Executive Summary Florida State College at Jacksonville NLNAC Bachelor of Science Degree in Nursing Self Study Summer 2011

General Information Program Type

Post licensure RN to BSN degree program

Purpose of Visit

Seeking initial accreditation

Date of Visit

October 25-27, 2011

Name/Address of Governing Organization

Florida State College at Jacksonville, 501 W. State St. Jacksonville, Florida 32202-4076

Chief Executive Officer

Steven R. Wallace Ph.D., College President

Accrediting Body for

Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC) Accredited 1969, Reaffirmed 2004, next Reaffirmation 2014

Governing Organization Name/Address of Nursing of Nursing Education Unit

Bachelor of Science in Nursing Program, Florida State College at Jacksonville North campus, 4501 Capper Road, Jacksonville, Florida 32218

Name, Title, Address of Program Nursing Education Unit Administrator

Mary Kathleen Ebener Ph.D., Associate Dean of the BSN

Title/Address of State Board of Nursing

NLNAC Standards/Criteria Used for Self Study Report

Florida State College at Jacksonville

Telephone – 904-713-6015 Fax – 904-713-4850 Email – [email protected]

Florida Board of Nursing 4052 Bald Cypress Way Tallahassee, Florida 32399 Following Florida State Statute 464.019, Approval of Nursing Education Programs, Florida Board of Nursing regulation guidelines do not apply to post-licensure nursing programs. 2008

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Introduction This document is a self-study of the Florida State College at Jacksonville’s Bachelor of Science in Nursing program (BSN) addressing six (6) standards and forty-seven (47) criteria for the accreditation of baccalaureate degree programs as required by the National League for Nursing Accreditation Commission (NLNAC). Florida State College at Jacksonville is located in Jacksonville, FL, a growing metropolitan city with approximately 850,000 residents, 25 miles south of the Georgia border. The city has a diverse population and is the largest city in the continental United States, covering over 841 square miles. The College currently consists of five campuses and seven centers and is one of 28 state/community colleges in the State of Florida. Florida State College of Jacksonville currently serves greater than 86,000 students through four divisions – Degree Education Division, Florida Coast Career Tech Division, Community Education Division and the Military, Public Safety and Security Division. Florida State College at Jacksonville (“the College”) was established in 1963 as Florida Junior College (FJC) “to provide vocational, technical, adult and continuing education programs to students in Duval and Nassau counties.” The first class was admitted in 1966 and the College was fully accredited in 1969 by the Southern Association of Colleges and Schools –Commission on College (SACS-COC). Accreditation was reaffirmed in 1973, 1983, 1994 and 2004. The next SACS-COC reaffirmation visit will take place in 2014. In 1987 the name of the College was changed to Florida Community College at Jacksonville (FCCJ). In August 2009 the College became Florida State College at Jacksonville (FSCJ) due to changes in the structure of Florida’s Community College System to a State College System. Florida State College at Jacksonville started a program of study beginning fall 2008 leading to the bachelor of science degree in nursing (BSN). The first cohort began with twenty-three (23) students of which eighteen (18) graduated in December 2009.

The BSN education unit is within the Degree Education Division of Florida State College at Jacksonville and is located at the North Campus of the College . The Degree Education Division offers both baccalaureate and associate degree level programs of study. The BSN education unit is organizationally distinct from Associate degree level programs of study including the Associate Degree in Nursing (ADN) program. BSN and ADN offices are physically located in the same office suite, sharing office equipment such as copy machines. When appropriate, the BSN education unit and the ADN program share an Advanced Nursing Simulation Lab. Two full-time doctorally prepared BSN faculty members facilitate student learning. Additional part-time faculty members are not currently utilized but are available if needed. Community-based Florida State College at Jacksonville

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preceptors with Master in Nursing preparation also contribute to student learning by collaborating with students during practicum experiences. The BSN education unit uses several practicum locations within the community and keeps affiliation agreements current. The BSN education unit participates in the Community Nursing Advisory Committee with the ADN education unit. The BSN education unit admits up to 24 new students each fall and spring. The number of qualified applicants admitted into each cohort has ranged from 10-24. Students are admitted into a part-time program of study completing a prescribed sequence of courses within four (4) semesters. BSN courses are offered on week-day evenings and Saturday during the day. BSN course delivery is hybrid/blended, meaning that scheduled classroom-based learning is balanced with independent learning opportunities that can be accomplished outside the classroom (online or independently).

History The BSN education unit began offering its program of study in fall 2008 to meet community needs. Several local hospitals pursuing magnet status requested more baccalaureate prepared nurses. Faculty members revised the original BSN curriculum using data from student and faculty evaluations and the revised curriculum was approved by the College-wide curriculum committee in September 2010. The current program of study requires 35 college credits in professional nursing and emphasizes baccalaureate level generalist nursing competencies such as communication, critical thinking, evidence based practice, leadership and management and teaching and learning. Course outcomes are leveled using Bloom’s revised taxonomy to show progression, aligned with student learning outcomes, contribute to achievement of competencies and prepare graduates to be providers of care, managers and coordinators of care, and members of the nursing profession. The BSN education unit only offers classes at the North Campus. Course delivery was initially all classroom-based with technology enhancement but hybrid/blended delivery was introduced in 2009 to meet the student need for flexibility. All BSN courses are currently offered using technology-enhanced and hybrid/blended delivery. The BSN education unit is not accredited by other nursing accrediting organizations.

Standards 1-5 1. Mission and Administrative Capacity The BSN education unit’s mission and philosophy are congruent with its governing organization’s mission, distinctive values and attributes. The program philosophy is based on the nursing metaparadigm and addresses the conceptual domains of health, environment, nursing and person. BSN

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goals and program outcomes are developed by faculty members and align with College-wide and North Campus goals. Assessment findings demonstrate that campus and College-wide organizational structures appropriately represent the interests of students, staff, faculty and administration within the BSN program. Students, faculty and staff participate fully in the governing processes of the BSN program. New BSN faculty members participate in program governance and have many opportunities for campus and College-wide committee participation. Continued improvement on levels of participation is planned. Communities of interest have input into the program processes and decision-making via the Community Nursing Advisory Committee. The committee meets at least twice each year and facilitates communication between the College and its communities of interest. Committee communications help faculty members plan student learning activities and collaborate with community-based preceptors. Committee communications also help each of the health facilities plan their community-based events such as health fairs or professional conferences. Committee members share contact information so that any communications requiring immediate response can be easily facilitated. Continued improvement with collaborative communication is planned. Partnerships exist that promote excellence in nursing education, enhance the profession and benefit the community. Community partners work with faculty and students to encourage collaborative participation in selected clinical projects between BSN students and practicing nurses with adequate professional preparation at a Master in Nursing level or higher. Ongoing maintenance is planned. The Associate Dean of the BSN Program is a doctorally prepared nurse with administrative experience. The associate dean position is an administrative position with 100% of its time devoted to leading the unit with no required teaching responsibilities. The Associate Dean of the BSN Program has administrative authority over the program budget and is guided by input from BSN faculty. Ongoing maintenance is planned. Assessment findings indicate that BSN program policies are comprehensive, provide for the welfare of faculty and staff and are consistent with College-wide policies. No complaints or grievances related to the BSN program have been reported but a College-wide process is in place should this occur. Ongoing maintenance is planned. When addressing criterion 1.10 it should be noted that the BSN program does not offer distance learning using the College’s definition of distance learning but does offer technology-enhanced and blended/hybrid delivery methods for all courses. Course delivery is congruent with College and program mission and philosophy. Ongoing maintenance is planned.

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2. Faculty and Staff The BSN education unit has qualified full-time faculty with a minimum of a master’s degree with a major in nursing. All full-time faculty members hold earned doctorate degrees. Faculty members meet College and State licensure credentialing requirements and participate in professional development, scholarly activities and clinical practice. Faculty members do not have advising duties. Full-time faculty members meet with the Associate Dean of the BSN Program each week to communicate and collaborate. Their number and utilization ensure that program outcomes are achieved. Ongoing maintenance is planned. There are no practice laboratory personnel currently used for BSN students. Laboratory learning activities are limited within the BSN program because the program addresses coordination and management of care rather than direct care. However, there are times when BSN faculty use the advanced simulation laboratory facilities for role-play simulation or small group projects and BSN faculty members coordinate and supervise these activities. Ongoing maintenance is planned. The BSN program does not utilize non-nurse faculty members. There is one Administrative Specialist to support faculty, students and the Associate Dean of the BSN Program. This position is sufficient to achieve program goals and outcomes. Full-time and part-time faculty are oriented and mentored in their areas of responsibilities. New full-time faculty members participate in College-wide orientation and are mentored by BSN faculty. New part-time faculty members do not participate in College-wide orientation but are provided with formal classroom based orientation by BSN faculty and also receive ongoing mentoring. When utilized, BSN faculty members want to enhance the level of ongoing support for part-time faculty to ensure optimal student learning and faculty consistency. BSN faculty members plan to schedule frequent contact during orientation and ongoing course delivery whenever a part-time faculty member is utilized. Systematic assessment of full- and part-time faculty is completed by the nurse administrator of the BSN program and is congruent with the process outlined by the Collective Bargaining Agreement between the United Faculty of Florida and College administration. Performance evaluations are scheduled each spring. Staff performance is regularly reviewed by the nurse administrator in accordance with College policy. Ongoing maintenance is planned. Assessment findings confirm that faculty members engage in ongoing professional development. There are ongoing opportunities for instructional and technical support and all faculty members attend workshops as needed. There is a full-time technology support person on campus and

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this individual is available to any faculty member that identifies a need for support. Ongoing maintenance is planned.

3. Students BSN student policies are congruent with those of the College. Policies are publicly accessible using the College Catalog (available on College website). Policies are non-discriminatory and consistently applied. Web-based information is current and consistent. BSN program specific guidelines are justified by the goals and outcomes of the BSN program, presented in the BSN Program Student Handbook and reviewed with new students during student orientation. Ongoing maintenance is planned. BSN student services are commensurate with needs of practicing nurses enrolled in a RN to BSN program. Current BSN students have access to all campus and college-wide student support services available via internet at any time on any day. Current BSN students are also supported by the administrative specialist who can answer questions, explain procedures and assist with registration and enrollment. Student support is available for financial advising, technological assistance, and academic advising on campus and through College-wide resources. BSN faculty members continue to monitor student needs and satisfaction and plan to revise end-of-course surveys to include assessment of student services. Ongoing maintenance is planned. Student educational and financial records are maintained by the College and are in compliance with current policies of the College and State and federal guidelines.

Florida State College at

Jacksonville is currently in compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements. Students are informed of their ethical responsibilities regarding financial assistance. The College’s current default rate based on FY 2008 is 11.7%. The national average for the same time frame is 7.0%. In response to this default rate, the College has initiated an aggressive financial literacy program designed to help students make more informed decisions related to loans, evaluate accumulated debt and assess ability to repay loans based on their intended career. Ongoing maintenance is planned. Assessment findings demonstrate that integrity and consistency exist for all information intended to inform the public including the program’s accreditation status and NLNAC contact information. BSN documents including the application and the BSN information available using the College website is consistent and current. Information includes the program’s accreditation status and NLNAC contact information. Ongoing maintenance is planned. Any changes in policies, procedures and BSN program information are clearly and consistently communicated to BSN students in a timely manner. Communication methods include the BSN Program Florida State College at Jacksonville

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Student Handbook, Blackboard Learn™ announcements and emails, and verbal communication in the classroom. Ongoing maintenance is planned. Formal orientation to technology is provided to BSN students during new student orientation and also during first semester courses. Ongoing technological support is available using the College IT helpdesk. Information related to technology requirements is clearly communicated in course syllabi and in the BSN Program Student Handbook. Similar information is also available to applicants and the public on the BSN information website. To be more responsive to students, continued development of more comprehensive technical orientation during student orientation is planned.

4. Curriculum The BSN curriculum is designed for practicing nurses seeking a baccalaureate degree and is influenced by AACN’s Essentials of Baccalaureate Education. Multiple professional standards, guidelines and competencies are used to support curriculum content. Faculty members have identified five (5) competencies that BSN graduates must master in 1) Communication, 2) Critical Thinking, 3) Leadership and Management, 4) Evidence-Based Practice, and 5) Teaching and Learning. These graduate competencies are aligned with five (5) student learning outcomes and prepare the baccalaureate generalist nurse to function as a provider of direct and indirect care, as a designer and manager/coordinator of care, and as a member of the nursing profession. Ongoing review and development is needed because of new faculty and recent curriculum changes. Assessment findings confirm that the BSN curriculum is developed by BSN faculty and regularly reviewed for rigor and currency. Faculty minutes provide documentation of frequent and ongoing review and attention. Ongoing development is needed because of the new curriculum revisions. Student learning outcomes are used to organize the curriculum, guide instructional delivery, direct learning activities and evaluate student progress. BSN faculty members have utilized Bloom’s revised taxonomy of cognitive objectives (Anderson & Krathwohl, 2001) in developing course learning outcomes throughout the curriculum. Course learning outcomes progress from lower to higher levels of learning within the program of study and prepare student mastery in each of the five (5) student learning outcomes. Learning activities and instructional materials support course learning outcomes. Ongoing maintenance is planned. The BSN curriculum integrates many cultural, ethnic and socially diverse concepts. BSN program philosophy statements celebrate diversity and draw upon content within liberal arts and the sciences to illustrate how diverse perspectives enrich the human experience. All BSN courses include some attention to these concepts and course syllabi refer to regional, national or global perspectives on many issues. Ongoing maintenance is planned. Florida State College at Jacksonville

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Assessment findings demonstrate that evaluation of student progress includes a variety of methods -- individual and group assignments, written and oral assignments, testing, reflective exercises, ethical debate, online discussion posting. Types of evaluation include participation in discussion boards, achievement on examinations and graded written assignments, projects and presentations. As students progress in their coursework, there is increasing emphasis on the higher levels of Bloom’s cognitive learning categories. BSN end-of-course evaluations prompt student evaluation of their own progress toward student learning outcomes. Faculty members review and discuss student and curricular issues at weekly faculty meetings. Faculty minutes reflect ongoing attention to course content, practicum issues, evaluation strategies, student concerns, and strategic planning at program, campus, and institutional levels. Ongoing maintenance is planned. Assessment findings using syllabi and the BSN Program Student Handbook confirm that the curriculum and instructional processes reflect both humanistic learning theory and a collaborative learning model. Both the theory and the model are congruent with the BSN program philosophy and learning strategies outlined in course syllabi. Research findings and best practice recommendations are used by faculty and students to support practicum projects and assignments. Interdisciplinary collaboration is modeled by faculty members and promoted among students in their practice environments. Ongoing maintenance is planned. Program length for the BSN education unit complies with recommendations by 1) the College’s accrediting body, Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC), and 2) the Florida Department of Education (FLDOE). Total program length for the BSN program at Florida State College at Jacksonville is stated as a range of 125-133 credit hours to reflect an eight (8) credit hour variance that depends on whether the graduating student has met the State of Florida 2 year foreign language requirement in high school or two semesters of foreign language as part of their undergraduate education. Ongoing maintenance is planned but, BSN faculty members are interested in re-evaluating program length after collecting at least one additional year of curricular data. BSN program clinical learning environments are selected by BSN faculty and offer a variety of health care delivery settings that support the achievement of student learning outcomes. Current practicm opportunities include acute care, long term care, community-based clinics, hospice care and public health settings. Patient populations are diverse by age, gender, cultural orientation, socioeconomic and educational backgrounds. Florida State College at Jacksonville has written affiliation agreements with all major health care facilities in the greater Jacksonville area and these agreements clearly outline responsibilities of the school and the health facility. Ongoing maintenance is planned. Student learning activities including practicum experiences are congruent with nationally established health and safety goals established by the Joint Commission, the National Quality Forum Florida State College at Jacksonville

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(NQF) and Quality and Safety Education for Nurses (QSEN). Evaluation of evidence-based practice is a major program emphasis and students are guided on assessment, evaluation, and integration of best practices in the workplace. Ongoing maintenance is planned.

5. Resources Assessment findings demonstrate that fiscal resources have been sufficient since the program began in 2008. Budgeted funds provide competitive-level salaries, faculty development, instructional resources and office supplies. BSN faculty members engage in the budgetary planning process and have successfully negotiated additional library resources for students. A private contributed funds to the FSCJ Foundation that are directed to support two Endowed Faculty Chair positions within the BSN education unit. Ongoing maintenance is planned. BSN faculty and students meet during non-peak hours and so sufficient classrooms and clinical laboratories are always available. Office space for faculty and administration is sufficient. Physical space devoted to library learning resources is sufficient and updated. Available technology is current and available to students, faculty, and administrative staff. Computers with internet connections and required software are available in the classroom, the Library and Learning Commons, and in offices. Nursing faculty requested access to OVID database, and the Library and Learning Commons recently secured access to the holdings within this database. Ongoing maintenance is planned. Learning resources and technology are selected by faculty members and are comprehensive, current and accessible to faculty and students. Print resources are rapidly being replaced by online databases. Primary access to current health journals is through web-based databases and so there is no distinction in access based on physical location or course delivery modality. The physical, technological and learning resources reflect high quality and are consistently available and current. They are sufficient to ensure that students can achieve student learning outcomes. Ongoing maintenance is planned.

Standard 6 The BSN education unit at FSCJ participates in three (3) levels of ongoing assessment and evaluation: institutional level, campus level, and program level. The systematic evaluation plan (SEP) created by BSN faculty members is a dynamic process that currently addresses all 2008 NLNAC standards and criteria. The SEP addresses program outcomes, program goals and aggregated evaluation findings. The SEP is regularly reviewed by faculty and administrator and is shared with the community through the Nursing Advisory Committee. Program outcomes identified by the BSN education unit address 1) program completion, 2) graduate satisfaction, 3) graduate education or career mobility and 4) employer satisfaction. BSN Florida State College at Jacksonville

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faculty members set the expected level of achievement (ELA) in each category at 80%. Using findings from official student records at the College and the Alumni Follow-Up Survey sent out in 2011, Table 6a summarizes 2011 findings and demonstrates that the BSN education unit meets ELAs. BSN faculty members want to review more data reflecting graduates’ reports of pursuing a Master’s or higher degree or career mobility before considering item revisions on the survey. Table 6a: Depicting BSN Program Outcomes_2011 Outcome Indicator Program completion within six (6) semesters Graduate satisfaction Currently pursuing Masters or higher degree OR report career mobility Employer satisfaction

2011 Level of Achievement Overall average 2009-2011 = 84.5% Alumni Follow-Up Survey Findings 2011 = 92% Alumni Follow-Up Survey Findings 2011 = 46% Alumni Follow-Up Survey Findings 2011 = 85% Employer Follow-Up Survey Findings 2011 are pending.

Four categories of evaluation support program goals: 1) student learning outcomes, 2) graduate competency, 3) preparation for professional role and 4) employer satisfaction. Student learning outcomes are evaluated by students rating their perceived level of proficiency in each of the five (5) student learning outcomes at the end of each course. Faculty members have not identified a specific ELA because students are expected to report improved ratings as they progress through the program. Graduate competency is rated by BSN graduates within the Alumni Follow-Up Survey and the ELA of 80% is met. Graduate competency is also rated by employers of graduates using the Employer FollowUp Survey and results will be available onsite. Preparation for professional role is evaluated using responses from graduates (in Alumni Follow-Up Survey) and their employers (in Employer Follow-Up Survey) and the ELA is set at 80%. Graduate responses in 2011 indicated that 77% graduates reported that the BSN program prepared them for a current job, 46% reported that the BSN program helped obtain the current job, and 85% reported that the BSN program helped them advance on the job. Interpretation of these findings is challenging because respondents may respond differently when employed in positions that only require the RN license and not the baccalaureate education. Faculty members plan to address ways to reduce confusion in these survey items before the survey is sent out again. Employer satisfaction is captured using responses within the Employer Follow-Up Survey (ELA 80%) along with community-based preceptor evaluations (qualitative data). Findings from 2011 will be available onsite. Table 6b summarizes 2011 findings and demonstrates that the BSN education unit meets ELAs.

Table 6b: Program Goals Reflected Through Student Learning Outcome, Graduate Competency, Preparation for Professional Role and Employer Satisfaction

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Evaluation of Program Goal 1) Student Learning Outcomes (data from end-of-course survey) Communication:

Critical Thinking:

Leadership and Management Evidence-Based Practice

Teaching and Learning

2) Graduate Competencies (data from Alumni FollowUp Survey) Professional Communication Critical Thinking Leadership and Management Evidence-Based Practice Education and Learning 3) Preparation for Professional Role (data from Alumni Follow-Up Survey) Provider of care

ELA ELA = expect progression throughout program

Trending shows higher ratings reported as student progress through program of study Trending shows higher ratings reported as student progress through program of study Trending shows higher ratings reported as student progress through program of study Trending shows higher ratings reported as student progress through program of study Trending shows higher ratings reported as student progress through program of study ELA = 80%

72.76% students report “competent or “proficient” 75.67% students report “competent or “proficient” 77.47% students report “competent or “proficient” 76.07% students report “competent or “proficient”

100% graduates report competency 92% graduates report competency 100% graduates report competency 100% graduates report competency ELA 80%

100% report they competence in critical thinking, cultural sensitivity and ethical decision making. 100% report they are prepared to design evidence-based practice care for increasingly complex patients, families and communities. 92% report they are prepared to assume educational and leadership roles in professional nursing practice.

Member of profession

Florida State College at Jacksonville

78.94% students report “competent or “proficient”

100% graduates report competency

Manager of care

4) Employer Satisfaction (data from Employer Follow-Up Survey) Effective Communication Cultural Sensitivity Leadership Among Peers Use of Evidence-Based Practice Collaboration with Others Analytic Skills Ethical Sensitivity

2011 Level of Achievement

ELA = 80%

No data available until October 2011 No data available until October 2011 No data available until October 2011 No data available until October 2011 No data available until October 2011 No data available until October 2011 No data available until October 2011

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Evaluation of Program Goal Professional Development Educational Competence with Patients and Staff

ELA

2011 Level of Achievement No data available until October 2011 No data available until October 2011

Assessment findings using aggregated evaluation findings are provided by students, faculty, graduates and employers of graduates. Students complete course and faculty evaluations at the end of each course (ELA set at 90%). Students complete program evaluation at the end of second and fourth semesters (ELA set at 90%). Faculty members complete student and course evaluations at the end of each course (minimum GPA is 2.0 and course evaluations yield qualitative data). Graduates report satisfaction (ELA set at 80%) and graduate competency in the Alumni Follow-Up Survey at 6, 18 and 36 months after graduation (ELA set at 80%). Employers of graduates are anticipated to report employer satisfaction in graduate preparation for professional role in the Employer Follow-Up Survey. However, the data will not be available until October. The survey is sent 1-2 months after the Alumni Follow-Up Survey is sent to graduates (ELA set at 80%). Findings from 2011 are displayed in Table 6c. Table 6c: Evaluation Findings 2011 Evaluation Source Indicator Student Course Evaluation Faculty Evaluation Program Evaluation

Faculty

Graduate

Employer Satisfaction

ELA 90% 90% 90%

Student GPA Course Evaluation Professional Communication Critical Thinking Leadership and Management Evidence-Based Practice Education and Learning Effective Communication Cultural Sensitivity Ethical Sensitivity Analytic Skills Leadership Among Peers Collaboration with Others Use of Evidence-Based Practice Educational Competence with Patients and Staff Provider of direct and indirect care Manager and Coordinator of Care Member of the Nursing Profession

Florida State College at Jacksonville

Minimum 2.0 qualitative 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80%

Level of Achievement 89.13% 89.85% 100% agree that BSN program is preparing them as provider of care, manager of care and member of profession. Current average student GPA is 3.73 Available onsite 100% 100% 92% 100% 100% Not available yet Not available yet Not available yet Not available yet Not available yet Not available yet Not available yet Not available yet

80% 80% 80%

Not available yet Not available yet Not available yet

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The BSN education unit shares findings from clinical site and preceptor evaluations, graduate evaluations, and employer satisfaction surveys with the Community Nursing Advisory Committee. Advisory Board members reciprocate by sharing information with BSN faculty and the Associate Dean of the BSN Program regarding students’ and graduates’ performance at their clinical sites. Should a specific problem arise, the matter is discussed immediately with the concerned party or facility. The BSN program demonstrates evidence of achievement in meeting program completion, graduate satisfaction and job placement. Continued assessment of pursuit of graduate education is necessary with further clarification on the Alumni Follow-up survey. Data for employer satisfaction will be available October 2011. Ongoing maintenance is planned. Available findings from 2011 are displayed in Table 6d. Table 6d: BSN Program 2011 Assessment Findings Program Indicator

ELA

2011

NCLEX Scores Program Completion in Six Semesters Graduate Satisfaction Employer Satisfaction

NA 80% 80% 80%

Report Currently Pursuing Graduate Education or Career Mobility Job Placement

80%

Not Applicable in Post-Licensure Program Overall Average 2009-2011 = 84.5% Reported in 2011 = 92% Reported in 2011 = Not available until October 2011 Reported in 2011 = 42% and 85%

80%

Reported in 2011 = 93%

Analysis and Summary of Strengths Strengths associated with this BSN program of study include faculty, administration and the students. Nursing leaders and nursing preceptors within the community are treasured resources supporting the program, and the College provides sufficient resources to address academic and technological needs. The BSN program is well supported both externally and internally. A key BSN program strength is the quality of individuals comprising faculty and administration. All full-time faculty members are doctorally prepared, participate in scholarly activities and continue their professional practice within the community. Faculty members have lived in the community for several years and are well respected for their professional integrity. The program itself benefits from oversight by a doctorally prepared nurse administrator and a doctorally prepared campus president who is also a licensed ARNP. The BSN program benefits greatly from the quality of community-based nursing preceptors who collaborate with students and faculty on practicum projects. The preceptors and their employers offer strong support for this program. Using data from the 2010 Report to Constituents by NLNAC, the BSN Florida State College at Jacksonville

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program is similar to the 81.6% of accredited BSN programs who use community-based nursing preceptors. Strength in the BSN program comes from the students themselves when they contribute perspectives and insights from multiple professional and personal experiences. All BSN students are practicing nurses representing the continuum of health practice from community-based health education to critical care. Structured course assignments foster professional collaboration across this continuum of care and ultimately benefit members of the community and the health providers within each participating organization. Students have access to a strong network of student support services. The BSN program has successfully graduated 84.5% of its students within 150% of the four semester timeframe suggested by the program. This completion rate is above the national average for BSN completion according to the 2010 NLNAC Report to Constituents. There is strong internal support for the BSN program. BSN students and faculty benefit from fiscal resources that are adequate to meet identified needs. In addition, the College has always been positively responsive when additional fiscal resources are needed. A planned third full time faculty line in anticipation of program growth and the establishment of Endowed Faculty Chairs funded by an external donor are a credit to the program and the support it enjoys. BSN students and faculty benefit from high-quality academic and technical resources. The College provides a doctorally prepared librarian dedicated to the nursing programs of study and a fulltime faculty support person to address technology issues. Access to a wide variety of current professional journals and books create a learning environment that promotes scholarly endeavors. The BSN program responds to student and community needs. One of the ways this is done is by offering technology-enhanced and blended/hybrid course delivery. Using 2010 Report to Constituents document by NLNAC, the BSN program is consistent with 35% of BSN programs of study across the nation in offering blended/hybrid activities in one or more courses. The blending of online and classroom-based learning offers flexibility and a degree of autonomy that practicing nurses desire when they return to an academic setting.

Areas needing Development The BSN program is a relatively new program and there are some areas needing continued development. Students and faculty can benefit personally and professionally from an increased level of participation in campus, College-wide and community activities. Student exposure to committees, events and projects such as health fairs can facilitate connections to enhance employment potential and possibly increase job placement rate. Current BSN job placement rate is 93% and this is currently below Florida State College at Jacksonville

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the average of 94%-98.1% reported for BSN graduates according to 2010 NLNAC Report to Constituents. Faculty participation in similar activities can facilitate inter-disciplinary collaboration and support faculty members as they advocate for health and safety initiatives. The BSN program can also benefit from a stronger and more active Community Nursing Advisory Committee. Nurse leaders and educators are typically challenged to meet all their current job responsibilities and may perceive committee participation as useful but not mandatory. However the enhanced communication among members has many positive impacts to both health organizations and the College. Faculty members are considering some web-based options to enhance communication between meetings or re-designing committee meetings to include continuing education. Continued development is most needed in the areas of curriculum enhancement and outcome analysis. It is anticipated that ongoing and consistent data collection over time will provide the information needed for substantive program evaluation, analysis and improvement. The current structure and processes for evaluation provide a solid foundation but it is the repeated measures that will ultimately offer the best information guiding program direction. Faculty have discussed the need to increase the response rate to graduate and employer satisfaction surveys including holding focus groups in clinical settings. Future program enhancement plans may include changes in courses, course sequencing and program length. Faculty members will be exploring ways to increase community-based involvement and hope to expand services by offering student cohort starts in each of the three semesters. Such an expansion will require hiring an additional full-time BSN faculty member. Much discussion has been centered around the use of the pre- licensure HESI examination in the admission process. Faculty plans include revisiting this requirement based on recent data analysis. BSN faculty members have a lot of creative ideas for continued program improvements that will improve student learning. Fortunately there are internal and external resources that will support their efforts.

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