UNIVERSITY OF ARKANSAS-MONTICELLO
DIVISION OF NURSING
ANNUAL ASSESSMENT REPORT
Academic Year 2004 - 2005
Assessment of the Division of Nursing
Please address each of the following questions in a narrative format. Include the question at the beginning of each response.
The mission and philosophy of the Division of Nursing (DON) is congruent with that of the University of Arkansas-Monticello (UAM). The mission of UAM and the mission and philosophy of the Division of Nursing are clearly stated and presented in the following pages, along with an explanation of the consistency of one with the other.
The overall mission of the Division of Nursing is to strive for excellence in the preparation of professional (Bachelor of Science) nurse generalists. This mission is accomplished through the following goals for BSN program graduates:
1. The preparation of graduates to provide nursing care for individuals,
families, and communities within a variety of health care settings.
2. The encouragement of critical thinking to guide nursing interventions
which promote, maintain, and restore health.
3. The development of accountability through a commitment to professional
nursing practice and lifelong learning (BSN Student Handbook, p 1)
The Overall mission
of the Division of Nursing is also to strive for excellence in the preparation
of technical (Associate of Applied Science) nurse generalists . This
The faculty of the Division of Nursing hold the following beliefs about the major concepts of person, environment, health, professional and technical nursing and professional and technical nursing education.
Person is viewed as an individual, a family, and/or a community and as a holistic adaptive system in constant interaction with an increasingly interconnected global environment. This interaction creates a complex and developing person who has common and unique needs throughout the lifespan. These needs guide the person to use innate and acquired coping mechanisms in four adaptive modes to produce responses which promote goal adaptation and need integrity.
Environment includes all internal and external stimuli that affect development and responses. Environmental stimuli influence the person to produce responses that promote goal adaptation and need integrity.
Health is a process of being and becoming an integrated holistic person by continuously adapting to change. Adaptive responses enhance goal adaptation and need integrity and, thus, promote, maintain, and restore health. Health is viewed as a continuum throughout the lifespan that is influenced by a person’s risk reduction behaviors and adaptive responses which promote goal adaptation and need integrity. Persons unable to successfully adapt have ineffective responses and are considered ill.
Professional nursing is an art and a science. Caring and value-based beliefs are integral to professional nursing. The goal of nursing is to assist the person to develop risk reduction behaviors and adaptive responses and, thus, promote, maintain, and restore health throughout the lifespan. Critical thinking is used to implement the nursing process in accomplishing the goal of nursing and to apply research findings which improve nursing practice. The professional nurse uses leadership skills in communicating, collaborating, and negotiating with consumers and other members of the health care team in the delivery and promotion of health services. Prepared at the baccalaureate level, the nurse enacts three major roles: provider of care, coordinator of care, and professional.
Technical nursing is an art and a science. The goal of nursing is to assist the person to develop adaptive responses and, thus, promote, maintain, and restore health throughout the life span. Critical thinking is used to implement the nursing process in accomplishing the goal of nursing and to use research findings which improve nursing practice. The technical nurse uses management skills in communicating and collaborating with consumers and other members of the health care team in the delivery and promotion of health services. The technical nurse enacts three major roles: provider of care, coordinator of care, and member of the discipline of nursing.
Professional nursing education is based upon a liberal arts and science foundation. This foundation forms the basis for the evidence-based practice of professional nursing as a generalist. Baccalaureate education prepares students for entry-level professional practice within a variety of settings with culturally diverse populations as well as provides a foundation for graduate study. The process of professional nursing education guides the student in the acquisition of nursing knowledge, skills, attitudes, and values. The teaching/learning process fosters mutual respect and trust, intellectual development, reflection, critical thinking, and lifelong learning.
Technical nursing education is the process by which students are introduced to the role of the Associate Degree Registered Nurse. This process is best accomplished in an institution of higher learning. Although the set of competencies expected at each level of nursing practice is different, there is a common base of interpersonal and intellectual competencies which provide the foundation of nursing practice upon which each advanced level is built. The depth and scope of the knowledge base, therefore, differentiates the levels of nursing practice. Technical nursing education builds upon the foundation of fundamental nursing knowledge and skills acquired at the level of education of the licensed practical nurse (LPN) and integrates the concepts and principles of the natural and social sciences. Technical nursing education prepares students for entry level practice in structured settings and provides a foundation for baccalaureate study. The process of technical nursing education guides the student in the acquisition of nursing knowledge, skills, attitudes, and values. The teaching/learning process fosters intellectual development, critical thinking, and lifelong learning.
Additionally, the UAM educational programs of study leading to the Bachelor of Science in Nursing degree and the Associate of Applied Science in Nursing degree are appropriate for the legal practice of registered nursing. The scope of practice for registered nursing is stipulated in the Arkansas State Nurse Practice Act and for current approval of the DON nursing programs by the Arkansas State Board of Nursing. The BSN program is also approved by the National League for Nursing Accrediting Commission. The Division of Nursing’s mission and goals are readily accessible to the general public, students and potential students at the UAM web site, http://www.uamont.edu/nursing/index.htm. Further, information pertaining to the professional (BSN) and technical (AASN) nurse programs is in the UAM Catalog. The UAM Catalog is free and is offered to prospective students who inquire about the BSN or AASN programs, including those who are being interviewed by the Division of Nursing Chair or faculty. The UAM Catalog is also available at: http://www.uamont.edu/catalogs.html. The syllabi objectives for each course offered by the Division of Nursing include an explanation of the purposes and objectives of the course. The mission, goals and philosophy can be found in the BSN Division of Nursing Student Handbook (p. 1) and in the AASN Division of Nursing Student Handbook (p. 1 and 2).
2. Consistency of Nursing
The mission of UAM and the Division of Nursing are consistent, one with the other. They are further explained with cited examples in the following passages. The mission of UAM is to search for truth and understanding through scholastic pursuits and to strive for excellence in all its endeavors. The overall mission of the Division of Nursing is to strive for excellence in the preparation of professional or technical nurse generalists which is consistent with the UAM mission. UAM is committed to quality education which promotes individual achievement and personal development. Learning activities provided are intended to enhance the students’ capability to function responsibly and creatively as a member of society and within their own and other cultures. The mission statement addresses sharing knowledge, educating people for critical thought, promoting the intellectual content of society, providing learning experiences, and offering a well-rounded program of general education. One of the goals of the Division of Nursing is the encouragement of critical thinking to guide nursing interventions which promote, maintain, and restore health.
The Division of Nursing views the process of professional and technical nursing education as a scholastic endeavor which guides individuals in the acquisition of nursing knowledge, skills, attitudes, and values, and believes this process is best accomplished in an institution of higher learning where the individual has access to varied academic disciplines and where changes in behavior can be validated. Professional and technical nursing education are based upon a liberal arts and science foundation and forms the basis for the evidence-based practice of professional or technical nursing as a generalist. The Division of Nursing shares with UAM the aim of excellence by requiring a strong background in general education which serves to enhance the ability of the student to function responsibly and creatively as a member of society.
The mission of UAM is to provide learning experiences which enable students to synthesize knowledge, communicate effectively, use knowledge and technology with intelligence, and act responsibly within their own and other cultures.
The beliefs of the Division of Nursing are consistent with UAM’s mission because the Division’s philosophy stipulates that the professional or technical nurse communicates, collaborates, and negotiates with consumers and other members of the health care team in the delivery and promotion of health services. A goal of the Division of Nursing is the development of accountability through a commitment to professional or technical nursing practice. The nursing process is one of the vehicles used to enable students to synthesize knowledge through critical thinking, to communicate effectively, to use technology with intelligence and responsibility, and to act creatively within their own and other cultures. The nursing faculty believes the person (individual, family, and/or community) has common and unique needs throughout the lifespan and the professional and technical nurse uses the nursing process to assist the person to promote, maintain, and restore health (Division of Nursing Faculty Handbook, pp. 1 and 11).
Another goal of UAM is to offer quality educational opportunities in the form of baccalaureate or technical preparation and certification in a variety of fields. This is consistent with the offerings of the Division of Nursing which include curricula that prepare students for careers as Registered Nurses and which provide students with the basic knowledge needed to take the National Council Licensing Examination for Registered Nurses (NCLEX-RN) and to practice as a professional or technical nurse generalist. This is also consistent with the UAM goal of providing contemporary curricula which prepare students for careers in selected fields, for personal development, and for meeting social needs. Additionally, the preparation of graduates to provide nursing care for individuals, families, and/or communities within a variety of health care settings (structured settings for the technical nurse) meets societal needs is a goal of the Division of Nursing.
UAM seeks to fulfill its mission statement through a commitment to provide an environment which fosters individual achievement and personal development. The Division of Nursing adheres to the belief that the process of professional or technical nursing education fosters intellectual growth and effective interpersonal relationships and communication.
UAM’s mission statement includes a goal to encourage personal responsibility and seeking the benefits of lifelong learning. A goal of the Division of Nursing is the development of accountability through a commitment to professional or technical nursing practice and lifelong learning. Additionally, the Division of Nursing philosophy states that the nursing programs foster lifelong learning. UAM and the Division of Nursing resources are offered as a service to the community to create an environment conducive to continued learning (Division of Nursing Faculty Handbook, p. 2 and 10). The Division of Nursing supports the belief in assisting nurses in continuing their education. Transfer students are evaluated on an individual basis for validation of previous learning. These offerings are consistent with UAM’s mission of providing opportunities in higher education for both traditional and non-traditional students and of providing viable programs of public service, continuing education in selected areas, and cooperative programs with other educational institutions.
Maintaining regional and national recognition of UAM and its academic programs through accreditation is stated in the UAM Catalog (p. 9). The faculty of the Division of Nursing believes accreditation standards enhance quality education and, therefore, support and participate in all voluntary regional and national accreditation processes.
The mission of UAM is to provide
learning experiences which enable students to act creatively within their own
and other cultures. A goal of the
Division of Nursing is to prepare graduates to provide nursing care for
individuals, families, and communities within a variety of health care settings
(structured setting for the technical nurse) to which demonstrate an underlying
commitment to a diverse community. UAM
and the Division of Nursing reflect this commitment to a diverse community
through a policy of providing educational opportunities to all qualified
students, regardless of their economic or social status, and not discriminating
on the basis of race, color, religion, creed, gender, ethnic or national
origin, disability, age, or any legally protected class. Additionally, public, student, and potential
student accessibility to programs of study, academic policies, advising and
assistance as well as registration, housing and financial assistance is readily
available in the UAM Catalog and through personal or telephone
contact. Program information is also
readily available via UAM’s home page: http//www.uamont.edu/home.asp.
The Office of Special Student Services is designated to ensure disabled
students are given the same rights and services as other students at UAM (UAM
Catalog, p. 4). The “open door” admission policy of UAM reflects the
philosophy that educational opportunities must be available to all citizens in
the area it serves (UAM Catalog, p. 4).
Caucasian (white) students comprise the larger number of students
enrolled at UAM and in the Division of Nursing as nursing majors. African-American students are the next
largest number of students enrolled at UAM as nursing majors. All students of any ethnic or racial group
are encouraged to enroll as a student at UAM and in the Division of Nursing. A comparison of minority (those who are not
Caucasian) students at UAM and those as nursing majors are numerically compared
to the total student enrollment in Table 1-A.
Additionally, international students enrolled at UAM (UAM Catalog,
p. 22). The UAM mission speaks
specifically to providing support programs which increase the probability of
success for those students needing additional academic preparation to meet
college standards. In addition, academic
support units are provided by UAM. These
academic supportive units include the Library,
Comparison of UAM and DON Minority Enrollment With Total UAM Enrollment
% MINORITY STUDENTS
% MINORITY NURSING STUDENTS (NURSING MAJORS)
1998-1999 2094 20 (n=416) 9 (n=38)
1999-2000 2254 25 (n=554) 8 (n=42)
2000-2001 2323 25 (n=572) 11 (n=63)
2001-2002 2332 25 (n=583) 13 (n=75)
2002-2003 2482 27 (n=658) 15 (n=100)
2003-2004 2875 29 (n= 848) 13 (n=112)*
2004-2005 2942 33 (n=961) 14 (n=136)**
*2003-2004 reflects minority nursing majors on University of Arkansas-Monticello Campus only
** 2004-2005 reflects student enrollment on the main campus and at the technology campuses.
Fall 2001: 160
Fall 2003: 311
Fall 2004: 352
UAM and the Division of Nursing demonstrate a commitment to a diverse faculty by implementing a policy of providing employment opportunities to all persons, regardless of their economic or social status, and not discriminating on the basis of disability, race, color, religion, creed, gender, ethnic or national origin, age, or any legally protected class (College Catalog, p 4). To reach as many women and minority applicants as possible, the Office of Human Relations advertises faculty and professional staff positions in The Chronicle of Higher Education, a nationally recognized publication; in The Arkansas Democrat Gazette, a state-wide newspaper; in The Dallas Morning News, a large metropolitan newspaper; and in The Journal of Nursing Education, a publication serving a national nurse educator audience. Position announcements for faculty and professional staff are periodically mailed to historically African-American institutions in surrounding states and to African-American educational and professional organizations. The Division of Nursing has had five African-American faculty members since 1994 and currently two African-American faculty. One is master’s prepared and the other is prepared at the BSN level. Additionally, there is one African-American clinical adjunct faculty presently. In the previous year, we have had two African-American clinical adjunct faculty. In the last three years, there have been three men on the faculty in the Division of Nursing. Currently, there is one male instructor as well as the male Division of Nursing Chair serving on faculty. The Division of Nursing faculty believes it is important for males majoring in nursing to have male faculty role models with which to identify while completing their nursing education. Men have always been encouraged to enroll as a student in the Division of Nursing. In addition, faculty demonstrates a commitment to ethnic and racial diversity through student clinical experiences.
The mission and goals of UAM and the Division of Nursing support a commitment to socially responsible standards by offering quality educational opportunities to students. A goal of the Division of Nursing is the development of accountability through a commitment to professional nursing practice. The faculty of the UAM Division of Nursing consider standards to be a critical element in the educational process of professional nurses and has operationalized practice standards into professional preparation by adopting the American Nurses’ Association (ANA) Code for Nurses with Interpretive Statements and ANA’s Standards of Clinical Practice as the basis of the professional role (Division of Nursing BSN Student Handbook, p. 10; Division of Nursing AASN Student Handbook, p. 10). These standards of practice are consistent with the contemporary belief of the profession and are emphasized in each nursing course. They serve as a guide for students in meeting clinical objectives. Course syllabi and content emphasize learning experiences congruent with standards of professional nursing practice. Junior and senior BSN and AASN nursing students have been informed of ANA Code for Nurses and the ANA Code for Nurses with Interpretive Statements has been incorporated into nursing course syllabi.
5. How are the major field assessments based on the mission and goals of the academic unit and University?
Consistent with the mission of the University of Arkansas-Monticello (UAM) (see Criteria 1), the mission of the Division of Nursing is to strive for excellence in the preparation of professional and technical nurse generalists. This mission is accomplished through the following goals: (1) the preparation of graduates to provide nursing care for individuals, families, and communities within a variety of health care settings (structured health care settings for the technical nurse); (2) the encouragement of critical thinking to guide nursing interventions which promote, maintain, and restore health; and (3) the development of accountability through a commitment to professional nursing practice and lifelong learning.
The mission, goals, philosophy, organizing framework and strands with outcomes serve as the basis for planning and organizing the nursing curriculum. The curriculum for the nursing program is consistent with the mission of the Division of Nursing. Flowing from the mission, goals, philosophy and organizing framework are six curricular strands for the professional nursing program (nursing process, critical thinking, communication, research, leadership, and teaching/learning), and five for the technical nurse program (nursing process, critical thinking, communication, management, and teaching/learning). The curricular strands for both programs have been developed into program outcomes. Each strand is used as the basis of the course objectives for each nursing course. As students progress in the curriculum, strands are developed and further delineated into course objectives, content and learning experiences.
The integrity of the curriculum is evidenced by congruence among the organizing framework, program objectives, curriculum design, course progression, and outcome measures. The mission, goals, philosophy, organizing framework, strands, and outcomes for the BSN program are introduced in NURS 2003 Introduction to Nursing Concepts and Roles, the first nursing course. Beginning with NURS 311V Concepts in Nursing Care I and with each subsequent Concepts Course (II-IV), the mission, goals, philosophy, organizing framework, strands, and outcomes are presented and reviewed with students.
The same plan is followed with the AASN program from NURS 1034 LPN-RN Transition to NURS 1015 Principles of Nursing Care I through NURS 124V Principles of Nursing Care II, and NURS 225V Principles of Nursing Care III.
Therefore, there is consistency between the nursing curriculum, mission and program outcomes. Further evidence of consistency is available in course syllabi and samples of student papers and projects which are available. Specific definitions utilized in the nursing curriculum can be seen in the Division of Nursing Faculty Handbook (pp. 6, 15). Teaching and learning principles, one of the curriculum strands can be seen in the Division of Nursing Faculty Handbook (p. 35). For more information, see the following tables.
Congruence among organizing framework, program objectives, curriculum design, course progression and outcome measures
Professional and technical nursing standards, previously discussed, guide student learning experiences and decision-making. Professional and technical nursing standards, based on the American Nurses Association (ANA) Standards of Clinical Nursing Practice and the ANA Code For Nurses with Interpretive Statements, are introduced in the first professional nursing course, NURS 2003 Introduction to Nursing Concepts and Roles. The same content is introduced in the technical nurse curriculum in the LPN to RN Transition Course. The standards are re-emphasized in each nursing course while reviewing the course overview during the first class and in specific class content and learning activities. For instance, the standards are contained in the UAM Division of Nursing BSN Student Handbook, p. 11; UAM Division of Nursing AASN Student Handbook, p. 10). Division of Nursing Student Handbooks are a required student purchase.
Standards of practice are integrated through the professional and technical nurse program outcome, related to critical thinking. This outcome states that the graduate will be prepared to: “formulate judgments using a problem solving process that is goal directed, ethical, and based on standards of professional or technical nursing practice”. Practice standards are also discussed with the introduction of each specialty area of content such as psychiatric-mental health, maternal-child health and end-of-life, etc. Standards of practice are included as class objectives and course assignments as well.
The ANA Standards of Clinical Nursing Practice and the ANA Code for Nurses With Interpretive Statements are incorporated in the clinical evaluation tool (CET). The CET is based on the major roles of the professional and technical nurse as identified in the philosophy (provider of care, coordinator of care, and professional or technical nurse). Thus, the standards guide each student’s actions and are developed further in each subsequent clinical course. The CET is included in course syllabi and is reviewed with students in each clinical course prior to clinical activities. Student performance is evaluated for each clinical experience and reviewed with the student in weekly clinical conferences.
The curriculum is clearly linked through the program outcomes to the mission and goals of the Division of Nursing which are consistent with the mission of UAM. Six curriculum strands (nursing process, critical thinking, communication, research, leadership, teaching/learning) guide implementation of the professional nurse curriculum. Five curriculum strands (nursing process, critical thinking, communication, management, teaching/learning) guide implementation of the technical nurse curriculum. The nursing curriculum was developed from UAM’s mission and is consistent with the Division of Nursing’s mission. Professional or technical standards of practice are reflected and integrated throughout the nursing curriculum.
Data are being gathered in the following ways:
See number “4” above.
Results of evaluations are given in faculty or in curriculum meetings where there are student representatives. Student representatives take information back to their respective classes and make the announcement or faculty or the Chair of the Division of Nursing will make announcements. Necessary changes in curriculum are made in advance and students are notified by faculty.
As with all course work in the various programs in the Division of Nursing, written course objectives indicate what the student is required to know or do. All written and verbal presentations have stated measurable objectives for the presentation. Students are evaluated based on achievement of those objectives as demonstrated in their written or verbal presentations, or on examinations.
The following is an example of some of the stated measurable learning objectives from a variety of courses offered in the Division of Nursing. Assessment is based on student achievement of these objectives. A grade average of 74 must be achieved on examinations to pass the course. Written clinical work grade is based upon a grade scale that indicates satisfactory/unsatisfactory achievement of clinical objectives. To receive a passing grade, all clinical work must be accomplished satisfactorily as specified in clinical objectives and a passing average must be achieved on course unit and comprehensive examinations.
Examples of course objectives:
Upon successful completion of specified course, the student will be able to:
A. Identify common threats to workplace safety for nurses and select preventive measures in given situations.
B. Indicate legal issues to consider when accepting or rejecting a work assignment as a nurse.
C. Explain the role of management in promoting ethical behavior in the workplace.
D. Explain the physiology of defecation and urinary elimination.
E. Plan nursing measures to provide a safe, effective care environment for clients with bowel and urinary disorders.
F. Demonstrated the ability to make critical decisions based on simulated laboratory situations of nursing skill performance.
G. Select a current health care or nursing issue that needs to be changed and indicate the political process for the change to occur.
H. Explain the significance of professionalism in nursing.
I. Select the four components of the metaparadigm of professional nursing.
J. Write your own philosophy of nursing and communicate it to your class members along with supportive rationale.
K. Explain the significance of research utilization projects in nursing.
15. How are students involved in the assessment process? For Example, do students participate in your unit’s assessment committee activities?
Students are members of the curriculum committee and are therefore involved in curriculum assessment. They are representatives for their classes and dialogue is exchanged between students and their representative when communication is needed with faculty. Additionally, students are encouraged to bring concerns or complaints directly to faculty or the Chair of the Division of Nursing. Additionally, Students evaluate each course at the end of each course, they evaluate the entire program at the end of the program, and they evaluate the program at one and five years after graduation. Providing feedback to the faculty allows the faculty to make curriculum/program changes when it is indicated.
PART II. Please display data using charts and other summative measures where appropriate.
Supportive Data that Demonstrates Student Achievement.
See Appendix A
See Appendix B
See Appendix C
Students who score low on math or English are required to take developmental math or English courses to improve their chance for success in course work at UAM and in the Division of Nursing. One of the curricular strands for courses in the Division of Nursing is communication. Students must be able to effectively communicate verbally and in writing as a nursing professional. Effective communication is a requirement when communicating with patients, family or significant others, and health care professional colleagues. It is evaluated as indicated in Part I, question 1.
See Appendix D
Alumni and Employer One and Five Year Survey
(AASN Program Not in Existence for Five Year Survey)
Aggregated results of certification/licensure examinations that is required for post-graduation employment and which reflect other measures of
attainment of the Division of Nursing’s goals and mission
Exit Program Evaluation Results
National League for Nursing Achievement Exam Results