UST Peavy School of Nursing Faculty Handbook 2018-2019 by University of St. Thomas

Faculty Handbook

2018 â&#x20AC;&#x201C; 2019 (Revised 12.17.18)

Contents Attention Nursing Faculty ................................................................................................................................................................. 1 History of University of St. Thomas - Houston ......................................................................................................................... 2 Mission and Vision of the University ............................................................................................................................................ 2 Core Values of the University........................................................................................................................................................... 3 Catholic Identity of the University ................................................................................................................................................. 3 Characteristics of the Basilian Tradition in Education .......................................................................................................... 4 History of the UST-PSON.................................................................................................................................................................... 5 Administration ....................................................................................................................................................................................... 5 Vision of the Peavy School of Nursing .......................................................................................................................................... 6 Mission of the Peavy School of Nursing ....................................................................................................................................... 6 Philosophy of Nursing......................................................................................................................................................................... 6 Curriculum Pillars of PSON ............................................................................................................................................................... 7 Baccalaureate of Science in Nursing (BSN) Program ............................................................................................................. 8 BSN Program Goals .............................................................................................................................................................................. 8 BSN Student Outcomes ....................................................................................................................................................................... 9 The Doctor of Nursing Practice (DNP) Program ................................................................................................................... 10 DNP Program Essentials ................................................................................................................................................................. 10 Outcomes of the DNP Program..................................................................................................................................................... 14 By-Laws of the PSON ........................................................................................................................................................................ 16 Undergraduate Nursing Curriculum Committee .................................................................................................................. 19 Undergraduate Program Evaluation Committee - Chairperson is assigned by the Dean .................................... 19 Undergraduate Enrollment Management and Retention Committee .......................................................................... 19 DNP Program Committee ............................................................................................................................................................... 19 Nursing Peer Review Committee ................................................................................................................................................ 20 EVALUATION ....................................................................................................................................................................................... 20 PSON POSITION DESCRIPTIONS ................................................................................................................................................. 21 PSON Faculty Orientation ............................................................................................................................................................... 31 FACULTY RESPONSIBILITIES ....................................................................................................................................................... 32 Nursing Faculty Role Expectations ............................................................................................................................................. 32 Performance Expectations for a Collaborative Organization (Affirmed 9/8/2015) (BSN & DNP) ................ 32 Faculty Workload in Nursing ........................................................................................................................................................ 33 i

Attendance and Office Hours ........................................................................................................................................................ 33 Professional Development Responsibilities of Nursing Faculty .................................................................................... 34 Licensure Compliance ...................................................................................................................................................................... 34 Teaching Responsibilities............................................................................................................................................................... 34 Expectations for Classroom Teaching ....................................................................................................................................... 34 Expectations for Clinical Competency ....................................................................................................................................... 35 Faculty Role in Student Advising................................................................................................................................................. 36 Adherence to UST Faculty Policies ............................................................................................................................................. 36 Specialty HESI Exams as Final Exams ....................................................................................................................................... 36 Notification of Changes in PSON Policies and Procedures................................................................................................ 36 CLINICAL INFORMATION ............................................................................................................................................................... 36 Criteria and Rationale for Selection of Clinical Sites ........................................................................................................... 36 Nursing Student Clinical Experience (See Undergraduate and Graduate Handbooks) ....................................... 37 Clinical Learning Experiences and Student Evaluation for BSN Program ................................................................. 37 Removal of Student from Clinical Site ....................................................................................................................................... 38 Cancellation of Classes and Clinicals Due to Extreme Weather Conditions .............................................................. 38 APPENDICES ........................................................................................................................................................................................ 41 Organizational Structure of the UST Peavy School of Nursing Faculty Evaluations New Faculty Orientation Checklis BSN Degree Program Course of Studies DNP Degree Plans â&#x20AC;&#x201C; Full-Time Post-Baccalaureate and Full-Time Post Masters

Attention Nursing Faculty The contents of the Faculty Handbook represent current policies of the Peavy School of Nursing (PSON) at the University of St. Thomas – Houston (UST). Members of the Nursing School faculty are expected to familiarize themselves with this Handbook as it relates to their responsibilities in the nursing education programs at the University. It is the responsibility of every faculty to know and adhere to the policies and guidelines presented in these documents and know locations of:  

Nursing Faculty Handbook myStThom Portal to Online Services that contain official UST policies and procedures for faculty, staff, and students. https://peter.stthom.edu/psp/PAPRD91/?cmd=login

Updates to the Nursing Faculty Handbook will be posted to the online version located on Blackboard (https://blackboard.stthom.edu/webapps/login/) throughout the school year.

(Approved 2/11/2014) (AMENDED 04/28/2015; 08/25/015; 07/25/16; 08/18; 12/18)

History of University of St. Thomas - Houston The University of St. Thomas in Houston admitted its first freshman class, 40 men and women, on September 22, 1947. Of the ten faculty members, four were members of the Basilian Fathers, to whom the work of founding and operating the University had been entrusted. The Basilians, a congregation founded in France in 1822, had been working the Diocese of Galveston-Houston since 1900, when they established the College of St. Thomas, now St. Thomas High School. Bishop Christopher E. Byrne of the Galveston-Houston Diocese had long hoped that a Catholic university might be established in his diocese, and in May of 1945 he announced that such an institution was about to become a reality. For that purpose, the T.P. Lee mansion, located in the 3800 block of Montrose Boulevard, was purchased as a home for the new University, to which a science building and classrooms were soon added. From here a series of non-credit courses was taught from November 1946 until Easter 1947 to introduce students to what would be the University of St. Thomas. With experience that was both practical and theoretical, the Basilian Fathers, led by Father Vincent J. Guinan, first president of the University, and Father Wilfrid Dwyer, vice president, shaped the initial curriculum. Influenced by the writings of Cardinal John Henry Newman, as well as by their Basilian experience in Canada at St. Michael’s College, the Pontifical Institute of Mediaeval Studies and Assumption College, they determined that all students should pursue a broad program in liberal studies intended to serve as a solid basis upon which to build their lives and their careers in the community. As a Catholic institution of higher learning, the University of St. Thomas is inspired by the teaching of Pope John Paul II’s apostolic constitution Ex Corde Ecclesiae, and abides by the application norms prescribed by the American bishops. Because of the University’s institutional commitment to the Church, “Catholic ideals, attitudes and principles penetrate and inform its activities in accordance with the proper nature and autonomy of these activities,” (Ex Corde Ecclesiae, 14). In its teachings and research, the University of St. Thomas is dedicated to the cause of truth and fosters the integration of knowledge, the dialogue between faith and culture, the ethical and moral implications of learning and the unique orientation to all study given by theology.

Mission and Vision of the University We are the University of St. Thomas, the Catholic university in the heart of Houston. We are committed to the Catholic intellectual tradition and the dialogue between faith and reason. By pursuing excellence in teaching, scholarship, and service, we embody and instill in our students the core values of our founders, the Basilian Fathers: goodness, discipline, and knowledge.

We foster engagement in a diverse, collaborative community. As a comprehensive university grounded in the liberal arts, we educate students to think critically, communicate effectively, succeed professionally, and lead ethically.

Core Values of the University Goodness: We serve God in faith and love by giving of ourselves to students, colleagues, and society. Discipline: We demand personal responsibility, accountability, and integrity in ourselves and in one another. Knowledge: We pursue truth and academic excellence in the Catholic intellectual tradition, emphasizing the dialogue between faith and reason. Community: We build and nurture relationships that transform our lives, our university, and our world.

Catholic Identity of the University As an academic institution committed to the religious, ethical, and intellectual tradition of Catholic higher education, the University of St. Thomas carries out its teaching, research, and all other activities in the light of Catholic ideals, principles, and attitudes. Precisely as an institution of higher learning recognized as Catholic by component ecclesiastical authority, the University of St. Thomas embraces the following characteristics, set forth in Ex Corde Ecclesiae, as essential to its Catholic identity:    

“a Christian inspiration not only of individuals but of the University community as such; a continuing reflection in the light of the Catholic faith upon the growing treasury of human knowledge, to which it seeks to contribute by its own research; fidelity to the Christian message as it comes to us through the Church; an institutional commitment to the service of the people of God and of the human family in their pilgrimage to the transcendent goal which gives meaning to life” (No.13).

The University enjoys the institutional autonomy appropriate to an academic institution of higher learning. Therefore, its governance is and remains internal to the University itself. In order to maintain and foster its freely chosen Catholic identity, the University of St. Thomas is committed to:  

the highest standards of academic excellence in conformity with the Catholic intellectual heritage; the authoritative teachings of the Catholic Church; 3

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continuing reflection, in the light of faith, on the full treasury of human knowledge; lively dialogue between culture and faith; service to others, especially the poor and underprivileged; pastoral care for students, faculty and staff; a campus culture that expresses and supports a Christian way of life; and the principles and practice of social justice, the promotion of human dignity and the safeguarding of all human life.

The responsibility for maintaining and strengthening the University’s Catholic identity rests with the University community itself. All are called to promote this task in accordance with their specific roles: the Basilian Fathers, the Board of Directors, faculty and students, administration and staff. The University of St. Thomas respects the principles of religious liberty and freedom of conscience for all members of its community. The University welcomes and treasures men and women of all faiths as partners in their contribution to its mission.

Characteristics of the Basilian Tradition in Education The Basilians at the University of St. Thomas, by their spirituality, philosophy of education and esprit de corps, promote a lively sense of the University’s mission as a Catholic institution. Among the distinctive characteristics of the Basilian approach to higher education are:          

recognition of the continuing significance of the Catholic intellectual tradition in shaping Western civilization; commitment to an integral Christian humanism that embraces both the liberal arts and all other areas of knowledge; fidelity to the authoritative teaching of the Catholic Church; fostering the contribution of St. Thomas Aquinas to the Church’s intellectual life, especially to philosophy; respect for the life of the mind, a passion for the discovery of truth in every area, and a conviction that faith must begin and end in a knowledge which bears fruit in love; appreciation of human dignity that calls for the education of the whole person, physically, intellectually, morally, socially and spiritually; close association with and availability to students; genuine concern to assist students who are economically or otherwise disadvantaged; willingness to provide counseling and pastoral care, especially through sacramental celebration; collaborative spirit which gratefully recognizes that the University is a common intellectual venture of students, faculty, staff, administration, and other supporters and friends; 4

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trust in Godâ&#x20AC;&#x2122;s grace and a willingness to carry out whatever labors are required for the good of the University without seeking recognition.

In all their endeavors the Basilian Fathers seek to enrich the University of St. Thomas with their presence, their talents and their prayer.

History of the UST-PSON The UST-PSON builds on the legacy of the Catholic nursing education programs that preceded it. The first training school for nurses in Houston was established by the Sisters of Charity of the Incarnate Word in Houston under the administration of St. Joseph Hospital (1905-1948). The program transitioned to Sacred Heart Dominican College (1948-1972) to become the first baccalaureate nursing program in Houston. The program made another transition in 1972 to the University of St. Thomas, where the BSN program was offered until 1986, when financial hardship caused by the severe economic downturn in Houston required the University to make the difficult decision to close the highly regarded nursing program. More than 2,100 nurses graduated from these programs between 1905 and 1986 and this group provided strong support for re-establishment of the nursing school at UST. In fall 2006, the University of St. Thomas Board of Directors and President Dr. Robert Ivany established a rigorous process for a feasibility assessment that resulted in the decision in June 2008 to reopen the School of Nursing. The SON admitted a cohort of students on May 29, 2012. On June 5, 2014, the UST Board approved the name change to the Carol and Odis Peavy School of Nursing. There have been more than 116 graduates since the first graduating class of 2014. The PSON takes pride in making an important contribution to the nursing workforce by successfully educating Hispanic, under-represented, and low-income students. Nationally, 3% of the RN workforce is Hispanic; 14% in Texas. PSON Hispanic students typically represent 48% of our current nursing student body, Caucasian 21%, Asian 18%, and African-American 13%. In June of 2017, the UST-PSON relocated to the new Center for Science and Health Professions Building (CSHP). In Fall 2018 the Doctorate in Nursing Practice (DNP) Program will admit graduate nursing students.

Administration Poldi Tschirch, PhD, RN, CNE, HN-BC Interim Vice-President for Academic Affairs Dean and Professor Sr. Mary Martina Casey Chair in Nursing Angelina N. Chambers, PhD, APRN, CNM Associate Dean, SON Operations and Undergraduate Studies Professor, Cullen Trust for Higher Education Endowed Chair in Nursing 5

Phyllis Waters, PhD, RN Associate Dean for Nursing Professional Advancement and Graduate Studies Professor, Carol and Odis Peavy Endowed Chair in Nursing Claudine Dufrene, PhD, RN Baccalaureate of Science in Nursing (BSN) Program Coordinator Assistant Professor Lucindra Campbell-Law, PhD, APRN, ANP, PMHNP-BC Doctor of Nursing Practice (DNP) Program Coordinator Professor, Cullen Trust Endowed Chair for Health Care

Vision of the Peavy School of Nursing The University of St. Thomas Carol and Odis Peavy School of Nursing (PSON) will be nationally recognized as an educational community that is an exemplar in the formation of nurses for holistic healing ministries in the 21st century healthcare environment.

Mission of the Peavy School of Nursing Building on the mission of the University of St. Thomas and its Founders, the Basilian Fathers, and nourished by the historic traditions of Catholic nursing education and service, the University of St. Thomas Carol and Odis Peavy School of Nursing will educate nurses intellectually, morally, and spiritually in the art and science of nursing as a compassionate healing ministry.

Philosophy of Nursing UST’s deep conviction about the nature of nursing as a healing ministry shapes the philosophy of the PSON and serves as the standard measuring intent and outcome of all the school’s endeavors. With this undergirding, we frame and describe the essential elements of the healing ministry we pursue and make manifest: 

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For the UST Nurse, Person is the ineffable expression of “God among us” that is the unique, complex multidimensional mystery of each human. Both nurse and patient, as persons, bring to healing encounters their self-awareness, intentionality and consciousness; these human capacities create the conditions for healing. For the UST Nurse, Nursing is a professional discipline and practice, both an art and a science, manifest as a healing ministry expressing the presence of God. Nurses bring to their relationships with persons a conscious, intentional and relational presence. Using their knowledge and skill, nurses express their therapeutic capacity through their unique spiritual calling and commitment, guiding others to a desired wholeness. 6

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For the UST Nurse, Health is optimal wholeness of persons achieved through the full expression of individual and communal healing practices made possible through nursing, by nurses. Health is a multidimensional state of being that encompasses body, mind and spirit for the nurse and the patient in their shared encounters focused on care. For the UST Nurse, Environment is the totality of all forces and factors that shape the nurse to patient encounters that make healing possible. Each encounter offers an unrepeatable moment, as environment is a constant state of change. Nurses enter the care environment in order to create the conditions and relationships necessary for healing.

All members of the PSON community, in embracing these fundamental understandings of the essential elements of nursing, create and participate in education, scholarship, service and care initiatives that make the healing presence of God manifest. They are guided by the human capacities for compassion, justice, reflection, creativity, and moral choice.

Curriculum Pillars of PSON The following four pillars are the foundation for the UST curriculum in the art and science of nursing as a compassionate healing ministry: I. The Knowledge Base of Nursing as a Professional Discipline Philosophical Assumption: Nursing is a professional discipline with a unique knowledge base grounded in multiple ways of knowing that guide professional practice. 1. Nursing knowledge is built on a foundation of the liberal arts and sciences. 2. Nursing knowledge encompasses nursing theory and is derived from multiple ways of knowing and is applied in direct care of patients through clinical practice. 3. Professional nursing practice is congruent with and integrates the larger knowledge base of the humanities and of the biomedical, social, behavioral and life sciences. II. Learning as a Mutual Process of Creation and Discovery Philosophical Assumption: Learning is a partnership in which the teacher guides the student in a participatory way in the creation and discovery of knowledge and understanding. 1. Nursing is a practice discipline; therefore, learning is best realized in a reflective, engaged process occurring within a clinical practice. 2. The capacity for practice inquiry and sound clinical reasoning is essential to the development of professional competence evidenced in safe, quality patient care. 3. Optimal learning occurs within a disciplined, creative, participatory learning environment that facilitates and supports discovery and innovation. III. Nursing as a Healing Ministry Philosophical Assumption: Nursing as a profession is rooted in the belief that this is a spiritual calling committed to healing. 7

1. Nursing has been the profession traditionally responsible for placing the individual in the best position to heal through nature’s reparative process. 2. Nursing practice focuses on creating the conditions and relationships necessary for healing to occur, focused on patient wholeness – body, mind and spirit. 3. Nursing is a manifestation of Christ’s healing ministry. IV. The Nurse as an Instrument of Healing Philosophical Assumption: Self-discovery and expansion of consciousness are foundational to the therapeutic capacity of the nurse, the essential capacity for healing practices. 1. Expansion of one’s consciousness is an essential part of developing compassion and the capacity to facilitate healing. 2. Attunement to Christ consciousness is the ultimate aim of spiritual development in the 3. Catholic tradition and facilitates a deeper understanding of nursing’s healing ministry.

Baccalaureate of Science in Nursing (BSN) Program BSN Program Goals 1. Create a program based on a holistic nursing framework that contributes to the mission of UST as a Catholic liberal arts university dedicated to the education of leaders of faith and character. 2. Prepare highly qualified graduates for careers in nursing as evidenced by 85% NCLEX pass rate and 90% employment within six months post-graduation. 3. Enhance the diversity of the nursing workforce in Houston, Texas and the nation with graduates who are prepared to practice nursing as a professional discipline and a healing ministry. The PSON core curriculum goals reflect the knowledge, skills and attitudes associated with a classical liberal arts education and are highly congruent with the standards for professional nursing education articulated in the AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008), the Texas Board of Nursing Differentiated Essential Competencies (2010) and the Institute of Medicine Core Competencies (2005). The PSON BSN Program Goals guide the preparation of graduates to achieve entry-level competency for the transition into professional nursing practice as a provider of safe, high quality patient-centered care, an effective member of the health care team and member of the nursing profession whose practice reflects an understanding of nursing as a healing ministry. In order to meet those program goals, students are expected to meet the following learning outcomes upon graduation.

BSN Student Outcomes Upon completion of the baccalaureate nursing program at the University of St. Thomas, with its organizing framework based on healing and holistic care, the graduate will be able to: 1. Articulate a personal philosophy of nursing based on an understanding of nursing as a healing ministry rooted in the historic Catholic caring tradition and focused on wholeness â&#x20AC;&#x201C; mind, body and spirit. 2. Integrate foundational concepts from behavioral, life, social sciences and biomedical sciences, the humanities, theology and philosophy into a nursing knowledge base as a resource for understanding and responding to the human experience of health, illness and healing. 3. Provide relationship-centered nursing care that is grounded in nursing theory and guided by evidence-based best practice standards to support individuals, families and communities in achieving their goals for healing and wholeness. 4. Coordinate nursing care for individuals, families and communities through creation of the conditions and relationships that support healing and wholeness. 5. Demonstrate communication skills that support the creation of effective therapeutic relationships, interdisciplinary relationships and effective advocacy for the healing goals of all recipients of nursing care. 6. Integrate principles for culturally competent care into the holistic nursing process for individuals, families and communities. 7. Use concepts, skills and technologies from computer and information sciences to support the knowledge work of nursing. 8. Demonstrate skills in reflective practice that facilitate oneâ&#x20AC;&#x2122;s continuing growth in nursing knowledge, clinical reasoning and the self-awareness essential for creating healing presence and healing relationships. 9. Utilize nursing theory, nursing research and methods of clinical inquiry as the basis for continuously enhancing the quality of care. 10. Utilize beginning leadership and management skills to coordinate the delivery of care and create healing environments in the settings in which nursing care is delivered.

11. Articulate the inter-relationship of environment and health at local, national and global levels. 12. Apply principles and values consistent with Catholic social teaching to the analysis of health care delivery and health policy. 13. Participate in the social advocacy role of the nurse through membership in professional organizations and engagement in community service. 14. Practice professional nursing in accordance with the standards of the Nursing Practice Act of the State of Texas, the baccalaureate level competencies for the BSN graduate defined by the Texas Board of Nursing and the American Nurses Association Code of Ethics.

The Doctor of Nursing Practice (DNP) Program DNP Program Essentials All DNP programs in the United States are designed to provide students with doctoral preparation in advanced nursing practice. The American Association of Colleges of Nursing (AACN) is the national professional nursing organization that both provides policy guidelines for the development, implementation and evaluation of these programs of study and oversees their accreditation based on these guidelines. These guidelines are described as the Essentials of Doctoral Education for Advanced Nursing Practice (DNP Essentials, 2006), and are included here to provide a context for the DNP unique academic policies for this program of study. They are as follows: Essential I: Scientific Underpinnings for Practice 1. Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. 2. Use science-based theories and concepts to: â&#x20AC;˘ determine the nature and significance of health and health care delivery phenomena; â&#x20AC;˘ describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate; and â&#x20AC;˘ evaluate outcomes. 3. Develop and evaluate new practice approaches based on nursing theories and theories 10

from other disciplines. Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking 1. Develop and evaluate care delivery approaches that meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic sciences. 2. Ensure accountability for quality of health care and patient safety for populations with whom they work.     

Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems. Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of care delivery. Develop and/or monitor budgets for practice initiatives. Analyze the cost-effectiveness of practice initiatives accounting for risk and improvement of health care outcomes. Demonstrate sensitivity to diverse organizational cultures and populations, including patients and providers.

3. Develop and/or evaluate effective strategies for managing the ethical dilemmas inherent in patient care, the health care organization, and research. Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice 1. Use analytic methods to critically appraise existing literature and other evidence to determine and implement the best evidence for practice. 2. Design and implement processes to evaluate outcomes of practice, practice patterns, and systems of care within a practice setting, health care organization, or community against national benchmarks to determine variances in practice outcomes and population trends. 3. Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 4. Apply relevant findings to develop practice guidelines and improve practice and the practice environment. 5. Use information technology and research methods appropriately to:

• collect appropriate and accurate data to generate evidence for nursing practice 11

• inform and guide the design of databases that generate meaningful evidence for nursing practice • analyze data from practice • design evidence-based interventions • predict and analyze outcomes • examine patterns of behavior and outcomes • identify gaps in evidence for practice 6. Function as a practice specialist/consultant in collaborative knowledge-generating research. 7. Disseminate findings from evidence-based practice and research to improve healthcare outcomes. Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care 1. Design, select, use, and evaluate programs that evaluate and monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems. 2. Analyze and communicate critical elements necessary to the selection, use and evaluation of health care information systems and patient care technology. 3. Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 4. Provide leadership in the evaluation and resolution of ethical and legal issues within healthcare systems relating to the use of information, information technology, communication networks, and patient care technology. 5. Evaluate consumer health information sources for accuracy, timeliness, and appropriateness. Essential V: Health Care Policy for Advocacy in Health Care 1. Critically analyze health policy proposals, health policies, and related issues from the perspective of consumers, nursing, other health professions, and other stakeholders in policy and public forums. 12

2. Demonstrate leadership in the development and implementation of institutional, local, state, federal, and/or international health policy. 3. Influence policy makers through active participation on committees, boards, or task forces at the institutional, local, state, regional, national, and/or international levels to improve health care delivery and outcomes. 4. Educate others, including policy makers at all levels, regarding nursing, health policy, and patient care outcomes. 5. Advocate for the nursing profession within the policy and healthcare communities. 6. Develop, evaluate, and provide leadership for health care policy that shapes health care financing, regulation, and delivery. 7. Advocate for social justice, equity, and ethical policies within all healthcare arenas. Essential VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes 1. Employ effective communication and collaborative skills in the development and implementation of practice models, peer review, practice guidelines, health policy, standards of care, and/or other scholarly products. 2. Lead interprofessional teams in the analysis of complex practice and organizational issues. 3. Employ consultative and leadership skills with intraprofessional and interprofessional teams to create change in health care and complex healthcare delivery systems. Essential VII: Clinical Prevention and Population Health for Improving the Nationâ&#x20AC;&#x2122;s Health 1. Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 2. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. 3. Evaluate care delivery models and/or strategies using concepts related to community, environmental and occupational health, and cultural and socioeconomic dimensions of 13

health. Essential VIII: Advanced Nursing Practice 1. Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches. 2. Design, implement, and evaluate therapeutic interventions based on nursing science and other sciences. 3. Develop and sustain therapeutic relationships and partnerships with patients (individual, family or group) and other professionals to facilitate optimal care and patient outcomes. 4. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. 5. Guide, mentor, and support other nurses to achieve excellence in nursing practice. 6. Educate and guide individuals and groups through complex health and situational transitions. 7. Use conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal, and policy issues.

Outcomes of the DNP Program The varied components of program emphasis are summarized in the UST DNP program outcomes. Upon completion of this program, informed by an organizing framework based on healing and holistic care and an expanded capacity for transformational leadership designed to enhance care for an identified population, the graduate will be able to: 1. Articulate a personalized narrative description of transformational nursing leadership within a diversified, complex health care system focused on the health experiences of a specific population served through a healing ministry. 2. Integrate the distinctive characteristics of the UST DNP program as central foundational concepts guiding transformational nursing leadership capable of creating healing environments and practices in health care.

3. Demonstrate a deepened capacity for self-reflection that expands consciousness and selfawareness to guide ethical transformational leadership in order to create healing environments where nurses serve as advocates for patients, families and communities. 4. Provide leadership in utilizing available data, information, technologies, theories and sciences to initiate health care practices and policies for an identified population using critical thinking and strategic decision-making competencies. 5. Relate, partner, and collaborate effectively with health care consumers, colleagues and policy makers and other stakeholders who influence health care delivery and outcomes in order to design, implement and evaluate innovative responses to the health care needs of a specific population. 6. Navigate, influence and manage the multivariate forces in complex health care systems to improve and transform health care for an identified population. 7. Conceptualize health care initiatives shaped by an understanding of their global, national, regional, state and local contexts and nursing leadershipâ&#x20AC;&#x2122;s transformational impact and potential in these contexts. 8. Comprehend, utilize and lead innovative changes in health care through creative policy change and implementation. 9. Describe and manifest the complexities and competencies of transformational nursing leadership as advanced practice nursing engaged in creating and sustaining healing environments. 10. Provide leadership based on a reframing of nursing leadership competencies and practices transformed through engagement in a healing ministry where the nurse is the instrument of healing. 11. Create programs of care for specific populations shaped by a value placed on the positive potentials of diversity, inclusion and social justice. 12. Document and disseminate the process and outcomes of a nursing leadership initiative within a diversified, complex health care system created to improve health care outcomes of a specific population served through a healing ministry. To ensure these outcomes, a variety of policies and practices are incorporated into the studentâ&#x20AC;&#x2122;s experiences and progression through the program of study. 15

By-Laws of the PSON Article 1 – Group Name The name of the group shall be “Peavy School of Nursing Faculty Council.” Article II - Objectives The objectives of the PSON shall be to: A. Implement the philosophy and mission of the University of St. Thomas. B. Execute the programs of study offered by the PSON. C. Formulate and carry out policies, which will help in planning, implementing, and evaluating the educational programs of the PSON. Article III - Membership The faculty membership shall consist of the dean, associate deans, and full-time/part-time nursing faculty. Adjunct faculty are not eligible for membership, but may attend meetings as nonvoting faculty. Article IV - Rights and Responsibilities Rights and responsibilities of the faculty are to: Section 1: Define educational policy and offerings for the PSON. Section 2: Assume jurisdiction over the educational programs and philosophy, including implementation of curriculum requirements for a degree. Section 3: Give guidance and counsel to students, consistent with the policies of the PSON and the University. Section 4: Determine policies affecting the internal organization of the PSON. Section 5: Conduct the affairs of the PSON in such a way as to support the goals of the University as a whole. Section 6: Foster development of faculty as individuals as well as a group. Section 7: Uphold and further the ideals of the profession of nursing and the advance of knowledge within the discipline. Section 8: Participate in the recruitment, selection, and promotion of the faculty and staff. Section 9: Participate in research and other scholarly activities to enhance knowledge. 16

Section 10: Participate in the recruitment, selection, and advising of students. Section 11: Uphold the â&#x20AC;&#x153;Performance Expectations for a Collaborative Organization (Affirmed 09/08/2015) Article V - Voting Section 1: Voting privileges for the PSON are granted to all full-time/part-time nursing faculty, dean, and the associate deans. Section 2: Decisions coming before the PSON shall be made on the basis of a majority vote. A quorum of 2/3 faculty is required for voting in the PSON. Section 3: These by-laws are subject to change by a simple majority vote of the full-time/parttime PSON faculty. Section 4: The full-time/part-time faculty of the PSON shall review and approve the By-laws every two years. Article VI - Meetings Section 1: The Faculty of the PSON shall meet at least monthly during the academic year. These meetings will be chaired by the PSON Faculty Council Chair or designee. Section 2: Special meetings may be called by the Dean and/or when requested by the petition of 51% of the faculty. Section 3: It shall be the responsibility of voting members to be present at all faculty meetings. A member who cannot attend shall notify the Faculty Council Chair prior to the meeting. Adjunct faculty are invited to participate in all faculty meetings, but attendance is not a requirement. Their contributions are elicited and valued at all meetings. Voting privileges are restricted to full time/part-time faculty members. Section 4: Other members of the administration and university faculty/staff may be invited to attend meetings and contribute to discussions. Section 5: Student representatives in the PSON may be present at those meetings or portions of meetings that the faculty deem advisable. Section 6: Materials pertaining to agenda items requiring a vote shall be submitted to the faculty three days prior to the scheduled meeting. Amendments to the by-laws shall be submitted to faculty for consideration one week prior to a meeting. Article VII - Order of Business Section 1: The Order of Business at meetings of the PSON shall include: 17

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Call to Order Announcements Approval of Minutes New Business Old Business Committee Reports Adjournment

Section 2: The Chairpersons of all committees are responsible for creation and distribution of an agenda, recording, approval, and filing of minutes. This responsibility may be delegated. Article VIII - Committees of the PSON Section 1: All full-time/part-time faculty and PSON adjunct faculty with course responsibilities shall be eligible for committee membership. Section 2: Committees may include members from outside the full time/part-time nursing faculty, such as adjunct faculty, staff, nursing students, individuals from the University community, or the community at large, as appropriate. Section 3: All committee chairpersons shall be full-time faculty members and selected by the PSON Faculty Council. However, the Dean assigns the chair of the Undergraduate Program Evaluation Committee. Section 4: Ad hoc, special committees or task forces may be appointed by the Dean based on need or at the request of the faculty. Their functions and time limits for completion of charge shall be defined at the time of appointment. Section 5: The PSON Faculty Council Chair will be elected by the faculty majority and will serve in this capacity for a two-year term. The PSON Faculty Council will function as a “Committee of the Whole” for the following Standing Committees:     

Undergraduate Curriculum; Undergraduate Program Evaluation; Undergraduate Enrollment Management and Retention; DNP Program Committee; and, Peer Review Committee.

The chairs of each of the standing committees will be elected for a two-year term by the PSON Faculty Council, except for the chair of the Undergraduate Program Evaluation Committee who is appointed by the Dean. The term of office for these five committees will end in June of the 2nd 18

term. These committees will work collaboratively to achieve program outcomes. Each standing committee membership shall include PSON Faculty Council members. Committees and duties are as follows:

Undergraduate Nursing Curriculum Committee 1. The Associate Deans will be voting members of the committee. 2. Committee duties shall be to:  Facilitate communication and planning to achieve program outcomes.  Review the evaluation of each undergraduate course on a biannual basis.  Develop proposals for curriculum and revisions.  Report recommendations to the UST Undergraduate Curriculum Committee (UCC) for undergraduate curriculum action.

Undergraduate Program Evaluation Committee - Chairperson is assigned by the Dean 1. Committee duties shall be to:  Design and implement the data collection procedures to measure program outcomes.  Track and analyze program evaluation data for continuous program improvement.  Prepare an annual report, including recommendations based on a synthesis of the data and reports submitted by all PSON committees/subcommittees.

Undergraduate Enrollment Management and Retention Committee 1. Committee duties shall be to:  Oversee the process of admissions to the BSN nursing major.  Evaluate the effectiveness of all undergraduate program criteria for admission and dismissal of students.  Evaluate the effectiveness of the PSON Recruitment Plan in collaboration with the university enrollment management team.  Update USTSON policies related to recruitment, admission, progression, dismissal, withdrawal, incomplete grades, and professional misconduct.

DNP Program Committee The DNP Program Committee will consist of PSON graduate faculty who perform activities related to graduate nursing education in regards to curriculum, program evaluation, enrollment management, and retention. 19

Nursing Peer Review Committee The intent of the Nursing peer review process is to guide fact-finding, analysis, and evaluation of events that include a nurse in a climate of collegial problem solving. Peer review focuses on obtaining all relevant information about an event; assuring the nurse due process in making a determination as to whether or not the nurse engaged in conduct reportable to the Texas Board of Nursing and promoting a culture that exemplifies safe, high quality nursing practice and professional conduct. Nursing Peer Review Committee (NPRC) will be appointed by the PSON Faculty Council to fulfill policy provisions. A Chairperson and Co-Chair will be appointed as Core members of the Peer Review Committee and will be responsible for organizing and leading the NPRC activities. If a faculty member, staff RN, or contracted RN require peer review, a panel will be convened by the NPRC Chair to carry out peer review functions as specified by the TX Board of Nursing. The panel includes the following: ď&#x201A;ˇ NPRC Chair and Co-Chair; ď&#x201A;ˇ Three faculty members who have similar clinical backgrounds as the nurse under review.

EVALUATION Each faculty will be evaluated annually based on their performance within a collaborative organization and in the areas of Teaching, Scholarship, and Service. All full-time and part-time faculty members are evaluated regularly with the annual evaluation occurring during the spring semester. For specifics on the annual evaluation, please refer to the UST approved policies (See Appendixes for the PSON Faculty Evaluation and Development Plan.)

PSON POSITION DESCRIPTIONS Title: Dean Reports to: Vice President for Academic Affairs Appointment: Twelve (12) months The Dean’s primary responsibilities focus on strategic development of the School of Nursing, stewardship of the school’s mission and oversight of program quality and goal attainment. Strategic Role Functions: 1. Guide strategic development of the SON through development and oversight of the SON strategic plan, in alignment with the university’s strategic goals. 2. Assure that the SON mission is effectively communicated to all constituents, integrated into the work of the school and regularly reviewed and re-affirmed or revised. 3. Provide oversight for curriculum development and implementation that is congruent with the SON holistic philosophy and healing framework. 4. Facilitate the conditions and relationships that support SON development as a holistic learning community. 5. Guide strategic planning and implementation of SON fundraising and development in concert with UST administration and Institutional Advancement. 6. Develop internal and external partnerships that support achievement of the SON mission. 7. Support faculty and staff development, at the individual level and at the learning community level. 8. Facilitate the development and implementation of plans for faculty contributions to scholarship, clinical inquiry and clinical practice. 9. Provide academic leadership at the university level as a member of the Academic Council and other leadership bodies in collaboration with other UST deans. Administrative and Regulatory Functions: 1. Oversee the development and ongoing implementation of SON infrastructure and operations. 2. Maintain responsibility for resource acquisition and management to support SON mission and goals. 3. Oversee the SON comprehensive evaluation plan. 4. Assure SON compliance with regulatory requirements and reporting, including UST requirements, Texas Board of Nursing, SACSCOC, CCNE and others as required by the university. 5. Assure that School of Nursing policies are developed in congruence with university and regulatory requirements, reviewed and updated regularly and communicated clearly to faculty, staff, students and the university community. 6. Oversee SON specialty accreditation processes and SON participation in university accreditation by SACSCOC. 21

Qualifications: 1. Licensed to practice as a Registered Nurse in Texas. 2. Holds an earned masterâ&#x20AC;&#x2122;s degree in nursing and doctorate in nursing or related field. 3. Minimum of five years teaching experience in a professional nursing educational program. 4. Minimum of three years in a leadership position in a nursing education program. 5. Demonstrates knowledge, skills, and abilities in administration within a professional nursing educational program. 6. Strong collegial leadership qualities. 7. Commitment to excellence in teaching and learning consistent with the University Mission and Goals. Preferred: 1. Familiar with professional nursing educational requirements and processes in Texas. 2. Ability to recruit and build a faculty and create an innovative Nursing Program. 3. Recognized by peers as a nurse leader as reflected by membership and participation in professional nursing organizations, diversity, and professional development activities. 4. Published research and professional presentations. 5. Experience in higher education including accreditation, program review, and assessment and proven record of, or potential for, grantsmanship and extramural funding. 6. Experience in program development, curriculum design, informatics and communications systems, and teaching in general nursing and specialty areas. 7. Certified in one or more nursing specialties. 8. Record of accomplishments in scholarly/creative activities, teaching and service.

Title: Associate Dean, SON Operations and Undergraduate Studies Reports to: Dean Appointment: Twelve (12) months

The Associate Dean of School of Nursing Operations and Undergraduate Studies has administrative responsibility for the day-to-day functioning of the school and all aspects of undergraduate education in the Peavy School of Nursing (PSON), including nursing student affairs, curriculum programming, and quality outcomes.

Role Responsibilities: 1. 2.

Assure all undergraduate studies initiatives further the PSON mission, philosophy and framework and the mission of the University of St. Thomas (UST). Represent the PSON in UST initiatives and governance relevant to undergraduate studies in nursing. 22

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

17.

18. 19. 20.

Provide administrative oversight in curriculum development, resource management, implementation and evaluation of undergraduate studies Monitor integration of SON philosophy and framework in undergraduate studies. Initiate and facilitate the conditions and relationships that support PSON development as a holistic learning community. Facilitate the development, implementation and evaluation of policies and procedures related to undergraduate studies. Provide administrative oversight of the policies and procedures guiding undergraduate studies. Provide administrative oversight of enrollment management of undergraduate studies including admissions, retention and appeals. Negotiate with all relevant parties in the utilization of resources and physical plant facilities used for undergraduate studies. Provide administrative oversight and facilitation of undergraduate studies student advising. Provide administrative mediation addressing undergraduate studentsâ&#x20AC;&#x2122; grievances and conflicts. Provide administrative oversight of undergraduate studies record maintenance. Provide faculty orientation and annual evaluation for all faculty engaged in undergraduate studies initiatives. Provide administrative oversight for staff orientation and annual evaluation for all staff engaged in undergraduate studies initiatives. Provide administrative oversight and work collaboratively with the BSN Program Coordinator to ensure effective operations and quality outcomes for the BSN program. Collaborate with the Associate Dean of Nursing Professional Advancement and Graduate Studies regarding overlapping areas between undergraduate and graduate studies (faculty, curriculum planning, classroom requests, meetings, etc.). Consult with the Dean of the PSON/Interim Vice President for Academic Affairs regarding budget, evaluating new program outcomes, strategic planning alignment with UST policies, and matters of legal concerns for the undergraduate program. Assume a teaching workload that balances teaching and administrative duties. Participate in the exploration of teaching as a scholarly activity through engagement in publication, presentation and reflection. Participate in local and regional planning and collaborative activities with community leaders, health care facilities, and other schools of nursing.

Qualifications: 1. Is licensed to practice as a Registered Nurse in Texas. 2. Holds an earned masterâ&#x20AC;&#x2122;s degree in nursing and doctorate in nursing or related field. 3. Has a minimum of three-years teaching experience in a professional nursing educational program. 23

4. 5. 6. 7. 8.

Demonstrates knowledge, skills, and abilities in administration within a professional nursing educational program. Demonstrates experience in use of computers. Demonstrates strong collegial leadership qualities. Shows a commitment to and demonstrated excellence in teaching and learning. Shows the capacity to provide nursing leadership within a campus community.

Preferred: 1. Is familiar with professional nursing educational requirements and processes in Texas. 2. Has a minimum of one-year leadership position in a nursing education program. 3. Has ability to recruit and build a faculty and create an innovative nursing program. 4. Has experience in implementing on-line education. 5. Is certified in one or more nursing specialties; holistic nursing certification preferred. 6. Provides evidence of participation in professional, community and/or Christian service organizations including world missions. 7. Has experience in higher education including accreditation, program review, and assessment and a proven record of, or potential for, grantsmanship and extramural funding. 8. Has experience in program development, curriculum design, informatics, communications systems, and teaching in nursing. 9. Has published research and a record of professional activities.

Title: Associate Dean, Nursing Professional Advancement and Graduate Studies Reports to: Dean Appointment: Twelve (12) months The Associate Dean of Nursing Professional Advancement and Graduate Studies has administrative responsibility for all aspects of graduate education in the Peavy School of Nursing (PSON), including student affairs, curriculum programming and quality outcomes and all School of Nursing initiatives furthering the professional development of nurses associated or partnering with the School of Nursing.

Role Responsibilities: 1. Assure all graduate studies and professional advancement initiatives further the PSON mission, philosophy and framework and the mission of the University of St. Thomas (UST). 2. Represent the PSON in UST initiatives and governance relevant to graduate studies and professional advancement in nursing. 3. Provide administrative oversight in curriculum development, implementation and evaluation of graduate studies. 24

4. Monitor integration of SON philosophy and framework in graduate studies and professional advancement initiatives. 5. Initiate and facilitate the conditions and relationships that support PSON development as a holistic learning community. 6. Facilitate the development, implementation and evaluation of policies and procedures related to graduate studies and professional advancement initiatives. 7. Provide administrative oversight of the policies and procedures of graduate studies and professional advancement initiatives. 8. Negotiate with all relevant parties in the utilization of physical plant facilities used for graduate studies and professional advancement initiatives. 9. Provide administrative oversight and facilitation of graduate studies student advising. 10. Provide administrative mediation addressing graduate studentsâ&#x20AC;&#x2122; grievances and conflicts. 11. Provide administrative oversight of graduate studies and professional advancement record maintenance. 12. Provide faculty orientation and annual evaluation for all faculty engaged in graduate studies and professional advancement initiatives. 13. Assume a teaching workload that balances teaching and administrative duties. 14. Participate in the exploration of teaching as a scholarly activity through engagement in publication, presentation and reflection. 15. Participate in local and regional planning and collaborative activities with community leaders, health care facilities, and other schools of nursing. Qualifications: 1. Is licensed to practice as a Registered Nurse in Texas. 2. Holds an earned masterâ&#x20AC;&#x2122;s degree in nursing and doctorate in nursing or related field. 3. Has a minimum of three-years teaching experience in a professional nursing educational program. 4. Demonstrates knowledge, skills, and abilities in administration within a professional nursing educational program. 5. Demonstrates experience in use of computers. 6. Demonstrates strong collegial leadership qualities. 7. Shows a commitment to and demonstrated excellence in teaching and learning. 8. Shows the capacity to provide nursing leadership within a campus community. Preferred: 1. Is familiar with professional nursing educational requirements and processes in Texas. 2. Has a minimum of one-year leadership position in a nursing education program. 3. Has ability to recruit and build a faculty and create an innovative nursing program. 4. Has experience in implementing on-line education. 5. Is certified in one or more nursing specialties; holistic nursing certification preferred. 25

6. Provides evidence of participation in professional, community and/or Christian service organizations including world missions. 7. Has experience in higher education including accreditation, program review, and assessment and a proven record of, or potential for, grantsmanship and extramural funding. 8. Has experience in program development, curriculum design, informatics, communications systems, and teaching in nursing. 9. Has published research and a record of professional activities.

Title: Baccalaureate of Science in Nursing (BSN) Program Coordinator Reports to: Associate Dean of School of Nursing Operations and Undergraduate Studies Appointment: Twelve (12) months The BSN Program Coordinatorâ&#x20AC;&#x2122;s is held by a faculty member whose responsibilities center on continued development, implementation, and evaluation of the Peavy School of Nursing (PSON) BSN program, managing both the operations and essential collaborative relationships essential to the programs quality and outcomes. Role Responsibilities: Facilitate BSN curriculum development, implementation and evaluation in collaboration with the Associate Dean, Nursing Operations and Undergraduate Studies 2. Assure BSN curriculum integration of SON philosophy and framework. 3. Facilitate the conditions and relationships that support SON development as a holistic learning community within the BSN program. 4. In collaboration with the Associate Dean, Nursing Operations and Undergraduate Studies, manage processes related to program maintenance, i.e. schedules, teaching assignments, collaborations on campus and with clinical agencies. 5. Provide leadership and strategic planning for marketing the BSN program. 6. Facilitate negotiations for clinical engagement of BSN students ensuring advocacy for clinical agency concerns and commitments. 7. Oversee the faculty advising process for BSN students and support faculty in resolving problems/issues related to student academic performance. 8. Oversee the studentsâ&#x20AC;&#x2122; successful progression through the BSN program including marketing, admission, progression, retention and completion. 9. Facilitate policies and procedures related to BSN program management, working collaboratively with the Coordinator of Nursing Professional Advancement and Graduate Studies to integrate management decisions of the two programs of study. 10. Assume a teaching workload that balances teaching and administrative duties. 1.

11. Is accountable for assuring that each faculty member /visiting professor/adjunct clinical faculty member is oriented to the BSN program objectives. 12. Serve as SON liaison with university departments responsible for academic and student services for undergraduate students at the university 13. Participate in SON and university committees and official meetings. 14. Participate in the exploration of teaching as a scholarly activity through engagement in publication, presentation and reflection. 15. Participate in scholarship that will further personal academic progress or the future of the BSN program. 16. Participate in local and regional planning and collaborative activities with community leaders, health care facilities, and other schools of nursing, particularly those focused on the emergence of BSN programs. Qualifications: 1. 2. 3. 4. 5. 6. 7.

Is licensed to practice as a Registered Nurse in Texas. Holds an earned masterâ&#x20AC;&#x2122;s degree in nursing and doctorate in nursing or related field. Has a minimum of three-years teaching experience in a professional nursing educational program. Demonstrates knowledge, skills, and abilities in management within a professional nursing educational program. Demonstrates experience in use of computers. Demonstrates strong collegial leadership qualities. Shows a commitment to and demonstrated excellence in teaching and learning.

Preferred: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Is familiar with professional nursing educational requirements and processes in Texas. Has a minimum of one-year leadership position in a nursing education program. Has ability to recruit and build a faculty and create an innovative nursing program. Has experience in implementing on-line education. Is certified in one or more nursing specialties; holistic nursing certification preferred. Provides evidence of participation in professional, community and/or Christian service organizations including world missions. Has experience in higher education including accreditation, program review, and assessment and a proven record of, or potential for, grantsmanship and extramural funding. Has experience in program development, curriculum design, informatics, communications systems, and teaching in nursing. Has published research and a record of professional activities.

Doctor of Nursing Practice (DNP) Program Faculty Coordinator Reports to: Associate Dean, Professional Advancement and Nursing Graduate Studies Appointment: Twelve (12) months The DNP Program Coordinatorâ&#x20AC;&#x2122;s responsibilities center on continued development, implementation, and evaluation of the Peavy School of Nursing (PSON) DNP program, managing both the operations and essential collaborative relationships essential to the programs quality and outcomes. Role Responsibilities: 1. Facilitate DNP curriculum development, implementation and evaluation in collaboration with the Associate Dean, Professional Advancement and Nursing Graduate Studies. 2. Assure DNP curriculum integration of SON philosophy and framework. 3. Facilitate the conditions and relationships that support SON development as a holistic learning community within the DNP program. 4. In collaboration with the Associate Dean, Professional Advancement and Nursing Graduate Studies, facilitate processes related to program implementation, i.e. schedules, teaching assignments, collaborations on campus and with clinical agencies. 5. Provide leadership and strategic planning for marketing the DNP program. 6. Facilitate negotiations for clinical engagement of DNP students ensuring advocacy for clinical agency concerns and commitments. 7. Oversee the faculty advising process for DNP students and support faculty in resolving problems/issues related to student academic performance. 8. Oversee the studentsâ&#x20AC;&#x2122; successful progression through the DNP program including marketing, admission, progression, retention and completion. 9. Facilitate policies and procedures related to DNP program management, working collaboratively with the BSN Program Coordinator to integrate management decisions of the two programs of study. 10. Assume a teaching workload that balances teaching and administrative duties. 11. Is accountable for assuring that each faculty member /visiting professor/adjunct clinical faculty member is oriented to the DNP program objectives. 12. Serve as SON liaison with university departments responsible for academic and student services for graduate students at the university 13. Participate in SON and university committees and official meetings. 14. Participate in the exploration of teaching as a scholarly activity through engagement in publication, presentation and reflection. 15. Participate in scholarship that will further personal academic progress or the future of the DNP program.

16. Participate in local and regional planning and collaborative activities with community leaders, health care facilities, and other schools of nursing, particularly those focused on the emergence of DNP programs. Qualifications: 1. 2. 3. 4. 5. 6. 7.

Preferred: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Title: Nursing Faculty Reports to: Associate Deans Appointment: Twelve (12) months General Description: The nursing faculty member prepares, teaches, and evaluates the assigned courses and participates in development, implementation, and evaluation of the Baccalaureate of Science in Nursing and/or Doctor of Nursing Practice Program.

Role Responsibilities: 1. Develop, implement and evaluate curriculum. 2. Assure curriculum integration of PSON philosophy and framework. 3. Serve as a committee of the whole for curriculum, enrollment management and program evaluation. 4. Participate in creating the conditions and relationships that support PSON development as a holistic learning community by performing functions in a manner that is consistent with the Performance Expectations for a Collaborative Organization (affirmed 9/8/2015) policy. 5. Articulate the PSON holistic philosophy and healing framework to the schoolâ&#x20AC;&#x2122;s communities of interest. 6. Develop, organize, implement, and evaluate courses as sole faculty or teaching team member. 7. Engage in innovative teaching/learning practices that support achievement of student outcomes. 8. Collaborate on planning across the curriculum to assure continuity and coherence of student development. 9. Evaluate student attainment of course objectives relative to content, clinical performance and professional formation. 10. Assist with systematic evaluation plan related to curriculum and students. 11. Focus on continuous improvement of teaching based on educational best practices. 12. Assist with development of policies/processes related to program implementation. 13. Provide academic advising for nursing students. 14. Participate in university committees and official meetings. 15. Perform other assignments as designated by the Dean and the Associate Deans. Qualifications: 1. Holds a masterâ&#x20AC;&#x2122;s degree in nursing, an earned doctorate in nursing or related field is preferred, and doctoral preparation is required for primary DNP course assignments and tenure eligibility. 2. Licensed to practice as a Registered Nurse in Texas. 3. Demonstrated competence in the practice of nursing with a minimum of three (3) years clinical experience, one (1) year in assigned teaching area. 4. Computer proficiency. 5. Evidence of professional manner and conduct. 6. Ability to plan and direct the work of the learners. 7. Ability to analyze situations and recognize and solve problems. 8. Ability to communicate effectively both in writing and verbally. 9. Ability to maintain effective interpersonal relationships with individuals and groups. 10. Ability to coordinate student activities. 11. Commitment to the integration of the PSON philosophy related to healing and holism into the theory and practice of nursing. 30

Preferred: 1. Certified in holistic nursing. 2. Minimum of two-years teaching experience. 3. Membership and participation in professional organizations. 4. Experience in online education.

Title: Simulation Lab Faculty Facilitator Reports to: Associate Deans Appointment: Twelve (12) months Facilitator Role Functions The primary objectives for the Simulation Lab Faculty Facilitator include: 1. Collaboration with course coordinators and the Nursing Information Technology Coordinator to facilitate planning for simulation lab experiences and needed lab resources. 2. Development and implementation of standardized planning procedures/documents. 3. Development of a Simulation lab protocols including

   

the planning tools and processes identified in objective 2 and guidelines for use of simulation manikins and other lab equipment utilization of supplies faculty and student responsibilities for maintenance of the lab environment

4. Assessment of faculty training needs

PSON Faculty Orientation New nursing faculty will participate in an individualized orientation process that provides a comprehensive introduction to the nursing programs. Orientation is as follows (See Appendices New Employee Orientation Checklist): 1. Dean and Associate Deans initiate the orientation process. 2. Associate Deans assign a faculty mentor to orient new faculty. 3. Orientation to faculty resources will include, but is not limited to:  UST Policies via the portal  PSON Faculty Handbook  PSON graduate and undergraduate student handbooks  UST graduate and undergraduate catalogs 31

             

Course syllabi Academic calendars Course evaluation tools Current textbooks PSON facilities UST facilities, i.e., University Library Clinical and community agencies Faculty organizations and committee functions/responsibilities in the PSON and UST faculty community UST and PSON program forms Student evaluation tools and benchmark evaluation processes University and Nursing Program forms Clinical evaluation tools, policies and procedures Simulation/Skills Lab evaluation tools, policies and procedures Mandatory clinical agency healthcare personnel requirements for clinical learning experiences.

FACULTY RESPONSIBILITIES Nursing Faculty Role Expectations The UST policies on the portal provides information related to faculty role expectations for all faculty. The PSON Faculty Handbook identifies polices and role expectations specific to nursing faculty roles. These roles are aligned and congruent with UST expectations for faculty. The PSON faculty and student handbooks are available to faculty, staff, and students in Blackboard on the PSON Faculty and Student Resources sites.

Performance Expectations for a Collaborative Organization (Affirmed 9/8/2015) (BSN & DNP) The PSON commitment to a holistic, relationship-centered philosophy and a collaborative organizational model creates expectations for performance in areas that reflect the capacity for personal and professional engagement within this framework. These include but are not limited to effective communication, constructive conflict engagement, authentic collaboration, and accountable decision-making. For faculty and administrators, these expectations, along with teaching effectiveness and scholarly contributions, form an essential element of role expectations in our organization. For staff, they are aligned with expectations related to rolespecific functions. To put this model into action, the school is designing a shared governance structure that includes all members of the community – faculty, staff and administrators. 32

Expectations of all members of the PSON community include: 1. Performs functions in a manner that is consistent with the School of Nursing holistic, relationship-centered philosophy and collaborative organization model 2. Carries out assignments in a manner that contributes to successful achievement of relevant standards and benchmarks 3. Demonstrates effective engagement of faculty and staff colleagues in working collaboratively toward achievement of desired program outcomes 4. Engages in conflict effectively and in a constructive manner 5. Communicates in an intentional, respectful and self-aware manner that facilitates clarity and shared understanding 6. Employs the appropriate level of initiative in making decisions, taking actions and accepting accountabilities that will have a positive impact on the School of Nursing.

Faculty Workload in Nursing Full-time faculty workload is generally 18 credit hours per academic year (fall and spring). Undergraduate faculty teaching clinical courses may teach fewer than 9 credit hours per semester if the student contact time (classroom + clinical hours) equals from 16 to 20 hours per week. In keeping with national norms for nursing faculty, the faculty distribution of effort is approximately 60% teaching, 20% scholarship, and 15% service and 5% professional development. The faculty member and respective Associate Dean plan the workload together, typically over the spring for the following academic year.

Attendance and Office Hours Faculty are expected to be available for one week prior to the first day of class in the fall semester for committee meetings, faculty meetings, course meetings and other program activities. Semester grades must be submitted before faculty leave for semester breaks. At the end of the spring semester, faculty are also expected to be available through the date of convocation/graduation. If a faculty must miss class, practicum, simulation, or office hours due to a planned absence, the respective Associate Dean must be notified to ascertain appropriate coverage. For emergencies, the faculty member should immediately contact the respective Associate Dean. At this time a decision will be made as to class coverage or class cancellation. Classes should not be cancelled unless there is no alternative. 33

All faculty members must post a sign on their door each semester that states â&#x20AC;&#x153;by appointments onlyâ&#x20AC;? or has a minimum of two (2) office hours per week at which time they are available to their advisees, students in their courses, and prospective students.

Professional Development Responsibilities of Nursing Faculty All faculty members are to update their curriculum vitae annually in order to document their professional development activities such as nursing practice, professional committee membership, continuing education attendance or presentation, formal college courses, nursing research, publications and certification. The Associate Deans will support faculty members in identifying goals for professional development and provide development opportunities. Professional development will be built into faculty workload. Nursing faculty will have access to the UST Center for Faculty Excellence for support with professional development. The mission of the Center is to provide faculty with resources and services that foster and support their success in teaching, research and service throughout all stages of their careers. The director and participants of the Center for Faculty Excellence seek to develop a community of teachers and scholars to work collaboratively with all sectors of the University to accomplish their missions.

Licensure Compliance The Texas Board of Nursing (BON) requires that the Nursing Program verify that all faculty have current nursing licensure in Texas. The Administrative Assistant of each program keeps the list of faculty, their license numbers, and expiration dates. Faculty compliance information is subject to audit by faculty representatives; therefore, information must be complete and current. Information required in addition to licensure includes immunizations or history of disease for Varicella, measles, mumps, and rubella; immunization for Hepatitis B or C or signed declination form; Td immunization, TB test or X-ray every year; current CPR certification; and evidence of completion of HIPAA training.

Teaching Responsibilities Teaching expectations include instruction of courses, academic advisement, professional development and support of the mission statements of the University and Nursing Program.

Expectations for Classroom Teaching 1. Use evidence-based pedagogy and establish appropriate learning environment for a practice discipline; be adequately prepared in content area and conduct classes as scheduled. 34



Set up Blackboard course site with information about syllabus, office hours, learning resources.  Complete confirmation of attendance in timely way.  Notify Associate Dean about add/drops, attendance problems (faculty are expected to keep attendance records).  Submit exam grades to Associate Dean. 2. Maintain posted office hours. Submit copy of office hours and contact information to Department Administrative Assistant. 3. Order books through Department Administrative Assistant. 4. Submit current syllabus to Department Administrative Assistant each semester. 5. Notify Associate Dean of any suggested syllabus changes and obtain Curriculum Committee approval as needed before implementation. 6. Conduct appropriate faculty and course evaluation. 7. Maintain records of student achievement. Notify the Associate Dean whenever a student receives a failing grade, has  75 average, or is at risk. 8. Course Coordinators are responsible for completing and submitting the End of Course Summary (EOCS) by the designated deadline. 9. Be adequately prepared for clinical teaching. Provide updated immunization and CPR documentation for clinical verification forms for clinical sites. At least two weeks prior to first clinical day, contact appropriate coordinator in agency for planning your own and students’ orientation.  Provide agency with schedule and names of students, course objectives and expectations, your contact information. Provide the Program Coordinators and Department Administrative Assistant with same schedule.  Make arrangements for parking, conference rooms, computer training, etc.  Meet clinical groups as expected and meet agency contract requirements, including immunization and CPR. 10. Give students opportunity to evaluate clinical site by using appropriate evaluation tools as directed by the Course Coordinators.

Expectations for Clinical Competency Faculty teaching clinical are expected to maintain currency in clinical skills pertinent to their areas of instruction. Specifically, instructors are expected to:  Maintain current license to practice professional nursing (RN) in State of Texas  Maintain CPR certification (show current certification to Associate Dean).  Maintain up-to-date immunizations: (MMR, Td, Hepatitis B and Varicella) and TB skin test or chest X-ray in compliance with the Health Care Provider terms of TAC 97.634. Additionally, flu immunization is required annually.

Faculty Role in Student Advising All students at UST are assigned an academic advisor to assist them in academic matters, including selecting courses, planning degree programs, choosing a major, or overcoming academic difficulties. The Associate Deans of the PSON programs will designate faculty to serve as academic advisors, who must be thoroughly familiar with the Universityâ&#x20AC;&#x2122;s curriculum requirements. All advisors should attend University workshops on advising. Once a student enters the Nursing Program, his/her advisor should develop a degree program with the student. Advisors should review the progress of their assigned students each semester, using the PSON advising site in Blackboard.

Adherence to UST Faculty Policies The PSON complies with the UST Faculty Policies which are located in the UST portal. This includes the policy and procedure for faculty grievances.

Specialty HESI Exams as Final Exams HESI Exams will be utilized as a final exam for all clinical courses, comprising 25% of the course grade. It will be administered twice in all courses that have a HESI Exam evaluation component. HESI #1 will be administered approximately 2-3 weeks prior to Final exam weeks to allow students enough time to do remediation for HESI #2. HESI Specialty Exam #2 will be a different version and will be administered during Finals week as a final exam for the course. As before, the HESI Raw Score (3-4 digit score) will be used for readiness and progression assessment planning while the highest of the two HESI Conversion Scores will continue to be used as the test grade score for the final exam.

Notification of Changes in PSON Policies and Procedures All PSON policy changes approved by PSON faculty and administration that are relevant to student will be communicated as follows: 1. Students will be notified of policy changes by email; 2. Changes will be posted in the PSON Student Resources Site in Blackboard; and, 3. Changes will be made in Student and Faculty Handbooks posted electronically in the PSON Student and Faculty Resources Sites in Blackboard.

CLINICAL INFORMATION Criteria and Rationale for Selection of Clinical Sites Faculty shall use the following criteria and rationale when selecting sites for a clinical experience: 36

        

Joint Commission accreditation; The right mix of patients necessary for the course’s learning objectives; Significant percentage of BSN-prepared nurses in the facility’s nursing workforce; Preceptor-training courses (or equivalent) for its staff to be provided in conjunction with UST Nursing Program; A welcoming and positive attitude toward nursing students; Support for the UST Nursing Program philosophy; Affiliation/Program Agreement in place between clinical site and UST; Pathway to Excellence or Magnet designation preferred; and, Positive student and faculty evaluations of previous clinical experiences.

Nursing Student Clinical Experience (See Undergraduate and Graduate Handbooks) Clinical Learning Experiences and Student Evaluation for BSN Program The faculty plan and guide clinical learning activities designed to assist students to meet course objectives and program goals and to apply nursing knowledge and skills in the direct care of clients. In accordance with Texas Board of Nursing Rule 215.10 related to faculty/student ratios for clinical teaching, the ratio of faculty to students will not exceed 1:10; 2:15 if a teaching assistant is assigned with faculty; and 1:24 if students are assigned to clinical preceptors. Faculty will include the following items in student orientation to clinical agencies:             

Location of the agency; Time, date, length, type(s) of experiences; Meals—cost, scheduling; Parking location; Agency policy/procedure manual, medication administration record, charting policies, incident reports; Equipment; Computer access codes, if applicable; Assignment sheet and location; Dress code; Grading system; Attendance policy; Clinical objectives; and, Pre- & post-conference location.

Faculty will also ensure to: 

Post patient care assignments; 37

   

Conduct pre/post-conferences as appropriate; Report any major problems that arise during the clinical experience both verbally and in writing to the Course Coordinator; Document evaluation of the clinical experience; and, Students complete evaluation of the clinical site/experience.

Written clinical evaluations of nursing students are conducted for all clinical courses in the Nursing Program. The frequency of evaluation is determined by the course faculty; however, final evaluations and mid-term evaluations are required, and frequent feedback to students is strongly encouraged. Copies of the signed final clinical evaluation must be turned in to the Associate Dean at the completion of each course. Evaluations should identify satisfactory and unsatisfactory achievement of course expectations. These evaluations are placed in respective course files.

Removal of Student from Clinical Site Faculty are responsible and accountable for maintaining the integrity of the program and for reporting to the Associate Dean and the Dean knowledge of allegations of a violation of conduct as soon as they become aware of the alleged violation. The faculty may remove a student from a clinical area at any time a student exhibits behavior that the faculty considers to be unprofessional or to be unsafe or a threat to patient or other’s safety. (Texas Board of Nursing Rule 217.11 Standards of Nursing Practice and Rule 217.12 Unprofessional Conduct guide faculty decision-making.) Examples of reasons for removal include but are not limited to:     

A medication error that is not reported immediately or there is effort to cover up the error which will be considered evidence of dishonesty; Performing a procedure on a patient for which the student has not been prepared to safely perform or authorized by the clinical faculty/staff to perform; Failure to report observations critical to patient wellbeing that a reasonable person would observe and report immediately; Physical or verbal abusive behavior; and, Behavior of danger to themselves or others.

Cancellation of Classes and Clinicals Due to Extreme Weather Conditions The University of St. Thomas has taken steps to implement an Emergency Notification System (ENS) to communicate important alerts and emergency response information to students, faculty, and staff. In the event of severe weather, the University of St. Thomas will implement the following procedure to notify students, staff and faculty:

The news media will be informed of class cancellations for the current day only. In addition, a message will be left on all campus voice mailboxes regarding school cancellation for the current day. If the University is closed for more than one day, follow-up calls will be made to the same news media list and voice mailboxes at the beginning of each subsequent day. The officially recognized media outlets include: Newspaper:  Houston Chronicle Radio:  KTRH 740 AM  KUHF 88.7 FM Television:  Channel 2  Channel 11  Channel 13  Channel 26  Channel 45  Channel 47 For more information visit: https://www.stthom.edu/-ENS/UST-Alerts/EmergencyNotification-System-ENS.aqf.

NOTE: See BSN and/or DNP Student Handbooks for student information and policies.

APPENDICES Organizational Structure of the UST Peavy School of Nursing Faculty Evaluations New Faculty Orientation Checklist BSN Degree Program Course of Studies DNP Degree Plans â&#x20AC;&#x201C; Full-Time Post-Baccalaureate and Full-Time Post Masters

Ms. Lesley Paulsen Coordinator for Nursing Student Academic Services Ms. Mary Donna Piazza Instructional Design and Multimedia Specialist

Ms. Geny Moreno Director, SON Retention Services

Dr. Karen O’Brien Assistant Professor

Dr. Yvette Rolle Assistant Professor

Ms. Christen Sadler Instructor of Nursing

Adjunct Faculty

Mr. Philip Frost Nursing Success Center Coordinator

Ms. Nakisha Paul Director, Simulation Center & Educational Support Services

Dr. Kristina Leyden Assistant Professor

Dr. Michael Sullivan Assistant Professor

Ms. Jackie Carlson Academic Program Coordinator

Dr. Claudine Dufrene Assistant Professor, BSN Program Coordinator

Dr. Angelina N. Chambers Professor, Associate Dean for SON Operations and Undergraduate Studies

Consultants

Ms. Silvia I. Dwyer PSON Operations Manager

Adjunct Faculty

Dr. M. Terese Verklan Professor

Dr.Phyllis Beck Kritek Professor

Ms. Marissa Walt Manager, Office of Professional Advancement and Nursing Graduate Studies

Dr. Phyllis Jean Waters Professor, Associate Dean for Professional Advancement and Graduate Studies

Dr. Lucindra Campbell‐Law Professor, DNP Program Coordinator

Dr. Poldi Tschirch Professor, PSON Dean

December 2018

Organizational Chart

FACULTY EVALUATION AND DEVELOPMENT PLAN

FACULTY NAME AND RANK: _________________________________

EVALUATION YEAR: _______________________________________ DATE: ___________________

FACULTY PERFORMANCE EXPECTATIONS FOR A COLLABORATIVE ORGANIZATION

The Peavy School of Nursing commitment to a holistic, relationship-centered philosophy and a collaborative model creates expectations for performance in areas that reflect the capacity for personal and professional engagement. Within this framework, included but not limited to the following, are effective communication, constructive conflict engagement, authentic collaboration, and accountability in regards to decision-making. For faculty, these expectations, along with teaching effectiveness and scholarly contributions form an essential element of role expectations in our organization. These expectations are: 1. Performs faculty functions in a manner that is consistent with the Peavy School of Nursing holistic, relationship-centered philosophy, and collaborative organization model. 2. Carries out teaching assignments in a manner that contributes to successful achievement of relevant standards and benchmarks. 3. Demonstrates effective engagement of faculty and staff colleagues in working collaboratively toward achievement of desired program outcomes. 4. Engages in conflict effectively and in a constructive manner. 5. Communicates in an intentional, respectful, and self-aware manner that facilitates clarity and shared understanding. 6. Employs the appropriate level of initiative in making decisions, taking actions, and accepting accountabilities that will have a positive impact on the Peavy School of Nursing. Each faculty will be evaluated annually based on their performance within a collaborative organization and in the areas of Teaching, Scholarship, and Development.

FORM A: ASSESSMENT OF DEVELOPMENT PLAN FROM PREVIOUS YEAR

DATE: NAME: RANK: FULLTIME ____________

PARTTIME ____________ (Check one)

ASSESSMENT OF DEVELOPMENT PLAN FOR PREVIOUS YEAR: ______________________ Indicate if each goal was achieved or not achieved; if not achieved, indicate the reason(s). A. FACULTY PERFORMANCE WITHIN A COLLABORATIVE ORGANIZATION: Did you? 1. Perform faculty functions in a manner that is consistent with the Peavy School of Nursing holistic, relationship-centered philosophy and collaborative organization model. _____ ACHIEVED

_____ NOT ACHIEVED

Example(s): 2. Carry out teaching assignments in a manner that contributes to successful achievement of relevant standards and benchmarks. _____ ACHIEVED

_____ NOT ACHIEVED

Example(s): 3. Demonstrate effective engagement of faculty and staff colleagues in working collaboratively toward achievement of desired program outcomes. _____ ACHIEVED

_____ NOT ACHIEVED

Example(s): 4. Engage in conflict effectively and in a constructive manner.

_____ ACHIEVED

_____ NOT ACHIEVED

Example(s): 5. Communicate in an intentional, respectful and self-aware manner that facilitates clarity and shared understanding. _____ ACHIEVED

_____ NOT ACHIEVED

Example(s): 6. Employ the appropriate level of initiative in making decisions, taking actions and accepting accountabilities that will have a positive impact on the Peavy School of Nursing. _____ ACHIEVED

_____ NOT ACHIEVED

Example(s): B. What were your specific goals for TEACHING for last year, _______________________ 

Goals: _____ Achieved

_____ Not Achieved:

If not, Reason(s): Evidence (attach evidence such as, IDEA ratings, etc.):

C. What were your specific goals for SCHOLARSHIP for last year, ____________________? (Optional for Part Time Faculty) 

Goals: _____ Achieved

_____ Not Achieved:

Reason(s): Evidence:

D. What were your specific plans for SERVICE for last year, ________________________? (Optional for Part Time Faculty) 4

ď&#x201A;§

Goals: _____ Achieved

_____ Not Achieved:

Reason(s): Evidence:

Faculty Signature:

Date:

Associate Dean Signature:

Date: Angelina N. Chambers, PhD, RN, CNM

FORM B: FACULTY DEVELOPMENT PLAN FOR CURRENT YEAR DATE: NAME: RANK: FULLTIME ____________

PARTTIME ____________ (Check one)

DEVELOPMENT PLAN FOR CURRENT YEAR: ___________________________________

A. What are your specific goals for TEACHING for this year and how do they support the PSON’s vision and strategic plans? 

B. What are your specific goals for SCHOLARSHIP for this year and how do they support the PSON’s vision and strategic plans? (Optional for Part Time Faculty) 

C. What are your specific goals for SERVICE for this year and how do they support the PSON’s vision and strategic plans? (Optional for Part Time Faculty)  Faculty Signature:

Date:

Associate Dean Signature:

Date: Angelina N. Chambers, PhD, RN, CNM

FORM C: FACULTY ANNUAL EVALUATION OF PREVIOUS YEAR TO BE COMPLETED BY ASSOCIATE DEAN

FACULTY NAME:

RANK: SUPERVISORâ&#x20AC;&#x2122;S EVALUATION FOR YEAR: ____________________________________

FULLTIME ____________

PARTTIME ____________ (Check one)

A. FACULTY PERFORMANCE WITHIN A COLLABORATIVE ORGANIZATION: 1. Performs faculty functions in a manner that is consistent with the Peavy School of Nursing holistic, relationship-centered philosophy and collaborative organization model. _____ ACHIEVED

_____ NOT ACHIEVED

2. Carries out teaching assignments in a manner that contributes to successful achievement of relevant standards and benchmarks. _____ ACHIEVED

_____ NOT ACHIEVED

3. Demonstrates effective engagement of faculty and staff colleagues in working collaboratively toward achievement of desired program outcomes. _____ ACHIEVED

_____ NOT ACHIEVED

4. Engages in conflict effectively and in a constructive manner. _____ ACHIEVED

_____ NOT ACHIEVED

5. Communicates in an intentional, respectful and self-aware manner that facilitates clarity and shared understanding. _____ ACHIEVED

_____ NOT ACHIEVED 7

6. Employs the appropriate level of initiative in making decisions, taking actions and accepting accountabilities that will have a positive impact on the Peavy School of Nursing. _____ ACHIEVED

_____ NOT ACHIEVED Category

B. PERFORMANCE RATING

Achieved

Not Achieved

Needs Improvement

In Good Standing

A. Faculty Performance within a Collaborative Organization

B. Teaching C. Scholarship (Optional for Part Time Faculty) D. Service (Optional for Part Time Faculty) SIGN OFF (official) C. OVERALL ASSESSMENT

Associate Dean Dean

Comments from Associate Dean: I have met with the Associate Dean and _____ agree / _____ disagree with the evaluation. (Additional comments may be appended by the faculty member).

BDate of meeting(s):

Faculty Signature: Date Associate Dean Signature: Angelina N. Chambers, PhD, RN, CNM

Date

Poldi Tschirch, PhD, RN, CNE, HN-BC

Date

Dean Signature:

Revised: 7.12.2018 ANC/jsc

n:\academic affairs\school of nursing\general\forms_templates\faculty evaluations\revised 5.6.16\faculty development forms 7.16.18.docx

1 Credit

3 Credits

9 hrs

Elective: Population Specific

Total Credit Hours

Credit Hours 3 Credits

Fall Semester 2019 Course NURS 7310 Reframing Health Policy: Toward a Policy of Healing Environments

NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar

9 hrs

Total Credit Hours

2 Credits

3 Credits

NURS 7303 Translating Research into Practice: Transformational Leadership in Enhancing Healing Environments

NURS 7211 Interprofessional Collaboration as Transformational Nursing Leadership

3 Credits

Credit Hours 3 Credits*

NURS 7302 The Ethical and Social Justice Dimensions of Transformational Healing Relationships

Fall Semester 2018 Course NURS 7301 Creating Healing Environments: Foundations of Nursing Art and Science

2 Credits

3 Credits

Credit Hours 3 Credits

NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar NURS 7X14 Transformational Nursing Leadership: Practicum Clinical Applications Practicum Total Credit Hours

NURS 7208 Financial Management in Health Care

9 hrs

3 Credits

1 Credit

2 Credits

NURS 7113 Transformational Nursing 1 Credit Leadership: Clinical Applications Seminar Total Credit Hours 9 hrs Second Year 2019/2020 Spring Semester 2020 Course Credit Hours NURS 7312 Informatics and Technologies 3 Credits in Health Care

NURS 7205 Epidemiology and Population Health

NURS 7307 Transformational Leadership in Healing Environments

First Year 2018/2019 Spring Semester 2019 Course NURS 7306 Healing Environments in Complex Adaptive Systems

Total Credit Hours

Summer Semester 2020 Course NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar NURS 7X14 Transformational Nursing Leadership: Clinical Applications Practicum Elective: Population Specific

Total Credit Hours

NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar

NURS 7209 Optimizing Population Health through Healing Environments

6 hrs 1

2 Credits

3 Credits

Credit Hours 1 Credit

6 hrs

1 Credit

2 Credits

Summer Semester 2019 Course Credit Hours NURS 7304 Relational Dimensions 3 Credits of Healing: Communication and Conflict Engagement

Peavy School of Nursing Doctor of Nursing Practice Degree Plan (Full-Time Post-Baccalaureate) (Eff. Fall 2018)

DNP Degree Plan (Full-Time Post-Baccalaureate)

University of St. Thomas - Houston

3 Credits 3 Credits 9 hrs 27 hrs

NURS 7X16 Independent Study: DNP

Elective: Population Specific

Total Credit Hours

*Prerequisite course for 7307, 7113, & 7X14

2 Credits

Credit Hours 1 Credit

NURS 7X14 Transformational Nursing Leadership: Clinical Applications Practicum

Fall Semester 2020 Course NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar

9 hrs 27 hrs

3 Credits

Elective: Population Specific Total Credit Hours

3 Credits

2 Credits

Credit Hours 1 Credit

NURS 7X14 Transformational Nursing Leadership: Clinical Applications Practicum NURS 7X16 Independent Study: DNP

Third Year 2020/2021 Spring Semester 2021 Course NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar

Total Program Hours

Total Credit Hours

Summer Semester 2021 Course NURS 7X15 DNP Project in Transformational Leadership: Creating a Healing Environment NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar

6 hrs 18 hrs 72 hrs

1 Credit

Credit Hours 5 Credits

2 Credits

1 Credit

2 Credits

3 Credits

1 Credit hrs 9 hrs 18 hrs *Prerequisite course for NURS 7307, 7113, & 7X14 ** Recommended Course

Fall Semester 2019 NURS 7310 Reframing Health Policy: Toward a Policy of Healing Environments NURS 7211 Interprofessional Collaboration as Transformational Nursing Leadership NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar NURS 7X14 Transformational Nursing Leadership: Clinical Applications Practicum NURS 7X16 Independent Study: DNP Elective: Total Credit Hours

Elective: Total Credit Hours

hrs 9 hrs

Elective: Total Credit Hours Second Year 2019/2020 Spring Semester 2020 NURS 7X15 DNP Project in Transformational Leadership: Creating a Healing Environment NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar NURS 7X14 Transformational Nursing Leadership: Clinical Applications Practicum NURS 7208 Financial Management in Health Care ** NURS 7X16 Independent Study: DNP Elective: Total Credit Hours

NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar NURS 7205 Epidemiology and Population Health **

3 Credits

NURS 7303 Translating Research into Practice: Transformational Leadership in Enhancing Healing Environments **

NURS 7307 Transformational Leadership in Healing Environments

3 Credits

NURS 7302 The Ethical and Social Justice Dimensions of Transformational Healing Relationships Elective: Population Specific

NURS 7306 Healing Environments in Complex Adaptive Systems

Course

3 Credits*

Course

Credit Hours

First Year 2018/2019 Spring Semester 2019

NURS 7301 Creating Healing Environments: Foundations of Nursing Art and Science

Fall Semester 2018

1 Credit hrs 9 hrs 18 hrs

2 Credits

3 Credits

1 Credit

2 Credits

hrs 9 hrs

2 Credits

1 Credits

3 Credits

Credit Hours

Total Credit Hours

Elective:

Summer Semester 2020

Elective: Total Credit Hours

NURS 7304 Relational Dimensions of Healing: Communication and Conflict Engagement NURS 7113 Transformational Nursing Leadership: Clinical Applications Seminar NURS 7X16 Independent Study: DNP NURS 7209 Optimizing Population Health through Healing Environments

Course

Summer Semester 2019

Peavy School of Nursing Doctor of Nursing Practice Degree Plan (Full-Time Post-Master’s) (Eff. Fall 2018)

DNP Degree Plan (Full-Time Post-Master’s)

University of St. Thomas - Houston

hrs 6 hrs 42

hrs 6 hrs

2 Credits

1 Credit

Credit Hours 3 Credits