Affiliate, Center for Women's Health and Gender Based Research State / Regional / National North Carolina IOM Implementation Committee
11
President, North Carolina Council of Deans and Directors of Baccalaureate and Higher Degree Nursing
Programs, Advisory Board, UW Women’s Center, Advisory Board, CLIMB, Center for Loss in Multiple Births Advisory Board, SHARE Northwest Organization of Nurse Executives Robert Wood Johnson Foundation Executive Nurse Fellows Alumni Association American Academy of Nursing Member, Fellow Selection Committee, 2001-3 American Nurses Association Washington State Nurses Association, North Carolina Nursing Association Western Institute of Nursing, Southern Nursing Research Society Council of Nurse Researchers
Member, Executive Committee, Council for Nursing Research (1993-1998) Phi Kappa Phi National Honor Society Sigma Theta Tau
Collateral reviewer for Sigma Theta Tau International Research Committee Past President, Psi Chapter at Large (1993-94)
President, Psi Chapter at Large(1992-93) Western Society for Research in Nursing Abstract reviewer State of the Science Abstract reviewer Editorial Board and Reviewer, Journal of Nursing Scholarship Reviewer, Nursing Outlook Reviewer, Research in Nursing and Health Reviewer, International Journal of Human Caring Reviewer, Death Studies, Journal of Women’s Health and Gender-Based Medicine PRESENTATIONS: 2011 Atlantic Regional Nursing Research, Evidence –Based Research Conference, Atlanta, Georgia,
Caring and Lean in Practice 2011 Kaohsiung Medical University, Kaohsiung, Thailand, Caring Interventions 2011 Kaohsiung Medical University, Kaohsiung, Thailand, Caring Theory 2011 Chang Gung Institute of Technology, Taoyuan, Thailand, Caring Interventions 2011 2
nd International Conference on Prevention and Management of Chronic Condition and the 11
th
World Congress of Self-Care Deficit Nursing Theory, Bangkok, Thailand, The Effects of Nurse, Self, and Combined Caring on Couple’s Healing After Miscarriage
2011 WellStar Medical Staff Leadership Spring Retreat, Atlanta, Georgia, Patient/Family Centered
Care –Caring Theory 2011 WellStar Leadership Day, Marietta, Georgia, Caring Theory 2011 Barton College, Wilson, NC, Collaborative Research Day, Caring Theory 2010 NC Organization of Nurse Leaders, Raleigh, NC, The Impact of Nursing Research: What
Miscarriage Can Tell Us About Decreasing Decubitus Ulcer Rates 2010 Norton Healthcare Systems– Louisville, KY, The Theory of Caring
12
2010 The Fourth Annual Envision Conference, Rochester, Michigan, Caring Leadership, Transforming
Care in Today’s Health Care Environment 2010 Durham Veterans Administration Medical Center, Durham, NC, Caring, Leadership & Safety 2010 Southern Nursing Research Society, Austin, TX, Predictors of men's depression and grief at one
year post miscarriage 2009 UNC Hospitals, Chapel Hill, NC, The Healing Trinity: Caring, Leadership and a Culture of
Safety 2009 Memorial Sloan-Kettering, New York, NY, A dialog about caring 2009 WSNA, Seattle, WA, Social Justice – The Future of Caring 2009 Western Institute for Nursing Research (WIN), Scottsdale, AZ, Predictors of Men’s Depression
and Grief at One Year After Miscarriage 2009 Gannett Healthcare Group, SeaTac, WA, The Power of Caring and Safety in Nursing Practice 2009 Oakland University / Crittenton Hospital, Detroit, MI, Transforming Health Care: Through
Caring and Leadership 2009 Seattle Children’s Hospital, Seattle, WA, keynote, The Healing Trinity: Caring, Leadership, and
a Culture of Safety 2008 Children’s Hospital and Health System, Milwaukee, WI, keynote, 2008 Froedtert Hospital, Milwaukee, WI, keynote, Extraordinary Acts of Caring 2008 UW Medical Center, Seattle, WA, Caring with Intention 2008 Pediatric Nursing Conference, Caring Practices 2008 WSNA / NWONE, Seattle, WA, keynote, Just and Caring Work Environments 2008 Group Health Cooperative, Tukwila, WA, keynote, The Healing Trinity: Caring, Leadership, and
a Culture of Safety 2008 Swedish Medical Center, Seattle, WA, keynote, Caring and a Culture of Safety 2008 Madigan Army Medical Center, Tacoma, WA, keynote, The Healing Trinity: Caring, Leadership,
and a Culture of Safety. 2008 American Society of PeriAnesthesia Nurses, Dallas, TX, keynote, Caring, Safety, and
Leadership: Making a Difference in Health Care. 2008 Northshore University Hospital, Manhassett, NY, keynote, The Healing Trinity: Caring,
Leadership, and a Culture of Safety. 2008 Lahey Clinics Medical Center, Burlington, MA. keynote, Caring and a Culture of Safety.
13
2008 Ambulatory Care Nursing Conference, Seattle, WA, keynote, The Healing Trinity: Caring, Leadership, and a Culture of Safety.
2008 Western Institute for Nursing Research (WIN), Orange County, CA, Caring-based Interventions
for Couples after Miscarriage. 2008 International Association of Human Caring, Chapel Hill, NC, keynote, Caring: a Program of
Scholarship and a Passion for Nursing. 2007 Caring for the Sorrow of Pregnancy & Infant Loss, Minneapolis, MN, keynote, Healing Hollowed
Hearts: Caring Makes a Difference. 2007 New York Organization of Nurse Executives (NYONE), White Plains, NY, keynote, Creating
Cultures of Caring and Safety. 2007 Creative Health Care Management (CHCM) Summit of Sages, St. Paul, MN, keynote, Caring as
an Expression of Social Justice. 2007 Northwest Organization of Nurse Executives (NWONE), Bellevue, WA, keynote, Leading
Technology Expansion from the Context of Caring. 2007 Taiwan National Nurses Association, Kaouchung, Taiwan, keynote, Caring, Safety, and
Leadership: The Healing Trinity. 2007 Washington State Nurses Association, Tacoma, WA, Changing the Environment of Care 2007 Consortium on Evidence-Based Practice, Milwaukee, WI, keynote, Caring Measurement Using
Theory & Qualitative Data 2007 Consortium on Evidence-Based Practice, keynote, Milwaukee, WI, From Phenomenology of
Human Caring to Randomized Trials of Caring 2007 St. Joseph’s Hospital. Syracuse, NY, Conversations in Caring: Supporting a Higher Level of
Care. 2007 NY State Nursing Association District 4, Syracuse, NY, keynote, Caring: the “How” of Nursing
at its Finest. 2007 St. Joseph’s Hospital, Nashua, NH, keynote, In Celebration of Competence, Compassion, and
Caring 2007 Western Washington Rural Health Care Collaborative, Sedro Wooley, WA, keynote, Leading a
Caring Organization. 2007 Swedish Medical Center, Seattle, WA, Caring and Synergy: Models for Practice. 2007 Hospital Clinica Biblica, San Jose, Costa Rica, Extraordinary Acts of Caring in Everyday
Nursing Practice. 2006 North Shore University Hospital, Manhasset, NY, keynote, The Centrality of Caring to
Relationship-Based Nursing Care. 2006 Finger Lakes Health, Geneva, NY, Care for the Caregiver.
14
2006 University of Wisconsin Hospitals and Clinics, Madison, WI, keynote, Patient and Family-Centered Care: Caring at its Best.
2006 University of Wisconsin Hospitals and Clinics, Madison, WI, Leading a Caring Organization 2006 Swedish Medical Center, Seattle, WA, keynote, Extraordinary Acts of Caring in Everyday
Nursing Practice. 2006 University of California-Davis Medical Center, Sacramento, CA, Extraordinary Acts of Caring in
Everyday Practice 2006 Olympic Medical Center, Port Angeles, WA, Extraordinary Acts of Caring in Everyday Nursing
Practice. 2006 Harborview Medical Center, Seattle, WA, The Art of Caring. 2006 Mary Bridge Children’s Hospital, Tacoma, WA, The Role of Caring in the Practice of Child Life
Specialists. 2005 Sigma Theta Tau International, Kona, HI, Gender-based Differences in Context, Appraisal, and
the Experience of Depression and Grief post Miscarriage. 2004 State of the Science, Washington DC, Gender-based Differences in Depression and Grief post
Miscarriage. 2004 National Alaska Native American Indian Nurse Association Summit, Pablo, MT. Miscarriage
and Healing Amongst the Shoalwater. 2004 Western Institute of Nursing 37
th Annual Communicating Nursing Research Conference,
Portland, OR. Predicting Depression and Grief Post-Miscarriage Using the Lazarus Model. 2004 University of Hawaii Health Disparities Conference, Honolulu, HI, Miscarriage and Healing
Amongst the Shoalwater. 2003 Indian Health Service, National Research Meeting, Scottsdale AZ, Caring and Healing Amongst
the Shoalwater. 2003 IWK Health Centre, Halifax, NS, invited speaker, Caring in Professional Nursing. 2003 Washington Health Foundation, Health Communities Symposium, Seattle WA, Miscarriage
Amongst the Shoalwater: Healing of a Community. 2002 Maternal Child Health Bureau Regional Conference, Portland, OR. The Shoalwater Bay Indian
Tribe Miscarriage and Healing Project: Participatory Action Research . 2002 Syracuse University, Syracuse, NY, Annual Judith E. Evers Memorial Lecture, Caring Matters:
From Phenomenology to Randomized Trial. 2002 University of Rhode Island, Kingston RI, Alumni Award, My Life as a Nurse. 2002 Western Society for Research in Nursing, Palm Springs, CA, Miscarriage and Healing Amongst
the Shoalwater.
15
Guest Lectures
2011 N254 Discipline II
2011 N354 Lecture on Caring
2011 N293 Theories of Prevention and Management of Chronic Illness 2010 N950 Analysis of the Academic Role
2008 NURS531 Perinatal Adaptations, Lecture on Early Pregnancy Loss
2008, 09 NMETH403 Qualitative Research
2008 NCLIN411 Caring, Safety, and Leadership
2006, 07, 08, 09 NMETH580 Methodological Perspectives in Nursing Inquiry,
Phenomenology
2006, 07 NMETH590, Human Health Ecology, Conceptualization of Caring
2004, 05 NURS513 Women’s Health Seminar, Lecture on State of the Science
and Miscarriage
2004, 05 NURS531R Advanced Practice Roles, Lecturer on Conflict Management
and Caring
2003, 05 UW Bothell Lecture on Caring to Master’s Students
2003, 04 Pacific Lutheran University Lecture on Caring to Master’s Students
2003, 04 NURS 415, Caring and Miscarriage
2003, 04 NURS 590, Human Health Ecology, Caring and Healing Amongst the
Shoalwater
2002 NMETH 520, Participatory Action Research
2001 NURS531F, Family Genetics, guest seminar on caring as a potential
therapeutic model
2000 NURS541, guest seminar on miscarriage
1998, 99, 00 NURS581, PhD Theory, guest seminar on theory-based intervention
using Swanson’s Theory of Caring
1999 SPHSC 308, Caring as a way of relating
1998, 99, 02 NMETH521, Master’s Research, interpretive methods lecture
1999 NURS585, Evaluating Healing as an Outcome
1993 - 05 Two lectures per year to RN/BSN students at U.W. Bothell, topics have
included qualitative methods, pregnancy loss, and caring
1993, 94 N588, Phenomenology
1994 PCN544, Loss in Childbearing
1992-00 MHE522, Perinatal Grief and Bereavement
1993, 94, 95, 97, 98 PCN530, Caring Theory: Development and Testing
1992, 93 Planned Parenthood, Lecture on Pregnancy Loss
UNIVERSITY AND SCHOOL ACTIVITIES: EXTERNAL APT REVIEWER:
16
2010 University of Minnesota 2009 Johns Hopkins University 2006 University of Texas (Austin) 2006 University of Illinois (Chicago) 2004 University of Alabama 2003 University of Utah 2002 Georgetown University 2001 University of British Columbia EXTERNAL PROGRAM REVIEWER: 2010 University of Minnesota, Center for Spirituality 2007 University of Oklahoma, PhD Program 2005 University of Utah, PhD Program 2000 University of California at San Francisco, PhD Program TEACHING RESPONSIBILITIES: Master’s Thesis/Scholarly Project (Chairperson) Dana Dreyfus Dorman A Concept Analysis of Self-Care in Adolescents with a Chronic Illness Elizabeth Schonwald The Experience of Interpreters Within the Health Care System Victoria Van Dyke Caring Needs of Postpartum Mothers Donna Floyd Fostering Hope in Adolescent Cancer Patients - Do Friends Make a
Difference? Mary Beth Johnson The Experience and Caring Needs of Fathers in the NICU Linda Barnes Caring in High-Risk Pregnancy: A Nursing Problem Analysis of
Antepartum Hospitalization and Home Care Vivian Vidunas Miscarriage with a History of elective Abortion: A Comparison Study of
the Miscarriage Experience -- Women with a Who Miscarry with a History of Elective Abortion vs. Women without with a History of Elective Abortion
Janet Lohan A Problem Analysis of Adolescent Bone Marrow Donors Following Sibling
Recipient Death Andrea Bakke A Rational Reconstructionist Approach to developing a Personal Model
for Nursing Practice Susan L. Williams-Judge Success as perceived by Neonatal intensive care Unit Nurses Ellyn Cavanaugh The Lived Experience of Parenting in the Neonatal Intensive Care Unit Carol Carter Nursing in Third World Countries (Topic) Patricia Anne Goldenberg Court-ordered Caesareans: A Nursing Perspective Karen DeWitt Caring: Masculine Perspectives (Topic) Kevin Haws Parents Monitoring their Infants for Apnea: The Lived Experience Nancy Krivenka Nurse Caring Behaviors as Perceived by Chronically Ill School Age
Children Kathleen Puderbaugh The Experience of Pregnancy With a History of Loss Susan H. Bryer Women’s Experiences with Second-Trimester Termination of Pregnancy
for Fetal Anomalies: A Phenomenological Study Kristen Lewis Effects of Miscarriage on Women’s Lives: Secondary Analysis (topic)
Kathleen Mc Naughton Social Drinkers and Pregnancy (topic) Rebecca Spirig Caring for persons with Chronic and End-stage AIDS (topic)
17
Constance Hymas Sibling visits in the NICU Chintana Wachsarin Thai Parenting Lori Lyn Trego Exercise and Pregnant Military Women Manee Arpanantikul Experiences of Midlife amongst Thai Women Residing in Seattle Diana Stark An NICU Orientation Program for Newly Graduated Nurses Wendy Kohler Breastfeeding Education Project Lynne Walsh Mother’s Experiences of Surgical Management of Twin-to-Twin
Transfusion Syndrome April Scheuman The experience of adult congenital heart disease in pregnancy Susan Altenhofen Miscarriage Experiences in Couples with and without a History of
Infertility
Master’s Thesis/Scholarly Project (Member) Ann Mitchell Mothers’ Experiences with Pregnancy and Parenting Subsequent
Children Following Sudden Infant Death Christine Wea Caring and Gerontology (Topic) Carla Nye NICU and Preterm Infants (Topic) Kristine Barnes Stress in Graduate Students (Topic) Penny Powers The Concept of Needs in Nursing: A Foucaultian Analysis Vicki L. Meysenburg A Nurse Caring Quality Evaluation Measure: Utilizing Patient
Perceptions to Evaluate Nursing Quality Melissa A. Sherwood Practices and Factors That Preserve Perinatal Integrity During Birth
Undrea Bostic Postpartum concerns of Black Women Rosalie Houston Evaluation of a postpartum rooming Erin Mahoney Depression after Delivery in program for substance using mothers (topic) Pamela Twitchell Substance Use in pregnant women Kari Schnell Culturally Competent Caring for Children with Asthma Peggy Smith Web-based menopause decision aid Evelyn Quattrone Web-based menopause decision aid Dissertation Committee (Chairperson) Brenda Broussard The Experience of Women Living with Bulimia Maria Pettinatto: Lesbian Midlife Women’s Use of Alcohol Sheri Connor Prenatal Attachment and Genetic Testing Danuta Wojnar Miscarriage in Lesbian Couples Cecilia Roscigno Experiences of Brain-injured Children Jill Mount Miscarriage in Latino Women Dissertation Committee (Member) Gail Powell-Cope Family Caregiving and Care Receiving During Acquired
Immunodeficiency Syndrome and Human Immunodeficiency Virus Infection
Katherine Klaich Alcoholism in Women (Topic) Karen Kavanaugh Infants Weighing Less Than 500 Grams at Birth: Providing Parental
Support (University of Illinois) Kristen Nighton Maternal Caregiving for Young Children: Implications for Social Policy,
(Graduate Faculty Representative to School of Social Work) Linda Westbrook Cognitive Structures of First-Line Mangers in Critical Care Settings Marjorie Bartels DesRosier The Emergence of Organizational Structure in Newly Founded Skilled
Nursing Facilities
18
Dari R. Truit Battered Wives: Attempting to Break the Cycle of Violence (Graduate Faculty Representative to School of Social Work)
Barbara Silko Self Care and Mid-Life Women (Topic) Suzanne SiK. M.a Caregiver Perceptions of Caring in the Organizational Environment Lyn Babington Assessing the Context of Care at the Unit Level of the Organization Penny Powers Foucaultian Analysis of Nursing Diagnosis (Topic) Sarah Shannon Caring for the Critically-Ill Patient Receiving Life Sustaining Therapy:
Combining Descriptive and Normative Ethics in Research Grace Forsythe The Responses of Consumers to Caring and Noncaring Experiences
During Hospitalization (University of Utah) Johpajohn Phengjard Family Caregiving and AIDS in Thailand Viva Tapper Women with End-stage Breast Cancer Estelle Klasner Communication and Huntington’s disease (Speech and Hearing
Sciences) Susan Casey Women with Breast Cancer, Couple Relationships Ellyn Cavanaugh Families with Children requiring High-tech Support at Home Pat Farell Ethics and Research Valda Upenieks Leadership in Nursing Administrators Sandra Jolley Mothers and Postpartum Depression Yu-Chuan Lin Breast Cancer: Families’ Experiences Manee Arpanantikul Midlife Women in Thailand Hsien-Tzu Chen Impact of Breast Cancer on Marital Relationships Jonathan S. Fader (GSR) Intervention to Prevent Substance Use in Adolescents Christine Muldoon (GSR) Education Allen Thompson (GSR) Philosophy Brian Bennett (GSR) Nutritional Sciences Thongsouy Sitanon Thai Parents’ Experiences of Parenting Preterm Infants during
Hospitalization in the NICU Lori Lyn Trego Management of Menses and Menstrual Suppression in Deployed Women Lynn Reinke End of life experiences and related nursing care Other Becky Barnea Miscarriage, Medical Student Education and Caring (Supervisor to UW
medical student, independent research project) Faina Pulvemaker, Zahra Miscarriage: Effects on Couple’s Intimate Relationships (undergraduate
Karmali, Suzanne Powell research project advisor) Elena Cordova Miscarriage: Women’s, Medical, and feminist Perspectives
(undergraduate honors project) Zahra Karmali Miscarriage, Medical Student Education and Caring (Supervisor to UW
medical student, independent research project) Suzanne Powell Miscarriage and its effects on relationships (undergraduate honors
project) Jannelle Sagmiller McNair Undergraduate Presidential Scholar, advisor, “Rez Rounds”
Evaluation Project Charissa Kurtz “Stress in Novice and Expert BMT Nurses” (undergraduate honors
project) Doctor of Nursing Practice Capstone Project (member) Sharon Delaney “NNP/DNP” – supervisory committee.
19
Courses Taught 2008 NSG 530 Leadership and Advanced Practice This graduate level course focuses on leadership and is
taught to DNP and masters students entering advanced practice roles.
2007, 08, 09 NURS 587 Role Transition Seminar
This doctoral level role course is developed in concert with the students and is designed to enable taking on and managing the role of a nurse scientist in academic, clinical, and policy arenas.
2003, 04, 05 NMETH 580 Methodological Perspectives in Nursing Inquiry
This was a doctoral level survey course in nursing research with an emphasis on the methodologies and methods of critical post modern, empirical, and interpretive approaches to nursing science. Students developed research proposals as a course requirement.
2001 NMETH520 Nursing Research Methods This master’s level research course emphasized research
critique and research application 1998, 99, 00 NMETH 582 Interpretive Methods in Nursing Research &3 I developed this two sequence doctoral level course.
This was a combination survey course and hands-on experience. Over the course of two quarters each student developed and conducted an individual interpretive research study. For most this became the pilot for their dissertation. I taught an abbreviated version of this course in Chiang Mai, Thailand, in August 1999.
1997, 98, 99, 00, 01 NMETH403 Nursing Research Methods This undergraduate research course introduced students
to critiquing the evidence for practice. 1997 NURS201 Human Development This undergraduate (pre-nursing) course focused on
development across the lifespan 1996 PCN532 Selected Topics in Family and Child Nursing This graduate level selected topics course was a seminar
for students enrolled in a Family and Child Nursing master’s pathway. It focuses on professional, political, and economic issues, which impact the practice of advanced nursing.
1994, 95, 96 N581 Theory Building in Nursing II This core doctoral course focused on the development
and application of theories in nursing.
20
1994, 95, 96 PCN 512 Clinical Practicum in Parent & Child Nursing This course involved placing master’s students with
clinical preceptors who facilitated clinical learning of advanced practice roles. Also involved was the conduct of clinical seminars and evaluation of students learning experiences.
1993, 94, 95, 96 N305 Threats to Health.
New course in revised curriculum. I developed and taught this course focused on personal and environmental threats to health.
1992 PCN 531 Nursing Process in Parent and Child Nursing This master’s level core course focused on the nursing
process: How nurses gather data, assess patterns, name cluster cues (diagnose), choose intervention strategies, and evaluate outcomes. The clinical component of the course included a concentrated experience in gaining reliability in NCAST
Fall, 1992, 1993, 1994, N450 Connected Learning 1995 Weekly one hour seminars with 10 to 15 undergraduate
students, the purpose of which was to assist students with making connections between courses taken that quarter and their emerging views of self as nurse.
Fall, 1992(c), 1993(c), N301 The Nature of Human Health and Caring 1994, 1995 (co-taught) I developed this new course in a revised curriculum. It
focused on the meaning of health, strategies to promote and sustain health, the role of nursing in sustaining health.
APPENDIX II.3
FACULTY PROFILE
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
1
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Alden Kathyrn nurse EdD MSN BSN
NC State Univ, Raleigh NC UNC-Chapel Hill, Chapel Hill, NC UNC-Charlotte, Charlotte NC
1989 Associate Professor
NTT Baccalaureate Maternal Child
N479 Maternal Newborn - Co, Cl
Alderman Jennifer nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Greensboro, Greensboro, NC
2010 Instructor NTT Baccalaureate Maternal Child
N369 Physcial Assessment - Co N479 Maternal Newborn - Cl N590 Adult Health II - Cl
Alexander G. Rumay nurse EdD MSN BSN
Tenn State Univ, Nashville, TN Vanderbilt Univ, Nashville, TN Univ of Tennessee, Knoxville, TN
2003 Professor NTT N/A, Does not teach
Education Administra
tion
Does not Teach
Barksdale Debra nurse PhD P-MSN MSN BSN
Univ of Michigan, Ann Arbor, MI Univ of PA, Philadelphia, PA Howard Univ,Washington, D.C. Univ VA, Charlottesville, VA
2003 Associate Professor
Tenured Master's Family Primary
Care
N827 Child Health in PC - Co N828 Practicum in COPC - Co
Beeber Linda nurse PhD MSN BSN
Univ of Rochester, Rochester, NY New York Univ Division of Nursing Virginia Commonwealth University
2000 Professor Tenured Master's Doctoral
Psychiatric Mental Health
N704 Scientifice Writing - Co N727 Psychopharmacology - Co N860 Psychiatric Interventins - Co N864 PMH Interventions - Cl N950 Academic Role in Education - Co
Beeber Anna nurse PhD MSN BSN
Univ of Pa,, Philadelphia, PA, Univ of Pa, Philadelphia, PA, Hartwick College, Oneonta, NY
2007 Assistant Professor
TT Baccalaureate Master's Doctoral
Geriatrics N686 Critical Care Conceots Older Adults
Berry Diane nurse PhD MSN BSN
Boston College, Chestnut Hill, MA, Boston College, Chestnut Hill, MA, Lenoir Rhyne College Hickory, NC
2005 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Primary
Care
N910 Knowledge Development - Co
Best Nakia nurse MSN BSN
UNC-G, Greensboro, NC Winston-Salem State Univ, Winston-Salem, NC
2008 Instructor NTT Baccalaureate Master's
Adult Med/Surg
N488 Practicum Improvement - Cl N364 Adult Health I - Cl N590 Adult Health II - Cl
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
2
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Black Beth nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC
1997 Assistant Professor
TT Baccalaureate Master's
Maternal Child
N254 Discipline of Nursing I - Co N371 Intro to Nursing Researach - Co N685 Care of the Dying & Bereaved - Co N876 Innovations Curricula - Co
Brunssen Susan nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univ of Alabama, Birmingham, AL, Univ of Maryland, Baltimore, MD
2003 Assistant Professor
TT Master's Pediatrics N588 Leadership in Organizations - Co N710 Developmental Psy/Patho - Co N777 Statistical Applications in HC - Co N985 Research Practicum - Co
Burke Syvil nurse MBS MSN BSN
Duke Univsity, Durham, NC UNC-Greensboro, Greensboro, NC UNC-Chapel Hill, Chapel Hill, NC
2010 Clinical Instructor
NTT Baccalaureate Pediatrics N472 Pediatrics - Cl
Bush Tom nurse MSN AND
Vanderbilt Univ, Nashville, TN Univ of Kentucky, Lexington, KY
2000 Assistant Professor
NTT Baccalaureate Master's
Family Primary
Care
N366- Health Assessment Lab N369- Physical Assessment - Co N726- Advanced Health Assessment -
Co, Cl N810- Adult Primary Care - Cl N812- Mgt of Complex Health in Adults
- Cl N828 Primary Care Practicum - Cl
Carlson John non-nurse
BS MS Sociology
University of Iowa, Iowa City, IA Virginia Polytechnic Institute, Blacksburg, VA
1988 Associate Professor
NTT Baccalaureate Master's Doctoral
Statistics Does not Teach
Carlson Barbara nurse PhD MSN BSN
UNC-Chapel Hill Chapel Hill,NC UNC-Chapel Hill Chapel Hill,NC Univ of Pittsburgh, Pittsburgh, PA
2000 Associate Professor
Tenured Baccalaureate Master's Doctoral
Adult/Geriatrics
N958 Intervention Studies - Co N960 Proseminar - Co
Cockroft Mariann nure MSN BSN
UNC-Greensboro, Greensboro, NC, UNC-Greensboro, Greensboro, NC
2002 Assistant Professor
NTT Baccalaureate Community Health
N470 Public Health - Cl N487 Practicum Work - Co
Crandell Jamie non-nurse
PhD MS BS
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC Univ of Richmond, Richmond, VA
2008 Assistant Professor
NTT N/A, Does not teach
Statistics Does not teach.
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
3
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Crisp Donna Helen
nurse JD MSN BSN
NCCU, Durham, NC UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC
2006 Assistant Professor
NTT Baccalaureate Psychiatric Mental Health
N687 Ethical Issues - Co N477 PMH - Cl N254 Discipline - Co
Cronenwett Linda nurse PhD MSN BSN
Univ of Michigan, Ann Arbor, MI Univ of Washington, Seattle, WA Univ of Michigan, Ann Arbor, MI
1999 Professor Tenured N/A, Does not teach
Maternal Child
Does not teach
Crowell Nancy nurse MSN BSN
Univ of Virginia Charlottesville, VA, Univ of Connecticut , Storrs, CT
2006 Assistant Professor
NTT Baccalaureate Adult Med/Surg
N364 Adult Health I - Cl N366 Health Assessment Lab N590 Adult Health II - Cl
D'Auria Jennifer nurse PhD MSN BSN
Univ of Texas, Austin, TX Univ of Colorado, Denver, CO North Park College, Chicago, IL
1992 Associate Professor
Tenured Master's Pediatrics Primary
Care
N840 Ambulatory Pediatrics - Co
Davis Suja nurse MSN BSN
College of Nursing, Manipal Academy of Higher Education (MAHE), Manipal, Karnataka, India, College of Nursing, All India Institute of Medical Sciences (AIIMS), New Delhi, India
2007 Instructor NTT Baccalaureate Master's
Adult Med/Surg
N364 Adult Health I - Cl N590 Adult Health II - Cl
Davison Jean nurse MSN ADN BS
UNC-Chapel Hill, Chapel Hill, NC Walsh Univ, Canton, Ohio Kent State Univ, Kent, Ohio
2005 Assistant Professor
NTT Master's Family Primary
Care
N609 Global Health Care - Co N726 Advanced Health Assessment - Cl N810 Adult Primay Care - Cl N827 Child Health in Primary Care - Cl
Dieckmann Janna nurse PhD MSN BSN
Univ of PA, Philadelphia, PA Univ of PA, Philadelphia. PA Frances Payne Bolton School of Nursing - Cleveland, OH
1998 Associate Professor
NTT Baccalaureate Master's
Community Health
N470 Public Health - Co N494 Community Health - Co, Cl N642 Health Promotion - Co N646 Health Care Policy - Co
Dix Dustine nurse MSN BSN DIP
Rush University, Chicago, IL Elmhurst College, Elmhurst, IL Lutheran General & Deaconess Hospital, Park Ridge, IL
1993 Assistant Professor
NTT Baccalaureate Maternal Child
N479 Maternal Newborn - Cl
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
4
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Domino Constance nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Florida State Univ
2005 Assistant Professor
NTT Baccalaureate Community Health
N470 Public Health - Cl N494 Community Health Co - Cl
Durham Carol nurse EdD MSN BSN
NC State Univ, Raleigh, NC UNC-Chapel Hill, Chapel Hill, NC Western Carolina Univ,Cullowhee,
NC
2009 1982
Professor NTT Baccalaureate Master's
Director N699 Inter-Professional Teamwork/Patient Safety - Co
Esposito Noreen nurse EdD MSN BSN
Columbia Univ, NY State Univ of NY, Stony Brook, NY Univ of the State of NY, Regents College (On-line)
2001 Associate Professor
NTT Master's Doctoral
Women's Health and Psychiatric
Mental Health
N726 Advanced Health Assessment - Cl N810 Adult Primary Care - Cl N825 Reproductive Health - Co N977 Qaulitative Methods - Co N979 Qualitative Analysis - Co
Fleming Louise nurse MSN BSN
Duke Univ, Durham, NC Univ of SC, Spartanburg, SC
2009 Instructor NTT Baccalaureate Master's
Adult Med/Surg
N261 Nutrition - Co N364 Adult Health I - Cl
Fogel Catherine nurse PhD MSN BSN
NC State Univ, Raleigh, NC UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC
1968 Professor Tenured N/A, Does not teach
Women's Health
Does not teach.
Foster Beverly nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univ of Hawaii, Honolulu HI Syracuse Univ, Syracuse, NY
1982 Associate Professor
NTT Baccalaureate Community Health
N487 Practicum Work - Co N691 & N692H Honors in Nursing - Co
Funk Sandra non-nurse
PhD MA BA
UNC- Chapel Hill, Chapel Hill, NC Univ of Hawaii, Honolulu, HI Univ of California, Santa Barbara,
CA
1976 Professor Tenured Doctoral Research N959 Research Grant Writing - Co
Germino Barbara non-nurse
PhD MSN BSN
Univ of Washington Seattle, WA, Duke Univ, Durham, NC Duke Univ, Durham, NC
1982 Professor NTT N/A, Does not teach
Adult Med/Surg
Does not teach
Gingrich Patricia nurse MSN BSN
UNC-CH, School of Nursing UNC-CH, School of Nursing
2005 Assistant Professor
NTT Baccalaureate Maternal Child
N253 Development Co N254 Discipline - Co N479 Maternal Newborn - Cl
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
5
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Giscombe Cheryl nurse PhD MSN BSN
SUNY, Stony Brook, NY UNC-Chapel Hill, Chapel Hill NC NCCU, Durham, NC
2009 Assistant Professor
TT Baccalaureate Master's
Psychiatric Mental Health
N477 PMH - Cl N863 PMH Underserved - Co, Cl
Goley Michael nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univof SC, Columbia, SC
2009 Instructor NTT Baccalaureate Master's
Pediatrics N472 Pediatrics - Cl N725 Advanced Health Assessment - Cl N842 Psychophysiological Problem - Cl
Halloran Edward nurse PhD MSN BSN
Univ of Illinois, Chicago, IL Yale Univ, New Haven, CT Southern CT Univ, New Haven, CT
1989 Associate Professor
Tenured Baccalaureate Master's
Administration
N646 Health Care Policy - Co N878 Health Care Residency - Co, Cl
Hamilton Jill nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC NC Central Univ, Durham, NC
2007 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Med/Surg
N590 Adult Health II - Cl N776 Research - Co
Harlan Christina nurse MSN
BSN
New School for Social Research, New York, NY
The American Univ, Washington, DC
1994 Assistant Professor
NTT Baccalaureate Master's
Community Health
N470 Public Health - Cl N489 Practicum Global Health - Co N600 SHAC - Co N699 Global Health Care - Co
Harwood Elaine nurse DNP MSN BSN
Vanderbilt Univ, Nashville, TN UNC-Chapel Hill, Chapel Hill, NC Western Carolina Univ, Cullowhee, NC
2002 Assistant Professor
NTT Baccalaureate Master's
Family Primary
Care
N726 Advanced Health Assessment - Cl N810 Primary Care Adults - Co N811 Selected Issues - Co, Cl N812 Mgt of Complex Health in Adults -
Cl
Havens Donna nurse PhD MSN BSN
Univ of Maryland, Baltimore, MD Villanova Univ, Villanova, PA Cedar Crest College, Allentown, PA
2004 Professor Tenured Doctoral Administration
N976 - Sampling and design - Co
Heiser Ted nurse MSN BSN
Hunter College, NY Rutger University, Newark, NJ
2011 Instructor NTT Baccalaureate Adult Med/Surg
N364 Adult Health I Cl N590- Adult Health II - Cl
Hill Renee nurse MA BSN
NC State University, Ralegih, NC UNC-Chapel Hill, Chapel Hill, NC
2009 Assistant Professor
NTT N/A, Does not teach
Adult Med/Surg
Does not teach
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
6
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Hirst Denise nurse MSN BSN
Duke Univ, Durham, NC NCCU, Durham, NC
2006 Assistant Professor
NTT Baccalaureate Adult Med/Surg
N379 Leadership - Co N488 Practicum Improvement - Co N491 Improving Nursing Practice - Co N590 Adult Health II - Cl
Hodges Eric nurse PhD MSN BSN
Oregon Health & Science, Portland, OR
George Mason Univ, Fairfax, VA UNC-Chapel Hill, Chapel Hill, NC
2007 Assistant Professor
TT Baccalaureate Master's
Family Primary
Care
N253 Development - Co N725 Advanced Health Assessment - Co N827 Child Health Issues Primary Care -
Cl N810 Primary Care Mgt of Adults - Cl
Hoffman Sandra nurse MSN BSN
NCSU, , Raleigh NC UNC-Chapel Hill, Chapel Hill, NC
1995 Assistant Professor
NTT Baccalaureate Master's
Adult and Geriatric Health
N360 Basic Nursing Concepts - Co N590- Adult Health II - Co, Cl
Hubbard Grace nurse MSN BSN
Med. College of GA, Augusta, GA UNC-Greensboro, Greensboro, NC
2007 Assistant Professor
NTT Master's Psychiatric Mental Health
N865 Applications of Play Therapy - Co N863 PMH Underserved Populations, Cl N860 PMH Individual Psychotherapy, Cl
Hubbell Sara nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC
2010 Instructor NTT Baccalaureate Master's
Adult Med/Surg and Family
Primay Care
N364 Adult Health I - Cl N590 Adult Health II - Cl N810 Primary care adults - Cl N827 Child Health - Cl
Irabor Ramona nurse MSN BSN
Walden Univ (on-line) E. Carolina Univ, Greenville, NC
2011 Instructor NTT Baccalaureate Adult Med/Surg
N364 Adult Health I - Cl
Irons Dana MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univ of Virginia, Charlottesville, VA
2008 Instructor NTT Baccalaureate Pediatrics N472 Pediatrics - Cl N366 Health Assessment Lab
Jenerette Coretta nurse PhD MSN BSN
Univ of SC - Columbia, SC Univ of SC Columbia, SC Clemson Univ, Clemson, SC
2008 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Med/Surg
N590- Adult Health II - Cl
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
7
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Jessup Ann nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC UNC-Greensboro, Greensboro, NC
2007 Assistant Professor
NTT Master's Family Primary
Care
N721 Pediatric Pharmacology - Co N827-Child Health in Primary Care - Co, Cl N828 –Practicum in Primary Care - Co, Cl N780i-Multidisciplinary Diabetes
Mellitu - Co N810 Primary Care Adults, Cl
Jones Cheryl nurse PhD MSN BSN
Univ of SC, Columbia, SC, Univ of SC, Columbia, SC Univ of Florida, Gainesville,FL
2000 Associate Professor
Tenured Master's Administration
N871 Leadership - Co N874 Outcomes Management - Co
Kelly Maureen nurse MSN BSN
Univ of Maryland, Baltimore, MD Univ of Virginia, Charlottersville,
VA
2000 Assistant Professor
NTT Baccalaureate Master's
Pediatric Primary
Care
N841 Family Responses - Co N840 Ambulatory Pediatrics - Co N849 Practicum in Pediatric Nursing - Co
Kjervik Diane nurse JD
MSN
BSN
William Mitchell College of Law, St. Paul, MN
Univ of California San Francisco, CA
Univ of Wisconsin Madison, WI
1995 Professor Tenured Doctoral Psychiatric Mental Health
N915 Ethics and the Law - Co
Knafl Geroge non-nurse
PhD MA BA
Northwestern Univ, Evanston, IL Northern Illinois Univ, Dekalb, IL MacMurray College, Jacksonville, IL
2008 Professor Tenured Doctoral Statistics N960 Proseminar - Co N976 Sampling and Design - Co N981 Longitudinal Methods - Co
Knafl Kathleen non-nurse
PhD
MA BA
Univ of Illinois at Chicago, Chicago, IL
Northern Illinois Univ, Chicago, IL Webster Univ, St. Louis, MO
2008 Professor Tenured Doctoral Maternal Child
N932 Families and Health Research - Co
Kneipp Shawn nurse PhD MSN BSN
Univ of Washington Seattle,WA Univ of Michigan, Ann Arbor, MI Univ of Michigan, Ann Arbor, MI
2010 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Primary Care and
Community Health
N470 Public Health Nursing - Cl N910 Knowledge Development - Co N961 Integrative Literative Review - Co
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
8
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Lackey Liska nurse MSN BSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univ of Texas, Austin, Tx Florida State Univ, Tallahasee
2008 Assistant Professor
NTT Master's Family Primary
Care
N726 Advanced Health Assessment - Cl
Lamanna Beth nurse MSN BSN BA
UNC-Chapel Hill, Chapel Hill, NC Cornell Univ New York Lawrence Univ, Appleton, WI
2007 Assistant Professor
NTT Baccalaureate Community Health
N470 Public Health Nursing - Cl N488 Practicum Improvement - Co N494 Community Health - Co, Cl
Lanning Rhonda nurse MSN/BSN BA
Univ of PA, Philadelphia, PA Earlham College, Richmond, IN
2006 Instructor NTT Baccalaureate Maternal Child
N366 Health Assessment Lab N479 Maternal Newborn - Cl
Leeman Jennifer non-nurse
DrPH Mdiv
BA
UNC-Chapel Hill, Chapel Hill, NC Columbia Univ NY Union Theological Seminary, NY BrynMawr College, PA
1998 Associate Professor
NTT Doctoral Administration
Does not teach
Leonard Christina nurse MSN BSN
George Mason Univ, Fairfax, VA George Mason Univ, Fairfax, VA
2007 Instructor NTT Baccalaureate Master's
Adult Med/Surg
N364 Adult Health I Cl N590- Adult Health II - Cl N366 Health Assessment Lab
Lester Vickie nurse MSN BSN
UNC-Greensboro, Greensboro, NC UNC-Greensboro, Greensboro, NC
2008 Instructor NTT Baccalaureate Adult Med/Surg
N364 Adult Health I - Cl N366 Health Assessment Lab N590 Adult Health II - Cl N491 Improving nursing practice - Cl
Lewis Julie MSN BSN
UNC-Chapel Hill, Chapel Hill, NC 2006 Instructor NTT Baccalaureate Master's
Adult Med/Surg
N361 Pathophysiology - Co N362 Pharmacology - Co N366 Health Assessment Lab N590- Adult Health II - Cl N720 Pharmacotherapeutics - Co
Lynn Mary nurse PhD MSN BSN
Univ of Florida Gainesville, FL Univ of Florida Gainesville, FL Univ of Florida, Gainesville, FL
1991 Professor Tenured Doctoral Administration
N978 Principles of Measurement - Co
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
9
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Lyons Marquita nurse MSN BSN
Duke Univ, Durham, NC NCCU, Durham, NC
2007 Instructor NTT Baccalaureate Master's
Pediatrics N472 Pediatarics - Cl N725 Advanced Health Assessment - Cl N827 Child Health in PC - Cl N840 Ambulatory Pediatrics - Cl N841 Family Responses - Cl N849 Advanced Pediatrics - Cl
Mark Barbara nurse PhD MSN BSN
Case Western Reserve Univ Cleveland, OH, Univ of Washington Seattle, WA Skidmore College, Saratoga Springs, NY
2001 Professor Tenured Doctoral Administration
N933 Conceptual/Methodological Issues in Quality/Patient Outcomes Research - Co
Mayer Deborah nurse PhD MSN BSN
Univ of Utah Salt Lake City, UT, Yale Univ New Haven, CT, Excelsior College Albany, NY
2007 Associate Professor
TT BaccalaureateMaster's Doctoral
Primary Care Adults
N688 Advanced Pharmacology in Onc - Co N689 Advanced Concept in Oncology - Co N810: Primary Care of Adults - Cl N812: Problems in Adults - Co N821 Seminar in Oncology Care - Co
Mazzocco Gail nurse EDD MSN BSN
College of Education,College Park, MDUniv of Maryland, Baltimore, MDUniv of Maryland, Baltimore, MD
2003 Associate Professor
NTT Baccalaureate Master's Doctoral
Admiinistration
Does not teach.
McCarthy Regina MSN BSN
Univ of Colorado, Denver, CO Columbia Univ, NY, NY
2002 Assistant Professor
NTT Baccalaureate Master's
Women's Health
N725 Advanced Health Assessment - Cl N825 Reproductive Health - Cl N833 Specialty Women's Care - Co N838 Women's Health Practicum - Co N840 Ambulatory Pediatrics - Cl N841 Family Responses - Cl
McKenzie Carolyn nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Greensboro, Greensboro, NC UNC-Charlotte, Charlotte, NC
2009 Assistant Professor
NTT Baccalaureate Master's Doctoral
Adult Med/Surg
N470 Public Health - Cl N494 Community Health - Cl N590 Adult Health II - Cl N595 Alternate Paradigms - Co N776 Researach - Co
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
10
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
McQueen Laura nurse PhD MSN BSN
UNC-Greensboro, N.C. Hampton Univ, Hampton, VA Hampton Univ, Hampton, VA
2007 Associate Professor
NTT Baccalaureate Psychiatric Mental Health
N477 PMH - Cl N490 Concepts of Professional Nursing -
Co
Miller Margaret nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univ of NC Chapel Hill, NC E. Tenn. State Univ, Johnson City, TN
1997 Assistant Professor
NTT N/A, Does not teach
Adult Med/Surg
Does not teach.
Mishel Merle nurse PhD MA
MSN BSN
Claremont Grad. Univ, Calremont, CA Claremont Grad. Univ, Claremont, CA Univ of California, Los Angeles, CA Boston University, MA
1991 Professor Tenured Master's Doctoral
Adult Med/Surg
N957 Theory to Intervention - Co N958 Designing Intervetion Studies - Co
Moore Katherine nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC
2000 Assistant Professor
NTT N/A, Does not teach
Adult Med/Surg
Does not teach.
Nance-Floyd Betty nurse MSN BSN
Univ of Phoenix Phoenix, AZ, Univ of SC,Columbia, SC
2008 Instructor NTT Baccalaureate Master's
Adult Med/Surg
N361 Pathophysiology - Co N364 Adult Health I - Cl N361 Pathophysiology - Co N491 Improving Practice - Co N590 Adult Health II - Cl
Nasir Laura nurse MSN/BSN BA
UNC-Chapel Hill, Chapel Hill, NC Hampshire College, Amherst, MA
2003 Assistant Professor
NTT Baccalaureate Master's
Family Primary
Care
N642 Health Promotion - Co N647 Contemporary Issues - Co
Neelon Virginia nurse PhD MSN BSN
Duke Univ Durham, NC, Univ of CA, San Francisco, CA Duke Univ, Durham, NC
1973 Associate Professor
Tenured Baccalaureate Master's Doctoral
Geriatrics N595 Alternate Paradigms - Co N715 Pathophysiology - Co N960 Issues in Gerontological Research
- Cl
Oermann Marilyn nurse PhD MSN BSN
Univ of Pittsburgh,Pittsburgh, PA Univ of Pittsburgh,Pittsburgh, PA PA State Univ, Univ Park, PA
2007 Professor Tenured N/A, Does not teach
Adult Med/Surg
Does not teach.
O'Hale Ann nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC
1998 Assistant Professor
NTT Baccalaureate Master's
Pediatrics N366 Health Assessment Lab N472 Pediatrics - CL
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
11
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Oppewal Sonda nurse PhD MSN BSN
Univ of Virginia, Charlottesville, VA Univ of Virginia, Charlottesville, VA, Florida State Univ Gainesville, FL
2001 Associate Professor
NTT Baccalaureate Master's
Community Health
N699 Practicum Nursing, Rural NC - Co N470 Public Health Nursing - Cl
Pack Beth nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univ of Michigan, Ann Arbor, MI
2007 Instructor NTT Baccalaureate Adult Med/Surg
N366 Health Assessemtn Lab N590 Adult Health II - Cl
Page Julianne nurse MSN BSN
Rush Univ Chicago, IL Illinois Wesleyan Univ, Bloomington, IL
2000 Assistant Professor
NTT Baccalaureate Adult Med/Surg
N364 Adult Health I - Co N360 Basic Nursing Concepts - Co
Palmer Mary nurse PhD MSN BSN
Johns Hopkins Univ, Baltimore, MD Univ of Maryland, Baltimore, MD Univ of Maryland,Baltimore, MD
2002 Professor Tenured Baccalaureate Master's Doctoral
Geriatrics N920 Issues in Gerontological Research - Co
Palmer Carrie nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC, UNC-Chapel Hill, Chapel Hill, NC
2007 Instructor NTT Baccalaureate Master's
Family Primary
Care
N726 Health Assessment - Cl N810 Primary Care Adults - Cl N811 Selected Issues - Cl N812 Mangement of Complex Issues - Co N819 Adult PC Practicum - Cl
Pelliccio Susan nurse MSN BSN
H. H. Lehman College, Bronx, NY H. H. Lehman College, Bronx, NY
2007 Assistant Professor
NTT Baccalaureate Psychiatric Mental Health
N366 Health Assessment Lab N477 PMH - Cl
Piven Mary Lynn nurse PhD MSN BSN
Univ of Iowa, Iowa city, IA Univ of Maryland, Baltimore, MD UNC-Greensboro, Greensboro, NC
2006 Associate Professor
NTT Master's Psychiatric Mental Health
N860 PMH Interventions Individuals - Co N864 PMH Interventions Group - Co
Raphael-Grimm
Theresa nurse PhD MSN BSN
Univ of Pennsylvania, Phil. Pa. Univ of Pennsylvania, Phil. Pa. Thomas Jefferson Univ, Phil. Pa.
2001 Associate Professor
NTT Baccalaureate Psychiatric Mental Health
N477 PMH Co
Rodgers Shielda nurse PhD MSN BSN
Univ of Maryland, Baltimore, MD Univ of Maryland, Baltimore, MD NCCU, Durham, NC
2002 Associate Professor
NTT Baccalaureate Adult Med/Surg
N588 Leadership - Co N590 Adult Health II - Cl
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
12
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Rowsey Pamela nurse PhD MSN BSN
Univ of Michigan Ann Arbor, MI Univ of S MS, Hattiesburg, MS MS Univ for Women, Columbus, MS
1996 Associate Professor
Tenured Baccalaureate Master's Doctoral
Adult Med/Surg
N371 Nursing Research - Co N960 Biobehavioral Proseminar - Co N923 Theories for Prevention/Mgt - Co
Sandelowski Margarete nurse PhD
MSN BSN
Case Western Reserve Univ, Cleveland, OH Boston Univ, Boston, MA Univ of Pennsylvania, Phil. PA.
1986 Professor Tenured Doctoral Maternal Child
Does not teach
Santacroce Sheila nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Catholic Univ of America, Wash. DC Hunter College-Bellevue Hospital, NY
2009 Associate Professor
Tenured Doctoral Pediatric Primary
Care
N827 Child Health Issues in PC - Co N828 Community Oriented PC - Cl N957 Theory to Intervention - Co
Schwartz Todd non-nurse
PhD MS BA
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC Messiah College, Grantham, PA
2001 Asst Prof NTT Doctoral Statistics N971 Advanced Statistics - Co
Sheffield Karen nurse MSN RN BA
Yale University New Haven, CT Yale University New Haven, CT Connecticut College, New London, CT
2010 Instructor NTT Baccalaureate Master's
Maternal Child
N366 Health Assessment Lab N479 - Maternal Newborn - Cl N825 Reproductive Health - Cl
Sherwood Gwen nurse PhD MSN BSN
Univ of Texas, Austin, TX UNC-Chapel Hill, Chapel Hill, NC NNC Central Univ, Durham, NC
2005 Professor Tenured N/A, Does not teach
Administration
Does not teach.
Soltis-Jarrett, Victoria nurse PhD
MSN BSN
Flinders Univy of South Australia, Adelaide, South Australia University of Pittsburgh, Pittsburgh, PA Duquesne University, Pittsburgh, PA
2005 Professor NTT Baccalaureate Master's
Psychiatric Mental Health
N722 Psychopharmacology - Co N727 PMH Advanced Diagnotics - Co N869 PMH Practicum - Co, Cl
Song Mi-Kyung nurse PhD MSN BSN
Univ of Wisconsin-MadisonMadison, WS, Catholic UnivSeoul, Korea, Catholic UnivSeoul, Korea
2008 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Med/Surg
N685 Dying and Bereaved - Co N985 Independent Study - Co N953 Ethics and Law - Co
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
13
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Song Lixin nurse PhD MSN BSN
Univ of Michigan, Ann Arbor, MI Tianjin Med. Univ, Ottawa, Canada Tanjin Med. Univ, China
2011 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Med/Surg
Does not teach.
Sutphin Mary Charles
Nurse MSN
BSN
WV Wesleyan Coll., Buckhannon, WV
Columbia Univ, New York
2007 Instructor NTT Baccalaureate Master's
Women's Health
N479 Maternal Newborn - Cl N825 Reproductive Health - Cl
Swanson Kristen nurse PhD MSN BSN
Univ of Colorado Univ of Pennsylvania Univ of Rhode Island
2009 Professor Tenured Baccalaureate Master's Doctoral
Women's Health
Does not teach.
Swift-Scanlan
Theresa nurse PhD MSN BSN
Johns Hopkins Univ Baltimore, MD Johns Hopkins Univ Baltimore, MD Univ of MD, College Park, MD
2007 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Med/Surg
N371 Nursing Research - Co
Thoyre Suzanne nurse PhD MSN BSN
Univ of Wisconsin, Madison, WI Univ of Wisconsin, Madison, WI Univ of Wisconsin, Madison, WI
1997 Associate Professor
Tenured Doctoral Pediatrics N710 Developmental Physiology - Co
Travers Debbie nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-Chapel Hill, Chapel Hill, NC, Univ of Kansas, Lawrence, KS
2004 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Med/Surg
N870 Informatics - Co
Van Riper Marcia nurse PhD MSN BSN
Univ of Wisconsin-Madison, WI Univ of Wisconsin- Milwaukee, WI De Pauw Univ, Greencastle
2001 Associate Professor
Tenured Baccalaureate Pediatrics N382 - Genomics - Co
Vann Julie Jacobson
nurse PhD MSN BSN
UNC-Chapel Hill, Chapel Hill, NC Univ of Wisconsin, Milwaukee, WI Univ of Wisconsin, Eau Claire, WI
2007 Assistant Professor
NTT Baccalaureate Master's Doctoral
Administration
N588 Leadership - Co N646 APRN Roles - Co N872 Human Resource Mgt - Co, Cl
Wagner Jennie nurse MSN BSN
NC State Univ, Raleigh, NC East Carolina Univ, Greenville, NC
2006 Assistant Professor
NTT Baccalaureate Maternal Child
N479 Maternal Newborn - Cl N596 Contemporary Issues in Nursing -
Co
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
14
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Wazenegger Wanda nurse MSN BSN
UNC-Chapel Hill, Chapel Hill, NC PA State Univ, Univ Park, PA
2002 Assistant Professor
NTT Baccalaureate Master's
Adult Med/Surg
N364 Adult Health I - Cl N590 Adult Health II - Cl N810 Primary Care Adult - Cl N811 Selected Issues Adult Care - Cl N726 Advanced Health Assessment - Cl
Wells Elizabeth nurse MSN BSN
Duke Univ, Durham, NC Duke Univ, Durham, NC
2007 Instructor NTT Baccalaureate Psychiatric Mental Health
N477 PMH - Cl N494 Community Health - Cl
White Michelle nurse MSN BSN
UNC-Greensboro, Greensboro, NC UNC-Greensboro, Greensboro, NC
2008 Instructor NTT Baccalaureate Community Health
N470 Public Health Cl N494 Community Health - Cl
Williams Joan nurse MSN BSN
Univ of Miami Miami, FL Univ of WI-Madison, Madison, WI
2006 Assistant Professor
NTT Baccalaureate Master's
Adult Med/Surg
N366 Health Assessment Lab N364 Adult Health I - Cl N590- Adult Health II - Co, Cl
Williams Megan nurse MSN BSN
Duke Univ, Durham, NC UNC-Wilmington, Wilmington NC
2006 Assistant Professor
NTT Baccalaureate Pediatrics N366 Health Assessment Lab N456 Discipline - Co N472 Pediatrics - Cl N487 Practicum work - Co
Wittig Virginia nurse MSN BSN
Univ of California/L.A., CA Univ of Maryland, MD
2008 Assistant Professor
NTT Baccalaureate Psychiatric Mental Health
N477 PMH - Co, Cl
Woodley Lisa nurse MSN BSN
Univ of British Columbia, Vancouver
McMaster Univ, Hamilton, Ontario
2003 Assistant Professor
NTT Baccalaureate Pediatrics N472 Pediatrics - Co, Cl N882 Clinical Teaching - Co
Wu Jia-Rong nurse PhD MSN BSN
Univ of Kentucky Lexingont, KY Univ of PA, Philadelphia, PA National Taiwan Univ Taipei, Tawwan
2010 Assistant Professor
TT Baccalaureate Master's Doctoral
Adult Med/Surg
N369 Health Assessment Lab N590 Adult Health II - Co
Yeo SeonAe nurse PhD MSN BSN
Tokyo Univ, Tokyo, Japan Univ of Illinois, Urbana, IL St. Luke’s Coll. of Nur'g, Tokyo, Japan
2007 Associate Professor
Tenured Master's Doctoral
Women's Health
N777 Statistical Applications - Co N910 Knowledge Development - Co
University of North Carolina at Chapel Hill School of Nursing
Faculty Profile
15
Last Name Fisrt Name Faculty
Type Degrees Institution Granting Degree
Year Appt. Began
Current Rank
Tenure Status
Level of Teaching
Area of Clinical
Expertise Courses Taught in last 2 years
Yorke Diane nurse PhD MSN BSN
UNC-CH, School of Nursing UNC-CH, School of Nursing UNC-CH, School of Nursing
2007 Assistant Professor
NTT Baccalaureate Pediatrics N371 Nursing Research - Co N377 Research for Practicing Nurses -
Co N472 Pediatrics - Cl N488 Practicum Improvement Cl
Zomorodi Margaret nurse PhD BSN
UNC-Chapel Hill, Chapel Hill, NC UNC-CH, SON, Chapel Hill, NC
2008 Assistant Professor
NTT Baccalaureate Master's Doctoral
Adult Med/Surg
N254: Discipline of Nursing I – Co N588 Leadership - Co N590 Adult Health II - Co, Cl N875 Principles of Teaching – Co N880 Evidenced Base Care - Co
APPENDIX III.1
PEDIATRIC NURSE PRACTITIONER PROGRAM:
CURRICULUM MAPPING TO PNCB AND NONPF CORE
COMPETENCIES
Pediatric APA Faculty May, 2010 Page 1
Pediatric Nurse Practitioner Program: Curriculum Mapping to PNCB & NONPF Core Competencies
Course Objectives NONPF Core
Competencies
Specialty
Competencies
N710 1. Analyze the role of genes in the environment on phenotypic
expression, explain the physiological processes through which
genomes are translated into organisms and how genes and
environment interact to result in genetic disorders
I.A.4.a, b
I.A.7
Developmental
Physiology &
Pathophysiology
2. Describe and explain the major phases of prenatal
development from gemetogenesis to birth, including the
changes that occurring each physiologic system during the
transition from intrauterine to extrauterine life, and how
alterations in these processes results in disease.
(Foundational) I.A.7 (neonate)
I.B.1-2
3. Describe the major events in the development of each
physiologic system.
(Foundational) I.A.7
IB.1-3, 5
4. Compare and contrast the functioning of each physiologic
system before birth, in the neonatal period, in childhood,
during puberty and in adulthood
(Foundational) I.A.7
5. Analyze the relationship between the normal development of
each physiologic system and common pathologic conditions of
infants and children.
1.12, 1.14 I.B.1-3, 5
6. Analyze how developmental differences in the morphology
and controls of each physiologic system affect the attainment
of developmental milestones during childhood.
I.B.1
N725 1. Discuss the role of assessment in the diagnostic reasoning
process
(Foundational) I.A.
Advanced
Assessment and
2. Integrate advanced knowledge of anatomy and physiology,
growth and development, family, cultural, and environmental
2.27, 2.30, 4.43,
5.58, 7.71-73
I.A.9.a, I.A.10.a-h
I.B.1, I.B.
Pediatric APA Faculty May, 2010 Page 2
Diagnostic
Reasoning in
Neonatal and
Pediatric Nursing
factors as a basis for clinical assessment and diagnostic
reasoning with pediatric clients
II.1-3
III.1-3
VII.1
3. Use a variety of methods to collect pediatric health assessment
data, including consultation, screening and risk appraisal
1.13, 1.25, 2.32,
2.23, 4.49, 7.70
I.A. 11.a-j
4. Perform a comprehensive health assessment on a pediatric
client and interpret assessment findings
1.10-12, I.A.1, I.A.2,
I.A.3, I.A.4.a-d,g
I.A.5, I.A.6, I.A.7,
I.A.8a-c
5. Systematically document clinical assessment data and
summarize findings using a diagnostic reasoning process
1.9, 1.15-17, 2.26,
2.33, 2.34, 6.68
6. Critically appraise and utilize research findings related to
assessment and diagnostic reasoning with pediatric clients
4.42 I.C.12
N849 1. Assume increasing responsibility for diagnostic and
therapeutic clinical decision making with complex pediatric
health care problems in the selected pediatric clinical
population.
1.5, 1.6, 1.9-1.25 I.A.1-8, I.A.10,
I.A.11, I.B.1-4,
I.C.1-12,
III.
Clinical Practicum
in Advanced
Pediatric Nursing
2. Demonstrate increasing leadership as an advanced practice
nurse with a pediatric clinical population incorporating
teaching, consultation, and collaboration as a member of the
health care team.
2.26-35, 3.36-41,
4.42-51, 5.56
IV.1-4, IV.1-4
3. Address ethical, legal, cultural and economic considerations in
the delivery of pediatric health care with the selected
population while functioning in an advanced practice role.
4.52, 5.58-5.59,
5.61, 6.68
V.
VI.
VII.
4. Identify researchable problems for advanced practice nursing
in the clinical population/setting.
6.69, 7.70-7.74 I.A, C.12, IV
(all), VII. (all)
N840 1. Synthesize advanced knowledge of concepts, theories, and
research findings related to health promotion, disease
1.1-6, 8-25 I.A, C.12, IV
(all), VI., VII.
Pediatric APA Faculty May, 2010 Page 3
prevention, and selected health problems in infants, children
and adolescents.
(all)
Advanced Concepts
in Ambulatory
Pediatric Nursing
2. Integrate principles of growth and development into advanced
assessment techniques, health education modalities and
intervention strategies for infants, children, and adolescents
and their families.
2.26-28, 30-35,
I.A.1-3, I.A. 4.e,
I.A. 4.g, I.A.5-8,
I.A.9.a, g, I.A.10,
I.A.11, I.B.1,
I.B.2, I.B.4,
3. Generate researchable problems related to health promotion,
disease prevention and common health problems of infants,
children and adolescents.
1.18; 4.42 I.A, C.12, IV
(all), VII. (all)
4. Demonstrate critical thinking in the collection and
interpretation of health data in developing child-focused
intervention strategies
3.36-41 C.1, C.2, C.5-8,
C.10, C.11
II.1-3, III.1-3
5. Implement a leadership role in health promotion and health
maintenance of children incorporating teaching, consultation
and collaboration
4.42-43, 45-52,
56, 57
6.68-69
IV.1
6. Propose appropriate solutions to selected ethical, cultural, and
legal issues in advanced pediatric nursing practice in
ambulatory pediatric care settings.
2.21, 7.70-75 VII. Cultural
N841 1. Discuss the cultural, developmental, social and environmental
issues related to the health care of children, adolescents, and
their families.
4.43, 7.70-75,
2. Apply selected child, adolescent, and family theories to
determine individual and family needs and strengths within the
context of health care for children and adolescents.
4.42 I.A.9 a-h
3. Assess and interpret child, adolescent, and family responses to
actual and potential health problems of children and
adolescents.
I.A.9 a-h
4. Develop, implement and evaluate family-centered
interventions that are sensitive to cultural, developmental,
Pediatric APA Faculty May, 2010 Page 4
social, and environmental influences on selected health
problems of children and adolescents.
5. Analyze legal and ethical dilemmas faced by the advanced
practice nurse in the provision of family-centered care to
children and adolescents with selected health problems and
their families
4.43, 5.58, 5.59
6. Implement a leadership role in the provision of family-
centered health care for children and adolescents incorporating
teaching, consultation, referral, and collaboration.
6.68, 6.69
N842 1. Assess and indentify the major developmental,
situational/environmental and treatment problems of specific
pediatric populations with chronic illness
1.1-25 I.A.1-11
I.B.1-5
Infants, Children
and Adolescents
with Chronic
Conditions
2. Develop and implement coordinated interventions based on
critical evaluation of existing theoretical, research, basic
science, and clinical literature
1.1-25, 2.26-2.35,
3.36-3.41
I.C.1-12
3. Critically evaluate the effectiveness of these interventions and
modify plans based on these evaluations.
1.1-25, 2.26-2.35,
3.36-3.41
I.C.1-12
4. Utilize a scholarly approach to practice that combines
thoughtful analysis and responsiveness to data specific to each
patient with the development of intervention protocols to solve
the clinical problems of groups of pediatric patients with
similar attributes and needs
1.1-25, 5.58-5.61,
5.63, 7.70-7.75
I.C.1-12
5. Synthesize knowledge of health promotion of develop
intervention systems that promote optimal health and
developmental status for infants and children and significant
health problems and/or developmental needs
1.1-25 II.1-3
6. Evaluate the role of the advanced practice nurse in the care of
children with chronic illness
IV.1-4
APPENDIX III.2
PMH CNS/NP PROGRAM COURSES AND REQUIREMENTS
UNC-CH SON PMH CNS/NP Program Courses and requirements
2011
Courses Clinical Hours Required for ANCC: Family or Adult PMHNP
Required for NC Approval to practice: Must have certification
Required by CCNE/NONPF PMHNP
N715 None X X X
N720/N722 None X X X
N726 Lab X X X
Child-focused (HRSA-supported Or Collaboration w/PNP area)
TBA FAMILY ONLY FAMILY ONLY
N727 100 X X X
N860 120 X X X
N864 120 X X X
N863/N869 240+ X X X
Three “P”s
N715 N720/N722-5 credits (3-N720 and 2-N722) N726 PMH CNS/NP assessment and management of psychiatric problems (courses):
N727-4 credits N860*-3 credits N864*-4 credits N863/N869-Combined courses to become complex problems (Diagnosis, medication and psychotherapy management)-4 credits
*ANCC requires that PMHNP have at least two modalities of supervised psychotherapy to sit for ANCC
exam for Family PMHNP and Adult PMHNP.
Summary
This table reflects the Adult & Family PMH CNS/NP blended program. The following changes will be
transitioned:
+1 credit for 722
+1 credit for 864
-1 credit for NXXX (4 credit) to replace 863/869 since in reality 869 was 2 credits at 180 hours.
PMH CNS/NP Program is saving the school the slots in 810 and 827 for clinical supervision and teaching in the courses.
APPENDIX III.3
EISLE EVALUATION TOOL
N360 FUNDAMENTAL COMPETENCY EVALUATION 2
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 1 of 12
N360 FUNDAMENTAL COMPETENCY EVAL 2 Students care for 2 patients in a room. You are expected to proceed without input from your evaluator.
Bring your supplies. Please arrive 10 minutes early to get your supplies ready and plan to stay 10
minutes late to clean up your area.
Student Name PID # Email address My signature indicates that I agree to comply with the UNC Honor Code. I will not
discuss my results with other students until after all evaluations and redos are complete.
Signature Date
WEAR YOUR NAME TAG!
BRING YOUR SUPPLIES!!!
GENERAL INSTRUCTIONS:
This evaluation session includes skills from Intravenous Medications and Wound Care.
Be sure you have completed all assignments and practiced sufficiently so that you can
demonstrate mastery of skills during your evaluation session. In this session you will be expected
to perform skills in a way that represents a logical sequence of critical activities (see Performance
Criteria for each skill), coordination at a high level, with a lack of critical errors, with limited
non-critical errors, and within a reasonable time frame. Errors that compromise the physical or
microbial safety of the nurse or client are considered critical. For each skill, all critical activities
must be performed and critical errors must be avoided to achieve a “Pass.”
PASSING CRITERIA:
Critical activities performed in a logical sequence
Coordination at a high level
Lack of critical errors (nurse safety, client safety, client privacy).
Limited non critical errors
Reasonable time frame
RE-EVALUATION or REDO CRITERIA:
o Re-evaluation is offered to students who redo any skill in the performance evaluation
based on the above criteria and the criteria listed for each skill on the Performance
Evaluation Forms.
o Students lose all points for the skill(s) when they do not demonstrate competency by the
first re-evaluation session. The points for skills vary from 4 to 10 points depending on the
complexity of the skill.
o Evaluation Criteria vary for each skill based on the complexity of the individual skill
component items. 1-star items are the most critical elements of the skill; 2-star items are
essential elements of the skill; 3-star items are important elements of the skill.
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 2 of 12
o Whether or not a student goes to redo is based upon if/which items are missed during
evaluation:
miss one 1-star item (*), have to go to redo
miss two 2-star items (**), have to go to redo
miss three 3-star items (***), have to go to redo
PROCEDURE FOR RE-EVALUATION #1:
o Students are responsible for scheduling a Redo time after completion of the performance
evaluation by signing up via the online Course Signup Tool (CST). The CST opens when
the evaluation period starts and closes at 2359 the last day of evaluation.
o Students are responsible for coming thoroughly reviewed and practiced on the skills
needing a Redo. It is highly recommended that students attend an open lab for Redos to
help prepare for the re-evaluation. Redo Open Lab sign up is available through the CST.
o No student may be re-evaluated on a skill on the same day of the performance evaluation.
Students need to spend time reviewing and preparing to correct mistakes made during the
first attempt at skill competency.
o After successfully passing a skill during re-evaluation #1, students earn back ½ of the
points lost for each skill in which they can now demonstrate competency.
PROCEDURE FOR RE-EVALUATION #2:
Students who require a second re-evaluation of any skill they do not pass in Re-evaluation
#1 sign up for a Redo #2 remediation slot through the Course Signup Tool (CST).
Students are responsible for coming to Redo #2 thoroughly reviewed and practiced on the
skills for which they are attempting to successfully demonstrate competency. Students
will have the opportunity to practice the skill with the evaluator (either Robin Fultz or
Darlene Baker) prior to attempting the skill for evaluation during the Redo #2 session.
Students will not earn any points for any skill attempted and successfully completed on
Re-evaluation #2.
o When students successfully demonstrate competency of skills in Re-evaluation #2, they
will be able to continue in N360 but will not earn any points for the skills.
o Students who require a Redo for any skill not passed during Re-evaluation #2,
which is the third attempt to demonstrate competency in the skill, will receive an F
in N360. They will have to withdraw from clinical and will go before Progression
Review at the end of the semester to determine progression through the nursing
curriculum.
ABSENCE FROM A COMPETENCY EVALUATION:
An excused absence from a performance evaluation includes but is not limited to dire
emergency such as personal grave illness, hospitalizations of the student or of an immediate
family member, or death of an immediate family member. Scheduled events such as interviews,
travel plans, weddings, and non-emergent health care services are not considered an excused
absence from the performance evaluations. An unexcused absence from a performance
evaluation equates to an automatic RE-EVALUATION and will be treated as outlined above.
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 3 of 12
Evaluation Criteria: miss one 1-star item (*), have to go to redo
miss two 2-star items (**), have to go to redo
miss three 3-star items (***), have to go to redo
IV PUSH MEDICATION
Ev
al
Cri
teria
Checks order in MAR:
o Ensures complete provider order--signature, date, time, order legible
o Verifies MAR order against provider’s order using 5 rights of medication administration
(client, drug, dose, route, time)
o Checks for allergies on Provider’s Order and MAR Critical actions that promote safe, accurate procedures
*
Looks up med in drug book for drug action, onset, peak, duration, compatibility, side
effects/adverse reactions, and rate of administration Medication knowledge promotes safe, effective medication therapy
**
Performs hand hygiene Decontaminate before client care and after handling drug books to avoid potential transmission of pathogens
***
Completes 1st med check, comparing medication to MAR, checking client, medication, dose,
route, and time Use strict guidelines to prevent medication errors
*
Completes 2nd
med check before preparing medication in syringe, comparing medication to
MAR, checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors; easier to return incorrect medications if they are unopened
*
Prepares medication in syringe using aseptic technique with supplies, diluting medication as
indicated and labeling syringe Appropriate sterility is a critical action that promotes safe, accurate procedures
*
Completes 3rd
med check before disposing of unused medication vial, comparing labeled
medication syringe to source vial and to MAR, checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors; checks must be done with the original medication container
*
Places used medication vial/needle in sharps container Ensures compliance with federal occupational safety requirements
**
Prepares 2 syringes for flush with 3 ml of normal saline in each syringe, using aseptic technique
with supplies Appropriate sterility is a critical action that promotes safe, accurate procedures
*
Identifies client using 2 client checks—compares MAR to client ID band, checking name and
medical record number; may ask client to state name Critical action that promotes safe, accurate procedures
*
Checks for allergies with client Critical action that promotes safe, accurate procedures
*
Explains procedure to client and answers questions Clients have a right to know about their care; explain in terms the client can understand
***
Dons clean gloves Wear gloves if there is a risk of exposure to blood or other potentially infectious materials
***
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 4 of 12
Administers medication using medical asepsis: Appropriate sterility decreases exposure to microorganisms
Assesses IV insertion site for patency, currency, and s/s of infiltration or phlebitis Severe tissue and/or vein damage could result from infusing a medication into an infiltrated line or a vein with
phlebitis
**
Checks tubing date for currency (if fluids are infusing) on all tubing that will be used IV tubing can be reused for a specific amount of time after the initial use, if sterility has been maintained
***
Closes slide clamp on IV tubing and pinches tubing above injection port closest to client if fluids
are infusing (checks drip chamber to ensure flow stops); releases slide clamp if using a medlock Using closest port ensures least resistance to flow of medication
*
Cleanses needleless port with alcohol wipe; if port becomes contaminated at any time during
procedure, cleanses again with a new alcohol wipe Cleaning with alcohol prevents the IV line from being contaminated with microorganisms from the port
*
Attaches syringe of NS flush to needleless port and clears line of IV fluids, then detaches syringe Flush before use to ensure patency/minimize risk of medication incompatibility
*
Verifies has the correct medication prior to infusing medication (checks label, does not need to
compare to MAR since 3 med checks have been completed) Critical action to ensure appropriate medication syringe is used
*
Attaches medication syringe to needleless port Syringe must be attached to infuse the medication
*
Infuses medication at appropriate rate Overly rapid injection could be harmful to the client or cause IV infiltration; injection that is too slow is not
useful and could produce anxiety
*
Assesses IV site during infusion for s/s infiltration and monitors client for s/s adverse reaction
(troubleshoots any difficulties) Overly rapid injection could be harmful to the client or cause IV infiltration; client response to medications
varies from client to client
**
Attaches syringe of NS flush to needleless port and clears line of medication, infusing at an
appropriate rate; detaches syringe Flush after use to ensure patency/minimize risk of medication incompatibility
*
Opens slide clamp and releases tubing to restart IV flow if fluids infusing (checks that flow has
resumed and readjusts flow rate if needed); closes slide clamp if using a medlock Resume flow to ensure patency of intravenous access
*
Disposes of used supplies appropriately Ensures compliance with federal occupational safety requirements
***
Leaves bed low and locked, siderails up x2, call bell in reach Promotes client safety
***
Removes gloves without contaminating self Promotes nurse safety
***
Performs hand hygiene Decontaminate after client care
***
Documents medication--6th
right of medication administration Critical action that promotes accuracy, client safety, and continuity of care
***
DATE EVALUATOR NAME SCORE (circle one)
Evaluation Pass (10) Redo
Redo 1 Pass (5) Redo
Redo 2 Pass (0) Redo
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 5 of 12
Evaluation Criteria: miss one 1-star item (*), have to go to redo
miss two 2-star items (**), have to go to redo
miss three 3-star items (***), have to go to redo
IV MED via a PIGGYBACK
Ev
al
Cri
teria
Checks order in MAR:
o Ensures complete provider order--signature, date, time, order legible
o Verifies MAR order against provider’s order using 5 rights of medication administration
(client, drug, dose, route, time)
o Checks for allergies on Provider’s Order and MAR Critical actions that promote safe, accurate procedures
*
Looks up med in drug book for drug action, onset, peak, duration, compatibility, and side
effects/ adverse reactions Medication knowledge promotes safe, effective medication therapy
**
Performs hand hygiene Decontaminate before client care and after handling drug books to avoid potential transmission of pathogens
***
Completes 1st med check when selecting the correct IVPB from the “refrigerator,” comparing
medication to MAR, checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors
*
Calculates desired flow rate for medication Critical action that promotes safe, accurate procedures
*
Identifies client using 2 client checks—compares MAR to client ID band, checking name and
medical record number; may ask client to state name Critical action that promotes safe, accurate procedures
*
Checks for allergies with client Critical action that promotes safe, accurate procedures
*
Explains procedure to client and answers questions Clients have a right to know about their care; explain in terms the client can understand
***
Assesses IV insertion site for patency, currency, and s/s infiltration or phlebitis Severe tissue and/or vein damage could result from infusing a medication into an infiltrated line or a vein with
phlebitis
**
Checks primary and secondary tubing for currency IV tubing can be reused for a specific amount of time after the initial use, if sterility has been maintained
***
Identifies appropriate “old” piggyback bag and purges tubing using the “back flush” method Decreases risk of medication incompatibility and accidental air embolism
*
Completes 2nd
med check before attaching new IVPB med using aseptic technique, comparing
medication to MAR, checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors; easier to return incorrect medications if they are unopened
*
Completes 3rd
med check when hanging new IVPB on IV pole, comparing medication to MAR,
checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors
*
Lowers primary IV bag below level of secondary bag The effects of gravity ensures the uppermost bag infuses before lower bag
**
Releases secondary clamp and adjusts medication to desired flow rate using primary clamp,
counting for 15 seconds to adjust to desired flow rate, then counting for 1 full minute to obtain
correct rate Use a regulator clamp below the site where the IVPB is connected so the primary line will start infusing when the
IVPB is empty
**
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 6 of 12
Leaves bed low and locked, siderails up x2, call bell in reach Promotes client safety
***
Disposes of used supplies appropriately Ensures compliance with federal occupational safety requirements
***
Performs hand hygiene Decontaminate after client care
***
States that after antibiotic has infused, would clamp the tubing, leaving it intact for next
medication administration IV tubing can be reused for a specific amount of time after the initial use, if sterility has been maintained; clamp
to prevent backflow of primary fluid into bag instead of into client; leave intact to decrease contamination risk
***
Elevates primary bag to original height and adjusts flow rate back to primary IV rate The effects of gravity will work better if primary bag returned to original height; unless readjusted, the primary
line will continue to infuse at the secondary infusion rate
**
Performs hand hygiene Decontaminate after client care
***
Documents medication--6th
right of medication administration Critical action that promotes accuracy, client safety, and continuity of care
***
DATE EVALUATOR NAME SCORE (circle one)
Evaluation Pass (10) Redo
Redo 1 Pass (5) Redo
Redo 2 Pass (0) Redo
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 7 of 12
Evaluation Criteria: miss one 1-star item (*), have to go to redo
miss two 2-star items (**), have to go to redo
miss three 3-star items (***), have to go to redo
COMBINED IVP AND IVPB MEDICATION PROCEDURE
Cri
teria
Checks both medication orders in MAR:
o Ensures complete provider order--signature, date, time, order legible
o Verifies MAR order against provider’s order for both medications using 5 rights of
medication administration (client, drug, dose, route, time)
o Checks for allergies on Provider’s Order and MAR
Critical actions that promote safe, accurate procedures
*
Looks up both meds in drug book, checking for drug action, onset, peak, duration, compatibility,
and side effects/adverse reactions for both and for rate of administration for IVP medication
Medication knowledge promotes safe, effective medication therapy
**
Performs hand hygiene Decontaminate before client care and after handling drug books to avoid potential transmission of pathogens
***
Completes 1st med check for IVPB when selecting the correct IVPB from the “refrigerator,”
comparing medication to MAR, checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors
*
Calculates desired flow rate for medication Critical action that promotes safe, accurate procedures
*
Completes 1st med check for IVP, comparing medication to MAR, checking client, medication,
dose, route, and time Use strict guidelines to prevent medication errors
*
Completes 2nd
med check for IVP before preparing medication in syringe, comparing medication
to MAR, checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors; easier to return incorrect medications if they are unopened
*
Prepares medication in syringe using aseptic technique with supplies, diluting medication as
indicated and labeling syringe Appropriate sterility is a critical action that promotes safe, accurate procedures
*
Completes 3rd
med check for IVP before disposing of unused medication vial, comparing labeled
medication syringe to source vial and to MAR, checking client, medication, dose, route, and time Use strict guidelines to prevent medication errors; checks must be done with the original medication container
*
Places used medication vial/needle in sharps container Ensures compliance with federal occupational safety requirements
**
Prepares 2 syringes for flush with 3 ml of normal saline in each syringe, using aseptic technique
with supplies
Appropriate sterility is a critical action that promotes safe, accurate procedures
*
Identifies client using 2 client checks—compares MAR to client ID band, checking name and
medical record number; may ask client to state name Critical action that promotes safe, accurate procedures
*
Checks for allergies with client Critical action that promotes safe, accurate procedures
*
Explains procedures to client and answers questions Clients have a right to know about their care; explain in terms the client can understand
***
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 8 of 12
Dons clean gloves Wear gloves if there is a risk of exposure to blood or other potentially infectious materials
***
Administers medication using medical asepsis: Appropriate sterility decreases exposure to microorganisms
Assesses IV insertion site for patency, currency, and s/s of infiltration or phlebitis Severe tissue and/or vein damage could result from infusing a medication into an infiltrated line or a vein with
phlebitis
**
Checks tubing date for currency (if fluids are infusing) on all tubing that will be used during
medication administration IV tubing can be reused for a specific amount of time after the initial use, if sterility has been maintained
***
Closes slide clamp on IV tubing and pinches tubing above injection port closest to client if fluids
are infusing (checks drip chamber to ensure flow stops); releases slide clamp if using a medlock Using closest port ensures least resistance to flow of medication
*
Cleanses needleless port with alcohol wipe; if port becomes contaminated at any time during
procedure, cleanses again with a new alcohol wipe Cleaning with alcohol prevents the IV line from being contaminated with microorganisms from the exterior port
*
Attaches syringe of NS flush to needleless port and clears line of IV fluids, then detaches syringe Flush before use to ensure patency/minimize risk of medication incompatibility
*
Verifies has the correct IVP medication prior to infusing medication (checks label, does not need
to compare to MAR since 3 med checks have been completed) Critical action to ensure appropriate medication syringe is used
*
Attaches medication syringe to needleless port Syringe must be attached to infuse the medication
*
Infuses medication at appropriate rate Overly rapid injection could be harmful to the client or cause IV infiltration; injection that is too slow is not
useful and could produce anxiety
*
Assesses IV site during infusion for s/s infiltration and monitors client for s/s adverse reaction
(troubleshoots any difficulties) Overly rapid injection could be harmful to the client or cause IV infiltration; client response to medications
varies from client to client
**
Attaches syringe of NS flush to needleless port and clears line of medication, infusing at an
appropriate rate; detaches syringe Flush after use to ensure patency/minimize risk of medication incompatibility
*
Opens slide clamp and releases tubing to restart IV flow if fluids infusing (checks that flow has
resumed and readjusts flow rate if needed); closes slide clamp if using a medlock Resume flow to ensure patency of intravenous access
*
Identifies appropriate “old” piggyback bag and purges tubing using the “back flush” method Decreases risk of medication incompatibility and accidental air embolism
*
Completes 2nd
med check for IVPB, comparing medication to MAR, checking client, medication,
dose, route, and time before attaching new IVPB med using aseptic technique Use strict guidelines to prevent medication errors; easier to return incorrect medications if they are unopened
*
Completes 3rd
med check for IVPB, comparing medication to MAR, checking client, medication,
dose, route, and time when hanging new IVPB on IV pole Use strict guidelines to prevent medication errors
*
Lowers primary IV bag below level of secondary bag The effects of gravity ensures the uppermost bag infuses before lower bag
**
Releases secondary clamp and adjusts medication to desired flow rate using primary clamp,
counting for 15 seconds to adjust to desired flow rate, then counting for 1 full minute to obtain
correct rate Use regulator clamp below IVPB connection so the primary line will start infusing when the IVPB is empty
**
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 9 of 12
Disposes of used supplies appropriately Ensures compliance with federal occupational safety requirements
***
Leaves bed low and locked, siderails up x2, call bell in reach Promotes client safety
***
Removes gloves without contaminating self Promotes nurse safety
***
Performs hand hygiene Decontaminate after client care
***
Documents IVP medication--6th
right of medication administration Critical action that promotes accuracy, client safety, and continuity of care
***
States that after antibiotic has infused, would clamp the tubing, leaving it intact for next
medication administration IV tubing can be reused for a specific amount of time after the initial use, if sterility has been maintained; clamp
to prevent backflow of primary fluid into bag instead of into client; leave intact to decrease contamination risk
***
Elevates primary bag to original height and adjusts flow rate back to primary IV rate The effects of gravity will work better if primary bag returned to original height; unless readjusted, the primary
line will continue to infuse at the secondary infusion rate
**
Performs hand hygiene Decontaminate after client care
***
Documents IVPB medication--6th
right of medication administration Critical action that promotes accuracy, client safety, and continuity of care
***
DATE EVALUATOR NAME SCORE (circle one)
Evaluation Pass IVP (10) Redo
Pass IVPB (10) Redo
Redo 1 Pass IVP (5) Redo
Pass IVPB (5) Redo
Redo 2 Pass IVP (0) Redo
Pass IVPB (0) Redo
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 10 of 12
Evaluation Criteria: miss one 1-star item (*), have to go to redo
miss two 2-star items (**), have to go to redo
miss three 3-star items (***), have to go to redo
STERILE MOIST SALINE GAUZE DRESSING CHANGE
Cri
teria
Checks order in MAR:
o Ensures complete provider order--signature, date, time, order legible
o Verifies MAR order against provider’s order, correctly interpreting order for dressing
change
o Checks for allergies on Provider’s Order and MAR Critical actions that promote safe, accurate procedures
*
Gathers supplies Allows more efficient work, avoiding repeated trips from the room/ wasted supplies
***
Identifies client using 2 client checks—compares MAR to client ID band, checking name and
medical record number; may ask client to state name Critical action that promotes safe, accurate procedures
*
Checks for allergies with client, especially to latex Critical action that promotes safe, accurate procedures; supplies may contain latex
*
Explains procedure to client and answers questions Clients have a right to know about their care; explain in terms the client can understand
***
Raises bed to waist height and positions client correctly Arrange the work area to promote safe procedures and sterility
**
Places trash can near bed to allow disposal of materials without breaking surgical asepsis or
contaminating self Arrange the work area to promote safe procedures and sterility
***
Performs hand hygiene Decontaminate before client care
***
Sets up sterile field with required supplies:
o Maintains sterility of field/supplies while handling sterile supplies
o Stays out of sterile field when reaching for unopened supplies
o Steps back from sterile field while handling and opening packages
o Maintains sterility of inside of 4x4 boat, placing boat off sterile field
o Pours sterile NS into 4x4 boat without splashing sterile field
o Keeps hands above waist when working with opened sterile packages
o Avoids turning back on sterile field Principles of sterile technique are used to prevent the introduction of microrganisms that could cause infection;
sterile fields provide a microorganism-free surface to hold sterile materials for dressing changes
*
Dons clean gloves Wear gloves if there is a risk of exposure to blood or other potentially infectious materials
**
Places absorbent pad at base of wound Catches irrigant fluid when it drains from wound
***
Loosens tape, pulling toward wound OR loosens Montgomery straps and sets away from sterile
field
Exposes wound bed for cleaning, which promotes healing; reusable Montgomery straps reduce skin
irritation from tape caused by repeated dressing changes
**
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 11 of 12
Removes outer dressing materials and discards in biohazard bag or trash can without breaking
asepsis Exposes wound bed for cleaning, which promotes healing; ensures compliance with federal occupational safety
requirements
**
Removes clean gloves without contaminating self and discards Promotes nurse safety; ensures compliance with federal occupational safety requirements
**
Dons sterile gloves and maintains required sterility throughout procedure Properly applied sterile gloves for procedures requiring surgical asepsis eliminate the risk of introducing
microorganisms to a sterile object or the client
*
Maintains sterility of work area and supplies while working:
o Steps back from sterile field after picking up supplies from sterile field
o Works around sterile field instead of reaching over field
o Keeps hands above waist while sterile gloves are worn
o Avoids turning back on sterile field Principles of sterile technique are used to prevent the introduction of microrganisms that could cause infection
*
Removes inner dressing if necessary, using sterile forceps Exposes wound bed for cleaning, which promotes healing
*
Inspects dressing and wound for odor, color, amount, and consistency of drainage Thorough assessment facilitates treatment plan of care
***
Fills 60ml cath-tip syringe with sterile NS from 4x4 boat NS solution is preferred because it is compatible, doesn’t harm tissue, and adequately cleans most wounds
*
Flushes wound 1-2 inches vertically above wound bed with slow continuous pressure from top to
bottom. Repeats as necessary to irrigate wound thoroughly Use a syringe that has adequate pressure to clean without damaging tissue
**
Places dry 4x4 into wound to wick up pooled NS without contaminating sterile hand. Repeats as
necessary. Uses additional 4x4 to dry client’s abdomen if necessary, being careful not to touch
the wound or wick fluid to sterile gloves A saturated wound will not allow the gauze to absorb drainage; fluid left on intact skin can cause maceration of
healthy skin
*
Moistens 4x4 gauze in saline, wrings out, and fluffs wet sterile gauze without contaminating
gauze or sterile field The dressing should be damp to moderately wet; moisture in the wound bed enhances wound reepithelialization,
helping a wound heal faster and with less scar tissue
*
Packs wound without contaminating packing or sterile hands Redressing the wound with an appropriate dressing promotes healing
*
Applies dry cover sponges and ABD pad Cover dressings protect from contamination and injury and absorb drainage
*
Secures dressing with Montgomery straps, lacing from bottom to top Tie from dirtiest area to cleanest, to avoid having laces drop into the perineal area
**
Removes gloves without contaminating self Promotes nurse safety
**
Prepares label with date, time and initials Promotes accurate, timely continuity of care
***
Dons clean gloves and applies label to dressing Wear gloves if there is a risk of exposure to blood or other potentially infectious materials
***
Removes absorbent pad from base of wound Promotes client cleanliness
***
Straightens gown and covers client Promotes client cleanliness and privacy
***
Disposes of remaining supplies appropriately Ensures compliance with federal occupational safety requirements
***
N360 Fundamental Competency Evaluation 2 Study Guide Spring 2011
Revised 9/28/2011 cd/mg/deb Page 12 of 12
Removes gloves without contaminating self Promotes nurse safety
***
Leaves bed low and locked, siderails up x 2, call bell in reach Promotes client safety
***
Performs hand hygiene Decontaminate after client care
***
Documents date, time, procedure, appearance, client tolerance Critical action that promotes accuracy, client safety, and continuity of care
***
DATE EVALUATOR NAME SCORE (circle one)
Evaluation Pass (10) Redo
Redo 1 Pass (5) Redo
Redo 2 Pass (0) Redo
APPENDIX III.4
THE CLINICAL INDICATORS OF CRITICAL THINKING,
KNOWLEDGE, AND CARING TOOL
Critical Thinking, Knowledge, and Caring Tool
1
Clinical Indicators of Critical Thinking, Knowledge, and Caring Tool The University of North Carolina at Chapel Hill School of Nursing
Overview
The Clinical Indicators of Critical Thinking, Knowledge, and Caring Tool has been developed to measure
critical thinking, knowledge level, and caring behaviors of undergraduate nursing students during their clinical courses across the curriculum. The client is defined as the recipient of professional nursing services and may be an individual, family, or group. In evaluating the student you should consider the student's clinical performance, verbal interactions, discussion forums, and written work in the course or rotation. If the student has a clinical preceptor then you will need to elicit data from the preceptor(s) in order to be able to accurately complete the form. However, completion of the Clinical Indicators of Critical Thinking, Knowledge, and Caring Tool should never be delegated to the clinical preceptor or to the student. Completing the tool:
Complete the tool at the end of the clinical rotation.
In selecting the category most descriptive of the student, consider the student's cumulative performance throughout the semester or rotation, emphasizing the student’s performance at the end of the semester.
Read carefully the description of each of the four possible performance levels for each item and circle the one most appropriate descriptor box. If you absolutely can not place the student in a particular box you may circle two boxes. Circling two boxes should be done rarely – it should be the exception rather than the rule.
Review and disposition of the tool:
The faculty member should go over the tool with the student, exploring with the student the selection of each particular indicator.
Both the faculty member and the student should sign and date the tool at the time of the evaluation meeting.
One copy of the completed tool is to be given to the student; the original copy is to be filed in the student's permanent clinical folder in Student Services.
Conceptual Definition of Critical Thinking
Critical Thinking is a kind of judgment consisting of two dimensions: cognitive abilities and affective or dispositional attributes. It is reasonable, reflective thinking focused on deciding what to believe or do (Ennis, 1985, 1987, 1989). Critical Thinking is regarded as a "purposeful, self regulatory judgment which results in interpretation, analysis, evaluation, and inference as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations" (Facione and Facione, 1996)
Indicators of Critical Thinking
Students engaging in critical thinking when making professional judgments can and do:
1. fully and accurately interpret data they use to make judgments 2. clearly and concisely frame problems being addressed 3. properly identify relevant criteria (ethical, legal, physiological, psychological, etc) that should be used to make
the judgment or solve the problem 4. systematically demand reasons and evidence for proposed solutions and proffered analyses 5. open-mindedly and creatively explore multiple possible solution paths before deciding to take action 6. fair-mindedly evaluate the most promising alternatives 7. prudently make, suspend or revise judgments as appropriate 8. judiciously reframe problems when new information presents
Conceptual Definition of Caring
Caring is defined as being connected and having things matter; fuses thought, feeling, and action (Benner and Wrubel, 1989). Caring behavior is characterized by empathy, support, compassion, protection, and nurturance.
Page 1 of 6
UNC CHAPEL HILL SCHOOL OF NURSING UNDERGRADUATE CLINICAL EVALUATION TOOL
Student : Faculty:
Course: Midterm ☐ Final ☐ Date:
This clinical evaluation tool consists of nine essential competencies with specific performance criteria. The nine competencies were drawn from: terminal outcome objectives for the BSN program at UNC Chapel Hill School of Nursing, The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), and Quality and Safety Education in Nursing (Cronenwett et al., 2007). The performance criteria for each competency include cognitive, affective, and psychomotor domains of learning and provide a complete evaluation of an individual student’s clinical performance. The use of this clinical evaluation tool makes it possible to see the student’s development over time as he/she progresses through the specific course, as well as through the nursing curriculum. It also provides standard measures for student, course, and program evaluation.
Directions
This clinical evaluation tool is to be used in each clinical course. A formal evaluation is completed and shared with the student at the conclusion of the rotation. In some courses, faculty will also use this for mid-rotation evaluation. The tool can also be used at other times during the rotation and can serve as the basis for a learning contract.
Faculty will rate students on each of nine competencies using the designated rating scale, considering the quality of the performance (Almost Never Exhibits to Almost Always Exhibits) and the amount of guidance required (Almost Always Requires to Almost Never Requires). Referring to the scale below, as students improve in accuracy, safety, and efficiency, it is expected that they will require less guidance. To determine the rating for each competency, faculty will consider student performance on the specific performance criteria and will arrive at a rating for each competency using the 0-4 scale. Faculty may also include comments related to each competency. At the end of this clinical evaluation tool, faculty should write summary comments and document recommendations for further development/improvement. The faculty who wrote the evaluation will review it with the student and document the date of the meeting. The student should be provided with a copy of the evaluation.
Note: In the competencies, client is defined as the recipient of professional nursing services and may be an individual, family, or group.
Page 2 of 6
The Rating Scale
Note. From “A standardized clinical evaluation tool-kit: Improving nursing education and practice,” by S. Holaday & K. Buckley, 2008, In M.H. Oermann
& K.T. Heinrich (Eds.), Annual Review of Nursing Education, 6. New York: Springer Publishing. Used with permission.
Expected Levels of Performance
For the final evaluation students must achieve the minimal expected level of performance for each competency in order to pass
the course and progress in the program.
Level Minimal Expected Performance Minimum Score Upon completion of:
I
Novice - Assisted 1.5 N364
II Assisted 2.0 1 or 2 specialty courses (N470, N472, N477, N479)
III Assisted – Supervised 2.5 3 or 4 specialty courses (N470, N472, N477, N479)
IV Supervised – Self-directed 3.0 N590
Self-Directed (4)
Almost Never Requires (<10% of the time) Almost Always Exhibits (>90% of the time)
direction
guidance
monitoring
support
a focus on the client or system
accuracy, safety, and skillfulness
assertiveness and initiative
efficiency and organization
an eagerness to learn
Supervised (3)
Occasionally Requires (25% of the time) Very Often Exhibits (75% of the time)
direction
guidance
monitoring
support
a focus on the client or system accuracy, safety, and skillfulness
assertiveness and initiative
efficiency and organization
an eagerness to learn
Assisted (2)
Often Requires (50% of the time) Often Exhibits (50% of the time)
direction
guidance
monitoring
support
a focus on the client or system
accuracy, safety, and skillfulness
assertiveness and initiative
efficiency and organization
an eagerness to learn
Novice (1)
Very Often Requires (75% of the time) Occasionally Exhibits (25% of the time)
direction
guidance
monitoring
support
a focus on the client or system
accuracy, safety, and skillfulness
assertiveness and initiative
efficiency and organization
an eagerness to learn
Dependent (0)
Almost Always Requires (>90% of the time) Almost Never Exhibits (<10% of the time)
direction
guidance
monitoring support
a focus on the client or system accuracy, safety, and skillfulness assertiveness and initiative
efficiency and organization an eagerness to learn
Page 3 of 6 Competencies
1. Provides safe client-centered care
Safety
The student is required to practice professional nursing safely in specific client-centered situations with clinical supervision. Safe behavior is defined as behavior which does not place the client or self and other professional staff at risk of physical and/or psychosocial harm. The student is subject to receiving an F in the course and to being dismissed from the program if safe behavior is not consistently demonstrated.
Performance Criteria Rating:
a. Plans and implements evidence-based interventions that are congruent with assessment data.
b. Considers client needs and preferences in providing care c. Performs nursing skills and therapeutic procedures safely and competently d. Follows principles of infection control e. Follows procedures for medication administration f. Recognizes own limitations related to nursing skills or technologies and takes
appropriate steps for improvement g. Takes appropriate steps to improve nursing skills and use of technologies h. Creates a safe environment for client care i. Demonstrates flexibility in adapting to changing client care situations j. Reports abnormal data and changes in client condition to instructor or appropriate
health team member k. Honors and promotes the rights of clients and others by acting on their behalf and
in their best interest
Comments:
2. Demonstrates professional behaviors
Performance Criteria Rating:
a. Follows university, school, and agency policies b. Practices within the legal and ethical frameworks of nursing c. Assumes accountability for own actions and practices d. Treats all individuals with dignity/respect e. Demonstrates cultural sensitivity f. Protects client rights (privacy, autonomy, confidentiality) g. Demonstrates initiative in seeking learning opportunities and resources h. Analyzes personal strengths and limitations in providing care i. Incorporates constructive feedback for performance improvement j. Maintains professional appearance k. Maintains professional attitude l. Maintains professional behavior m. Prepares for clinical practice n. Identifies situations in which assistance is needed OR appropriately seeks assistance
Comments:
Page 4 of 6
3. Collects and analyzes comprehensive client data
Performance Criteria Rating:
a. Determines relevant information needed
b. Identifies appropriate sources for data collection
c. Uses correct techniques for assessment
d. Interprets laboratory/diagnostic test results
e. Incorporates data from client, family/support persons and health care team members
Comments:
4. Plans appropriate client care
Performance Criteria Rating:
a. Develops plan of care based on analysis of assessment data
b. Accurately determines priorities for care
c. Communicates priorities and rationale for decisions to instructor
d. Considers needs/preferences of the client in planning care
e. Establishes realistic goals/expected outcomes
f. Identifies appropriate resources to inform care planning
Comments:
5. Engages in systematic and ongoing evaluation of the plan of care
Performance Criteria Rating:
a. Evaluates nursing interventions based on goals/expected outcomes
b. Analyzes client data for accuracy and completeness
c. Revises plan of care based on evaluation and consultation
d. Involves client, significant others, and health team members in evaluation process as relevant
Comments:
Page 5 of 6 6. Applies knowledge relevant to client care
Performance Criteria Rating:
a. Demonstrates initiative to obtain needed knowledge
b. Evaluates sources of data for appropriateness, usefulness, and accuracy
c. Integrates theory from nursing, natural and social sciences to enhance client care
d. Relates pathophysiology and epidemiology of disease(s) to clients’ assessment findings, medications, laboratory and diagnostic test results, medical and nursing interventions
e. Integrates concepts of health promotion and disease prevention into client care
f. Identifies issues/problems in nursing practice that need to be improved
g. Evaluates nursing practices based on current research evidence
Comments:
7. Communicates effectively
Performance Criteria Rating:
a. Produces clear, relevant, organized, and thorough writing
b. Exhibits timely, legally accurate, and appropriate documentation
c. Communicates therapeutically with clients utilizing verbal and nonverbal skills
d. Listens attentively and respectfully to others
e. Is actively involved in team building, fostering collegiality, and encouraging cooperation
f. Contributes insight and helpful information to the health care team/group conferences
Comments:
8. Uses teaching-learning process when providing individualized client/family/group education
Performance Criteria Rating:
a. Assesses learning needs of clients, families, and groups
b. Assesses readiness for and barriers to learning
c. Considers appropriate client characteristics in teaching (e.g., culture, age, developmental level, and educational level)
d. Develops an appropriate teaching plan for learner needs
e. Specifies reasonable and appropriate outcome measures
f. Utilizes appropriate principles of teaching/learning when implementing a teaching plan
g. Evaluates learner outcomes, provides feedback, and revises teaching plan as needed
Comments:
Page 6 of 6 9. Exhibits caring to facilitate physical, mental, and spiritual health
Performance Criteria Rating:
a. Demonstrates sensitivity to cultural, moral, spiritual, and ethical beliefs of clients, families, peers, health care team members, and others
b. Recognizes barriers to care such as socioeconomic factors, environmental factors, and support systems
c. Protects the client’s safety and privacy, and preserves human dignity while providing care
d. Encourages family and/or significant others’ participation in care as appropriate
e. Assists clients with coping and adaptation strategies
Comments:
Final Evaluation
Comments:
Recommendations for further development/improvement:
By typing their names below, the student and the faculty acknowledge that a meeting was held on _____________ [insert date] to discuss this evaluation and that a copy of this evaluation was provided to the student.
Student Signature:
Faculty Signature:
References
American Association of Colleges of Nursing. (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice. Retrieved from http://www.aacn.nche.edu/education/pdf/baccessentials08.pdf.
Cronenwett, L., Sherwood, G., Barnsteiner J., Disch, J., Johnson, J., Mitchell, P., Sullivan, D., Warren, J. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3)122-131.
Holaday, S., & Buckley, K. (2008). A standardized clinical evaluation tool-kit: Improving nursing education and practice. In M. H. Oermann & K. T. Heinrich (Eds.),
Annual Review of Nursing Education, 6. New York: Springer Publishing.
APPENDIX III.5
GUIDELINES AND POLICIES FOR
CLINICAL TEACHING AND SUPERVISION
UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF NURSING
GUIDELINES AND POLICIES FOR
CLINICAL TEACHING AND SUPERVISION
Clinical experiences are an essential component of the education of BSN and MSN
students. The School of Nursing faculty are committed to providing the highest quality
instruction, which includes formal classroom experiences, clinical supervision and
mentorship. The students’ overall evaluation of their educational experience and their
socialization as nurses will, in part, be determined by the degree to which their student
clinical experiences are positive. Often students will look to their clinical faculty and
preceptors as the role models and mentors who helped to solidify their professional
values, role identification and career pathways.
The degree of clinical supervision provided by faculty varies, dependent on whether the
student is licensed or unlicensed and whether the preceptor is an RN or another type of
health care provider.
Expectations for Clinical Teaching
Clinical teaching and supervision play a vital role in the education of BSN and MSN
students. Clinical teaching and supervision entails both supervisory and evaluative
activities within a specific course.
There are important distinctions between direct and indirect clinical supervision. Direct
clinical supervision occurs when a faculty member is providing the actual supervision of
the student in the clinical setting. Indirect clinical supervision occurs where a student is
supervised directly by a clinical preceptor and indirectly by a faculty member who has
responsibility for the clinical section of a course. In situations where faculty are assigned
as indirect clinical supervisors, they act as a liaison to a clinical agency on behalf of the
School of Nursing and are responsible for evaluating student progress and providing
oversight of the clinical learning experience.
The faculty member maintains the ultimate responsibility for the student’s learning in a
specific course. Frequent contact with the student, and the preceptor, in the clinical
setting is necessary for the faculty member to have a good understanding of how the
student is performing. It also facilitates early intervention when a student’s performance
is not at the level expected for that course. In the end, it is the supervising faculty
member who evaluates the students’ performance using their own assessment data and
input from the preceptors.
2
It is an expectation that faculty will be present during their assigned undergraduate and
graduate direct supervision student clinical experiences. In exceptional circumstances, if
a faculty member cannot meet their clinical assignment, the appropriate parties need to be
notified. If the absence will be for one day, the faculty member must notify the course
coordinator and negotiate a plan for making up the clinical time. If the absence will be
longer than one day, the faculty member needs to notify the course coordinator, program
director, and division chair so that an appropriate plan for coverage can be negotiated.
Undergraduate Student Supervision
Consistent with Board of Nursing requirements, all undergraduate clinical experiences
must occur in a clinical agency that has been reported to the Board. In addition, the
School of Nursing must have a signed Clinical Contract or Memorandum of
Understanding with the agency before a student can begin a clinical experience in that
agency. It is not a faculty responsibility to fulfill these contractual requirements. The
Office of Academic Affairs (OAA) needs to know when an agency is being considered
for use and OAA will ensure that the clinical agency meets Board of Nursing
requirements and that appropriate contractual agreements are in place.
Direct Supervision
In clinical courses, the ratio of faculty to students for direct supervision is ordinarily 1
faculty member working with 8 to 9 students. At no time should faculty be expected to
provide coverage for more than 10 students in a clinical section. Faculty should not be
assigned to cover 2 different courses or different student groups simultaneously. In
addition, faculty should not be expected to provide supervision more than 12 hours per
day.
For undergraduate direct clinical supervision, faculty may take breaks and meals just as
employees in the clinical agency do. At all other times, faculty are expected to be on the
unit with their clinical group. If a clinical faculty member is going to be off the unit, it is
essential that unit staff know where the faculty member will be and how to contact them.
Indirect Supervision
In many courses, students will work with preceptors to complete clinical experiences and
course objectives. As defined by the North Carolina Board of Nursing, a preceptor is a
highly qualified professional with specific clinical expertise and knowledge of the
teaching/learning process. She/he agrees to serve as a role model, resource person, and to
provide support for the nursing student while supervising the student’s clinical
experiences. Ideally, this is accomplished in a one-to-one experience. However,
depending on the complexity of patient needs, level of the student in the program of
study, and the specific learning objectives, the preceptor student ratio may be adjusted.
(see guidelines of the Board of Nursing at: http://www.ncbon.com)
3
At the undergraduate level, clinical agencies require that faculty be available on call
when students are working directly with RN preceptors. Faculty need to be sure that
agencies and preceptors know how to contact them when situations arise with students.
Generally these are urgent situations so it is essential that faculty be available when
agencies and preceptors are trying to contact them.
When students are working with preceptors, the number of site visits made may vary with
the type of preceptor, the length of the clinical day, and the progress of the student
assigned at the site. Site visits or another form of communication with the student and
preceptor should occur weekly when students are working with RN preceptors. If the
preceptor is not an RN, then faculty site visits should be made more frequently. With
distance education courses, alternatives to site visits may be negotiated with the approval
of the program director.
Observation Experiences/Secondary Site Experiences
Some courses at the undergraduate level use observation/secondary site experiences for
students. These do not involve the provision of patient care by the student (e.g. physical
care, interviewing, counseling, teaching) and are of short duration (a few hours). These
activities are scheduled by the clinical faculty and/or course coordinator and reported to
the OAA two months prior to the start of a semester. Observation/secondary experiences
are reported to the Board of Nursing and require an agency/SON contract or MOU.
Faculty are responsible for evaluating the experience. Site visits are not required.
Graduate Student Supervision
Direct Supervision
For direct clinical supervision, NTF (2008) guidelines recommend that onsite faculty/
clinical preceptors student ratios should be no more than 1:2 if faculty/clinical preceptors
are not seeing their own patients and 1:1 if the faculty/clinical preceptors are seeing
patients.
Indirect Supervision
All graduate students in off-campus clinical placements must have a minimum of 1 site
visit per term to monitor student progress in assuming new roles and responsibilities in an
advanced practice area. In situations where a student requires closer monitoring by the
faculty, up to 3 site visits at various points throughout the semester may be required.
In general, it is recommended that site visits be completed during weeks 6 to 10 in the
Fall and Spring semesters to assess student progression. This also will permit sufficient
time if additional site visits are warranted during that semester.
Written documentation of the site visit is required. The summary of student performance
must be signed by the faculty who conducted the site visit and then submitted to the
4
course coordinator at the end of the semester prior to submission of grades. All final
evaluations by faculty of student performance must be sent to the Director of Master’s
Programs after grades have been assigned and will be filed in the OAA.
For courses that consist of a practicum only, site visits are not mandatory if a student is
concurrently enrolled in another advanced practice management course or has
successfully passed prior clinical experiences that have included site visits by faculty.
However, clinical progress must be monitored periodically with the student throughout
the semester and with the preceptor by telephone or email at mid semester and at the end
of the semester.
For clinical management courses (that include site visits), the indirect faculty supervision
faculty to student ratio is 1: 4-6 students. During a single semester, the maximum number
of students that can be supervised by a faculty member is 18-20 students.
Observation Experiences
Although infrequent, an observational student experience may occur at the graduate level.
Observations do not involve the provision of patient care by the student (e.g. physical
care, interviewing, counseling, teaching). Students are registered for elective credit for
and supervised by the faculty who has agreed to supervise the observational experience.
These activities are scheduled by the clinical faculty and/or course coordinator and
reported to the OAA two months prior to the start of a semester. Observation experiences
require an agency/SON contract or MOU. Faculty are responsible for arranging and
evaluating the experience in conjunction with the Clinical Site Coordinator. Site visits are
not required, however this experience should be monitored periodically with the student
and with the preceptor by telephone or email at mid point through the experience and at
the end of the experience.
Exemplary responsibilities
Responsibilities for faculty who are providing either direct or indirect supervision of
students in the clinical setting will vary by course and program level. Specific position
descriptions for course coordinators and course team members are available for review
for both the BSN and MSN program areas. Faculty are expected to comply with those
guidelines.
Typical responsibilities may include some or all of the following:
Meets all health and safety requirements of the assigned agency, as
appropriate
Collaborates with the course coordinator around student assignments for
required clinical experiences
Coordinates student clinical learning with preceptors
Ensures that student clinical experiences commence as soon as feasible at
the beginning of a course so that students will be able to complete the
required clinical hours within the timeframe of the course
5
Evaluates student competencies in the clinical setting using preceptor
input as appropriate to ensure that students are providing optimal client
care and are adhering to agency expectations, guidelines, and standards
Documents student clinical performance and evaluation conferences
Meets with or is available to students outside the clinical setting as
necessary
Attends course team meetings
Assesses the process of student clinical evaluation within a course and
recommends improvements when necessary
Facilitates faculty/student/preceptor problem-solving as necessary,
coordinating conferences as appropriate, developing plans for remediation
when necessary, arranging for assistance with academic counselors if
needed, and communicating with course coordinator
Notifies course coordinator of student difficulties in meeting clinical
objectives
Makes site visits for each student and preceptor to assess student progress
and preceptor feedback
Assists with clinical site and preceptor development
Informs course coordinator of clinical agency issues which may affect
student practice or clinical placement
Evaluates site and preceptor performance as a basis for recommending
future clinical placements
Submits final evaluations of student, preceptor and site (as appropriate) to
the course coordinator prior to grade submission
Participates in alternative learning activities, e.g., human patient
simulation activities, problem-based learning case studies, and inter-
disciplinary training sessions.
P:common/sharedoc/Guidelines-Policies-Procedures/Clinical Supervision Guidelines.doc
Approved by Faculty, October 2003 Revised, AAC, March 2010
Revised, AAC, April 2009
APPENDIX IV.1
FACULTY RECOGNITION:
HONORS, AWARDS AND ELECTED POSITONS
1
2008-09
FACULTY HOLDING DISTINGUISHED PROFESSORSHIPS
Dr. Kathleen Knafl, Frances Hill Fox Professor of Nursing
Dr. Barbara Mark, Sarah Frances Russell Distinguished Professor in Nursing Systems
Dr. Merle Mishel, Kenan Professor of Nursing
Dr. Mary H. Palmer, Helen W. & Thomas L. Umphlet Distinguished Professor in Aging
Dr. Margarete Sandelowski, Boshamer Distinguished Professor of Nursing
FACULTY AND STAFF HONORS AND AWARDS
Faculty and staff were acknowledged by peers and organizations for outstanding contributions to
scholarship and service during the year. Some particularly notable achievements were:
Berry, Diane, Assistant Professor • Faculty Engaged Scholar Achievement Award, UNC-Chapel Hill, 2009
Bush, Tom, Clinical Assistant Professor • Carolina Cup for Outstanding Resident Teaching Achievement Award, UNC-Chapel Hill, School of
Medicine, 2009
Carlson, Barbara, Associate Professor • Co-recipient, Laurel Archer Copp Literary Achievement Award, UNC-Chapel Hill, School of
Nursing, 2008
Carlson, John, Research Associate Professor • Co-recipient, Laurel Archer Copp Literary Achievement Award, UNC Chapel Hill, School of
Nursing, 2008
Cronenwett, Linda, Professor • Student Appreciation Award, UNC-Chapel Hill, School of Nursing, , 2009
Davison, Jean, Clinical Assistant Professor • Ambassador to the National Health Service Corps, UNC-Chapel Hill, 2006-2009
Durham, Carol, Clinical Associate Professor • National Institute for Occupational Safety and Health Research Agenda Partnering Award, 2008
• Bayada Award for Technological Innovation in Nursing Education and Practice, Drexel University
College of Nursing and Health Professions, 2009
• Alumna of the Year Award, UNC-Chapel Hill, School of Nursing, 2008
Halloran, Edward, Professor
• HOPE Award (Helping Other People Excel), UNC-Chapel Hill, School of Nursing, 2009
Havens, Donna, Professor • Nurse Researcher Award, American Organization of Nurse Executives, 2009
• Co-recipient, Edgar C. Hayhow Award, American College of Healthcare Executives, 2009
Hodges, Eric, Assistant Professor • Selected Participant, Dannon Institute Nutrition Leadership Institute, 2009
Jenerette, Coretta, Assistant Professor • Selected Participant, Summer Institute Program to Increase Diversity, National Heart, Lung and Blood
Institute, National Institutes of Health, 2009
• Virginia Stone, Registered Nurse/American Nurses Foundation Scholar, American Nurses Foundation
2008
2
Jones, Cheryl, Associate Professor • Co-recipient, Edgar C. Hayhow Award, American College of Healthcare Executives, 2009
Kjervik, Diane, Professor • Women of Wisdom Award, North Carolina Association of Women Attorneys, 2008
Lamanna, Beth, Clinical Assistant Professor
• Selected as a luminary, The Luminary Project, Nurses Workgroup of Health Care without Harm, 2008
• Chair, American Public Health Association, Public Health Nursing Section, 2008-2009
Lowdermilk, Deitra, Clinical Professor • Inducted, Golden Lamp Society, College of Nursing, East Carolina University, 2008
Moore, Kathy, Clinical Assistant Professor • Student Appreciation Award, UNC-Chapel Hill, School of Nursing, , 2009
Nasir, Laura, Clinical Assistant Professor • Center for Global Initiatives Faculty Curriculum Development Award, UNC-Chapel Hill, 2008
Neelon, Virginia, Associate Professor • Co-recipient: The Laurel Archer Copp Literary Achievement Award, UNC-Chapel Hill, School of
Nursing, 2008
Page, Julie, Clinical Instructor • Excellence in Mentoring Award, UNC-Chapel Hill, Department of Training and Development, 2008
Palmer, Mary H., Distinguished Professor • Rodney Appell Continence Care Champion Award, National Association for Continence and the
American Geriatrics Society, 2009
• Special Recognition Award, Outstanding Service, American Geriatrics Society, 2009
• Fellow, Academic Leadership Program, UNC-Chapel Hill, Institute of Arts and Humanities, 2008-
2009
Shielda Rodgers, Clinical Associate Professor • Faculty of the Year, University of North Carolina Healthcare System, 2009
Schwartz, Todd, Research Assistant Professor • Faculty Award for Excellence in Doctoral Mentorship and Education, UNC-Chapel Hill, School of
Nursing, 2009
Skelly, Anne, Professor • Selected as a fellow in the American Academy of Nursing, 2008
Soltis-Jarrett, Victoria, Clinical Associate Professor • Practice Nurse of the Year, North Carolina Nurses Association, 2009
Van Riper, Marcia, Associate Professor • Founders Award for Outstanding Genetic Research and Scholarship, International Society of Nurses in
Genetics, 2008
• Distinguished Contribution to Family Nursing Award, 9th International Family Nursing Conference,
2009
Williams, Megan, Clinical Assistant Professor • Johnston and Pogue Scholarships Faculty Mentor Award, UNC Chapel Hill, 2009
Lisa Woodley, Clinical Assistant Professor • Excellence in Teaching Award, UNC-Chapel Hill, School of Nursing, 2009
Zomorodi, Meg, Clinical Assistant Professor • Great 100 North Carolina Scholarship, North Carolina Nurses Association, 2008
• Distinguished Lecturer Award, American Association of Critical Care Nurses, Triangle Chapter, 2008
• Future Faculty Fellowship Award Recipient, UNC Chapel Hill, 2008
3
2009-2010
FACULTY HOLDING DISTINGUISHED PROFESSORSHIPS
Dr. Kathleen Knafl, Frances Hill Fox Professor of Nursing
Dr. Barbara Mark, Sarah Frances Russell Distinguished Professor in Nursing Systems
Dr. Merle Mishel, Kenan Professor of Nursing
Dr. Mary H. Palmer, Helen W. & Thomas L. Umphlet Distinguished Professor in Aging
Dr. Margarete Sandelowski, Boshamer Distinguished Professor of Nursing
FACULTY AND STAFF HONORS AND AWARDS
Faculty and staff were acknowledged by peers and organizations for outstanding contributions to
scholarship and service during the year. Some particularly notable achievements were:
Alexander, Rumay, Clinical Professor • Elected, NLN Board of Governors, 2009
• Faculty of the Year Award, UNC Health Care Nursing Retention Committee, 2010
Barksdale, Debra, Associate Professor • Elected, President National Organization of Nurse Practitioners Faculty (NONPF), 2010
Beeber, Linda, Professor • Awarded, Frances Hill Fox Term Professorship, 2009
Bush, Tom, Clinical Assistant Professor • AANP Nurse Practitioner State Award for Excellence, 2009
Carlson, Barbara, Associate Professor • "Excellence in Geriatric Nursing Research Mid-Career Award, SNRS Aging/Gerontology Research
Interest Group's 2010
Cronenwett, Linda, Professor • Selected, Co-Leader of the RWJF ENF Center for Creative leadership, 2010
• Awarded, Beerstecher-Blackwell Term Professorship, 2009
• STT Dorothy Garrigus Adams Founders Award
Durham, Carol, Clinical Associate Professor • Inducted, Fellow in the NLN Academy of Nursing Education, 2009
Foster, Beverly, Clinical Associate Professor • Appointed by Governor Perdue to the Governor's Task Force for Health Carolinians, 2010
Halloran, Edward, Professor
• Vice President, American Assembly for Men in Nursing, 2009
Havens, Donna, Professor • Appointed, American Organization of Nurse Executives (AONE) "Future Patient Care Delivery
Committee", 2009
Jenerette, Coretta, Assistant Professor • Best Research Paper, Models of Inter-institutional Collaboration to Build Research Capacity for
Reducing Health Disparities, published in 2007-08 in Nursing Outlook, 2009
Lamana, Beth, Clinical Assistant Professor • Steering Committee for the Alliance of Nurses for Health Environments, 2009
Page, Julie, Clinical Assistant Professor
4
• Chancellor's Award, 2009
Rowsey, Pamela, Associate Professor • 2010-2011 Academic Leadership Fellow at the Institute for the Arts and Humanities Award, 2009
Skilton, Annie • Staff of the Year Award, UNC-Chapel Hill, School of Nursing, 2009
Soltis-Jarrett, Victoria, Clinical Associate Professor • Elected, President International Society for Psychiatric-Mental Nursing (ISPN), 2010
Van Riper, Marcia, Associate Professor • Elected, President, International Family Nursing Association, 2010
FACULTY TEACHING AWARDS (from Students at 2009-10 School Graduations)
August, 2009
JoAn Williams, Meg Zomorodi - Teaching Excellence Award
December, 2009
Lisa Woodley - Teaching Excellence Award
Scott Berrier and Faculty/Staff of CERC - Unsung Hero Award
May, 2010
Lisa Woodley - Teaching Excellence Award
Robin Fultz - Staff Excellence Award
Kathy Alden, Pauline Brown & Diana McCarty (Undergraduate Academic Counselors) - Unsung Hero
Award
5
2010-2011
FACULTY HOLDING DISTINGUISHED PROFESSORSHIPS
Dr. Linda Beeber, Frances Hill Fox Professor
Dr. Linda Cronenwett, Beerstecher-Blackwell Distinguished Professor
Dr. Kathleen Knafl, Frances Hill Fox Professor of Nursing
Dr. Barbara Mark, Sarah Frances Russell Distinguished Professor in Nursing Systems
Dr. Merle Mishel, Kenan Professor of Nursing
Dr. Mary H. Palmer, Helen W. & Thomas L. Umphlet Distinguished Professor in Aging
Dr. Margarete Sandelowski, Boshamer Distinguished Professor of Nursing
Dr. Sheila Santacroce, Beerstecher-Blackwell Distinguished Scholar
FACULTY AND STAFF HONORS AND AWARDS
Barksdale, Debra, Associate Professor • Appointed to the Patient Centered Outcomes Research Institute (PCORI), Government Accountability
Office
• Selected Robert Wood Johnson Executive Nurse Fellows Program, 2011
Beeber, Anna, Assistant Professor
• Elected to the University Faculty Grievance Committee
• Gordon H. DeFriese Career Development in Aging Research Award
• Hartwick College Department of Nursing Alumnus of the Year Award, 2011
Black, Beth, Assistant Professor • Guest editor of the Journal of Perinatal and Neonatal Nursing (1st issue)
Bush, Tom, Clinical Associate Professor • Inducted, Fellows of the American Academy of Nurse Practitioners (FAANP), 2011
Carlson, Barbara, Associate Professor • D. Jean Wood Award, Southern Nursing Research Society (SNRS), 2011
Chen, Grace
• Outstanding Staff of the Year Award, UNC-Chapel Hill, School of Nursing, 2011
Cronenwett, Linda, Professor & Dean Emeritus
• Laurel Archer Copp Literary Award, UNC-Chapel Hill, School of Nursing, 2011
Durham, Carol, Clinical Professor
• Academic Achievement Award, Western Carolina University, 2011.
Foster, Beverly, Clinical Associate Professor • Elected to the University Athletics Committee, UNC-Chapel Hill
Hamilton, Jill, Assistant Professor
• Excellence in Writing Award for Qualitative Nursing Research, Oncology Nursing Society (ONS),
2011
Havens, Donna, Professor Member, National Commission on the Magnet Recognition Program, American Nurses Credentialing
Center Board of Directors
University of Maryland SON Distinguished Alumni Award Recipient, 2011
6
Hodges, Eric, Assistant Professor • Elected to the University Faculty Council, UNC-Chapel Hill
Jones, Cheryl, Associate Professor • UNC Hospitals Faculty of the Year, 2011
Kjervik, Diane, Professor Elected to the University Committee on Appointments, Promotion and Tenure, UNC-Chapel Hill
Leeman, Jennifer, Assistant Professor • Selected Scholar, UNC K12 Mentored Career Development Program in Comparative Effectiveness
Research (CER), Agency for Healthcare Research and Quality
Mark, Barbara, Sarah Frances Russell Professor
• Outstanding Mentorship Award (SON doctoral students) UNC-Chapel Hill, School of Nursing
• Research Mentorship Award, Interdisciplinary Research Group on Nursing Issues (IRGNI) at the
Academy Health meeting.
Miller, Margaret M. Clinical Assistant Faculty
• HOPE (Helping Other People Excel) Award, University of North Carolina, School of Nursing, 2011
Mishel, Merle, Kenan Professor of Nursing • International Nurse Researcher Hall of Fame Award, Sigma Theta Tau International, 2011
• Member, Nursing and related Clinical Sciences Study Section, Center for Scientific Review, National
Institute of Health
Raphael-Grimm, Theresa, Clinical Associate Professor • Elected to the University Education Policy Committee, UNC-Chapel Hill
Sherwood, Gwen, Professor • Laurel Archer Copp Literary Award, 2011, UNC-Chapel Hill, School of Nursing
Soltis-Jarrett, Victoria, Clinical Professor • Appointed, North Carolina State Board of Nursing APRN Advisory Committee
Summers, Jill
• HOPE (Helping Other People Excel) Award, University of North Carolina, School of Nursing, 2011
Woodley, Lisa, Clinical Assistant Professor • Undergraduate Excellence in Teaching Award, UNC-Chapel Hill, School of Nursing, 2010, 2011
