UST Carol and Odis Peavy School of Nursing CCNE Self-Study by University of St. Thomas

Commission on Collegiate Nursing Education (CCNE) Self-Study

Carol and Odis Peavy School of Nursing 3600 Montrose Houston, Texas 77006

Bachelor of Science (BSN) in Nursing Accreditation Site Visit February 13 â&#x20AC;&#x201C; 15, 2019

Poldi Tschirch, PhD, RN, CNE, HN-BC Dean and Professor Carol and Odis Peavy Chair in Nursing

Table of Contents Table of Contents ........................................................................................................................................................... i List of Tables .................................................................................................................................................................. ii List of Appendices ......................................................................................................................................................... iv Resource Room Exhibits ................................................................................................................................................ v Links ............................................................................................................................................................................. vii Introduction ................................................................................................................................................................... 2 Standard I ............................................................................................................................................................... 3 - 23 Program Quality: Mission and Governance Key Element I-A ............................................................................................................................................... 3 Key Element I-B ............................................................................................................................................... 7 Key Element I-C ............................................................................................................................................. 10 Key Element I-D ............................................................................................................................................. 13 Key Element I-E.............................................................................................................................................. 14 Key Element I-F ............................................................................................................................................. 17 Key Element I-G ............................................................................................................................................ 20 Key Element I-H ............................................................................................................................................ 22 Standard II ............................................................................................................................................................ 24 - 39 Program Quality: Institutional Commitment and Resources Key Element II-A ............................................................................................................................................ 24 Key Element II-B ............................................................................................................................................ 27 Key Element II-C ............................................................................................................................................ 29 Key Element II-D ............................................................................................................................................ 33 Key Element II-E............................................................................................................................................. 35 Key Element II-F............................................................................................................................................. 36 Key Element II-G ............................................................................................................................................ 37 Standard III ........................................................................................................................................................... 40 - 69 Program Quality: Curriculum and Teaching â&#x20AC;&#x201C; Learning Practices Key Element III-A .......................................................................................................................................... 40 Key Element III-B .......................................................................................................................................... 43 Key Element III-C .......................................................................................................................................... 48 Key Element III-D .......................................................................................................................................... 49 Key Element III-E ........................................................................................................................................... 50 Key Element III-F ........................................................................................................................................... 50 Key Element III-G .......................................................................................................................................... 57 Key Element III-H .......................................................................................................................................... 60 Key Element III-I ............................................................................................................................................ 64 Key Element III-J ............................................................................................................................................ 66 Standard IV ........................................................................................................................................................... 70 - 87 Program Effectiveness: Assessment and Achievement of Program Outcomes Key Element IV-A ........................................................................................................................................... 70 Key Element IV-B ........................................................................................................................................... 70 Key Element IV-C ........................................................................................................................................... 71 Key Element IV-D ........................................................................................................................................... 72 Key Element IV-E ........................................................................................................................................... 73 Key Element IV-F ........................................................................................................................................... 73 Key Element IV-G ........................................................................................................................................... 76 Key Element IV-H ........................................................................................................................................... 78 Key Element IV-I ............................................................................................................................................ 79 Key Element IV-J ............................................................................................................................................ 82

Tables Standard I Table I-A.1 Comparison of UST University and School of Nursing Vision, Mission/Core Values and Philosophy ............. 4 Table I-B.1 Relationship between UST PSON BSN program mission, the AACN Baccalaureate Essentials, and Texas BON Differentiated Essential Competencies.................................................................... 7 Table I-B.2 Comparison between Texas Board of Nursing DEC’s, AACN Baccalaureate Essentials, UST BSN Student Expected Learning Outcomes and Basilian Values ............................................... 8 Table I-D.1 Faculty Participation in University Governance ..................................................... ...................................... 13 Table I-E.1 Faculty Participation in Program Governance ........................................................ ...................................... 16 Standard II Table II-A.1 UST Peavy School of Nursing Budget Growth 2017 – 2019 .............................................................................. 24 Table II-A.2 UST Peavy School of Nursing External Funding Growth 2014 – 2018............................................................... 25 Table II-A.3 UST Budget Timeline 2018 - 2019 ..................................................................................................................... 26

Standard III Table III-A.1 Congruence of BSN Program Mission and Goals with Expected Student Outcomes........................................ 40 Table III-F.1 University Core Curriculum Requirements ....................................................................................................... 53 Table III-F.2 Core Curriculum Requirements for the Nursing Major..................................................................................... 53 Table III-F.3 Specific Nursing Pre-requisite Courses ............................................................................................................. 54 Table III-F.4 UST Bachelor of Science in Nursing Program of Studies ................................................................................... 56 Table III-G.1 UST and PSON Student Diversity ...................................................................................................................... 59

Tables (contâ&#x20AC;&#x2122;d) Standard IV Table IV-B.1 PSON Baccalaureate Program Cohort Completion Rate (generic pre-licensure).............................................. 71 Table IV-E.1 PSON BSN Post-Graduation Employment Rates (within 12 months of program completion) .......................... 73 Table IV-G.1 Full-Time Faculty Outcomes for Leadership in University and Community Service ......................................... 77 Table IV-G.2 Summary Table of Aggregate Teacher Mean Satisfaction for all Course Faculty by Semester for past three years (FY 15-16; FY 16-17; FY 17-18) ................................................................................................................. 78 Table IV-G.3 2018 Aggregate Faculty Practice Qualifications * (Includes PSON Dean, full/part time and adjunct faculty) ................................................................................ 78 Table IV-G.4 Summary of Faculty Scholarship Related to Expected Faculty Outcome ......................................................... 78 Table IV-I.1 UST PSON BSN Program Enrollment by Ethnicity 2012 and 2018 (RN-NEPIS) .................................................. 82 Table IV-J.1 Change in Mean Class HESI Specialty Exam Scores 2015-2018 ........................................................................ 84 Table IV-J.2 Improvement in standardized test scores in subsequent courses after taking NURS 2032) ............................ 85 Table IV-J.3 Change in Mean Class HESI Comprehensive Exit and Custom Exam Scores ..................................................... 86 Table IV-J.4 Comparison of Graduate Satisfaction Indicators by Graduating Cohort .......................................................... 87

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Appendices Standard I Appendix I-A.1 ........... PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 Appendix I-C.1 .............................................................. Texas Board of Nursing Full Approval January 23, 2017 Appendix I-D.1 ................................................................................... UST F.03.01 Promotion and Tenure Policy Standard II Appendix II-E.1 ............................................................................................... PSON Faculty Qualification Matrix Appendix II-E.2 ................................................................................. PSON Adjunct Faculty Qualification Matrix Appendix II-E.3 ................................................................................................... PSON Strategic Plan 2012-2017 Appendix II-G.1 ............................................... PSON Promotion and Tenure Criteria, Discipline Specific Criteria Appendix II-G.2 ........................................................................................ PSON Faculty Named Endowed Chairs

Standard III Appendix III-F.1.................................................................................................... PSON’s Curriculum Framework Appendix III-F.2.............................................. Course Mapping AACN Essentials of Baccalaureate Education for Professional Nursing Practice Appendix III-F.3....................... Course Maps Against Texas BON Differentiated Essential competencies (DEC’s) Appendix III-F.4................... Course Maps Against Relationship of UST BSN Courses to UST Student Objectives Appendix III-I.1 ...................................................................................... Student Evaluation of Clinical Site Form Appendix III-I.2 ............................................................................ Student Evaluation of Clinical Instructor Form Appendix III-I.3 ............................................................................ Student Evaluation of Clinical Preceptor Form Appendix III-I.4 ..................................................................................... Clinical Preceptor Evaluation of Student Appendix III-I.5 ................................................................... Faculty/Clinical Instructor Evaluation of Clinical Site Appendix III-I.6 ................................... Texas Board of Nursing 3.8.3.a, Precepted Clinical Learning Experiences Standard IV None- ....................................................................................................................................................................

Resource Room Exhibits Standard I Exhibit I-A.1 ...................................................... UST Undergraduate Catalog 2018-2019, School of Nursing Section Exhibit I-A.2 ....................................................................................................... PSON Faculty Handbook 2018-2019 Exhibit I-A.3 .........................................................................................................UST Student Handbook 2018-2019 Exhibit I-A.4 ..................... PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 Exhibit I-A.5 ...................................................................... Final Report: UST Commission for the Design of Catholic Nursing Education for the 21st Century Exhibit I-A.6 .................................................................................................................. Individual Course Notebooks Exhibit I-B.1 ......................... AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008) Exhibit I-B.2 ................................................. Texas Board of Nursing Differentiated Essential Competencies (2010) Exhibit I-B.3 ........................................................................................................................ Curriculum Course Maps Exhibit I-C.1 ........................................................................................................Examples of PSON Evaluation Tools Exhibit I-D.1............................................................................................. UST F.03.01 Promotion and Tenure Policy Exhibit I-D.2............................................................................................................... Non-Tenure Hiring Documents Exhibit I-D.3......................................................................................................... Adjunct Faculty Hiring Documents Exhibit I-D.4.............................................................................. Form B: Faculty Development Plan for Current Year Exhibit I-D.5........................................................................................................ Faculty Vitae and Evaluation Forms Exhibit I-D.6.........................................................................................................UST Faculty Policy Revision Charge Exhibit I-E.1 ................................................................................ Faculty Staff Meeting Minutes September 8, 2015 Exhibit I-E.2 ............................. PSON Faculty Council and Faculty/Staff Development Meeting Minute Notebooks Exhibit I-E.3 ......................................................................................................... PSON Meeting Minutes Notebooks Exhibit I-E.4 ............................................................................................... All School Meeting 08.28.18 PowerPoint Exhibit I-E.5 ............................................................... PSON Undergraduate Nursing Student Handbook 2018-2019 Exhibit I-G.1....................................................................................................... Academic Grievance Policy, A.05.04 Exhibit I-H.1........................................................................................................................... BSN Program Brochure Standard II Exhibit II-A.1 ................................................................................. PSON Budget 2016-2017, 2017-2018, 2018-2019 Exhibit II-B.1 ..................................................................................................... Affiliation and Program Agreements Exhibit II-C.1 ............................................................................................................. UST Outcome Assessment Plan Exhibit II-D.1....................................................................................................... Dr. Poldi Tschirch Curriculum Vitae Exhibit II-E.1 ......................................................................................................... PSON Faculty Qualification Matrix Exhibit II-E.2 ........................................................................................... PSON Adjunct Faculty Qualification Matrix Exhibit II-E.3 ................................................... Nursing Faculty Course Assignments Spring, Summer, and Fall 2018 Exhibit II-E.4 ........................................................................................................... PSON Strategic Plan 2012 - 2017 Exhibit II-F.1 ................................... Clinical Instructors Teaching Responsibilities for RN Precepted Clinical Groups Exhibit II-G.1......................................................... PSON Promotion and Tenure Criteria, Discipline Specific Criteria Exhibit II-G.2..................................................................................................PSON Faculty Committee Assignments Standard III Exhibit III-A ................................................................................................................................................................. Exhibit III-B ................................................................................................................................................................. Exhibit III-F.1 ........................................................................................................................... BSN Course of Studies Exhibit III-F.2 ...........................................Proposal for Revisions to Nursing Courses and Nursing Course Sequence Submitted to the UST Undergraduate Curriculum Committee April 8, 2015 Exhibit III-F.3 ................................... Proposal for Revisions to Pre-Nursing/Nursing Courses and Course Sequence Submitted to the UST Undergraduate Curriculum Committee November 20, 2015 Exhibit III-G.1.......................NURS 3552 Holistic Nursing: Care of Children and Families Creative Reflection Rubric Exhibit III-H.1................................................................................................................................... RN-NEPIS Report Exhibit III-H.2.................................................................................... PSON Clinical Sites and Affiliation Agreements Exhibit III-H.3............. NURS 4552 Holistic Nursing Behavioral Health Therapeutic Communication Simulation Lab Exhibit III-H.4............................................................. NURS 2642 Foundations of Holistic Nursing Rubric Notebook Exhibit III-I.1 ............................................................................... Student Testing and Evaluation Taskforce Analysis Exhibit III-I.2 ............................................................................................................................... A003: Testing Policy Exhibit III-J.1 ..................................................................... Nursing Course Planning and Evaluation Process Manual v

Resource Room Exhibits (contâ&#x20AC;&#x2122;d) Exhibit III-J.2 ................................... 4552 Course Quality Enhancement Plan and Evaluation Form January 2, 2018 Exhibit III-J.3 ........................................................................................................... End of Course Summary Reports Standard IV Exhibit IV-C.1 ............. NCLEX-RN Pass Rate Follow-Up Report to the Commission on Collegiate Nursing Education Exhibit IV-F.1 ..................................................................................... Comprehensive Retention Program Template Exhibit IV-F.2 ............................................................... Nursing Success Center Academic Progress Forms (3 forms) Exhibit IV-F.3 ................................................................... NURS 4655 Transition to Holistic Nursing Practice, Syllabi Exhibit IV-F.4 .............................................. Individualized Study Plans for Students Who Passed Customized Exam Exhibit IV-F.5 ............................................... Individualized Study Plans for Students Who Failed Customized Exam Exhibit IV-F.6 ...................................................................................Individualized Study Plan for Incomplete Status Exhibit IV-F.7 ......................................................................................................... NCLEX Individual Study Plan (ISP) Exhibit IV-I.1 ................................................................................................. PSON Program Evaluation Report 2014 Exhibit IV-I.2 ................................................................................................. PSON Program Evaluation Report 2015 Exhibit IV-I.3 ................................................................................................. PSON Program Evaluation Report 2017 Exhibit IV-I.4 ..................................................................................................... Faculty Retreat Notes June 26, 2018 Exhibit IV-I.5 .................................................................... UST Course and Teacher Evaluation Report Table by Year Exhibit IV-I.6 ........................................................................................... UST IDEA Course Evaluation System Forms

Links: Standard I UST Student Handbook 2018-2019 .................................................................................................................... 3 UST Undergraduate Catalog 2018-2019 ................................................................................................... 3, 4, 22 PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 ................................. 3 2018-2019 Call Toward Tomorrow Integrated Plan ........................................................................................... 5 18 Goals From The Call Toward Tomorrow Planning Process ...................................................................... 5, 11 President Ludwick Blog....................................................................................................................................... 5 PSON Undergraduate Nursing Student Handbook, 2018 – 2019 ..................................................................... 17 UST Nursing General Information Website ...................................................................................................... 22 CCNE Accreditation Status on UST website ...................................................................................................... 23 Standard II UST Doherty Library Electronic Nursing Resources .......................................................................................... 29 Academic Advising Website ............................................................................................................................. 31 UST IT Solutions Center .................................................................................................................................... 32 Dr. Poldi Tschirch Curriculum Vitae .................................................................................................................. 33 Houston Chronicle’s Salute to Nurses .............................................................................................................. 34 Texas Board of Nursing Education Guideline Ratio of Faculty Student in Clinical Learning Experiences ......... 36 Texas Board of Nursing Clinical Preceptor Guidelines...................................................................................... 37 Standard III AACN Essentials of Baccalaureate Education 2008 .......................................................................................... 43 Texas Board of Nursing Differentiated Essential Competencies (DEC’s) (2010) .............................................. 43 UST Behavorial Health Fall 2018_Adult Male Substance Abuse ...................................................................... 61 UST Behavorial Health Fall 2018_Adult Female Depression Part 2 ................................................................. 61 UST Behavorial Health Fall 2018_Child ADHD .................................................................................................. 61 UST Behavorial Health Fall 2018_Adult Female Depressed Part 1 ................................................................... 62 UST Behavorial Health Fall 2018_Adolescent Anxiety...................................................................................... 62 Course Review Process Overview. .................................................................................................................... 67 Effectively Designing Your Course .................................................................................................................... 67 Active Learning-Instructional Strategies........................................................................................................... 67 Assessment Strategies for the Flipped Learning Environment ......................................................................... 67 Designing Better Quizzes .................................................................................................................................. 67 Standard IV None

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Institution Overview or Introduction The University of St. Thomas (UST) is an independent, Catholic comprehensive coeducational university founded by the Congregation of St Basil (the Basilian fathers) in 1947. The historic campus is in downtown Houston in the heart of the Museum District and 2 miles from the Texas Medical Center, the largest medical center in the world. UST, serving a student body of over 3000, is accredited by the Southern Association of Colleges and Schools. It enjoys a national reputation for academic excellence and is a DOE-designated Hispanic-Serving Institution with a diverse student body. Five schools (Arts and Sciences, Business, Education, Nursing, and Theology) offer 35 undergraduate programs, 18 master’s programs, and 3 doctoral programs, including a Doctor of Nursing Practice program focused on transformational leadership which opened in August 2018. 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. In its teaching 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 and the ethical and moral implications of learning. In 1905, the Sisters of Charity of the Incarnate Word established the St. Joseph School of Nursing at St. Joseph Hospital. In 1947, the Nursing School became affiliated with Houston’s Sacred Heart Dominican College and continued that association until 1972 when the School moved to the UST campus. In 1986, due to a drastic slump in the oil industry and the resulting downturn in the local economy, UST was forced to close the School of Nursing. In 2008, with a looming shortage of nurses predicted for the U.S. and significant alumni and community support, the university embarked on the process of reinstituting the School of Nursing, which was approved by the Texas Board of Nursing to offer a Bachelor of Science in Nursing (BSN) Program on July 21, 2011 and admitted its first BSN class on May 29, 2012. The University of St. Thomas BSN program is a 4-year academic program (including course work in 1 summer session) that will prepare graduates for initial RN licensure. The program incorporates the university core curriculum and specific prenursing courses which are addressed in the first two academic years and courses in the nursing major, which are concentrated in the junior and senior years. The University core curriculum consists of courses in the arts, humanities, life and social sciences, theology and philosophy that provide a foundation for the study of nursing arts and sciences. The course sequence in the nursing major is comprised of courses that emphasize nursing knowledge, its application in practice and the formation of professional nursing values essential for entry into practice. The total BSN degree plan consists of 126 credits, 57 credits for the UST core curriculum and 11 – 14 credits for specific nursing pre-requisite and free elective courses and 55 credits in the nursing major. The philosophy of the nursing program is consistent with and reflects the mission and core values of the University. The curriculum for the BSN degree program incorporates and builds upon the goals of the UST core curriculum, which are are highly congruent with the standards for professional nursing education articulated in the AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008) and the Texas Board of Nursing Differentiated Essential Competencies (2010). This innovative nursing program manifests deeply rooted values embedded in the historic tradition of Catholic nursing education and service while preparing nurses who provide high quality patient care focused on healing practices in the 21st century health care environment. The nursing curriculum is based on a holistic nursing framework centered on 4 pillars or foundational themes: 1) The knowledge base of nursing as a professional discipline; 2) Learning as a mutual process of creation and discovery; 3) Nursing as a healing ministry; and 4) The nurse as an instrument of healing. In recognition of the importance of clinical learning to the education of nurses at the baccalaureate level, the University is committed to creating effective clinical teaching/learning partnerships between UST School of Nursing and affiliate healthcare organizations. UST believes that clinical nurse leaders and nurse educators must engage in genuine dialogue and co-creation of clinical learning experiences that truly support competency development and professional formation. The University has developed relationships with a number of the outstanding healthcare organizations in the Houston area, including Catholic healthcare organizations, who are actively engaged in developing the plan for clinical learning. The nursing program has broad-based support from the Houston community, Houston area healthcare organizations and the University community.

Standard I Program Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals, and expected program outcomes are: 9. congruent with those of the parent institution; and 10. reviewed periodically and revised as appropriate. Elaboration: The program’s mission, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. The mission may relate to all nursing programs offered by the nursing unit, or specific programs may have separate missions. Program goals are clearly differentiated by level when multiple degree/certificate programs exist. Expected program outcomes may be expressed as competencies, objectives, benchmarks, or other terminology congruent with institutional and program norms. There is a defined process for periodic review and revision of program mission, goals, and expected program outcomes that has been implemented, as appropriate. Program Response: The mission, goals and expected program outcomes of the University of St. Thomas (UST) Peavy School of Nursing (PSON) BSN program are written, and accessible to current students, prospective students, faculty, staff and other interested constituents. They are congruent with those of the parent institution. The PSON BSN nursing program builds on and is consistent with UST’s vision/mission, and core values as well as the University’s strategic initiatives. The University’s vision/mission and core values are published in both the PSON Faculty Handbook 2018-2019, pages 2-3, the UST Student Handbook 2018-2019, page 1, and the UST Undergraduate Catalog 2018-2019, page 6 and are illustrated below in Table I-A.1. The UST Student Handbook 2018-2019 and the UST Undergraduate Catalog 2018-2019 are publically available on the UST websites https://www.stthom.edu/USTStudentHandbook and UST Undergraduate Catalog. The School of Nursing Section of the Catalog is available on pages 255 - 266 in Exhibit I.A.1: UST Undergraduate Catalog, 2018-2019, School of Nursing Section, Resource Room. Exhibit I.A.2: PSON Faculty Handbook 2018-2019; and Exhibit I-A.3: UST Student Handbook, Resource Room The PSON vision, mission, philosophy, program goals, and curriculum framework for the nursing program were reaffirmed by the PSON faculty September 25, 2018. They are published on the PSON website and included in both the PSON Undergraduate Nursing Student Handbook 2018-2019 pages 2-6 and the PSON Faculty Handbook 2018-2019 pages 6-10. The handbooks are located on Blackboard in Student Resources and Faculty Resource. They are referenced and reviewed regularly based on the PSON’s Comprehensive Evaluation Plan. Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, and Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room. Much like our parent organization – the University of St. Thomas – the School of Nursing is mission focused and the philosophy guides the work of the school. Table I-A.1 displays the congruency of the UST and School of Nursing Vision/ Mission, Core Values and Philosophy.

Table I-A.1: Comparison of UST University and School of Nursing Vision/Mission, Core Values and Philosophy University of St. Thomas School of Nursing Vision/Mission We are the University of St. Thomas, the Catholic Vision university in the heart of Houston. We are committed The UST-PSON will be nationally recognized as an to the Catholic intellectual tradition and the dialogue educational community that is an exemplar in the between faith and reason. By pursuing excellence in formation of nurses for holistic healing ministries in teaching, scholarship, and service, we embody and the 21st century healthcare environment. instill in our students the core values of our founders, Mission the Basilian Fathers: goodness, discipline, and Building on the mission of the UST and its knowledge. We foster engagement in a diverse, Founders, the Basilian Fathers, and nourished by collaborative community. As a comprehensive the historic traditions of Catholic nursing education university grounded in the liberal arts, we educate and service, the UST-PSON will educate nurses students to think critically, communicate effectively, intellectually, morally, and spiritually in the art and succeed professionally, and lead ethically. science of nursing as a compassionate healing ministry. Core Values / Philosophy

The core values of our founders, the Basilian Fathers: goodness, discipline, and knowledge.

Philosophy UST’s deep conviction about the nature of nursing as a healing ministry shapes the philosophy of the Carol and Odis Peavy School of Nursing and serves as the standard measuring, intent and outcomes 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.

BSN Program Goals and Expected Student Outcomes BSN Program goals and expected student outcomes are addressed below. Faculty outcomes are identified in Element I-D and discussed and addressed more specifically in Element IV-G along with other program outcomes in Standard IV. The BSN Program Goals and Expected Student Leaning Outcomes were based on the University of St. Thomas Mission/Vision and the PSON Vision/Mission, Core Values and Philosophy through an extensive planning process during the development of the program and continue today as described below in this Element. 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. 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 School of Nursing Expected Learning Outcomes for BSN Graduates Expected Student Outcomes for the BSN program incorporate and build upon the goals of the UST core curriculum located on page 63 of the UST Undergraduate Catalog 2018-2019 at https://issuu.com/stthom.publications/UndergradCatalog2018_2019 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 – 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. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Coordinate nursing care for individuals, families and communities through creation of the conditions and relationships that support healing and wholeness. 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. Integrate principles for culturally competent care into the holistic nursing process for individuals, families and communities. Use concepts, skills and technologies from computer and information sciences to support the knowledge work of nursing. Demonstrate skills in reflective practice that facilitate one’s continuing growth in nursing knowledge, clinical reasoning and the self-awareness essential for creating healing presence and healing relationships. Utilize nursing theory, nursing research and methods of clinical inquiry as the basis for continuously enhancing the quality of care. 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. Articulate the inter-relationship of environment and health at local, national and global levels. Apply principles and values consistent with Catholic social teaching to the analysis of health care delivery and health policy. Participate in the social advocacy role of the nurse through membership in professional organizations and engagement in community service. 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.

Current UST Strategic Initiatives With the appointment of a new President in 2017, the University Strategic Plan was changed/updated and is now termed “Call Toward Tomorrow” integrated plan. This new integrated five-year plan establishes goals and desired outcomes from 2018-2023 and represents the creation of a vibrant new roadmap for the future of the University of St. Thomas. The “Call Toward Tomorrow” website provides an overview of the planning process and describes the five priorities and 18 goals for a bold future. https://www.stthom.edu/Public/getFile.asp?File_Content_ID=120544, https://issuu.com/stthom.publications/docs/ust_thecalltowardtomorrow_program?e=1727293/63792349 and https://blogs.stthom.edu/president/the-call-toward-tomorrow/ The Dean of the Peavy School of Nursing and the Director of the SON Simulation Center served as members of the Strategic Thinking Oversight Committee. Two nursing faculty members participated in work groups formed to help develop goals. Context for Development of the UST School of Nursing Vision, Mission and Philosophy It was recognized when UST leaders began the development process in 2008 that a new school of nursing had a unique opportunity to widen the lens in developing program offerings and to explore options suited to the multicultural, global, interactive world of UST’s future nursing students. A new approach was essential to maximize innovation grounded in balancing the history, traditions, and values of UST with the challenges nurses face in the 21st century. The School’s Vision, Mission, and Philosophy remain highly relevant to the themes in “Call Toward Tomorrow” integrated plan. PSON Philosophy UST’s deep conviction about the nature of nursing as a healing ministry shapes the philosophy of the PSON and serves as the standard for measuring intent and outcomes 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: The concepts of person, nursing health and environments were defined as follows for the UST nurse and are further discussed in Standard III in the conceptual framework presentation.

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. 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 embrace 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, tolerance, reflection, creativity, and moral choice. As a faithbased institution, UST is deeply concerned about societal needs: the life and dignity of the human person; the call to family, community and participation in society; rights and responsibilities for healthy communities, treatment of the most vulnerable in society, solidarity with all in the human family and care for the earth as God’s creation. Nursing as a professional discipline is deeply engaged with these societal concerns. UST recognizes that nursing makes valuable contributions within this vocational area in healthcare to the fulfillment of the University’s mission. Exhibit I-A.5: Final Report – UST Commission for the Design of Catholic Nursing Education for the 21st Century, Resource Room. Process for Periodic Review and revision of Program Mission, Goals and Expected Program Outcomes: There is a defined process for periodic review and revision of the BSN Program mission, goals and expected student learning outcomes as described in the PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. Appendix 1-A.1 and Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room. Nurse consultants, as part of feedback from the community of interest, were utilized to assist in initial validation of the BSN curriculum, standards and program outcomes. PSON full-time and adjunct faculty and staff review the mission, vision, philosophy and expected student outcomes based on course evaluations and overall program evaluation data at an annual retreat. The program mission, goals and expected student outcomes were reviewed April 12, 2017 and again on September 25, 2018 by faculty as outlined in the PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. Faculty confirmed that the original goals and learning outcomes have remained relevant to our mission and continue to guide the program effectively; therefore, the faculty has not found it necessary to revise the original BSN program goals or student learning outcomes. The Dean is responsible for overseeing the implementation and use of the various evaluative aspects in the Comprehensive Evaluation Plan. The Associate Dean for SON Operations and Undergraduate Studies (for the purposes of this report the Associate Dean for SON Operations and Undergraduate Studies will be referred to as Associate Dean), faculty, and students participate in the evaluation process. Students participate in the course evaluation process each semester. The process is facilitated by the UST Office of Institutional Effectiveness and Outcome Assessment. Students are sent a link to the online Teacher and Course Survey (IDEA) evaluation site, which is available for student access 2-3 weeks prior to final exam week. A process has been instituted through which course coordinators, Associate Dean and Dean are able to access course evaluation summaries. Beginning summer 2013, the End of Course Summary (EOCS) integrated student course evaluation data into the faculty analysis of course process and outcomes. Students complete the survey anonymously then the Associate Dean and the course coordinators review the results individually. Next, the course coordinators incorporate the evaluation data into their End of Course Summary. The Associate Dean reviews the IDEA data results and the EOCS with each course coordinator after the course ends. Exhibit I-A.6: Individual Course Notebooks, Resource Room.

I-B. The mission, goals, and expected program outcomes are consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Elaboration: The program identifies the professional nursing standards and guidelines it uses. CCNE requires, as appropriate, the following professional nursing standards and guidelines:  The Essentials of Baccalaureate Education for Professional Nursing Practice [American Association of Colleges of Nursing (AACN), 2008];  The Essentials of Master’s Education in Nursing (AACN, 2011);  The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006); and  Criteria for Evaluation of Nurse Practitioner Programs [National Task Force on Quality Nurse Practitioner Education (NTF), 2016]. A program may select additional standards and guidelines that are current and relevant to program offerings. A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education. An APRN education program (degree or certificate) prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008).

Program Response: The PSON BSN program mission, goals, and expected student outcomes reflect the knowledge, skills, and attitudes associated with a classical liberal arts education and are highly consistent with the American Association of Colleges of Nursing (AACN) 2008 Essentials of Baccalaureate Education for Professional Practice and the 2010 Texas Board of Nursing (BON) Differentiated Essential Competencies for the Preparation of Nursing Professionals. The PSON BSN Program Goals focus on preparation of graduates to achieve entry-level competency for the transition to 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. Both standards guided BSN program development and implementation. Table I.B.1 reflects the congruence of the PSON BSN program mission, philosophy and goals, the AACN Essential of Baccalaureate Education for Professional Practice, and the Texas BON Differentiated Essential Competencies for the Preparations of Nursing Professionals.). Exhibit I-B.1: AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008) and Exhibit I-B.2: Texas Board of Nursing Differentiated Essential Competencies (2010), Resource Room. Table I-B.1 confirms the congruence of the AACN BSN Essentials and the Texas BON Differentiated Essentials Competencies with the PSON BSN program expected student outcomes. Course syllabi, course maps, examples of student assignments, and course and faculty evaluations provide evidence of how these professional nursing standards are incorporated into the BSN curriculum through course descriptions, objectives, assignments, and learning experiences. Each main course objective indicates which Essential is addressed. Exhibit I-A.6: Individual Course Notebooks and Exhibit I-B.3 Curriculum Course Maps, Resource Room. Table I-B.1 Relationship between UST PSON BSN program mission, the AACN Baccalaureate Essentials, and Texas BON Differentiated Essential Competencies UST PSON BSN Program Mission, Philosophy And Goals AACN Essentials of Texas Board of Nursing Baccalaureate Education for Differentiated Essential Professional Nursing Practice Competencies (2010) (2008) Mission: 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 School of Nursing will educate nurses intellectually, morally and spiritually in the art and science of nursing as a compassionate healing ministry.

Liberal education for BSN generalist practice Population Health and Disease Prevention

Provider of Patient- Centered Care Patient Safety Advocate Member of the Health Care Team

UST PSON BSN Program Mission, Philosophy And Goals

AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008)

Texas Board of Nursing Differentiated Essential Competencies (2010)

Philosophy: UST’s deep conviction about the nature of nursing as a healing ministry shapes the philosophy of the School of Nursing and serves as the standard measuring, intent and outcomes 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.

Baccalaureate Generalist Nursing Practice

Member of the Profession

BSN Program Goals: 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. Prepare highly qualified graduates for careers in nursing.

Evidence Based Practice Information Management and Patient Care Technology Organizational and Systems Management Interprofessional Communication and Collaboration Professionalism and Professional Values

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 health ministry.

Table 1-B.2 Comparison between Texas Board of Nursing DEC’s, AACN Baccalaureate Essentials, UST BSN Student Expected Learning Outcomes and Basilian Values Texas Board of AACN Essentials of PSON Student Outcomes Basilian Nursing Baccalaureate Education Values Differentiated for Professional Nursing Essential Practice (2008) Competencies (2010) Provider of PatientCentered Care

Liberal education for BSN generalist practice Population Health and Disease Prevention

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.

Baccalaureate Generalist Nursing Practice Evidence-Based Practice

3. Provide relationship-centered nursing care that is grounded in nursing theory and guided by evidencebased best practice standards to support individuals, families and communities in achieving their goals for healing and wholeness. 6. Integrate principles for culturally competent care into the holistic nursing process for individuals, families and communities.

Knowledge

Discipline

Texas Board of Nursing Differentiated Essential Competencies (2010)

AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008)

PSON Student Outcomes

Basilian Values

8. Demonstrate skills in reflective practice that facilitate oneâ&#x20AC;&#x2122;s continuing growth in nursing knowledge, clinical reasoning and the selfawareness 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. 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. Patient Safety Advocate

Information Management and Patient Care Technology

7. Use concepts, skills and technologies from computer and information sciences to support the knowledge work of nursing

Organizational and Systems Leadership

9. Utilize nursing theory, nursing research and methods of clinical inquiry as the basis for continuously enhancing the quality of care.

Knowledge Discipline

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. Member of the Health Care Team

Interprofessional Communication and Collaboration

4. Coordinate nursing care for individuals, families and communities through creation of the conditions and relationships that support healing and wholeness.

Knowledge Discipline

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. Member of the Profession

Professionalism and Professional Values

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. 11. Articulate the inter-relationship of environment and health at local, national and global levels.

Goodness

Texas Board of Nursing Differentiated Essential Competencies (2010)

AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008)

PSON Student Outcomes

Basilian Values

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. Source: Texas Board of Nursing1 Differentiated Essential Competencies (2010), AACN2 Essentials of Baccalaureate Education for Professional Nursing Practice (2008), School of Nursing Program Outcomes, and Basilian Values. I-C. The mission, goals, and expected program outcomes reflect the needs and expectations of the community of interest. Elaboration: The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are considered in the periodic review of the mission, goals, and expected program outcomes. Program Response: Needs and Expectations of the Communities of Interest: The communities of interest for the PSON BSN program are comprised of the stakeholders of the program including both internal and external constituencies. Internal constituencies may include but are not limited to students, faculty, PSON and University administrators, and the university at large. Input from students is gathered through course evaluations, service on advisory committees, and meetings with the Dean and Associate Dean. UST Campus Satisfaction Surveys and input from PSON and university committees are utilized to support program improvement. External constituencies may include but are not limited to prospective students; former and current UST alumni; accrediting agencies and regulatory bodies such as CCNE and the Texas Board of Nursing; the health care delivery systems and other health-related agencies with which faculty and students interact including student preceptors, agency or facility representatives, the general community, and clients of health care. Data is collected, aggregated, and trended in a systematic way to ensure the mission, goals and expected outcomes reflect the PSON community of interest through the School of Nursing Comprehensive Evaluation Plan 2016-2017 Academic Year Status Update May 2017 and October 2018. Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room and Appendices 1.A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 The needs and expectations of the BSN program’s communities of interest are reflected in the BSN Program mission, goals, and expected student outcomes. Input from the communities of interest was utilized in the development of the program and continues to be used for program improvement. Since the last CCNE site visit in February 2014, before our first class graduated, we have actively engaged and collaborated with both internal and external constituencies. Following are examples of how the BSN program has garnered input from its communities of interest as well as how the BSN program has responded to identified needs. Student/Graduate Input: Students have a range of opportunities to provide input on the learning experience:  The university IDEA course evaluation system provides students the opportunity at the end of each course to provide feedback on both learning outcomes and teaching effectiveness.  Students provide feedback on clinical faculty, clinical preceptor, and clinical agencies at the end of a clinical course.  Students have the opportunity to interact with course faculty through scheduled office hours and called meetings; PSON Dean; and Associate Dean across the entire academic year.

   

Students attend and provide information/feedback during PSON All-School Meetings at the beginning of each fall semester, since fall 2016. Students interact one-one-one informally with the Dean and Associate Dean during Open Door Sessions which are held during the fall and spring semesters. Students participate in the Nursing Success Center (NSC) Student Advisory Board. Graduate evaluation surveys are collected 3 – 6 months after graduation.

Exhibit I-C.1: Examples of PSON Evaluation Tools, Resource Room (EBI Survey, IDEA Survey, Clinical Preceptor Evaluation of Student, Preceptor Evaluation of UST Support Clinical Faculty, Faculty Evaluation of Clinical Preceptor, Student Evaluation of Clinical Preceptor, Course Coordinator of Clinical Instructor, Course Coordinator of Team Faculty, Team Member Evaluation of Course Coordinator, Faculty Evaluation of Clinical Site, Student Evaluation of Clinical Site, and Student Evaluation of Clinical Instructor). Improvement initiative based on student input: An example of the school’s commitment to student input to support process improvement is the attendance of a senior nursing student at a meeting in May 2018 to provide a student perspective and help the faculty and staff arrive at the decision to implement a learner-centered classroom approach to lectures to more effectively accompany the learner-centered approach used in the simulation labs and clinical site experiences. This approach was introduced to students in the PSON All School Meeting on August 28, 2018 and is being piloted starting fall 2018. The Associate Dean and faculty are monitoring and will evaluate student learning outcomes. This learner-centered pedagogy is in alignment with Goal #5 of the “Call Toward Tomorrow”, which states that “By 2023, the University of St. Thomas will become an institution where innovation is learner-centered.” https://issuu.com/stthom.publications/ust_thecalltowardtomorrow_program Another initiative is based on student input received at open door meetings held by the Dean and Associate Dean in October 2018. A number of students identified a desire for additional study space in the Center for Science and Health Professions. The Dean worked with the staff to identify study spaces and have reserved classrooms from 4:30 pm – 8:00 pm as dedicated study space to respond to this stated need. The usefulness of this strategy will be evaluated and continued next semester if students find it to be helpful. Improvement initiative based on graduate input: At a graduate focus group session on October 2015, BSN graduates indicated that reporting and handoff skills should be emphasized more in the program. Changes to address this recommendation include student instruction on “SBAR” as a structure for reporting patient status and patient problems which is now integrated into NURS 3651 Holistic Nursing: Care of Adults/Older Adults and other clinical courses. Students in this course also perform a day long simulation where they provide care as a team to a set of simulated patients, including hand-off reporting, which is video-recorded and used for debriefing to help the students assess their performance on this function. PSON Faculty Input: PSON faculty are key decision-makers about curriculum and policies governing student admission, progression, retention and graduation through: 1) Course team meetings guided by course coordinators; 2) Course coordinator meetings with PSON Associate Dean; 3) Monthly PSON Faculty Council meetings, led by an elected Council Chair; 4) Monthly Faculty/Staff Development meetings; and 5) Curriculum/program outcome retreats held at least once per year. Improvement initiative based on faculty input: The Director for the Simulation Center and Faculty Simulation Center Facilitator meet with faculty one semester before the start of a course to discuss equipment, supplies, logistics and space demographics. This approach has increased simulation activity. An example of an improvement initiative based on faculty input is the simulation activity developed for the Behavioral Health nursing course. Based on course coordinator input, the Simulation Center team staged a living residence using one of the patient care rooms, added a sofa, lamp, and table to simulate a living situation. Ahead of time, students were given scripts and instructions to “act” out certain behavioral emotions. The simulated experience was taped & recorded. At the end of the simulations, students were provided their recording to view their experience. Using that recording, students were able to evaluate each other and themselves and

prepare for the upcoming exam regarding the simulated emotions. Based upon the instruction in class, clinical rotations and the simulated experience, these lessons enhanced learning and better prepared the students. The first HESI exam was administered Nov 14th and 67% of the students scored at or above the recommended performance level. From 2017 to present, the Simulation Lab Faculty Facilitator (SLFF) was instructive in helping to move and organize three labs into the new nursing building, the Center for Science and Health Professions (CSHP), as well as helping faculty to decide which new manikins and skills trainer models to purchase and use in all clinical courses. The SLFF initiated three-tier simulations and is helping other faculty add this complex simulation to their courses. The SLFF works collaboratively with other institutions to develop interdisciplinary simulation sessions with pharmacology and medical students in the PSON Simulation Center. Staff Input: PSON professional and administrative staff members meet individually or monthly with the Associate Dean or Dean to provide input on program operations. They participate in Faculty/Staff development sessions and in annual curriculum/program outcome evaluation retreats to offer input from the perspective of their roles in supporting faculty and students. Improvement initiative based on staff input: Staff recommended the development of a comprehensive nursing database. Staff members supporting the work of our evaluation committee and program outcome evaluation consultant identified many challenges and inefficiencies in providing the data needed for evaluation and recommended the development of a comprehensive database to improve operational efficiency in creation of data reports for clinical agencies on student compliance with immunization, background checks and other requirements, as well as data needed for course and program outcome evaluation. The database is being used by staff to upload and complete student and faculty information for clinical request forms. UST Pre-Nursing Faculty: The Associate Dean and the Director of SON Retention Services engage in regular communication with pre-nursing UST faculty for key courses including Human Anatomy and Physiology I and II, Statistics, Human Growth and Development, and Pathopharmacology I and II. They work collaboratively with pre-nursing course faculty to obtain their input on scheduling, academic progress issues for pre-nursing students, and academic support needs. This is particularly true for faculty teaching Human Anatomy and Physiology and Pathopharmacology courses, which are key gateway courses for transition into and success in the nursing curriculum. Improvement initiative based on pre-nursing faculty input: The UST Biology Department faculty members who teach Human Anatomy and Physiology I and II attended the PSON program outcome evaluation retreat on April 12, 2017. After reviewing program outcome evaluation data identifying the importance of Anatomy and Physiology content knowledge to success in the nursing curriculum, these faculty members recommended to the Biology department that the grade scale for Anatomy and Physiology courses be changed to mirror the PSON grade scale for courses in the nursing major, which require a grade of “C” or higher to pass and establish the minimum score for a grade of “C” as 75%. This recommendation was accepted and this practice was instituted as of Fall 2017. Based on the recommendation of A&P faculty members, an Anatomy & Physiology one-week boot camp for incoming freshmen was implemented in August 2018 to enhance student readiness. The evaluations yielded positive student feedback and it appears that student retention and performance has improved. The faculty will evaluate outcomes after A&P courses have been completed to support improvements of the boot camp for next year. Clinical Partner Input: Clinical partner input is obtained through 1) course coordinator engagement with managers and educators in clinical partner organizations; 2) nurse preceptor feedback on student performance; and 3) Dean/Associate Dean meetings with nurse executives from clinical partner organizations. Improvement based on clinical partner feedback: In meetings with nurse executives from two partner organizations, these leaders suggested that they would like to see graduate nurses transition to practice with a better understanding of nursing quality measures, such as NDNQI and CMMS core measures. The faculty member assigned to NURS 4356 Holistic Nursing: Foundation for Clinical Leadership in spring 2015 came to the School of Nursing from a clinical executive leadership role and significant experience with nursing quality. The course was revised to integrate that content more fully. An example of clinical partner engagement is the evolving partnership between School of Nursing leadership and CHI St. Luke’s Health

System VP for Nursing/CNO and Division VP for Nursing Practice, Education and Research. The Dean meets at least annually with these nurse executives as part of the process of ongoing communication and improvement based on CHI St. Luke’s Health perceptions of UST graduate preparedness and performance. Texas Board of Nursing: We have sought input and advice from TXBON Education Consultants on a range of questions related to graduate concerns with an NCLEX-Testing Center, and data reporting to the Board. They are consistently helpful and informative. Appendix 1-C.1: Texas Board of Nursing Full Approval January 23, 2017. I-D. The nursing unit’s expectations for faculty are written and communicated to the faculty and are congruent with institutional expectations. Elaboration: Expectations for faculty are congruent with those of the parent institution. The nursing unit’s expectations for faculty, whether in teaching, scholarship, service, practice, or other areas, may vary for different groups of faculty (full-time, part-time, adjunct, tenured, non-tenured, or other). Program Response: Expected PSON faculty outcomes are clearly identified, written and communicated to the faculty and congruent with UST institutional expectations. Expected faulty outcomes include teaching, scholarship and service which help to achieve the mission, goals and expected student outcomes congruent with the primary foci of the UST mission of teaching, scholarship, and service. Expected faculty outcomes in teaching effectiveness, research/scholarship/creative works and university and community service are clearly depicted according to rank in the University of St. Thomas Policies Promotion and Tenure, Policy Number: F.03.01., Appendix 1-D.1: UST F.03.01 Promotion and Tenure and Exhibit I-D.1: UST F.03.01 Promotion and Tenure Policy, Resource Room. Promotion and tenure policies are communicated to the nursing faculty in orientation and in their yearly evaluation conferences with the Associate Dean. The faculty appointment process and guidelines for faculty evaluations are documented and speak to each area. The School of Nursing follows UST policy and procedure in relation to faculty appointment. Exhibit I-D.2: Non-Tenure Hiring Documents, Resource Room. As per UST policy, PSON adjunct faculty are appointed by the PSON Dean. The adjunct appointment process used by the PSON is the same as the process used by all UST schools. Exhibit I-D.3: Adjunct Faculty Hiring Documents, Resource Room. Full-time faculty are expected to participate in and document teaching, scholarship (research), and service activities on Exhibit I-D.4: Form B: Faculty Development Plan for Current Year, Resource Room as part of their annual performance evaluation. Part-time faculty are expected to participate in and document teaching activities whereas scholarship and service activities are optional. Adjunct faculty are expected to only teach in accordance with their roles as course coordinator, clinical Instructor, and/or lab instructor. Only full-time faculty are eligible for promotion and tenure. Faculty vitae and examples of faculty evaluation forms are available for review in the resource room. Exhibit I-D.5: Faculty Vitas and Evaluation Forms, Resource Room. In addition to contributing to mission achievement, full-time faculty members are also expected to engage in academically-related public service and outreach such as participation in university and school committees, community service and participation in professional associations. Faculty outcomes are also addressed in Standard IV E which includes a summary of faculty achievements related to expected faculty outcomes. Table I-D.1 displays the participation of faculty in University governance.

Table I-D.1: Faculty Participation in University Governance Number of Faculty

Description

“The Call Toward Tomorrow” Ethos/Culture/Spirit Committee

Celt Free Enterprise and Entrepreneurship Committee

Clinical Mental Health Counseling Search Committee

UST Academic Affairs Search Committee

Table I-D.1: Faculty Participation in University Governance Number of Faculty

Description

UST Admissions Committee

UST Committee for Student Research

UST Committee of Committees

UST Undergraduate Curriculum Committee

UST Faculty Affairs Policy Committee

UST Faculty Compensation Committee

UST Faculty Council

UST Graduate Council

UST IRB Committee

UST Library Committee

UST Senate Committee

UST University Planning Council

UST Faculty Policy Taskforce

The PSON Dean was appointed to serve as Interim Vice-President for Academic Affairs by UST President, Dr. Richard Ludwick on August 21, 2017, shortly after he assumed the presidency on July 1, 2017. During her tenure as Interim VPAA she and the UST Faculty Senate leadership determined that the faculty policies, many of which had not been reviewed since 2010, needed comprehensive revisions. The full faculty senate affirmed this recommendation in February 2018 and a Senate Policy Revision Task Force was formed, which included a senior PSON faculty member. The Task Force charge was presented to the full UST faculty in April 2018. The majority of the policies have been revised and presented to faculty for review and discussion at Senate meetings and open forums. The policy revision and approval process should be finalized in the Spring 2019 semester. Exhibit I-D.6: UST Faculty Policy Revision Charge, Resource Room I-E. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Nursing faculty are involved in the development, review, and revision of academic program policies. Program Response: The roles of the PSON faculty and students in the governance of the program are clearly defined and are designed to promote participation. Faculty Governance: The PSON functions under a faculty governance model by committee of the whole. Faculty voice and vote and the composition of each Standing Committee are defined in the bylaws. The Faculty Council is comprised of all PSON faculty with full and part time teaching appointments and is responsible for the development, review, and revision of academic program policies. Faculty rights and responsibilities delineated in the PSON Faculty Handbook 2018 â&#x20AC;&#x201C; 2019, pages 16-17, Exhibit I-A.2: PSON Faculty Handbook 2018-2019, Resource Room, emphasize facultyâ&#x20AC;&#x2122;s role in defining educational policy; holding jurisdiction over educational programs; student advising; recruitment and selection of students, staff, and faculty; fostering faculty development; and engaging in scholarly work. The 2018-2019 handbook was finalized in September 2018 and distributed to faculty at Faculty Council Meeting on September 25, 2018.

The PSON Faculty Council functions as a “Committee of the Whole” with five Standing Committees. The chairs of each of the standing committees are full-time faculty who are elected for a two-year term by the PSON Faculty Council, with the exception of the assignment of the chairperson of the Undergraduate Program Evaluation Committee by the Dean. The term of office for these five committees ends in May of the spring term. The committees work collaboratively to achieve program outcomes and include: 1) Undergraduate Nursing Curriculum; 2) Undergraduate Program Evaluation; 3) Undergraduate Enrollment Management and Retention; 4) DNP Program Committee; and 5) Nursing Peer Review Committee. Collaborative Organizational Model for PSON Governance: The PSON has been focused on strategic development as a collaborative organization for several years. Our understanding of this organizational model has continued to evolve. The following expectations were endorsed by all faculty and staff on September 8, 2015. Exhibit I-E.1: Faculty Staff Meeting Minutes September 8, 2015, Resource Room. 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. Staff are aligned with expectations related to role-specific functions. To put this model into action, the school is committed to a shared governance structure that includes all members of the community – faculty, staff, and administrators. Expectations of all members of the PSON community include:  Performs functions in a manner that is consistent with the School of Nursing holistic, relationship-centered philosophy and collaborative organization model  Carries out assignments in a manner that contributes to successful achievement of relevant standards and benchmarks  Demonstrates effective engagement of faculty and staff colleagues in working collaboratively toward achievement of desired program outcomes  Engages in conflict effectively and in a constructive manner  Communicates in an intentional, respectful and self-aware manner that facilitates clarity and shared understanding  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. Exhibit I-A.2: PSON Faculty Handbook 2018-2019 p. 32-33, Resource Room. These expectations are incorporated into the Annual Faculty Performance Evaluation and faculty, including the Associate Dean, are assessed on these expectations, as well as the university expectations for faculty teaching, scholarship, and service. These expectations are also included in the annual performance appraisal for administrative and professional staff. The Dean includes self-appraisal on these expectations in the review of outcomes submitted to the UST Vice President for Academic Affairs. The Dean also meets with all full and part time faculty every year to thank them, affirm their goals and seek feedback on her effectiveness in facilitating the collaborative organization model. Faculty input to program improvement is provided by the following methods:  Semester Planning Meetings: The Associate Dean and the BSN Program Coordinator meet with all of the course coordinators and staff five months prior to the beginning of each semester and decide course dates; didactic, clinical, and lab times; and classroom allocation.  Course Meetings: Course faculty meet onsite or via phone conference to plan course activities, monitor course and student progress, and make changes as needed.  PSON Faculty Meetings: The SON faculty meets twice a month to address the business of the program and to engage in organizational development. These meetings are utilized to assess course implementation, student progress, and SON policies and make decisions related to curriculum implementation. Exhibit I-E.2: PSON Faculty Council and Faculty/Staff Development Meeting Minute Notebooks, Resource Room.  Faculty/Staff Retreats: A faculty/staff retreat focused on curriculum evaluation is held at least once a year and additional retreats may be convened as needed. The annual retreat centers on review of the outcome data analysis provided by our program outcome evaluation consultant.  Faculty Committees: The PSON full-time faculty has elected to serve as a committee of the whole for four key areas – curriculum, enrollment management, retention, and program evaluation. Given the small size of the faculty and the

collaborative approach that is valued within our organization, this approach to input and decision-making is highly effective. Selected faculty members, staff, alumni, and the UST Nursing Admissions Coordinator also serve on an ad hoc Nursing Admissions Committee, which essentially functions as a task force charged to review applications and make admission decisions annually during the spring semesters. Exhibit I-E.3: PSON Meeting Minutes Notebooks, Resource Room. Table 1-E.1 displays the participation of faculty in program governance. Table 1-E.1: Faculty Participation in Program Governance Number of Faculty

Description

Chair, PSON Academic Advising

Chair, PSON Faculty/Staff Development Meetings

PSON Course Evaluation Committee

PSON DNP Program Committee

PSON Faculty Council Committee

PSON Leadership Committee

PSON Nursing Admission Committee

PSON Nursing Peer Review Committee

PSON Undergraduate Enrollment Management and Retention Committee

PSON Undergraduate Nursing Curriculum Committee

PSON Undergraduate Program Evaluation Committee

Student Governance: Faculty welcome student participation in the functions of the PSON. To help the PSON faculty and administrators gather data for decisions, students are encouraged to share problems, needs, concerns, and suggestions. Numerous mechanisms have been implemented to obtain student input, information, ideas, and opinions prior to making decisions. These include student direct interaction with faculty, formal faculty/course evaluations and student debriefings or focus groups. Faculty/course evaluations are conducted online each semester by the UST Office of Institutional Assessment. Results are analyzed and shared with the Dean of Nursing, Associate Dean and Course Coordinators. Example of Quality Improvement: The faculty is committed to student engagement and accountability in optimizing learning conditions within the PSON. Since 2012, the primary method for accomplishing this goal was through regularly scheduled meetings between student representatives appointed by peers in their respective cohorts, course coordinators, and faculty leaders. As part of our ongoing evaluation and planning process, the faculty identified the need to offer alternative and multiple avenues for student engagement. Our assessment of the course representative process in the 2015-2016 academic year identified some issues that suggested a need for revision. An unintended consequence of the course representative process was that students brought problems to the student representative that reflected issues of individual concern, rather than those relevant to the entire group, which was the intended focus for representatives. It also became evident that representatives brought issues to the monthly meetings with course coordinators and Associate Dean that should actually be addressed at the course rather than the program level. We concluded that there was a need to shift student engagement from a course level focus to a more comprehensive focus. Toward this goal, faculty expanded the number of avenues for student engagement: 1. For course level issues, faculty periodically seek feedback from the class as a whole regarding issues that need to be addressed. Students who have individual needs can speak directly, one-on-one, with course coordinators. 2. Every semester faculty post a minimum of 2 office hours during which they are available to address student needs and concerns. 3. Beginning fall 2016, the Dean and faculty held PSON All School meetings at the beginning of fall and spring semesters; these meetings will provide the opportunity to discuss proposed program enhancements, acknowledge achievements,

5. 6.

and address concerns. The most recent All School meetings was held on August 28, 2018. Exhibit I-E.4: All School Meeting 08.28.18 PowerPoint, Resource Room The Dean and Associate Dean schedule Open Door sessions during which they are available to meet with students. Two sessions were held during the 2016-2017 academic year, the first in November 2016. It was scheduled at the PSON Dean’s conference room and there was limited response to the invitation. In March the Dean and Associate Dean went to the Nursing Success Center for the Open Door session. This was much more successful and have continued this practice every Fall and Spring semester. Students are invited to participate in focus groups as needed to advance program goal achievement. Students continue to participate in the current Nursing Success Center Student Advisory Board. The Nursing Success Center Director and Dean meet with the NSC Student Advisory Board twice during the academic year, in the fall semester and toward the end of the spring semester, to discuss issues, concerns and seek student feedback on our transition into the new Center for Science and Health Professions.

These policies were emailed to students, reviewed by the Associate Dean in meetings with students and are published in the PSON Undergraduate Nursing Student Handbook. Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 20182019, 51 – 79, Resource Room and are also available on the following website: https://issuu.com/stthom/pson_student_handbook_december_2018 Methods and Examples of Student Participation in Program Governance Student input to program improvement is provided by the following methods:  Student satisfaction surveys: A recent improvement initiative is based on student input received at Open Door meetings held by the Dean and Associate Dean in October 2018. A number of student identified a desire for more study spaces in the Center for Sciences and Health Professions. The Dean initiated an exploration of potential spaces and arranged for classrooms to be scheduled from 4:30 pm – 8:00 pm for study groups. This will be evaluated and continued if student input indicates this has been helpful.  Graduate survey: PSON BSN Program graduates were included in this annual survey process beginning with the first graduation cohort in 2014. An example of a process improvement based on graduate feedback is our plan to initiate an earlier focus on the NCLEX-RN readiness process preparing graduates for the HESI Comprehensive Exit exam taken in the spring semester of the senior year. This feedback was provided on the Educational Benchmarking Inc. (EBI) post-graduation survey provided by graduates of the class of 2018. The SON Director for Retention Services reached out to members of the current senior class at the start of the fall 2018 semester to offer guidance on the process. UWorld, an NCLEX-RN preparation software package, was provided to senior students in October 2018 to assist them with both course exams and preparation for the Comprehensive Exit Exam.  The PSON Student Advisory Board: The board was established to provide all student groups involved with the School of Nursing the opportunity to provide input on PSON academic support services and resources. The Director of SON Retention Services and the Dean and/or Associate Dean meet with the student members of the Board at least once every semester to discuss and identify solutions to student issues and concerns and to obtain student feedback. The student members include representatives of the freshman and sophomore pre-nursing students, transfer pre-nursing students and both junior and senior nursing classes. Examples of improvements based on input from the Student Advisory Board include the following: 1. Nursing students requested additional mind, body, relaxation sessions due to academic stress/anxiety etc. The SON Director for Retention Services was able to accommodate this request with several additional sessions prior to high-stake exams. 2. In years past, the NSC has always provided snacks and coffee. This was discontinued last year as a cost cutting measure but brought back due to student feedback. The NSC now provides popcorn, pretzels and other snacks and bought a coffee maker for more students to have and enjoy. 3. Nursing students requested that the NSC recruit alumni tutors for help with NURS 4653Holistic Nursing: Care of the Critically Ill course. The Director of SON Retention services recruited 2 recent graduates to provide tutoring, which was very well received by students. 4. In the NSC Conference Room, the media plugs and TV had not worked for over 6 months. After student concerns were expressed, the NSC staff was able to get the media fixed. Students now utilize the media for practice questions, group studying and YouTube videos.



Nursing students requested additional communication about activities sponsored by the NSC. As a result, staff began using the TV in the CSHP lobby to display tutoring sessions, events and other important information. Another communications board was added to the NSC conference room for posting information. Course, faculty, preceptor and clinical site assessments: Students complete course assessments including preceptor and faculty evaluations at the end of each semester according to the PSON’s Comprehensive Evaluation Plan. Refer to Appendix 1-A.1 and Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room. Course evaluations are reviewed by the PSON Associate Dean, course coordinators, course faculty and are used to develop improvements in courses and curriculum delivery. Course and faculty evaluations are analyzed every semester. Clinical site evaluation tools were developed and implemented in summer semester 2013 and are utilized every semester. Preceptor evaluations are used for those courses that utilize clinical preceptors for clinical experiences. Examples of course assessment data are included in Exhibit I-C.1: Examples of PSON Evaluation Tools, Resource Room.

An example of course improvement based on student feedback can be found in NURS 4356 Holistic Nursing: Foundation for Clinical Leadership. Students recommended that more content be provided online since they felt that it lent itself to effective online learning. This change will be implemented and evaluated for the course offered in spring 2019. The addition of a “Grand Rounds Presentation” in spring 2018 was positively evaluated by students and will be continued. The course team for NURS 3553 Holistic Nursing: Care of the Childbearing Family made changes to the course’s clinical sites based on feedback from student clinical debriefing sessions and course evaluation data. Course content is centered on evidence-based maternity care and appropriate use of technology. The course focuses on educating students to be advocates for optimal maternity care as both a professional commitment and a response to the high maternal mortality rates in Texas. Student feedback has assisted faculty to identify which facilities provide the best evidence-based experiences. In combination with faculty research and site visits, this student feedback has enabled more careful selection of clinical sites to optimize student clinical experiences. I-F. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected program outcomes. These policies are:  fair and equitable;  published and accessible; and  reviewed and revised as necessary to foster program improvement. Elaboration: Academic policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are identified and support achievement of the program’s mission, goals, and expected outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs, and revisions are made as needed. Program Response: University and PSON academic policies are congruent and support the achievement of the university and PSON’s mission and goals as well as the PSON BSN expected student outcomes. The School of Nursing Comprehensive Evaluation Plan includes the requirements for formal review and revisions for all policies and publications including recruitment, admission, retention, progression and graduation requirements as well as other policies for all BSN students. The fairness and equality of UST PSON academic policies are established and determined by the PSON Faculty Council with input from the Dean and Associate Dean. In addition, the UST Academic Affairs Committee reviews academic policies for fairness and equity. Nursing faculty are involved in the continuous development, review and revision of academic program policies. Academic policies that vary from UST policies are related primarily to clinical performance expectations. There are also some differences in academic progression policies. For example, PSON policy calls for nursing students to be dismissed from the nursing major if the student receives a failing grade in two required nursing courses. This differs from general UST policy, which is based on GPA rather than a specific number of course failures. In addition, the PSON grade scale establishes a grade of “C” as a score of 75-79 with a C or better required for passing courses in the nursing major. These policies were approved by the UST Academic Affairs committee and the UST Provost/VPAA prior to enrollment of the first nursing student cohort.

The PSON policies are clearly described in the PSON Undergraduate Nursing Student Handbook and are reviewed with all students during program orientation. Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 2018 - 2019, Resource Room. General academic policies for UST students are available for student access on myStThom. Exhibit I-A.3: UST Student Handbook 2018 – 2019, Resource Room. The Office of the Vice-President for Academic Affairs assumes responsibility for assuring that policy documents such as the UST Undergraduate Catalog and the website are current and available. The UST Deans Council, Academic Affairs Policy Committee and the Faculty Affairs Policy Committee participate in policy decisionmaking. The university’s shared governance structure, which includes policy committees, is in the process of review and revision based on feedback from the university community that the existing structure is too complex and cumbersome, which has led to delays and inefficiencies in policy review. The proposal currently under review would delete the UST Faculty Affairs policy committees and vest responsibility for policy review with the UST Faculty Senate and the Academic Affairs policy committee. The UST PSON academic policies are maintained in the online version of the PSON Undergraduate Nursing Student Handbook 2018-2019 which can be accessed by UST students and faculty in the PSON Faculty and Student Resources sites in the Blackboard Learning Management System. Policies specific to the BSN program are contained in the Undergraduate Catalog Exhibit I-A.1: UST Undergraduate Catalog 2018-2019, Resource Room, the PSON Faculty Handbook Exhibit I-A.2: PSON Faculty Handbook 2018-2019, Resource Room, and the PSON Undergraduate Nursing Student Handbook 2018-2019 Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 2018-2019, Resource Room. PSON academic policies support the UST policies. Examples of improvement initiatives based on changes in PSON Admission Policies in 2015 and 2016 include the following: In May 2015, the PSON Evaluation committee chair, in conjunction with the Enrollment Management committee chair, provided a PSON Readiness Framework based on trend data and the findings from our program outcome evaluation consultant’s program outcome evaluation. This framework delineated academic indicators for students at high, moderate and low-level readiness. The framework, along with program outcome evaluation data was approved by faculty on October 27, 2015 and implemented June 1, 2016 were used to guide Nursing Admissions committee decision-making. A Readiness course was developed to address learning needs identified through the post-admission assessment process for foundational skills in reading, vocabulary, grammar, math and Anatomy and Physiology: Admission Policies 1. Admission deadline from September to June 1st with admission offers to be made in July. 2. Require the following readiness assessments to be completed post-admission but prior to the beginning of the fall semester: a. HESI Admission Assessment (Passing Standard – 80%) Includes Math, AP and Critical Thinking b. Learning styles assessment 3. Student acceptance to the nursing program will remain conditional until they have successfully: a. Met all readiness assessment criteria either through achieving a passing score on initial assessment or completion of the requisite learning plan over the course of the sophomore year. b. Completed all specified nursing pre-requisite courses, including Pathophysiology, Pharmacology and NURS 2342 Health Assessment. 4. Students may be assigned to a part-time progression sequence in the nursing major, based on progress in meeting readiness criteria across the sophomore year. Additional admission policy changes were made based on program outcome evaluation data provided by our program outcome evaluation consultant in June 2017. On September 26, 2017 the PSON Faculty Council approved a change to the admissions policy, offering conditional admission to the nursing major to entering freshmen on the condition that they meet all GPA, pre-requisite and HESI A-2 exam requirements. The admission policy went into effect for freshmen entering in Fall 2018. Further revisions to the admission policy were developed based on the analysis of aggregate student academic readiness indicators provided by our Program Outcome Evaluation Consultant which was reviewed in a faculty/staff retreat held on June 26, 2018. Based on this evaluation data, the following policies were formulated and approved by the PSON Faculty Council on October 23, 2018 for implementation with the next admission cycle. 1. Require HESI A2 exam as part of the admission application Rationales

2. 3.

Can help to better inform admission committee decisions i. Can be used to identify students who may benefit from early (Pre-program) remediation ii. CAUTION: Should not be used as strict criteria to deny admission b. A & P and Vocabulary subtest scores were the best predictors for success throughout the program and NCLEX c. Recommendation: a graduated scoring system for the HESI A2 to be used for admission based on consultant recommendations i. Combined A & P and Vocabulary scores 1. Low< 140 2. Developing 140 – 159 3. Satisfactory 160 – 179 4. High >/= 180 ii. Overall score on A2 (Math, A & P, Reading comprehension, Grammar, and Vocabulary) Establish a scoring system for admission criteria to include the HESI A2 Establish periodic testing dates for HESI A2 at the School of Nursing a. Students pay fees to Elsevier b. UST serves as a proctored site c. Need a proctor each time the exam is administered d. SON saves on cost of purchasing A2 exams for entire admissions cohort

Implementation of these of these policy and procedural changes are in process and will be in place for the next admission cycle. Readiness Course for Foundational Skills 1. A readiness enhancement course for conditionally admitted pre-nursing students who have not met designated standards on required post-admission readiness assessment exams/tools is required. 2. The readiness course concept was piloted in fall 2016 for incoming nursing students who did not meet established benchmarks on standardized assessments – NURS 1032 Foundations of Critical Thinking in Nursing. 3. A reduced tuition rate was negotiated for this readiness course. A course fee of $200/credit is assigned to the course. Implementation and evaluation of this readiness course pilot will be described under Standard II-B. One example of an approach to review and revision of policy involves a request from the PSON faculty to the UST Biology Department to permit course faculty for BIOL 2343 Pathopharmacology I and BIOL 2344 Pathopharmacology II to use the PSON grading scale, which required a grade of 75 (C) in order to pass the course. Our program outcome evaluation process identified these courses as important predictors of readiness for the nursing curriculum. Although this grade scale is not the one used generally by the Biology Department, the faculty and department chairs supported our request. I-G. The program defines and reviews formal complaints according to established policies. Elaboration: The program defines what constitutes a formal complaint and maintains a record of formal complaints received. The program’s definition of formal complaints includes, at a minimum, student complaints. The program’s definition of formal complaints and the procedures for filing a complaint are communicated to relevant constituencies. Program Response: The University of St Thomas has established policies and procedures for addressing student complaints and academic grievances. PSON follows those policies and procedures when resolving student complaints. The UST PSON adheres to the university policy in defining a formal complaint as a student complaint that is not related to academic grievance and is not related to a grade challenge or appeal. The definition of an academic student complaint and the procedures for filing a complaint are detailed in the UST Student Handbook 2018-2019 and the PSON Undergraduate Nursing Student Handbook, 2018-2019. The UST Student Handbook 2018 – 2019, SECTION 8: STUDENT COMPLAINTS states: The University of St. Thomas strives to provide a safe, humane, and responsive learning environment for students. When conflicts arise, students are encouraged 20

to resolve the complaint informally. In the case that an issue cannot be resolved informally, the individual has a right to initiate a formal complaint through the Office of the Dean of Students. Student complaints may include, but are not limited to, is-sues regarding classroom instruction, campus services and offices, as well issues with other students. Students are encouraged to resolve all complaints informally, first by meeting with the person directly involved with the complaint. If the complaint cannot be resolved, students are encouraged to submit a formal complaint. NOTE: If the complaint is one regarding academics, see the Academic Grievance Policy for procedures. Formal complaints must be made in writing, submitted on the official complaint form, found at www.stthom.edu/dos. No anonymous complaints will be accepted. Upon receipt of the formal written complaint, the Dean of Students or designee will review the com-plaint, assess validity, and forward to the appropriate department for further review and resolution. A. All academic/classroom complaints will be forwarded to the chair/dean of the academic department and the Vice President for Academic Affairs. B. All complaints about a staff/faculty actions/behavior will be forwarded to the employee’s immediate supervisor and department chair/dean, and human resources (for record keeping purposes). C. All complaints about general campus services, other students’ actions/behaviors, code of conduct violations will remain in the office of Student Affairs. D. All other complaints will remain in the office of Student Affairs. The dean and/or next level supervisor will schedule a time to meet with the complainant to discuss and resolve the complaint. At this time, the complainant should bring all supporting documentation. If the complainant does not agree with the resolution of the complaint, he/she may appeal the dean's or next level supervisor's decision to the vice president overseeing the department involved in the com-plaint. The student’s written appeal, including all supporting documentation, will then be forwarded to the department's vice president, who may request an appointment with the complainant to discuss the appeal or may choose to make a decision based upon a review of the written documentation. The vice president will make a decision concerning the complaint and notify the complainant of the decision in writing. The decision of the vice president is final. After exhausting the University’s complaint process, current, former, and prospective students may initiate a complaint with Texas Higher Education Coordinating Board. More information about how to file a complaint with THECB can be found at www.thecb.state.tx.s. Complaints will be accepted by sending the required forms (found on the THECB website listed above) either by email to StudentCom-plaints@thecb.state.tx.us or by mail to: Texas Higher Education Coordinating Board, College Readiness and Success Division, P.O. Box 12788, Austin, Texas 78711-2788. Academic Grievance Policy: Academic grievances involve matters such as the instructor’s management of a class, instructor’s failure to adhere to responsibilities specified in the Academic Grievance policy, or a grade received by a student. This policy is posted in the MyStThom portal in the official policy repository and available to review under Exhibit IG.1: Academic Grievance Policy, Policy Number: A.05.04, Resource Room. Timing of Appeals – The student must initiate the grievance process no later than the first day of the next regular semester (fall/spring). All parties involved in an appeal (Steps Two through Five) will be notified in writing of a decision and any further appeals must be initiated within two weeks of that decision. Step One – Ideally, academic grievances are to be settled between the instructor and the student, in person or in writing. Either party may invite a witness or mediator to attend any meetings in which the grievance is discussed. Step Two – If either party is not satisfied with the decision, she/he may appeal in writing to the Department Chair (or Associate Dean if there is no department chair or if the faculty member in question is the Department Chair). Step Three – If either party is not satisfied with the decision of the department chair, she/he may appeal in writing to the Dean of the School in which the course resides.

Step Four – If either party is still not satisfied, either may submit a written appeal to one of the following committees, as appropriate:    

Curriculum and Standards Committee-Graduate students in the Cameron School of Business School of Education Council-Graduate students in the School of Education School of Theology Council-Graduate students in the School of Theology Academic Committee-All other students (graduate and undergraduate)

Step Five – A final written appeal may be made to the VPAA. These policies are included in the PSON Undergraduate Nursing Student Handbook, 2018 – 2019. The Associate Dean assures that complaints are addressed and monitors a confidential log of complaints and resolutions. The PSON Associate Dean maintains a log of student complaints and resolution of the complaints. The complaints log is reported upon request to the UST Office of Intuitional Assessment and incorporated into the SACS-SOCS Self-Assessment report. In the event that a formal complaint is received, program administrators and faculty will take prompt action to address the complaint and related issues as appropriate in accordance with the University and PSON policy for formal complaints to foster program improvement. I-H. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. Elaboration: References to the program’s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, grading policies, degree/certificate completion requirements, tuition, and fees are accurate. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. For APRN education programs, transcripts or other official documentation specify the APRN role and population focus of the graduate.1,2 If a program chooses to publicly disclose its CCNE accreditation status, the program uses either of the following statements: “The (baccalaureate degree program in nursing/master's degree program in nursing/Doctor of Nursing Practice program and/or post-graduate APRN certificate program) at (institution) is accredited by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org).” “The (baccalaureate degree program in nursing/master's degree program in nursing/Doctor of Nursing Practice program and/or post-graduate APRN certificate program) at (institution) is accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-8876791.”

Program Response: University of St. Thomas PSON documents, publications and web site accurately reflect the BSN program offerings, outcomes, accreditation/approval status, academic calendars, recruitment and admission policies, grading policies, degree completion requirements and tuition and fees. These documents and publications are published in the official UST Undergraduate Catalog/UST Student Handbook and PSON specific policies are published in the PSON Undergraduate Nursing Student Handbook. There is ongoing review for accuracy and consistency in all areas and changes are made when a need is identified. General information about the PSON for current and prospective students including descriptions of the academic programs can be found on the website at UST Nursing General Information Website and a faculty directory The official UST Undergraduate Catalog is publically available online at https://issuu.com/UST_UndergradCatalog_2018_2019

Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008). 2

Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2016).

The PSON Undergraduate Nursing Student Handbook is posted for student access on the PSON Student Resources site in Blackboard. It is also provided in hard copy to all students during orientation. Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 2018-2019, Resource Room. UST also has a Student Handbook that is provided to students and is located in Exhibit I-A.3: UST Student Handbook 2018-2019, Resource Room. In addition to the P SON website serving as a recruitment and promotional tool for the entire school, brochures are also available as recruitment materials and are reviewed annually for accuracy. Examples of BSN program brochures are located in Exhibit I-H.1: BSN Program Brochure, Resource Room. The PSON faculty engage in continuous assessment and improvement of curriculum, policies and procedures, based on the PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room. PSON faculty engage in ongoing program evaluation and evidence-based improvement which may require specific policy and procedure changes throughout the academic year. Students are notified in advance of any changes via email and are kept informed about current policies and changes through the PSON Student Resource Center in the Blackboard LMS where all handbooks, policies and other communications are posted and available to students 24/7. The handbook describes policies and procedures relevant to the UST PSON. All students are given a hard copy of the PSON Undergraduate Nursing Student Handbook during program orientation and the information is reviewed as part of the orientation program. It is the responsibility of every student to know and adhere to the policies and guidelines presented in these documents:  

PSON Undergraduate Nursing Student Handbook, 2018 – 2019 https://issuu.com/pson_student_handbook_december_2018 UST Student Handbook, 2018 – 2019 https://www.stthom.edu/StudentHandbook

The PSON Associate Dean assures that PSON Faculty and Student Handbooks are reviewed and updated and that any changes are communicated according to the process outlined in both hand books. The UST Nursing Admissions Counselor and the PSON Coordinator for Nursing Student Academic Services monitor the information on the UST website and work with UST Marketing to assure that updates are made to maintain current and accurate information. Information regarding the NCLEX licensure examination for which graduates will be eligible is provided during cohort program orientation upon entrance to the nursing program, NCLEX prep workshops at the end of the fall semester of the senior year, and throughout the Capstone course NURS 4655 Transition to Holistic Nursing Practice. The information is also published in PSON Undergraduate Nursing Student Handbook 2018-2019. The School of Nursing’s CCNE accreditation status is posted on the UST website using language recommended by CCNE. http://www.stthom.edu/Academics/School-of-Nursing/Index.aqf

Standard II Program Quality: Institutional Commitment and Resources The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty and staff, as resources of the program, enable the achievement of the mission, goals, and expected program outcomes. II-A. Fiscal resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of fiscal resources is reviewed periodically, and resources are modified as needed. Elaboration: The budget enables achievement of the program’s mission, goals, and expected outcomes. The budget supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of faculty and staff. A defined process is used for regular review of the adequacy of the program’s fiscal resources. Review of fiscal resources occurs, and modifications are made as appropriate. Program Response: The PSON has continued to grow with the active support and encouragement of UST administration. The PSON budget and resources are sufficient to enable the program to fulfill its mission, goals and expected outcomes as described throughout this report. There is a defined process which is used for regular review of the adequacy of the program’s fiscal and physical resources that occurs on a regular basis as outlined in Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. The UST fiscal year is July 1 – June 30th. The program applicant pool grew from 54 in year 1, to 75 in year 2, to 271 in year 3. There were 449 completed applications for the June 2018 BSN program admission deadline. Additionally, 47 Freshman were conditionally accepted. There were 1,013 freshmen and transfer student applications to the university for fall 2018 with an identified nursing interest and of these 530 were offered admission or matriculated. The University has continued to invest in the nursing program by providing significant fiscal and physical resources to ensure its growth and success. When the five year (2010-2015) US Department of Education Title V grant ended in 2015 and Texas Higher Education Coordinating Board Nursing Shortage Reduction program funds utilized in the development and implementation of the nursing program were expended, the University covered those faculty and staff positions from institutional funds reflecting the growth of the PSON institutional budget for 2018-2019 and ensuring the recruitment and retention of qualified faculty and staff. See Table II-A.1 below. In addition, the PSON Dean has been successful in seeking external funding from federal, state and private foundations/donors to provide needed resources, including scholarships, equipment, retention resources and faculty support. See Table II-2. UST and PSON administration have a rigorous budget planning process, monitor resources carefully throughout the fiscal year and make adjustments as needed. Table II-A.1: UST Peavy School of Nursing Budget Growth 2017 – 2019 Description Budget 2016 - 2017 Faculty and Staff Salaries 1,054,543 Benefits – Faculty and Staff 243,965 Adjunct Faculty 130,000 Adjunct Benefits (SSI and Work Comp) 1,670 Student Hourly 42,000 Consultants 51,000 Operations 117,915 Total 1,641,093

Budget 2017 - 2018 1,221,985 362,178 205,840 30,473 38,000 69,100 140,801 2,068,377

Budget 2018 - 2019 1,401,485 398,162 185,000 52,558 28,000 59,100 203,198 2,327,503

The institutional budget is based on resource needs to meet the school’s mission for the fiscal year (July 1 – June 30). Table II.A.2 provides an overview of the increase in external funding since the first CCNE site visit in 2014 of gifts, grants, and endowments that provide financial support for the School. A total of $28,954,868 has been raised for the PSON with

$11,189,363 raised since the CCNE site visit in February 2014. Exhibit II-A.1 PSON Budget 2016-2017, 2017-2018, 20182019, Resource Room. Table II-A.2: UST Peavy School of Nursing External Funding Growth 2014 – 2018 Description Reported CCNE 2014 Chairs, Scholarships, Grants and Gifts Endowed Faculty Chairs 10,000,000 Endowed Nursing Scholarships 490,842 Annual Nursing Scholarships 733,115 Nursing Program Support Grants/Gifts 1,416,548 Buildings Advanced Simulation Lab 525,000 Center for Science and Health Professions – School of Nursing 1,400,000 Federal Grant US DOE Hispanic Serving Institutions Science, Technology, & Mathematics US DOE Title V Developing Hispanic Serving Institutions Grant 3,200,000 State Grant – Texas Higher Education Coordinating Board Nursing Shortage Reduction Program Funds-Under 70 Nursing Shortage Reduction Program Funds-Regular Nursing Shortage Reduction Program: Regular Program FY 2018 Nursing Shortage Reduction Program: FY 2018 & FY 2019 Over 70 17,765,505

Amount Raised As Of November 2018 10,000,000 490,842 1,078,689 1,451,548 525,000 7,530,000 3,875,000 3,200,000 517,427 218,519 17,843 50,000 28,954,868

Compensation of School of Nursing Personnel Full-Time and Adjunct Faculty The University recognizes that it is essential to plan and budget for nursing faculty salaries that will make it possible to recruit, employ and retain qualified faculty to support the curriculum. Salaries for full-time core doctoral prepared nursing faculty at Associate Professor and Professor ranks are at the mean for calendar year (12 month) salaries for schools based in religious universities in the Southern region while Assistant Professor salaries for doctoral prepared faculty are slightly above the mean based on salary benchmarks identified in the American Association of Colleges of Nursing report, Salaries of Instructional and Administrative Nursing Faculty in Baccalaureate and Graduate Nursing Programs. Full-time core nursing faculty salaries are based on 12 month contracts. The annual AACN report on Salaries of Instructional and Administrative Nursing Faculty is reviewed every year to assess national and regional salary trends. Nursing adjunct faculty are compensated for course services, primarily clinical and lab instruction, based on $50/hour rate for a planned package of course instructional services. Clinical instructors are given an additional $1000 when supervising cohort groups. This has proven to be a competitive compensation approach, and we have a high degree of continuity with our adjunct faculty who remain interested in working with us. In response to continuing growth in nursing student enrollment as well as the impact of the PSON Dean’s appointment to the Interim VPAA role on PSON operations, the university supported creation of a BSN Program Coordinator role, a DNP Faculty Coordinator role and the position of Associate Dean for Graduate Studies and Nursing Professional Advancement. These roles were assigned to current faculty, who were provided stipends and workload adjustments to support their work on behalf of program development and implementation and went into effect in January 2018. University Cost of Living Bonuses Because UST as a whole has been managing tight budgets and reducing costs, university employees have not received cost of living increases for several years. The new UST President approved one time bonuses for the fiscal year (2018-2019) for faculty and staff which will be given on November 16, 2018. The PSON has been fully supported in continuing enrollment growth and has not been subject to budget cuts. We continue to review our operations for efficiencies that will not impair our programs. We have contributed to the university’s operating revenue by adding a Nursing Technology/Testing fee for

clinical courses, making incremental increases in enrollment, and creating a Readiness course structure with a course fee to support retention services. Staff Support and Compensation The Dean, Associate Dean, the Director of SON Retention Services, and faculty have administrative and secretarial assistance to meet programmatic needs. Staff salaries are developed in consultation with UST Human Resources department. As the school has continued to grow and evolve, new staff positions have been added and others have been upgraded to fully reflect the role responsibilities required to support the school’s mission. The school has three professional support staff members – Director of SON Retention Services, Director of Simulation Center and Education Support Services, and Instructional Design and Multimedia Specialist. Administrative staff members include: the SON Operations Manager, SON Academic Program Coordinator, Nursing Student Academic Services Coordinator, and Nursing Success Center Coordinator as well as student workers and temporary staff. Consultants include: 1) An Academic Testing Specialist who provides support on a contract basis; 2) A Certified Healing touch consultant who provides support on a contractual basis; 3) A STEM grant-funded 0.25 FTE Nursing Retention Manager was added in February 2017 and the position was increased to 0.50 FTE in March 2018 with STEM grant funds; and 4) a Program Outcome Evaluation Consultant who provides an indepth program outcome analysis annually on a contract basis. Review of the Programs Fiscal Resources A defined process is used for regular review of the adequacy of the program’s fiscal resources. UST Deans are asked to submit proposed operating budgets. A new VP for Finance was appointed in October 2017 and he has worked closely with the UST President, Vice-Presidents, Board of Directors and UST Deans to facilitate budget processes and oversight. He has proposed a new process and timeline for departments and schools for the budget process, listed below: Table II-A.3 UST Budget Timeline 2018 - 2019 Date Description December 7 Distribute Call Toward Tomorrow Budget Planning Worksheet to campus community January 14 Recommended date for completion of Budget Planning Worksheet January 15 Begin departmental budgeting process February 15 Recommended date for departments to complete and submit budget requests to their supervisors for review/approval March 15 Completion of data collection process and Associate VP/VP approval of departmental budget requests April 1 Presentation of initial budget results to President and VPs April 1-15 Revision period, if necessary May 1 Final Budget Document completed for Board approval May 14 Submission of Budget Document to Audit and Finance Committee for review May 21 Audit and Finance Committee approval June 6 Full Board of Directors approval June 7-30 Roll out and implementation The first step in this process is for budget managers to review and complete the attached Call Toward Tomorrow Budget Worksheet. This worksheet is intended to help departments take a step back from the day-to-day operations of the department and think about how they can contribute to the shared vision and goals of the Call Toward Tomorrow Integrated Plan and completed forms should be submitted by January 14, 2019. The Office of Finance will utilize the BudgetPak system, which was piloted in Spring 2018, for budget information. The UST deans are invited to Joint VicePresident/Dean meetings with the UST President bi-weekly and this provides a venue for strategic budget conversations. While the approved budget is used to support PSON activities across the fiscal year, modifications can be made if circumstances warrant. A modification example of the above budget process is the recent approval of an additional fulltime faculty position in October 2018 to support a new UST objective for enrollment growth.

II-B. Physical resources and clinical sites enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of physical resources and clinical sites is reviewed periodically, and resources are modified as needed. Elaboration: Physical space and facilities (e.g., faculty and staff work space, classrooms, meeting areas) are sufficient and configured in ways that enable the program to achieve its mission, goals, and expected outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning materials) are sufficient to achieve the program’s mission, goals, and expected outcomes. The program is responsible for ensuring adequate physical resources and clinical sites. Clinical sites are sufficient, appropriate, and available to achieve the program’s mission, goals, and expected outcomes. A defined process is used to determine currency, availability, accessibility, and adequacy of resources (e.g., clinical simulation, laboratory, computing, supplies, and clinical sites), and modifications are made as appropriate. Program Response: Physical resources are sufficient to enable the program to fulfill its mission, goals and expected outcomes. The University of St. Thomas provides educational facilities, resources, and services which support the effective development, implementation, and evaluation of the nursing educational program. The University achieved their long term plans for the facilities needed by the School of Nursing with the Grand Opening of the Center for Science and Health Profession (CSHP) building in April 2017. The 103,000-square-foot CSHP houses the disciplines of Nursing, Biology and Chemistry. It represents a unique indoor gathering space unlike any other on campus and features a Grand Atrium; Student Commons areas on each floor with table seating, coffee bar, and Wi-Fi access; student seminar rooms; state-of-the-art classrooms; and disciplinespecific teaching and research laboratories for Nursing, Chemistry, Physics, and Biology, including a Nursing Simulation Center, Cell Biology Lab, Genetics Lab, Microbiology Lab, Molecular Lab, Organic Chemistry Lab, and many others. The CSHP additionally houses PSON faculty offices, conference rooms, a Nursing Success Center, and a Nursing Simulation Center. Nursing Simulation Center The original Nursing Simulation Labs were comprised of two modular buildings totaling approximately 6,200 square feet that included a 40-seat classroom with 40 computers. In our new CSHP Nursing Simulation Center facility, students have access to just over 5,700 square feet. The Simulation Center consists of simulation rooms, skills labs, equipment rooms, storage rooms, a debriefing room, and new locker/changing rooms. The nursing computer classroom is now located, separately from but close to the Nursing Simulation Center, on the first floor of CSHP and is not included in the Nursing Simulation Center square footage. The Nursing Simulation Center is 5,749 square feet and includes the following rooms: Assessment Skills Lab, Basic Skills Lab, Storage Room, Equipment Storage Room, Woman’s Changing Room, Men’s Changing Room, Debriefing Room, and Advanced Lab. The Advanced Lab is 1,704 square feet and includes the following rooms: Multipurpose hospital suite, Patient Room 141B, Patient Room 141C, Patient Room 141D, Patient Room 141E, Nursing Station, and Control Room. The new Advanced Lab consists of an equipment storage room, a nursing station, four private occupancy patient rooms, and a large multi-purpose room that can be repurposed to serve as an OR, a birthing suite, a NICU nursery, an ICU/Trauma room, and a living residential area for Behavioral Health scenarios. Each patient care room has individual patient monitors that show vital signs. This Advanced Lab also has two Work Stations on Wheels (WOWs) mobile computers for nurse patient charting in patient rooms, a large LCD patient monitor and two desktop computers in the nursing station, five medication carts (one in each patient room), two PPE equipment carts, two emergency carts, one crash cart, one electronic fetal monitor, and one EKG machine. All clinical specialty practice areas (Medical-Surgical, OR, Critical Care, Behavioral Health, Pediatrics, and Maternity) are simulated during various semesters in the Advanced Lab through the use of the following PSON owned equipment: Eight (8) high-fidelity English/Spanish speaking manikins consisting of two birthing models, one newborn, three adult males, two adult females, one 5-year old male manikin, two mid-fidelity health assessment manikins, and 10 low-fidelity babies of various ethnicities for the nursing station/nursery area. The new Basic Skills Lab features a multiple occupancy ward with ten beds and three individual patient monitors that show vital signs. This lab also has a twenty-four seat classroom area with projector/screen for teaching.

The new Assessment Skills Lab has task trainer stations outfitted to accommodate 26 students. This lab is equipped with A&P models and human body parts, which allows for independent practice for students. The lab also contains computerized hardware for students to practice scenarios/case studies and critical thinking. Additional items/areas included in the Nursing Simulation Center within close proximity to the Advanced Lab are: one control room containing two ultra-portable B-Line recording systems for videotaping students doing simulation scenarios, one debriefing room with a large LCD monitor, and an area used by three holistic Healing Touch consultants who support students with mind-body relaxation techniques/sessions prior to course exams. The Nursing Simulation Center also houses twenty (20) new laptops, purchased by the UST IT Department due to increased enrollment, which are used for student academic support. The Director for Simulation Center and Education Support Services (DSCESS) oversees the Nursing Simulation Center, computerized testing tools, educational technology specific to the PSON, and clinical requests. She continues to maintain up-to-date knowledge of current/best simulation lab practices through regular participation in national conferences in the field. Nursing Success Center The Nursing Success Center (NSC) is located on the first floor of the CSHP and provides a reception area, office spaces for the Director for SON Retention Services and the NSC Coordinator, and two group study/testing rooms with eight computers that are accessible exclusively to pre-nursing and nursing students. A larger conference room in the NSC is used for large study groups and NSC Student Advisory Board meetings. This conference room contains a whiteboard, a refrigerator, a microwave oven, and free beverage supplies that are utilized exclusively by pre-nursing and nursing students. Classrooms The CSPHP building provides a 48 seat Computer Classroom with computer workstations at each seat. The classroom can be divided into two 24 seat classrooms. There are two large interactive classrooms with 72 seat capacity which can be divided into two 36 seat classrooms and two smaller (28 seat) interactive classrooms. The PSON has a Faculty Research room providing space for meetings, conferences, and work stations. There are two large rooms (28-30 capacity), two small conference rooms, and three tutoring spaces that can accommodate study groups up to 10. The PSON continues to have access to classrooms in other buildings on campus if needed. Additional Student Space Each floor of the four floors of the CSHP has a Student Commons area that provides ample and varied seating areas; a large LCD monitor, and two vending machines. On each floor there are several Student Workrooms (capacity 2-4 students) with whiteboards, LCD monitors, and full wireless access and charging capability. Equipment and Supplies Adequate resources are available for equipment and supplies needed to implement the BSN curriculum. The PSON operations budget line has nearly doubled since 2014, reflecting the growth in the number of faculty, staff, and students served. It also reflects the transition from funding for supplies and equipment provided through the US Department of Education Title V Grant, which was completed in 2016. The University has assumed responsibility for funding these resources. A Nursing Technology and Testing fee was approved and implemented in summer 2016 to help defray some of the costs of lab supplies and standardized testing fees. The UST IT Department recently purchased 20 laptops for use by PSON students. The PSON was able to purchase simulation manikins, video recording equipment for the simulation lab, an IV station, a wide range of equipment for skills lab teaching as well as electronic resources for student use, the Kaplan Q bank online learning package, UWorld, and other NCLEX readiness online tools using US DOE Title V, UST HSI STEM and Texas Higher Education Coordinating Board NRSP funds. The US DOE HSI STEM grant includes funding for an additional portable video-recording system and three upgraded simulation manikins, in addition to approximately $10,000 per grant year for educational resources such as Shadow Health, a learning program using patient avatars to create online simulated learning experiences. The Dean, PSON Associate Dean, and DSCESS were actively involved in the planning process for the CSHP building. They were included in numerous meetings with the UST Assistant Vice-President for Facilities, the architects designing the building, AV/technology consultants, and decorators to provide feedback on our needs and the work in progress on the Center.

Adequacy of Clinical Sites The number of clinical sites was increased from two sites to more than 40 sites to support nursing enrollment expansion. The Dean, Associate Dean, the DSCESS, and/or faculty visit prospective clinical sites to make sure that they are adequate for our students. Affiliation Agreements and Program Agreements are reviewed by the Dean and UST legal counsel. See Exhibit II-B.1: Affiliation and Program Agreements, Resource Room. Process for Review of the Program’s Physical Resources and Clinical Sites There is a defined process which is used for regular review of the adequacy of the program’s physical resources and clinical sites which occur on a regular basis as outlined in the School of Nursing Comprehensive Evaluation Plan. Refer to Appendix IA.1 and Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room. The Simulation Center & Educational Support Services Director, PSON Associate Dean, and BSN Coordinator monitor space and resource utilization and respond to changing needs. The Dean assists with resource negotiation at the institutional level as needed. Course coordinators and adjunct faculty do clinical site visits and students complete site evaluations every semester. Course coordinators incorporate the student site evaluation comments into their End of Course Summaries (EOCs). This input is reviewed by the Associate Dean, BSN Program Coordinator, and faculty. Each course coordinator has the authority to decide if to stop or continue using any clinical site. II-C. Academic support services are sufficient to meet program and student needs and are evaluated on a regular basis. Elaboration: Academic support services, which may include library, technology, distance education support, research support, and admission and advising services, foster achievement of program outcomes. A defined process is used for regular review of academic support services, and improvements are made as appropriate. Program Response: The University and the PSON continue to provide academic support services sufficient to meet program and student needs. Academic support services such as library, technology, distance education support, research support, admission, and advising services to meet program requirements and achieve the mission, goals, and expected program outcomes are provided for students and faculty through both the School of Nursing and the University. Library Services PSON faculty and students have access to a range of services and resources provided by The University of St Thomas Doherty Library, including the library print holdings, databases, electronic books, online resources, interlibrary loan, reference services, tutorials and research guides. There are four full-time librarians. Each supports Reference Services while also maintaining a specific service focus – Electronic Resources, Public Services, Collections Development, and library systems and cataloguing. The Electronic Resources Librarian, who also serves as the primary library liaison to the School of Nursing, has developed an extensive electronic resources online guide for nursing, which provides convenient access to resources including links to databases, eBooks and e-Journals, reference sources, tutorials, and useful links. This online guide is found at http://campusguides.stthom.edu/Nursing and includes Nursing databases CINAHL Plus with full text, the Cochrane Library, PubMed, Medline, Nursing Reference Center, StatRef!, and many other resources. The library liaison supports continuous improvement of the nursing electronic resource collection and Information literacy workshops are offered providing specific classes for nursing students at faculty request. The library liaison participates in the PSON faculty orientation, providing an overview of library resources. The UST Dean of Libraries and selected reference librarians meet with the PSON faculty periodically to review the current collection and identify faculty needs. The library conducts an annual student satisfaction survey for library services as part of its outcome assessment. Funding to develop and maintain the electronic nursing collection was budgeted at $36,000 per year and provided through the US DOE Title V grant through 2015. After that grant expired, the university assumed responsibility for funding the nursing collection as part of the UST Doherty Library budget. The University of St. Thomas is located less than two miles from the Texas Medical Center. The Houston Academy of Medicine - Texas Medical Center (HAM-TMC) Library was founded in the Texas Medical Center in 1949. In 1954 the Library moved from the Roy and Lillie Cullen Building of the Baylor College of Medicine into the new Jesse H. Jones Library Building. Library collections are available in print and/or electronic formats. Faculty and students at UST are permitted to utilize the print collection and online resources onsite.

PSON Academic Support Services The PSON provides comprehensive retention services for all pre-nursing and nursing students. The Comprehensive Retention Plan is primarily operationalized through the NSC. Programs Sponsored by the Nursing Success Center: Initially developed with funds provided by the US Department of Education Title V Grant, the NSC is run by the Director of SON Retention Services, who oversees academic support services for all pre-nursing and nursing students. The Director performs learning style/learning needs assessments and monitors academic progress on individual students. She also works collaboratively with the campus UST Director of the Tutorial Services Center as well as nursing faculty and advisors to assist in remediation and other nursing/pre-nursing student needs. The Director and several nursing faculty serve as advisors to pre-nursing students. The NSC offers the following programs:   

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Academic Advising Program: The academic advisor assists students with course selection and monitors their academic progress through proactive advising for students needing additional assistance. Academic Boot Camps: The NSC hosts intensive workshops during the summer in order to prepare students for the nursing program and the HESI A2 Nursing Entrance Exam. Mind-Body Relaxation (MBR) Sessions: The MBR sessions are available to pre-nursing and nursing students. Students are exposed to holistic techniques to enhance physical comfort, promote mental calmness, and increase focusing, attention, and concentration in various activities. New Student Orientations: The purpose for these orientations is to welcome new students to UST and provide an overview of the NSC’s programs and services. Peer-facilitated Study Group Program: The NSC organizes group study sessions for students enrolled in pre-nursing and nursing courses. These students have an opportunity to study in groups and to help one another. The groups are facilitated by students (peer tutors) who completed the courses successfully. Supplemental Instruction Program: The NSC organizes supplemental academic support for pre-nursing and nursing students including academic monitoring progress sessions and NCLEX test preparation. Tutoring Program: The NSC refers students to the UST tutorial services center for individual tutoring in non-science courses such as Theology, Philosophy and English. Tutoring is offered for pre-nursing and nursing courses such as A&P, Microbiology, Patho-pharmacology and Medical- Surgical Nursing courses at the NSC. Clubs and Organizations: Leadership opportunities are available for students to participate on campus, such as the National Student Nursing Association (NSNA) and the Sigma Theta Tau International Honor Society NSC Student Advisory Board: Leadership opportunities are available for selected students to attend monthly meetings with school of nursing administrators in order to provide feedback on NSC programs. Technological Services: Computers, printers, and audio/video are available for student usage without charge. Seasonal Social Events: These student-led potluck celebrations of various holidays provide a warm homelike environment and mental breaks from academia.

Nursing Faculty Academic Advisor: Once students are enrolled in the nursing major, each is assigned a PSON faculty academic advisor by the beginning of the fall semester of the junior year. Students are encouraged to establish a relationship with their advisors who will assist them with the University academic experience. The NSC is committed to advising students from the admission process until graduation with the support of nursing faculty/advisors. The nursing faculty academic advisor is available for:  Planning coursework for the entire curriculum, with projected graduation date.  Assistance in selecting courses during fall and spring registration periods. Students must see their advisor each semester prior to registration to discuss progress and to remove the advising hold that must be lifted before a student can complete on-line registration.  Advice/direction on how to manage problems that a student may encounter in course work related to studying, seeking tutoring, etc.  Maintaining contact with faculty and the School of Nursing.

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Additional academic advising information can be found on the UST website at http://www.stthom.edu/Academics/Academic_Advising/Index.aqf

UST Student Support Services The University of St. Thomas maintains the following centers to provide support and ensure success for all students: A detailed overview of UST support services is provided in the PSON Undergraduate Nursing Student Handbook 2018-2019 on pp. 13-21. https://issuu.com/stthom.publications/docs/pson_student_handbook_december_2018?e=0 Academic Advising Center The Academic Advising Center supplements faculty advising by offering students professional services including class and semester scheduling, long-term degree planning, major selection, and registration assistance. Career Services and Testing Center The Career Services Center provides essential services to assist students in the transition from college to career. Services offered include career exploration through career assessment and individual meetings with career counselors, major selection, resume development, job search strategy, industry research, interview preparation, mentoring program, and recruitment and networking events. The Testing Center administers exams to those students who have received accommodations. Counseling and Disabilities Services Center This Center is committed to providing quality psychological, developmental and preventive mental health services for students, promoting achievement and well-being within the UST community and equal access and opportunities through comprehensive services for students with disabilities. Faculty and PSON administrators refer students to the Center and students may self-refer as well. Tutorial Services Center Located on the second floor of the Crooker Center, the Tutorial Services Center (TSC) provides peer tutors in many content areas for students wanting extra help in a specific subject. Tutors provide a variety of assistance ranging from helping students understand general concepts to reviewing the writing process. All tutoring services are free. Monthly workshops on writing and study skills are offered. Office of Health Promotion and Wellness The Office of Health Promotion and Wellness (HP&W), located in the Jerabeck Activity and Athletic Center, offers outreach programs for students, faculty, and staff to raise awareness about health and wellness issues pertaining to the UST community. HP& W educates the campus and encourages healthy lifestyle choices to obtain an optimum state of wellbeing. Programs and events include topics such as stress relief, fitness, nutrition, menâ&#x20AC;&#x2122;s and womenâ&#x20AC;&#x2122;s health issues, and alcohol awareness. Health Services UST now offers Domestic Student Health Insurance plans through Academic Health Plans. The information and application process is available via the UST portal. Information on student health insurance offered by independent providers is available from the Office of Health Promotion and Wellness. There are more than 10 local walk-in clinics and health resources within walking distance to the UST campus, along with several urgent and emergency care facilities within two miles of the UST campus. UST also partners with the University of Texas Health Services (UTHS) in the Texas Medical Center to provide medical assistance to students. UTHS is listed as a Primary Care Provider with most insurance plans. Students who need medical assistance may utilize the UTHS clinic located in the Texas Medical Center less than two miles away. Shuttle Service is provided by UST to UTHS. Additionally, students have 24 hours/7days access to the Nurse Health Line at 713-338-7979 which is monitored by Registered Nurses. Students may call to speak to bilingual nurse/staff if they are uncertain about what to do about a particular health concern and to get help with deciding where and when to go for treatment. This free service, available to all Houstonians, is funded by the 1115 Medicaid Waiver and is endorsed by the Houston Department of Health and Human Services.

Campus Ministry The Office of Campus Ministry organizes worship and spiritual activities for the entire University community. In addition to personal spiritual direction in which the University priests assist, Campus Ministry organizes student retreats, informal Bible studies, prayer services, athletic and departmental retreats, as well as programs to build community at the University. Computer Technology and Media Services The Media Services department provides audio/visual, instructional, and event technology support for faculty, staff, student organizations, and outside organizations. Every classroom is equipped with a telephone in order to access Media Services or the Information Technology Help Desk for support needs. The department’s primary focus is classroom instructional technology support. Services include: development and evaluation of classroom technology; integration of computer and technology equipment in classrooms and labs; and maintenance of integrated technology "smart" classrooms. Blackboard Learning Management System The University uses Blackboard as its course management system. A range of course formats is available to faculty, from a course using a classroom-based format with a syllabus posted in Blackboard, to courses using both classroom-based and online learning tools to fully online courses. The IT department of Instructional Technology and Training Services at UST encompasses a range of faculty services and programs to assist with course management including: Course Design Assistance, Blackboard Support, Media/Video and Video-conferencing Services/Support, Computer Lab/Classroom Technology Management/ Support and Technology Training http://www.stthom.edu/Offices-and-Services/InformationTechnology/IT-Index.aqf The PSON does not currently provide distance education programs. One nursing course – NURS 4251 Nursing Informatics and one pre-nursing course BIOL 2201 Nutrition are fully online courses. Both are supported by the PSON Instructional Design/Multimedia Specialist and managed by adjunct faculty who are highly experienced in online instruction. Clinical courses in the nursing major are blended, combining online learning modules and resources with face-to-face classroom instruction for theory content. Process for Review of Adequacy of UST PSON Academic Support Services There is a defined process for regular review of the adequacy of the BSN program’s academic support services as a component of Appendix I-A.1: PSON’s Comprehensive Evaluation Plan, pages 5-8. The review process for both PSON and institutional academic support services is incorporated into the PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. All educational facilities, academic resources, and support services are reviewed annually by the Dean, Associate Dean, faculty, students and other appropriate PSON and UST university staff as part of the preparation for submission of the PSON operating budget and capital requests. University academic support services are reviewed annually by the department heads, who complete an outcome assessment annually, according to the UST Outcome Assessment Plan. Exhibit II-C.1: UST Outcome Assessment Plan, Resource Room. One example of the way in which improvements are made based on nursing student feedback is the addition by the UST Director of Tutorial Services of extra tutors for Theology and Philosophy and the creation of a specific orientation to the UST Tutorial Center. Another example of ongoing assessment and continuous improvement in academic support services is the development and implementation of two Readiness courses for nursing students as of summer 2016. Development of the two courses was based on careful evaluation of student academic success indicators and program outcomes with the support of an internal program outcome evaluation consultant with expertise in educational outcome evaluation. Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, pages 8 – 10. Readiness Courses 1. A readiness enhancement course for conditionally admitted pre-nursing students who have not met designated standards on required post-admission readiness assessment exams/tools is required. 2. The readiness course concept was piloted in fall 2016 for incoming nursing students who did not meet established benchmarks on standardized assessments – NURS 1032 Foundations of Critical Thinking in Nursing. 3. A readiness enhancement course was also developed and piloted in summer 2016 for students engaged in coursework in the nursing major who demonstrated academic performance patterns that reflected potential barriers to successful achievement of BSN program outcomes and NCLEX–RN readiness – NURS 2032 Clinical Reasoning in Nursing.

This course was designed to provide a structured framework for academic support that is individualized to address student learning needs. The readiness enhancement strategies included in the course are designed to help students achieve success in nursing courses, on the HESI Comprehensive Exit exam, and the NCLEX–RN licensure exam. A reduced tuition rate was negotiated for these readiness courses. A course fee of $200/credit is assigned to these courses.

Implementation and evaluation of this readiness course pilot will be described more fully in Standard IV J. II-D. The chief nurse administrator of the nursing unit:  is a registered nurse (RN);  holds a graduate degree in nursing;  holds a doctoral degree if the nursing unit offers a graduate program in nursing;  is vested with the administrative authority to accomplish the mission, goals, and expected program outcomes; and  provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes. Elaboration: The administrative authority of the chief nurse administrator is comparable to that of chief administrators of similar units in the institution. He or she consults, as appropriate, with faculty and other communities of interest to make decisions to accomplish the mission, goals, and expected program outcomes. The chief nurse administrator is an effective leader of the nursing unit. Program Response: The PSON continues to meet this element. The Chief Nurse Administrator for the School of Nursing is Dr. Poldi Tschirch, Dean and Professor, holder of the Sr. Mary Martina Casey Chair in Nursing. She is a Registered Nurse, holds a graduate degree in nursing and a doctoral degree. She earned a Bachelor of Science in Nursing from Salve Regina College in Newport, RI, in 1974, a Master of Science in Nursing from the University of Texas Medical Branch School of Nursing (UTMB School of Nursing) in Galveston in 1983 and her Ph.D. in Medical Humanities from the UTMB Graduate School of Biomedical Sciences, Institute of Medical Humanities in 1992. She is academically and experientially qualified to accomplish the mission, goals, expected program outcomes, and provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes. See Dr. Poldi Tschirch Curriculum Vitae. Also located as Exhibit II-D.1: Dr. Poldi Tschirch Curriculum Vitae, Resource Room. Her 43 years of nursing experience include ten years as a nurse clinician specializing in adult acute and critical care and more than 25 years in nursing education as a faculty member and administrator. She has extensive experience in baccalaureate and graduate nursing education and academic administration; including curriculum development, educational outcome evaluation, and strategic planning for academic nursing programs. She served as Undergraduate Program Director for UTMB School of Nursing in Galveston for seven years and was the Interim Associate Dean for Academic Administration. When she came to UST in 2009 charged with opening the school of nursing, she did not have established resources or personnel, but relished the opportunity to build the program from the ground up and create a new holistic vision of nursing education framed by the University’s unique values. Since her arrival at UST, she has helped raise nearly $30 million to support student scholarships, academic enhancement programs and the newly opened Center for Science and Health Professions. Additionally, she recruited personnel and clinical partners and guided the development and approval of the Bachelor of Science in Nursing curriculum through the required Texas Board of Nursing program approval processes and national nursing accreditation by the Commission on Collegiate Nursing education in February 2014. Her leadership contributions have been recognized at the university level. UST President Dr. Richard Ludwick, shortly after he assumed the Presidency on July 1, 2017, appointed Dr. Tschirch to serve as Interim Vice-President for Academic Affairs. She worked with the incumbent Provost/ VPAA until January 1, 2018 and then assumed the role until November 1, 2018 when the current VPAA was appointed. She worked effectively with Dr. Ludwick, UST Vice-Presidents, fellow Deans, Faculty Senate leaders and others in this interim role to support the university during a major leadership transition while continuing as PSON Dean.

PSON Dean’s Budgetary, Decision-Making Evaluation Authority The Dean has budgetary, decision making, and evaluation authority that is comparable to the other Deans within the University of St. Thomas. All Deans report directly to the Vice President for Academic Affairs. The PSON Dean develops the school budget and collaborates with the Vice President for Finance in developing an overall budget for the School. The Dean has complete authority to allocate funds designated to support the mission and goals of the School. In 2014, Dr. Tschirch successfully achieved the Certified Nurse Educator credential from the National League of Nursing and successfully completed the Holistic Nursing Basic Certification Exam from the American Holistic Nurses Credentialing Corporation in 2015. In May 2014 she received recognition as one of Houston’s Top 10 Nurses for the Houston Chronicle’s Salute to Nurses in 2014 and, most recently was named among Houston’s 50 Most Influential Women by Houston Woman’s Magazine. In October 2016, Dr. Tschirch was awarded a five-year $3.8 million STEM grant from the U.S. Department of Education for Hispanic and low-income students interested in pursuing degrees in science, technology, engineering, mathematics and nursing. The program seeks to develop and carry out activities to improve the institution’s capacity to serve Hispanic and low-income students. She was selected in April 2017 by the UTMB School of Nursing Alumni Association as the recipient of the 2017 Distinguished Alumnus award, which was presented at the UTMB SON Alumni Association Homecoming Awards Luncheon on October 20, 2017. Over the past two years, Dr. Tschirch has obtained approval for a Doctor of Nursing Practice (DNP) program that meets national standards and aligns with national and regional nursing workforce development trends. In March 2015, Dr. Tschirch formed the Commission for the Design of Graduate Nursing Education to formulate an understanding of the emerging role of the Nurse Leader in the 21st century and the type of preparation necessary for them to be successful. To accomplish this, she invited key nursing leaders from a variety of clinical settings from across the city, state, and nation to participate in the planning. The proposed Doctor of Nursing Practice Program in Transformational Leadership has been approved by PSON Faculty Council, UST Graduate Council, UST Academic Affairs Committee of the Board of Directors, and received final approval on April 27, 2017 from the UST Board of Directors. The DNP Program opened in this fall 2018 semester with eight enrolled students. Dean’s Leadership with Internal and External Communities of Interest The Dean consults as appropriate with faculty through the School of Nursing Faculty Council consisting of all faculty and the Associate Dean. All faculty and staff are involved in organizational development activities and the strategic planning process. The Dean solicits feedback and input from the faculty as a whole, maintains an “open-door” for discussions, and solicits volunteers for task force assignments with specific charges for outcomes development. The Dean consults and meets periodically with the other communities of interest including current and prospective students, UST administrators and Deans, former UST alumni, nursing and health care leaders, institutional leaders, professional organizations, and community groups to seek input and provide information about the PSON programs and new initiatives. She is a member of the UST Deans Council and participates regularly in Joint Vice-President/Deans meetings led by UST President Dr. Richard Ludwick. Example of engagement with an internal community of interest: The Dean’s leadership on submission of a successful grant application to the US DOE HSI STEM program, which received $3.875 million for the 5-year project, provides an example of leadership. When no viable candidate for the grant writing project emerged in March 2016 from UST STEM departments, the Interim Dean for the School of Arts and Sciences and department chairs for Biology, Chemistry, Physics, and Math supported designating the PSON Dean as the lead in grant writing during the application process and as Project Director when funding was received. There is a high degree of trust and respect within this group which contributed to a successful application and a collaborative project that is performing well in grant year three. The Dean transferred the HIS STEM Grant Project Director role to a STEM faculty colleague following her appointment as Interim Vice President for Academic Affairs (VPAA) in August 2017. Example of collaboration with an external community of interest: The Dean’s engagement with the System Vice-President for CHI St. Luke’s Health, a 17 hospital regional system of Catholic Health Initiatives is an example of clinical partner collaboration. The following excerpt from a partnership proposal dated April 18, 2017 illustrates the Dean’s leadership in developing this collaborative relationship for the mutual benefit of both organizations:

As we agreed in our previous discussions, the mission, vision and values of our organizations are highly congruent and lend themselves to collaborative endeavors. We also agreed that the principal aim of our partnership will be to further our respective missions through joint projects and programs that provide mutual benefit. The School of Nursing seeks to benefit from clinical learning experiences for undergraduate nursing students, the opportunity to recruit for our proposed Doctor of Nursing Practice program in transformational leadership, DNP student engagement in a mission sensitive clinical environment, and shared scholarly/research activities. CHI St. Luke’s Health is interested in enhancing student engagement and familiarity with its nursing culture and organization to enhance new graduate recruitment and the transition to professional practice. The following are some proposed collaborative projects/programs that may further our partnership goal. These are offered as preliminary ideas that can be further developed and guide our future discussions: 1) CHI St. Luke’s/UST Senior Nursing Student Fellowship; 2) CHI St. Luke’s Health System Clinical Faculty Associate Model; 3) Doctor of Nursing Practice Program Collaboration which include Focused Transformational Leadership Project and CNE/Certificate Program Opportunities; and 4) Carol and Odis Peavy School of Nursing Dean’s Council. The CNE Certificate Program was initiated on November 16 & 17, 2017 with the first invitational 2-day workshop on building transformational leadership capacity. The workshops were repeated in March 2018. The other initiatives were put on hold while CHI St. Luke’s nurse leaders addressed pressing institutional needs and the PSON Dean was involved in the Interim VPAA role. The CHI St. Luke’s System Vice-President for Nursing and Division Vice-President for Nursing Practice, Education, and Research are scheduled to meet with the PSON Dean in January 2019 to revisit collaborative opportunities. The Dean is perceived by both the internal and external communities of interest to be an effective leader of the nursing school. Her success in the US DOE HSI STEM grant process has established her effectiveness in supporting collaboration across schools and departments and resource development for the university as a whole. Recognition of her leadership is demonstrated by her appointment in August 2017 to serve as interim vice-President for Academic Affairs by UST President, Dr. Richard Ludwick. She was widely viewed as successful in this role. A permanent VPAA was appointed on November 1, 2018 and she has supported his transition. II-E. Faculty are:  sufficient in number to accomplish the mission, goals, and expected program outcomes;  academically prepared for the areas in which they teach; and  experientially prepared for the areas in which they teach. Elaboration: The faculty (full-time, part-time, adjunct, tenured, non-tenured, or other) for each degree and post-graduate APRN certificate program are sufficient in number and qualifications to achieve the mission, goals, and expected program outcomes. The program defines faculty workloads. Faculty-tostudent ratios provide adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies and professional nursing standards and guidelines. Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree. The program provides a justification for the use of any faculty who do not have a graduate degree. Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies. Advanced practice nursing tracks are directly overseen by faculty who are nationally certified in that same population-focused area of practice in roles for which national certification is available. Program Response: Faculty are sufficient in number with an adequate mix of 9 full-time, 2 part-time, and 28 adjunct members appropriate to fulfill the mission, goals and expected program outcomes. Full-time faculty workload is generally 18 credits per 12-month

academic year (fall, spring and summer). Undergraduate faculty teaching clinical courses generally 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, 15% service and 5% professional development. Faculty members and he PSON Associate Dean plan the workload together, typically over the spring semester for the following academic year. Exhibit II-A.2: PSON Faculty Handbook, 2018 – 2019, Resource Room Faculty to Student Ratios Faculty to student ratios are maintained at a level that ensures adequate student supervision and guidance and meets or exceeds the Texas Board of Nursing Education Guideline for Ratio of Faculty to Students in Clinical Learning Experiences such as the BON required 10 to 1 ratio in the clinical area. http://www.bon.texas.gov/rr_current/215-10.asp Faculty Qualifications Faculty members are academically and experientially prepared for the areas in which they teach. Refer to Appendix II-E.1: PSON Faculty Qualification Matrix, Appendix II-E.2: PSON Adjunct Faculty Qualification Matrix, and Exhibit II-E.1: PSON Faculty Qualification Matrix, Exhibit II-E.2: PSON Adjunct Faculty Qualification Matrix, Resource Room. The matrix contains a profile of all UST nursing faculty members indicating the diversity of their academic preparation, educational credentials, specialization, relevant certifications, practice backgrounds, teaching experience, courses and brief summary of scholarship and faculty practice which reflect the congruence between faculty preparedness, experience, and teaching responsibilities. Faculty curricula vitae are located in the resource room in Exhibit I-D.5: Faculty Vitae and Evaluation Forms. All faculty teaching in the nursing program have graduate degrees and the majority of full time faculty hold doctoral degrees. See Exhibit II-E.3: Nursing Faculty Course Assignments for Spring, Summer, and Fall 2018, Resource Room with course coordinator and faculty assignments. Faculty Teaching in Clinical/Practicum Courses All faculty teaching in the program who are nurses hold current RN licensure in Texas and 33 of 39 faculty (core and adjunct) members are nationally certified in their specialty area. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and have extensive experience in teaching. Four full-time and one parttime faculty member hold advanced practice credentials. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and have extensive experience in teaching. All full-time faculty with advanced practice credentials currently maintain a practice. Individual faculty members engage in practice with the support of PSON administration. One example is a faculty member with adult and psychiatric/mental health nurse practitioner credentials who works with the US Department of Defense with active duty service members with PTSD. Refer to Appendix II-E.3: PSON Strategic Plan 2012-2017 and Exhibit II-E.4: PSON Strategic Plan 2012-2017, Resource Room identifies development of a plan for faculty engagement in clinical practice as a goal. Demands of enrollment growth have delayed development of a school-wide practice model but individual faculty have been supported in their practice goals. II-F. Preceptors (e.g., mentors, guides, coaches), if used by the program as an extension of faculty, are academically and experientially qualified for their role. This key element is not applicable to a degree or certificate program that does not use preceptors. Elaboration: The roles and performance expectations for preceptors with respect to teaching, supervision, and student evaluation are:  clearly defined and communicated to preceptors;  congruent with the mission, goals, and expected student outcomes;  congruent with relevant professional nursing standards and guidelines; and  reviewed periodically and revised as appropriate. Preceptors have the expertise to support student achievement of expected outcomes. The program ensures that preceptor performance meets expectations.

Program Response: Preceptors when used as an extension of faculty are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. Preceptors are used only in the clinical capstone course, NURS 4655 Transition to Holistic Nursing Practice, during the final semester of the senior year. The purpose of the preceptorship is to provide a form of study in which the student’s primary interaction is with a clinical preceptor who functions as role model, educator, and mentor for promoting socialization into the nursing profession. The guidelines included in the Clinical Instructors Teaching Responsibilities for RN Precepted Clinical Groups Exhibit II-F.1: Clinical Instructors Teaching Responsibilities for RN Precepted Clinical Groups, Resource Room which is used for precepted experiences are consistent with the guidelines prescribed by the Texas Board of Nursing. https://www.bon.state.tx.us/rr_current/215-10.asp. Faculty responsibilities for precepted experiences are clearly defined and are congruent with the mission, goals, and expected student outcomes. They are congruent with relevant professional nursing standards and guidelines. Guidelines for clinical preceptors are communicated to preceptors by Clinical Instructors and reviewed periodically according to Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. The PSON DSCESS and the BSN Program Coordinator assist with coordination between clinical agencies and PSON faculty for precepted clinical assignments. The DSCESS manages the Centralized Clinical Placement System and assists with confirmation of preceptor assignments. Preceptors are employed by the clinical institutions who assume responsibility for confirming that preceptors meet legal, educational, and experiential competency requirements. Course faculty orient preceptors to role expectations. Faculty are responsible for making site visits, teaching, evaluation of the student, collection of preceptor and clinical site evaluation forms, and follow up on preceptor recommendations. Faculty assume responsibility for ensuring that the evaluation process of the preceptor clinical experience is completed. II-G. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role (full-time, part-time, adjunct, tenured, non-tenured, or other) and in support of the mission, goals, and expected faculty outcomes. I Faculty have opportunities for ongoing development in teaching. II If scholarship is an expected faculty outcome, the institution provides resources to support faculty scholarship. III If service is an expected faculty outcome, expected service is clearly defined and supported. IV If practice is an expected faculty outcome, opportunities are provided for faculty to maintain practice competence. V Institutional support ensures that currency in clinical practice is maintained for faculty in roles that require it. Program Response: The University and the PSON continue to offer a variety of opportunities that support faculty in their commitment to lifelong professional learning and enable them to fulfill the UST PSON’s mission, goals and expected faculty outcomes. Expectations for teaching, scholarship, and service are defined in the UST Promotion and Tenure Policy, F.03.01. Exhibit ID.1: UST F.03.01 Promotion and Tenure, Resource Room. Discipline-specific criteria for School of Nursing Faculty Promotion and Tenure, guided by the 1999 position statement Defining Scholarship for the Discipline of Nursing published by the American Association of Colleges of Nursing (AACN) and by the work of Ernest Boyer (1990) Scholarship Reconsidered: Priorities for the Professoriate, were approved by PSON Faculty on April 29, 2015 and by the UST Deans Council and Provost in Fall 2015. The criteria are used to guide each faculty member’s annual performance evaluation and development goals which are reviewed annually with the PSON Associate Dean and reviewed and approved by the Dean. Appendix II-G.1: PSON Promotion and Tenure Criteria, Discipline Specific Criteria and Exhibit II-G.1: Promotion and Tenure Criteria for the UST Carol and Odis Peavy School of Nursing, Discipline Specific Criteria, Resource Room. As described in Standard I D, UST faculty policies are currently under revision. Once approved they will guide faculty hiring, evaluation, promotion and tenure. Until that time, the current policies remain in effect and are used for these purposes.

Faculty Development and Resources to Support Teaching Faculty development opportunities are provided by the PSON along with opportunities and funds to attend continuing education workshops and conferences for faculty. All faculty members are expected to update their curriculum vitae annually in order to document their professional development activities such as nursing practice, professional committee membership, continuing education attendance, publications or presentations, formal college courses, nursing practice, education and research publications, and certification. The PSON Dean and Associate Dean provide support for faculty members in identifying goals for professional development and to provide development opportunities. UST offers lectures, lectures series, learning groups, and other programs sponsored by individual departments. Some examples of these include the Friends of the Doherty Library Lecture Series, and the UST Faculty Colloquium. The University’s IT department offers frequent training sessions for both initial training and skills enhancement in the use of the Blackboard Learning Management System. The PSON Instructional Design and Multimedia Specialist has offered a number of faculty training programs related to online course development, active learning and the learner-centered classroom. The PSON operations budget includes a budget line for faculty travel and conference participation. These funds are used to support faculty development in teaching and scholarship foci. Some examples include: Lamaze International Board Meeting in Pittsburg, PA; Sigma Theta Tau International Conference in Australia; Second International Conference on Nursing Science and Practice in London, England; Sigma Theta Tau International Research Congress in Melbourne, Australia; Association of periOperative Registered Nurses (AORN) Conference in New Orleans, LA; Sigma Theta Tau International Biennial Convention in Indianapolis, IN; 33rd Nursing and Healthcare Congress in Toronto, Canada; Sigma Theta Tau International Congress in Cape Town, South Africa; American College of Nurse-Midwives (ACNM) 62nd Annual Meeting & Exhibition in Chicago, IL; and the 47th Global Nursing & Healthcare Conference in London, UK. The PSON Dean, in conjunction with a colleague from the UST Biology Department, obtained a 5 year $3.875 million grant from the UST Department of Education Hispanic-Serving institutions STEM program in October 2016. The grant provides funding for joint training in coaching and cultural differences for both nursing and STEM faculty. Two expert consultants offered the first educational program - Coaching and Cultural Difference Education to Support STEM and Nursing Student Success – on January 11, 2017 and again in May 2018for nursing and STEM faculty. The following is the workshop purpose and overarching goal: Exploring inclusivity and diversity creates a mindset that requires self-reflection and expanded self-knowledge and necessitates intentionality to express the mindset; it shapes effective coaching. Coaching principles and basic coaching competencies will enable participants to better guide students to develop insight and take actions that further their personal development and professional growth. The coaching consultant provided two additional coaching clinics focused on assisting faculty to work through coaching scenarios, one on campus and one web-based. The workshop has been repeated in 2018 and will be offered again in January 2019. The coaching consultant also provides “spot coaching” by phone for faculty and staff, a resource that is funded by the STEM grant. The grant provides funding for selected faculty, in collaboration with the PSON Instructional Designer/Multimedia Developer, to develop educational modules to enhance their courses. The following are some examples that have been implemented and evaluated for effectiveness in supporting student learning outcomes> 

NURS 1032 Foundations for Critical Thinking in Nursing – foundational interactive modules with assessments were designed for medical terminology/A&P/math to help increase remediation and retention.

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NURS 2542 Foundations of Holistic Nursing Practice – created video case studies to teach foundational processes and basic clinical skills.

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NURS 3553 Holistic Nursing: Care of the Childbearing Families – developed a series of case studies using concept mapping to help students gain a deeper understanding of the content.

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NURS 4552 Holistic Nursing: Behavioral Health – implemented 3 case studies using online Avatar simulations.

This faculty development process will continue across the five year grant project with the goal of enhancing the capacity of nursing and STEM faculty to use evidence-based strategies â&#x20AC;&#x201C; coaching and cultural difference education â&#x20AC;&#x201C; to support student success for all UST nursing and STEM students with particular emphasis on under-represented and low income students. Endowed Faculty Chairs The University and the PSON Dean have been successful in raising funding for 5 endowed faculty chairs to support nursing faculty. The Carol and Odis Peavy Chair in Nursing was the first chair to be fully funded and as such it was held by the PSON Dean from 2012 until spring 2016. At that time, the Dean assumed the Sr. Mary Martina Casey Endowed Chair in Nursing, which was funded by the Associated Nursing Alumni. This organization, consisting of graduates of the 3 Catholic Schools of Nursing that preceded the current school, raised $2million in honor of revered nurse educator and leader Sr. Mary Martina Casey with the stipulation that the chair will be held by the PSON Dean. The endowed chairs are now fully funded at $2 million dollars and faculty named to the chairs with UST Board of Directors approval in October 2016. All the chair holders are highly accomplished senior faculty members who support development of junior faculty. Appendix II-G.2: PSON Faculty Named Endowed Chairs. Support for Scholarship The Dean has assigned a senior faculty member to mentor full time nursing faculty at assistant professor rank with scholarship development and preparation for advancement in academic rank. She has met with these faculty since 2017 to review their curriculum vitae and help faculty develop plans for scholarly work and faculty development. Research support is available from the Director, Office of Grants and Sponsored Research. Services are provided to faculty for development and submission of grants and scholarly publications. The research office monitors and distributes information about funding sources. The previous Director was instrumental to the success of the School of Nursing US Department of Education Title V grant in 2010. The position was vacant for two years until the PSON Dean, as part of the Interim VPAA role, persuaded the UST President to recruit the previous director to fill the role and continue this service. The PSON operations budget includes a budget line for faculty travel and conference participation with funds that support faculty development scholarship as exemplified by numerous podium presentations, poster presentations, and attendance at national and international conferences. Support for Faculty Practice Of ten full-time faculty members (including Dean and Associate Deans), four hold advanced practice credentials as does one part-time faculty member. All faculty maintain practice requirements for re-licensure and for recertification, when indicated. Faculty may use PSON time for practice once approved by the Associate Dean. Support for Faculty Service All faculty are expected and supported by the University and PSON administration to engage in academic related public and University committee/Task Force service, as an essential component of the faculty role. All faculty receive time in their workload to devote to service. Exhibit II-G.2: PSON Faculty Committee Assignments. Most of the faculty are actively involved in leadership roles in professional and community organizations. Some of these leadership roles include President of Psi Iota Chapter of Sigma Theta Tau International, Board of Directors of Lamaze International, and Board of Directors of SHAPE Community Center in Houston.

Standard III Program Quality: Curriculum and Teaching-Learning Practices The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that:  are congruent with the program’s mission and goals;  are congruent with the roles for which the program is preparing its graduates; and  consider the needs of the program–identified community of interest. Elaboration: Curricular objectives (e.g., course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected learning that relate to student outcomes. Expected outcomes relate to the roles for which students are being prepared. Program Response: The curriculum has been developed, implemented and continuously revised to reflect clear statements of expected student learning outcomes congruent with the program’s mission and goals, the baccalaureate nursing roles for which the program is preparing its graduates and consideration of the needs of the program’s community of interest. The program offers a four year BSN degree program that prepares graduates for initial RN licensure. The program requires a total of 126 credits including required nursing course work in one summer session. It incorporates the university core curriculum and specific nursing pre-requisites along with required courses in the nursing major. The expected student outcomes flow logically from the PSON vision, mission and philosophy, are consistent with the institutional mission and goals and reflect the values, philosophy and priorities of the PSON. Table III.1 below displays the congruence between the BSN program mission, program goals, and expected student outcomes. Table III-A.1 Congruence of BSN Program Mission and Goals with Expected Student Outcomes BSN Program Mission & Goals BSN Program Expected Student Outcomes Mission: 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 School of Nursing will educate nurses intellectually, morally, and spiritually in the art and science of nursing as a compassionate healing ministry.

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

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 – 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.

BSN Program Mission & Goals

BSN Program Expected Student Outcomes

healing ministry we pursue and make manifest.

6. Integrate principles for culturally competent care into the holistic nursing process for individuals, families and communities.

BSN Program Goals

7. Use concepts, skills and technologies from computer and information sciences to support the knowledge work of nursing.

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.

Prepare highly qualified graduates for careers in nursing.

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.

8. Demonstrate skills in reflective practice that facilitate one’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.

Faculty engage in continuous review and improvement of the curriculum maintaining a constant focus on the school’s mission, program goals, holistic philosophy, healing framework and expected student outcomes for the program. These components including the core, pre-nursing and nursing major courses support student achievement of expected student learning outcomes and prepare them for transition into professional practice. The student learning outcomes are learnerfocused statements which explicitly describe the characteristics of the competencies students can demonstrate at the time of graduation as a result of the curricular learning activities. Curricular objectives, including course and module objectives provide clear statements of expected individual student learning outcomes in accordance with the program’s mission and goals. Refer to examples below and Exhibit I-A.6: Individual Course Notebooks, Resource Room. Example of Curricular/Course Objectives Congruence with the Program Mission/Goals/Outcomes The following example illustrates the way in which course goals/objectives reflect the PSON mission, philosophy and goals contributing to Expected Student Outcome (ESO) achievement congruent with the role of the baccalaureate prepared nurse: The curriculum is continuously assessed and revised to reflect clear statements of expected student learning outcomes congruent with the program’s mission and goals and the baccalaureate nursing roles for which the program is preparing its graduates. Appendix I-A.1: PSON’s Comprehensive Evaluation Plan. Example: NURS 3252: Clinical Inquiry Standards and Expected Student Learning Outcomes: The following AACN Essentials are integrated into this learning experience: II. III. IV.

Basic Organizational and Systems Leadership for Quality Care and Patient Safety Scholarship for Evidence-Based Practice Information Management and Application of Patient Care Technology

VI: VIII IX

Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Professionalism and Professional Values Baccalaureate Generalist Nursing Practice

The following Texas Board of Nursing Differentiated Competencies is integrated into this learning experience:  Member of the Profession: I B, C, and D  Patient Safety Advocate: III C  Provider of Patient-Centered Care: II A  Member of the Health Care Team: IV E BSN Program Expected Student Learning Outcomes Addressed: 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 – mind, body and spirit. (Addresses curricular Pillar III – The Nursing as Healing Ministry) 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. (Addresses curriculum Pillar I - The Knowledge of Nursing as a Professional Disicpline) 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.(Addresses Pillar I – The Knowledge of Nursing as a Professional Discipline and Pillar IV – The Nurse as an Instrument of Healing) 7. Use concepts, skills and technologies from computer and information sciences to support the knowledge work of nursing. .(Addresses Pillar I – The Knowledge of Nursing as a Professional Discipline and Pillar II – Learning as a Process of Mutual Creation and Discovery) 9. Utilize nursing theory, nursing research and methods of clinical inquiry as the basis for continuously enhancing the quality of care. (Addresses Pillar I – The Knowledge of Nursing as a Professional Discipline and Pillar II – Learning as a Process of Mutual Creation and Discovery Course Objectives and Learning Activities  Define terms used in nursing research, evidence-based practice, and quality improvement reports.  Differentiate between primary and secondary sources.  Utilize evidence hierarchies to evaluate levels of evidence when critically appraising research studies.  Critique research reports for characteristics of high quality literature reviews.  Explain the relationship between systematic reviews and clinical practice guidelines.  Identify and formulate relevant clinical problems to frame research and clinical questions.  Describe the holistic nursing research process.  Identify the steps for holistic evidence based practice.  Apply critiquing criteria for the evaluation of quantitative, qualitative, and holistic evidence based practice reports.  Identify the essential elements required when reporting a research report in a journal article.  Actively utilize data bases to conduct an evidence search.  Explain the translation of nursing research findings into holistic clinical practice for quality improvement initiatives.  Explain the significance of the utilization of clinical practice guidelines for holistic nursing practice. Students were instructed to review and memorize the research terminologies to facilitate better understanding of the language of research. Students actively conducted online searches of electronic data bases to complete a review of the literature and select peer reviewed research journal articles to critique. Students were assigned to groups for discussions related to the differences between primary and secondary sources of data, levels of evidence, the purpose and steps for literature review, qualitative and quantitative nursing research, evidence-based practice, and quality improvement. Reading assignments were aligned to course objectives and learning activities. Each student group was expected to complete a critique paper from a qualitative or quantitative research report and an ethical legal presentation. Students were directed to explore theoretical frameworks used to underpin nursing research and

the utilization of research to generate nursing theories, increase nursing Knowledge, improve patient outcomes, and nursing practice. Students were directed to complete online searches to identify organizations responsible for generating clinical practice guidelines and accreditation agencies responsible for the promotion of patient safety and the improvement of the quality of nursing care. Students were evaluated by 4 module quizzes, a comprehensive 50 item multiple-choice exam, a research critique paper, and an ethical-legal presentation. UST considered the needs of the community of interest by seeking input from health system chief executives and nursing school deans in the Texas Medical Center as plans were initiated for the nursing program. These leaders clearly recognized the value to the Houston community of the addition of the nursing major to the University’s curriculum. Continuing input from the nursing community is obtained through regular meetings attended by the Dean, Associate Dean or designees with CNOs and clinical planning groups at partner hospitals and agencies. III-B. Baccalaureate curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). This key element is not applicable if the baccalaureate degree program is not under review for accreditation. Elaboration: The baccalaureate degree program incorporates professional nursing standards and guidelines relevant to that program and each track offered. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curriculum. Program Response: The BSN program curriculum and courses were developed and implemented to reflect relevant professional nursing standards and guidelines, which are evidenced within the curriculum and the expected student outcomes. The BSN curriculum incorporates the AACN Essentials of Baccalaureate Education for Professional Practice (AACN, 2008) Exhibit I-B.1: AACN Essentials of Baccalaureate Education for Professional Practice (AACN, 2008), Resource Room.(https://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf) and the Texas Board of Nursing Differentiated Essential Competencies for the Preparation of Nursing Professionals (DEC’s) (2010) https://www.bon.texas.gov/pdfs/differentiated_essential_competencies-2010.pdf. Exhibit I-B.2: Texas Board of Nursing Differentiated Essential Competencies for the Preparation of Nursing Professionals (DEC’s) (2010), Resource Room throughout the curriculum. Curriculum course maps illustrate how content, knowledge and skills required by these sets of standards are incorporated throughout the course curriculum. The curriculum is also guided by the School of Nursing philosophy and conceptual framework and is designed to provide students the learning experiences they need to achieve the desired expected student outcomes. This is demonstrated in Appendix III-F.2: Course Mapping AACN Essentials of Baccalaureate Education for Professional Nursing Practice and Relationship to the UST PSON BSN Course Objectives. Appendix III-F.3 demonstrates the Texas BON Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgments, and Behaviors of Baccalaureate Degree Nursing Education and Relationship to UST PSON BSN Courses and Objectives. Appendix III-F.4 demonstrates the relationship of UST BSN Program Course Objectives and BSN Program Expected Student outcomes. These course maps illustrate how student outcomes are addressed in the individual courses and show the incorporation of AACN Baccalaureate Essentials, Texas BON Differentiated Essentials, and the relationship of the UST program expected student outcomes throughout the PSON Nursing Courses. Exhibit I-B.2: Curriculum Course Maps, Resource Room. All major course objectives in each individual syllabi indicate the specific AACN Essential at the end of the objectives in each course. Following are three examples of how course design reflects learning activities that integrate professional standards and support expected student learning outcomes to meet the program mission and goals. Example 1: NURS 3354 Holistic Nursing: Caring for the Community Course Description: This course introduces students to the community as the focus for nursing care and is grounded in the University philosophy that nursing is a healing ministry. Emphasis will be placed on application of the holistic nursing process

to assessment of the health needs of culturally diverse communities and interventions designed to promote healing of communities, particularly for vulnerable populations Standards and Expected Student Learning Outcomes The following AACN Essentials are integrated into the learning experience: I. Liberal Education for Baccalaureate Generalist Nursing Practice II. Basic Organizational and Systems Leadership for Quality Care and Patient Safety III. Scholarship for Evidence-Based Practice IV. Information Management and Application of Patient Care Technology V. Health Care Policy, Finance and Regulatory Environments VI. Interprofessional Communication and Collaboration for Improving Patient Health Outcomes VII. Clinical Prevention and Population Health VIII. Professionalism and Professional Values IX. Baccalaureate Generalist Nursing Practice The following Texas Board of Nursing Differentiated Competencies are integrated into the learning experience:  Member of the Profession – I A, B, C, D  Provider of Patient-Centered Care – II A, B, C, D, E, F  Patient Safety Advocate – III A, C  Member of the Healthcare Team – IV A, B, C, D, E BSN Program Expected Student Learning Outcomes addressed: 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 – 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 one’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.

Course Objectives and Learning Activities Using the application of course content, participation in the learning activities, and the related assessment techniques, you will be able to demonstrate measurable skills for the following objectives: 1. Use public health core competencies with populations to facilitate health promotion and disease prevention (AACN Essential # VII). 2. Integrate knowledge from nursing/public health science, theories, and research into nursing practice to promote health, healing, and empowerment of community (AACN Essentials # I, III & IX). 3. Collaborate with community partners to assess community health and to advocate for needed change (AACN Essentials #VI). 4. Use evidence based principles/research as the foundation for holistic clinical practice (AACN Essentials #III). 5. Analyze various factors (i.e. philosophical, historical, economic, ethical/legal, environmental, cultural, spiritual, political, and global) affecting the community health nursing role (AACN Essential #I, III, V & IX). 6. Analyze principles from Catholic social teaching in pursuit of the common good and well-being of communities as they apply to the health of communities, particularly for the poor and vulnerable (AACN Essential # VIII). 7. Implement culturally sensitive, prevention programs for a community aggregate that is based on their identified need (AACN Essentials #II, VI, VIII). 8. Evaluate access, effectiveness, and quality of population based and personal health services (AACN Essentials #II, V, VII, IX). 9. Demonstrate a commitment to the nursing profession through: a. Adherence to professional standards b. Responsibility for life-long learning. c. Apply principle based ethics and social justice concepts in clinical practice decisions. d. Leadership and advocacy for the rights of clients (AACN Essentials #I, II, III, VIII). 10. Demonstrate effective oral, written, and technology based communication strategies to facilitate information collection and dissemination and collaborative professional relationships (AACN Essentials # II, IV, VI, VII). Learning Activity A major learning activity for the course relates to Objective #3 - Collaborate with community partners to assess community health and advocate for needed change. Students participate in class seminars that provide a knowledge foundation for the community- as-partner model for addressing the health of communities. Learning outcomes are evaluated based on student performance on the required community assessment project. This project provides the opportunity to apply a relationship centered holistic approach to assessment of a specific community, identification of a priority community need and development of an intervention plan based on best available evidence, analysis of related policy and financial implications. This is a group project that requires collaboration and communication among students and with community partners. Example 2: NURS 4251 Nursing Informatics Course Description: This two-credit course (2 theory) introduces students to basic concepts and tools associated with the structure, management and communication of information to support the role of the nurse as a knowledge worker. Emphasis will be placed on the use of clinical information systems, electronic health records and telecommunication technologies in nursing. This is a fully online course. Standards and Expected Student Learning Outcomes The following AACN Essentials are integrated into the learning experience: II Basic Organizational and Systems Leadership for Quality Care and Patient Safety IV. Interprofessional Communication and Collaboration for Improving Patient Health Outcomes XI. Baccalaureate Generalist Nursing Practice The following Texas Board of Nursing Differentiated Competencies are integrated into the learning experience:  Member of the Profession – I A, B, C  Provider of Patient-Centered Care – II A, B, C, E, F, H  Patient Safety Advocate – III A, B, E,

 Member of the Healthcare Team – IV A, E BSN Program Expected Student Learning Outcomes addressed: 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 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. 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. Course Objectives and Learning Activities Using the application of course content, participation in the learning activities, and the related assessment techniques, you will be able to demonstrate measurable skills for the following objectives: 1. 2. 3. 4. 5. 6. 7. 8.

Discuss the application of nursing informatics in the present healthcare system. (AACN Essentials # IV). Analyze the importance of the Foundation of Knowledge Model to nursing informatics (AACN Essentials # IV). Understand the use of clinical information systems, standardized nursing terminologies and electronic health records to describe and document nursing’s unique contributions to patient care outcomes (AACN Essentials # IV). Clarify the interrelationship between confidentiality and privacy as related to information management (AACN Essentials # IV). Evaluate the use clinical decision support as a safety mechanism within the electronic medical record (AACN Essentials # IV). Identify professional communication strategies for the purpose of collaboration, acquisition, analysis, and dissemination of knowledge through the use of technology (AACN Essentials # IV & VI). Analyze the social, ethical, and legal issues associated with technologies used in healthcare delivery (AACN Essentials # IV). Analyze the impact of data, information, and knowledge within the context of nursing informatics on patient care delivery (AACN Essentials # IV & IX).

Students utilize Learning Module 6: Clinical Information Systems to develop knowledge about decision support tools available within electronic medical records. Learning outcomes are assessed through a group project in which students present on the use of such tools within EMRs to support nursing practice decisions. Example 3: NURS 2342 Health Assessment Course Description: This three credit course introduces students to the knowledge and skills needed for holistic assessment of individual patients. The course focuses on the basic health assessment component of the nursing process used to identify and document the health status of patients through development of the student’s skills in physical assessment of patients of all ages. Learning experiences will also emphasize skill development in interviewing to collect a holistic health history Standards and Expected Student Learning Outcomes The following AACN Essentials for Baccalaureate Nursing Education (2008) are integrated into the learning experience: II. Basic Organizational and Systems Leadership for Quality Care and Patient Safety III. Scholarship for Evidence-Based Practice IV. Information Management and Application of Patient Care Technology VI. Interprofessional Communication and Collaboration for Improving Patient Health Outcomes

VII. Clinical Prevention and Population Health VIII. Professionalism and Professional Values IX. Baccalaureate Generalist Nursing Practice The following Texas Board of Nursing Differentiated Competencies are integrated into the learning experience:  Member of the Profession – I A, B,  Provider of Patient-Centered Care – II A, B, C, D, E, F, G, H  Patient Safety Advocate – III C, D  Member of the Healthcare Team – IV A, B, C, D, E BSN Program Expected Student Learning Outcomes addressed: Course learning outcomes support the following desired student learning outcomes for the BSN program: 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 – 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 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. Course Objectives and Learning Activities Using the application of course content, participation in the learning activities, and the related assessment techniques, you will be able to demonstrate measurable skills for the following objectives: 1.

Conduct the holistic health assessment and physical examination within the context of the patient/family’s cultural beliefs and values. 2. Recognize and interpret a patient/family’s illness experience from a cultural perspective. 3. Select appropriate data sets for different clinical contexts. 4. Demonstrate appropriate communication techniques in the patient/family interview, using logical sequencing and developmental approaches. 5. Conduct basic pain, nutrition, and domestic violence assessments using validated screening tools. 6. With respect to physical assessment: a. Demonstrate correct use of assessment techniques and examination equipment. b. Prepare the environment in a manner conducive for the exam. c. Use a systematic data collection approach. 7. Conduct a basic comprehensive screening assessment. 8. Conduct basic focused body system assessments. 9. Demonstrate beginning clinical reasoning in the nursing diagnostic process and interpret data within developmental and cultural contexts. 10. Distinguish normal from abnormal history and physical findings. 11. Document findings.

12. Integrate findings into the nursing care plan. Learning Activities Learning activities and assessment methods include: NOTE: Objective testing for all content in the classroom. Formal assessment check offs for vital sign measurement and head to toe assessment with detail rubrics for lab content. 1 and 2. Identifying and discussion of cultural differences with regard to information gathering and physical assessment. Gender role, rules, and religious limitations on touching the body are explored in the classroom setting in small groups and in the sim lab with role play. 2. Discussion of a patient/family’s perspective on illness and healing are explored via small group discussion and group presentation of actual cultural difference within the group. Examples include “folk remedies” practiced in the students’ families today, the origin of the practice, and actual physical and spiritual benefits. Any unrepresented groups are discussed after presentations. 3. Lecture with descriptions of data sets (or assessment data needed for a particular situation) is presented to the students. Discussion of which types of assessments are needed for different clinical scenarios is included. 4. Role play is used in the lab setting to foster communication techniques. Students critique each other in the one of one practices, with faculty adding suggestions on content, communication skills to gather needed data and guide the interview. Throughout the Health Assessment labs, sequencing and prioritization in assessment are demonstrated by faculty and modeled by students, divided by systems. 5. Screening tools are introduced in lecture, providing students with methodologies behind the tools. Each student practices administering appropriate tools to their classmate posing as a patient as the relevant system is practiced in the lab setting. 6., 7., and 8. Examination techniques appropriate to the RN student are introduced in lecture and practiced in lab. Each student has a lab partner within their lab group to serve as a surrogate patient for the duration of the semester. As systems are taught in lecture, assessment and appropriate history data gathering are simulated in the lab setting. Each student demonstrates the systematic approach, utilization the environment to maintain student/patient privacy and confidentiality during the simulated assessment exercise. Faculty demonstrate assessment techniques and rotate through the room, offering suggestions and corrective guidance for the students. At the end of vital sign measurement and at the end of the semester, each student is required to complete the assessment with a faculty member grading techniques, communication, appropriate history questions, completeness, and documentation for vital sign at the beginning of the semester and a head to toe assessment at the end of the semester. Detailed rubrics are used by faculty for grading. Students are allowed adequate practice time before the check off and a second attempt if a passing score is not achieved. 9-12. As students learn about abnormal assessment and pathophysiology principles are presented, integration into the nursing process follows. Case presentation is used with extensive pictorial documentation from the text and the faculty’s collection. Basic integration into the nursing care plan is presented (Most nursing care plan/diagnosis information is presented later in the curriculum). III-C. Master’s curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). 13. Master’s program curricula incorporate professional standards and guidelines as appropriate. a. All master’s degree programs incorporate The Essentials of Master’s Education in Nursing (AACN, 2011) and additional relevant professional standards and guidelines as identified by the program. b. All master’s degree programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016).

14. Graduate-entry master’s program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines. This key element is not applicable if the master’s degree program is not under review for accreditation. Elaboration: The master’s degree program incorporates professional nursing standards and guidelines relevant to that program and each track offered. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curricula. Master’s degree APRN education programs (i.e., clinical nurse specialist, nurse anesthesia, nurse midwife, and nurse practitioner) incorporate separate comprehensive graduate-level courses to address the APRN core, defined as follows: 1.Advanced physiology/pathophysiology, including general principles that apply across the lifespan; 2.Advanced health assessment, which includes assessment of all human systems, advanced assessment techniques, concepts and approaches; and 3.Advanced pharmacology, which includes pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of all broad categories of agents. Additional APRN core content specific to the role and population is integrated throughout the other role and population-focused didactic and clinical courses. Master’s degree programs that have a direct care focus but are not APRN education programs (e.g., nurse educator and clinical nurse leader) incorporate graduate-level content addressing the APRN core. These programs are not required to offer this content as three separate courses. Program Response: Not applicable III-D. DNP curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). 15. DNP program curricula incorporate professional standards and guidelines as appropriate. a) All DNP programs incorporate The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and additional relevant professional standards and guidelines if identified by the program. b. All DNP programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016). 16. Graduate-entry DNP program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines. This key element is not applicable if the DNP program is not under review for accreditation. Elaboration: The DNP program incorporates professional nursing standards and guidelines relevant to that program and each track offered. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curricula. DNP APRN education programs (i.e., clinical nurse specialist, nurse anesthesia, nurse midwife, and nurse practitioner) incorporate separate comprehensive graduate-level courses to address the APRN core, defined as follows: 4.Advanced physiology/pathophysiology, including general principles that apply across the lifespan; 5.Advanced health assessment, which includes assessment of all human systems, advanced assessment techniques, concepts and approaches; and

6.Advanced pharmacology, which includes pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of all broad categories of agents. Additional APRN core content specific to the role and population is integrated throughout the other role and population-focused didactic and clinical courses. Separate courses in advanced physiology/pathophysiology, advanced health assessment, and advanced pharmacology are not required for students enrolled in post-master’s DNP programs who hold current national certification as advanced practice nurses, unless the program deems this necessary. Program Response: Not applicable III-E. Post-graduate APRN certificate program curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). Post-graduate APRN certificate programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016). This key element is not applicable if the post-graduate APRN certificate program is not under review for accreditation. Elaboration: The post-graduate APRN certificate program incorporates professional nursing standards and guidelines relevant to that program and each track offered. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curricula. APRN education programs (i.e., clinical nurse specialist, nurse anesthesia, nurse midwife, and nurse practitioner) incorporate separate comprehensive graduate-level courses to address the APRN core, defined as follows: 1.Advanced physiology/pathophysiology, including general principles that apply across the lifespan; 2.Advanced health assessment, which includes assessment of all human systems, advanced assessment techniques, concepts and approaches; and 3.Advanced pharmacology, which includes pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of all broad categories of agents. Additional APRN core content specific to the role and population is integrated throughout the other role- and population-focused didactic and clinical courses. Separate courses in advanced physiology/pathophysiology, advanced health assessment, and advanced pharmacology are not required for certificate students who have already completed such courses, unless the program deems this necessary. Program Response: Not applicable III-F. The curriculum is logically structured to achieve expected student outcomes.  Baccalaureate curricula build on a foundation of the arts, sciences, and humanities.  Master’s curricula build on a foundation comparable to baccalaureate-level nursing knowledge.  DNP curricula build on a baccalaureate and/or master’s foundation, depending on the level of entry of the student.  Post-graduate APRN certificate programs build on graduate-level nursing competencies and knowledge base. Elaboration: Baccalaureate degree programs demonstrate that knowledge from courses in the arts, sciences, and humanities is incorporated into nursing practice. Graduate-entry programs in nursing

incorporate the generalist knowledge common to baccalaureate nursing education as delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) as well as advanced nursing knowledge. Graduate programs are clearly based on a foundation comparable to a baccalaureate degree in nursing. Graduate programs delineate how students who do not have a baccalaureate degree in nursing acquire the knowledge and competencies comparable to baccalaureate education in nursing as a foundation for advanced nursing education. Programs that move students from basic nursing preparation (e.g., associate degree or diploma education) to a graduate degree demonstrate how these students acquire the baccalaureate-level knowledge and competencies delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), even if they do not award a baccalaureate degree in nursing in addition to the graduate degree. DNP programs, whether post-baccalaureate or post-master’s, demonstrate how students acquire the doctoral-level knowledge and competencies delineated in The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). If the program awards the master’s degree as part of the DNP program, the program demonstrates how students acquire the master’s-level knowledge and competencies delineated in The Essentials of Master’s Education in Nursing (AACN, 2011) and, if applicable, Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016). The program provides a rationale for the sequence of the curriculum for each program. Program Response: The BSN program incorporates the UST core curriculum and specific pre-nursing courses in the first two academic years. The University core curriculum consists of courses in the arts, humanities, life and social sciences, theology, and philosophy that provide a foundation for the study of nursing arts and sciences. The total BSN degree plan consists of 126 credits, 57 credits for the UST core curriculum and 11 – 14 credits for specific nursing pre-requisite and free elective courses and 55 credits in the nursing major. The balance between nursing and non-nursing courses in the UST BSN Program is consistent with that of other BSN programs situated in faith-based universities with strong liberal arts general education requirements. Given the emphasis on the classical liberal arts education in the University philosophy and its mission of education of leaders of faith and character, the ratio for the BSN program is appropriate. All courses in the core curriculum contribute to the curriculum in the nursing major with representation from all domains including the arts and humanities, life and natural sciences, behavioral sciences, theology and philosophy. Exhibit III-F.1: BSN Course of Studies, Effective Spring 2017, Resource Room. PSON faculty have approved a number of curricular revisions since Spring 2015 in response to ongoing assessment and outcome evaluation activities and these revisions have been implemented and are reflected in Table III-F.4: BSN Program of Studies. These revisions include revision of previous Pathophysiology and Pharmacology Courses to Pathopharmacology I and II and alterations in sequence and credit hours to clinical nursing courses. These changes were approved by PSON faculty and the UST Undergraduate Curriculum Committee and have been fully implemented since 2017. Exhibit III-F.2: Proposal for Revisions to Nursing Courses and Nursing Course Sequence Submitted to the UST Undergraduate Curriculum Committee April 8, 2015 and Exhibit III-F.3: Proposal for Revisions to Pre-Nursing/Nursing Courses and Course Sequence Submitted to the UST Undergraduate Curriculum Committee November 20, 2015. In Spring 2016 PSON faculty approved development and implementation of 2 Readiness courses that are offered to students who demonstrate indicators of academic performance that require additional academic support to enhance readiness for success. The following Readiness courses were approved by the UST Undergraduate Curriculum Committee and implemented in Summer 2016. Readiness course credits may count toward financial aid requirements but do NOT count towards total degree program completion credits and are not part of the required degree plan, since they are remedial in nature and assigned only to students who require this support. Students may need to repeat the courses if learning goals are not fully met. NURS 1032 Foundations of Critical Thinking in Nursing: This course will focus on individualized study plans that are designed to enhance critical thinking skills essential to success in the nursing curriculum.

This course is available to students who are offered conditional admission to the School of Nursing demonstrating a need for academic support to improve readiness in foundational concepts including A&P, vocabulary and mathematics prior to beginning the clinical curriculum. NURS 2032 Clinical Reasoning in Nursing: This course will focus on individualized study plans that are designed to enhance critical thinking and clinical reasoning skills essential to success in the nursing curriculum. This course is offered to students in the clinical nursing major who demonstrate a need for additional support for academic success in clinical courses, evidenced by scores below the established benchmark score on HESI specialty exams in NURS 3651, who fail a course or demonstrate inconsistent performance on other measures. Measures for evaluation and improvement of Readiness courses will be discussed further in Standard III J. Overall Program Goals for BSN Graduates At the completion of the BSN program, The University of St. Thomas BSN graduate is expected 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. The Universityâ&#x20AC;&#x2122;s aim is to provide an innovative nursing program that manifests deeply rooted values embedded in the historic tradition of Catholic nursing education and service while preparing effective nurse leaders who provide high quality patient care focused on healing practices in the 21st century health care environment. Goals of the University Core Curriculum The University of St. Thomas affirms that the primary orientation of its core curriculum is Catholic while appreciating contributions by thinkers of other faiths and from the whole spectrum of human inquiry. The University commitment is to a solid foundation in the liberal arts and sciences, integrated by a strong component of philosophy and theology. The goals of the University core curriculum include: 1. To promote the pursuit of knowledge both for its own sake and to form habits of mind through which knowledge can mature into wisdom and understanding and can stimulate the contemplation of truth, goodness, and beauty. 2. To educate the whole personâ&#x20AC;&#x201D;academically, socially, and spirituallyâ&#x20AC;&#x201D;in order to prepare students for meaningful lives and inspire them to continuous learning that confronts essential and enduring questions about the meaning and conduct of human life. 3. To encourage an ongoing dialogue between faith and reason and the encounter between culture and the Gospel as ways of integrating knowledge, achieving an organic vision of reality, and deepening an understanding of God and His revelation in the person of Jesus Christ as mediated through Scripture and the Church. 4. To affirm the dignity of the human person as the source of social justice, respect for human rights, and regard for the proper interests of communities. 5. To develop competence in critical thinking, critical reading, effective writing, and oral communication in necessary relation to the skills of gathering, interpreting, synthesizing, and presenting information with integrity and clarity. 6. To understand the bearing of the past on the present and the future and to appreciate the historical character of human inquiry in exploring the principal philosophical, religious, political, literary, and aesthetic traditions of Western and world culture. 7. To cultivate a critical appreciation of art and literature that arouses wonder and forms the imagination in its engagement with the enduring cultural and spiritual values inherent in great works of human creativity. 8. To develop aptitude in quantitative reasoning together with knowledge of the methodology of the natural and social sciences in order to foster appreciation of scientific thinking for understanding nature and human behavior. 9. To inculcate ethical thinking in judging conduct and reflecting on the moral implications of developments in science, technology, business, and society in order to promote making decisions on the basis of transcendent moral values. 10. To nurture the study and appreciation of other languages and cultures as a means of promoting charity, understanding, and respect for the diversity of cultural forms, religious beliefs, and social practices; and, in all, to help prepare students for a life of service in a culturally diverse and changing world.

The expected student outcomes for the BSN degree program incorporate and build upon the goals of the core curriculum. The UST 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) and the Texas Board of Nursing Differentiated Essential Competencies (2010). Exhibit I-B.1: AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008) and Exhibit I-B.2: Texas Board of Nursing Differentiated Essential Competencies (2010), Resource Room. University Core Curriculum Requirements All UST students pursuing undergraduate study leading to a Bachelorâ&#x20AC;&#x2122;s degree are required to complete 57-59 credits of study to satisfy core curriculum requirements. Table III-F.1 displays the University Core Curriculum Requirements. Table III-F.1: University Core Curriculum Requirements Subject

Credit Hours

English History Mathematics Fine Arts Communications and Social Science Natural Science and Foreign Language Freshman Symposium Theology and Moral Theology Philosophy Synthesis Course

9 6 3 3 6 8 - 10 1 9** 9** 3

Total Core Curriculum

57 or 59

**Coordinated courses in Philosophy/Theology - 3-6 credits may be completed in upper division Core Curriculum Requirements for the Nursing Major The curriculum specifies core courses in English, Philosophy, and Theology that all students must take. Students can choose from a selection of courses to meet the History and Fine/Performing Arts core requirements. Students in the nursing program are required to take specific courses that are considered foundational to the nursing program to meet some of the other subject requirements. Table III-F.2 below displays the Core Curriculum Requirements for the Nursing Major. Table III-F.2: Core Curriculum Requirements for the Nursing Major UST Core Requirement Credits Specific Course Required for Nursing Major Natural Science 4 BIOL 2445 Human Anatomy and Physiology I, with lab Natural Science or Foreign Language 4 BIOL 2446 Human Anatomy and Physiology II, with lab Mathematics 3 MATH 2330 Introduction to Statistics for Nursing Research Social Sciences 3 PSYC 3339 Human Growth and Development Communications or Social Science 3 COMM 1350 Foundations of Relationship Centered Care

Credits 4 4 3 3 3

Specific Nursing Pre-requisite Courses Four pre-requisite courses in addition to the University core are required for nursing students in order to prepare them fully for the nursing curriculum. Table III-F.3 below displays the Specific Nursing Pre-Requisite Courses.

Table III-F.3: Specific Nursing Pre-requisite Courses

Nursing Pre Requisite Course

Credits

BIOL 2201 Nutrition (may be taken in upper division)

BIOL 2333 Introduction to Microbiology

BIOL 2343 Pathopharmacology I

BIOL 2344 Pathopharmacology II

Students progressing to courses in the nursing major must successfully complete the pre-requisite courses that provide a sound foundation for mastery of the competencies required for entry into professional nursing practice. Students may be permitted to take up to two core courses while enrolled in the nursing major. The advisor works with the student to schedule these courses so that an appropriate course workload is maintained. The majority of students are able to complete core courses prior to entering the nursing curriculum. Some transfer students require additional time to achieve the core course requirements in Theology and Philosophy since these must be taken onsite at UST. Development of the Holistic Curriculum Framework The Holistic Curriculum Framework was an outcome of the work of the special commission composed of key UST faculty members and nurse colleagues which met at the University of St. Thomas in February 2010 to integrate commission member insights into a coherent plan “for an innovative nursing program that manifests deeply rooted values embedded in the historic tradition of Catholic nursing education and service while preparing effective nurse leaders who provide high quality patient care focused on healing practices in the 21st century health care environment.” As described in Standard I, the nursing program’s vision, mission, philosophy and curriculum framework are consistent with and reflect the mission and core values of the University in recognition of the importance of both liberal education and nursing arts and sciences to the education of the nurse at the baccalaureate level. Curriculum Framework Four pillars form the foundation for curriculum development in the art and science of nursing as a compassionate healing ministry. The full version may be reviewed in Appendix III-F.1: PSON’s Curriculum Framework. I The Knowledge Base of Nursing as a Professional Discipline II Learning as a Mutual Process of Creation and Discovery III Nursing as a Healing Ministry IV The Nurse as an Instrument of Healing Background for Curriculum Framework The thought process of the commission leading to the development of the 4 pillars of the curriculum is summarized below and articulates how baccalaureate program faculty and students incorporate knowledge from courses in the arts, sciences and humanities into nursing practice. Pillar I was enhanced by clarifying that the knowledge base of nursing extends beyond research and embraces multiple ways of knowing. The narrative highlights the role of nursing theory in the knowledge work of the discipline and clarifies how this theoretical grounding in nursing is demonstrated in the direct care of patients through clinical practice. The essential role of the study of the humanities was incorporated into the integration of nursing knowledge, clarifying its complementary relationship with the range of sciences that undergird nursing knowledge. This refinement set the stage for the emergence of the Commission’s conviction that the integration of knowledge through the study of nursing has a unique capacity to demonstrate the central role of a core curriculum in shaping the future work of the UST graduate. Pillar II was expanded to incorporate both the creation and the discovery of knowledge and understanding. Emphasis was placed on the participatory intent of student and teacher to make explicit what is implicit in a mutual learning process. The critical capacities of reflection and engagement as essential to care are indicated. The centrality of patient safety, a burgeoning emphasis in health care in the US, was included as a goal in the provision of care. The Commission’s recommendations served to strengthen this pillar and provide greater clarity in its scope and depth of impact.

Pillar III evoked a strengthening awareness of the power of nursing to make manifest the mission of UST and the deepest values of the UST community. The Commission explored a range of conceptual approaches to this evolving awareness. While few changes emerged in the images and language of this pillar, discussing this pillar set the stage for the most challenging of the four pillars. Pillar IV is perhaps the most powerful of the four pillars, the one that most directly addresses the unique nature of nursing as expressed and practiced in a Catholic institution. The Commission elected to articulate this uniqueness by not only describing nursing as a healing ministry, in the third pillar, but also describing the nurse as an instrument of healing and then grappling with the implications of that assertion. The congruence of this role with Catholic tradition is highlighted. Exhibit I-A.5: Final Report - UST Commission for the Design of Catholic Nursing Education for the 21st Century, Resource Room. Examples of Specific Program Content BSN course syllabi focus on essential competencies for the professional nurse from a holistic relationship-centered nursing perspective. The clinical nursing courses address care across the lifespan. A number of courses center on holistic nursing care of specific populations – children, childbearing women, adults with acute and chronic illness, the critically ill, older adults and older adults, and persons experiencing behavioral/mental illness. Several courses focus on specific competency areas – Health Assessment, Nursing Informatics and Clinical Inquiry. Content and clinical experiences related to emerging nursing roles in primary care, disease management and chronic care models are emphasized in the Community course and integrated throughout other clinical courses. The Clinical Leadership and Transition to Holistic Nursing Practice courses in the final semester emphasize synthesis of professional nursing knowledge, skills, attitudes, values, and leadership roles. Specific content is incorporated across the curriculum related to nursing theory, evidence-based professional practice standards, safety, nursing values and ethics, advocacy, privacy and confidentiality, the nurse’s role in quality management, cultural competence, the Texas Nursing Practice Act, Texas Board of Nursing Rules and Regulations, and the Board of Nursing Differentiated Essential Competencies of Graduates of Texas BSN programs. (Refer to Appendix III-F.2: Course Maps Against AACN - Essentials of Education for Professional Nursing Practice, Appendix III-F.3: Course Maps Against Texas BON Differentiated Essential Competencies (DEC’s), and Appendix III-F.4: Course Maps Against Relationship of UST BSN Courses to UST Student Objectives for an evaluation of the specific content offered in each of the 13 required and 1 elective study abroad nursing courses in the curriculum). The program uses a holistic nursing approach throughout the curriculum. As reflected in the UST PSON philosophy and metaparadigm statements, the theoretical foundation for the nursing program is most closely aligned with Martha Rogers’ Science of Unitary Human Beings and Jean Watson’s Theory of Transpersonal Caring. The unitary-transformative paradigm that these theories reflect is highly congruent with the school’s holistic/healing philosophy. The PSON faculty is in the process of working together to develop a deeper understanding of these theoretical perspectives and the foundation they provide for the BSN curriculum. Students explore both of these theories, as well as a broad range of grand and mid-range theories, and their application to nursing practice in NURS 3351 The Art and Science of Holistic Nursing. In this course they also engage in an indepth review of the SON philosophy and framework. Program of Study The program of study for the BSN program is guided by the PSON philosophy and conceptual framework and is designed to provide students the learning experiences that they need to achieve the goals of the University core curriculum and desired nursing program outcomes. Foundational theory and basic skills courses are introduced in the sophomore spring and summer semesters and in the junior fall semester. Sub-specialty population courses are then offered in the junior spring and senior fall semesters. Finally, leadership skills and capstone clinical courses are taught during the senior spring semester.

Table III-F.4: UST Bachelor of Science in Nursing Program of Studies Course

Fall Semester * Biology 2445 Human Anatomy & Physiology I, Biology 2045 Lab English 1341 The Classical Tradition: Literature and Composition 1 History 1335 World Community I or History 2333 United States to 1877 Philosophy 1311 Philosophy of the Human Person University 1111 Freshmen Symposium: Educating Leaders of Faith and Character Total Credit Hours Fall Semester Theology 2301 Teachings of the Catholic Church * Biology 2343 Pathopharmacology I * Biology 2333 Introduction to Microbiology Philosophy 2314 Ethics * Communications 1350 Foundations of Relationship-Centered Care Total Credit Hours *** Nursing 2642 Foundations of Holistic Nursing Practice Total Credit Hours Fall Semester Nursing 3351 Art and Science of Holistic Nursing

Credit Hours Freshman Year

Course

Spring Semester * Biology 2446 Anatomy-Physiology II, Biology 2046 Lab English 1342 The Middle Ages and the Renaissance: Literature and Composition II

4 hrs 3 hrs

History 1336 World Community II or History 2334 United States since 1877 Theology 1301 Intro to the Sacred Scriptures

3 hrs 3 hrs

* Psychology 3339 Human Growth & Development 14 hrs Total Credit Hours Sophomore Year Spring Semester Nursing 2342 Health Assessment 3 hrs * Biology 2344 Pathopharmacology II 3 hrs English 2312 The Modern World: Literature and 3 hrs Composition III * Mathematics 2330 Introduction to Statistics 3 hrs Music / Drama / Art 3 hrs 1 hr

Total Credit Hours *** 15 hrs Summer Semester 6 hrs

4 hrs 3 hrs

3 hrs 3 hrs 3 hrs 16 hrs

3 hrs 3 hrs 3 hrs 3 hrs 3 hrs 15 hrs

6 hrs Junior Year Spring Semester Nursing 3552 Holistic Nursing: Care of Children and Families Nursing 3553 Holistic Nursing: Care of the Childbearing Family Nursing 3252 Clinical Inquiry

3 hrs

Nursing 3354 Holistic Nursing: Caring for the 3 hrs Community Nursing 3651 Holistic Nursing: Care of Adults/Older 6 hrs Adults Biology 2201 Nutrition (If completed take UST core 2 hrs ** Elective: Required core course or other course as needed to make 80 hours.) credits to make 95 credits. Total Credit Hours *** 14 hrs Total Credit Hours *** Junior Summer Semester Philosophy 3313 Metaphysics, if needed, or other required core course/elective not yet completed. Theology 2301 Teachings of the Catholic Church, If needed, or other required core course not completed. **** Optional: Nursing 3391 Summer Externship Study Abroad

Credit Hours

3 hrs 3 hrs.

5 hrs 5 hrs 2 hrs 3 hrs. 15 hrs

Table III-F.4: UST Bachelor of Science in Nursing Program of Studies Course Total Credit Hours ***

Credit Hours 6 hrs

Course

Credit Hours

Senior Year Fall Semester Nursing 4552 Holistic Nursing: Behavioral Health Nursing 4653 Holistic Nursing: Care of the Critically Ill Nursing 4251 Nursing Informatics Total Credit Hours *** Total Credits for BSN Degree

Spring Semester Synthesis course (core curriculum requirement) Nursing 4356 Holistic Nursing: Leadership Nursing 4655 Transition to Holistic Nursing Practice Total Credit Hours

5 hrs 6 hrs 2 hrs 13 hrs 126

3 hrs 3 hrs 6 hrs 12 hrs

* Nursing Prerequisite ** As needed to obtain 126 total credit hours for graduation. Students should check with their advisor regarding this. *** Readiness Courses NURS 1032 & 2032, as required. Does not count toward graduation. **** No summer coursework is needed if all core requirements, except Synthesis, are completed and student has 101 credit hours or more. III-G. Teaching-learning practices:  support the achievement of expected student outcomes;  consider the needs and expectations of the identified community of interest; and  expose students to individuals with diverse life experiences, perspectives, and backgrounds. Elaboration: Teaching-learning practices (e.g., simulation, lecture, flipped classroom, case studies) in all environments (e.g., virtual, classroom, clinical experiences, distance education, laboratory) support achievement of expected student outcomes identified in course, unit, and/or level objectives. Teaching-learning practices are appropriate to the student population (e.g., adult learners, secondlanguage students, students in a post-graduate APRN certificate program), consider the needs of the program-identified community of interest, and broaden student perspectives. Program Response: Faculty plan and guide learning experiences that assist students to achieve course and program outcomes. Classroom, simulation lab and clinical learning activities are designed to assist students to use knowledge and skills to safely apply the nursing process to clients across the lifespan as a provider of patient-centered care in accordance with the role expectations for BSN graduates. These learning experiences build explicitly on the liberal education foundation of the UST core curriculum. For example, student learning experiences related to basic communication skills begin with course work in the University core curriculum. The required UST core curriculum Communication course – COMM 1350 Foundations of Relationship-Centered Care – introduces students to principles of verbal and non-verbal communication, assertive communication and conflict resolution. Content related to communication that addresses holistic relationship-centered care of individuals and families across the lifespan is integrated into nursing courses across the curriculum. Courses in the final semester include an emphasis on communication skills needed for leadership: delegating and supervising care, managing teams and articulating nursing’s perspective in interdisciplinary endeavors. Course objectives and learning activities across the curriculum are planned to support the achievement of expected student outcomes and promote student progression in the development of professional values, knowledge, clinical decision-making and psychomotor skills. Exhibit I-A.6: Individual Course Notebooks, Resource Room. This progression is accomplished through the mastery of increasingly complex case studies, scenarios and virtual exercises in the classroom setting and clinical

laboratory; increasing skill in reflective practice as evidenced in reflective journaling and the increasing scope and complexity of clinical objectives across the curriculum. Clinical simulation scenarios and skills check-offs are used to validate achievement of clinical competencies periodically throughout the curriculum and in the spring semester immediately prior to graduation, as recommended in the 2009 Carnegie Foundation study Educating Nurses: A Call for Radical Transformation. (Patricia Benner, Molly Sutphen, Victoria Leonard, Lisa Day, 2010). Learning methods utilized in the nursing program emphasize the development of the knowledge, skills and attitudes associated with disciplined inquiry and reflective practice. Nursing theory content is provided through faculty-facilitated learning experiences in the classroom and through the use of online learning tools that prepare students to discover and use knowledge. Technologies presented opportunities to improve teaching efforts, better engage students, and transform nursing education. For example, students used virtual patient simulations to allow them to demonstrate and perfect their clinical reasoning skills through life like interactions with digital standardized patients by Shadow Health. Elsevier’s individualized interactive adaptive quizzing was used as a formative assessment to help the student master the content. Web-based Draw it to Know It promoted active memorization and facilitated recall by combining animated narrated tutorials in anatomy, physiology, pathology, a web-based drawing pad and rapid review quizzing questions. Uworld an exam-specific, clinically based online question bank assisted the students in refining test taking skills and critical thinking ability in preparation for NCLEX. Tools that supported the faculty as they created learner-centered curriculum were, Softchalk, I-Spring and Mediasite. Softchalk a cloud base authoring tool was used by the faculty to created interactive online curriculum. By incorporating activities, feedback and formative assessments into the online learning modules, it allowed students to check for understanding along the way, so they could better understand how to improve their performance resulting in a more engaged student and improved student achievement. I-spring and media site were used by faculty to assist them in developing their own streaming media presentations. The concept of reflective practice is considered integral to clinical learning experiences in the program to recognize and solve problems and adapt/improve approaches to nursing care delivery. Structured clinical experiences that guide the student in thinking about how he or she identifies problems, recognizes assumptions, evaluates the evidence, recognizes different points of view, interprets the data, recognizes implications, and draws relevant conclusions are intended to help the student enhance clinical reasoning skills. The intent of reflective exercises in this curriculum is to guide the student in developing a life-long habit of reflective nursing practice. To this end, reflective journaling and artwork, focused on the student’s analysis of the experience of providing nursing care, is incorporated into clinical learning experiences across the program. Exhibit I-A.6: Individual Course Notebooks, Resource Room. Example: Reflective Practice as a Teaching/Learning Strategy Nursing student reflective practice activities are required in several courses across the nursing curriculum. The aim of the reflection assignment is to help the student to develop critical thinking skills and sensitivity to their patients, their own responses and others in the clinical environment. Evaluation criteria for reflection activities integrate Facione’s work on critical thinking and clinical reasoning (2008) and Patricia Benner’s work on the nurses’ developmental stages (1984). Creative reflection through art was introduced as an option to a written reflective exercise to incorporate the therapeutic value for patients, expressed in literature, and translating it to the debriefing of nursing students on difficult, meaningful, or traumatic events witnessed during clinical rotations while fulfilling “self-reflection” criteria. Exhibit III-G.1: NURS 3552 Holistic Nursing: Care of Children and Families Creative Reflection Rubric, Resource Room. Students have opportunities to reflect on patients in a variety of settings facing different challenges - developmental delays, acute illness, cancer, psychiatric illness, burn injuries, even cardiac arrest and death. Students encountered these patients in a variety of settings, including a pediatric burn hospital, psychiatric intensive care units, as well as prison, step-down, transplantation, oncology, stroke, rehabilitation, and geriatric units. Positive student response led faculty to adopt it across four clinical courses at both the Junior and Senior level. Creative reflection was first offered as an option to one of three required reflections in the Fall 2012 and Fall 2013 Adult Medical-Surgical course. The strain of intense reflections within a 7-day clinical rotation lead faculty to require only two reflections, with an option for one of those to be in a creative medium in the Fall 2014 and 2015. The requirements were further reduced to one creative reflection in Fall 2016. A creative reflection option was first offered in the Pediatric course in Spring 2015 and in the Behavioral Health course Fall 2016. In the Spring 2016 Pediatric course, students were required to

submit a creative reflection after their rotation through a pediatric burn unit. In Summer 2016, a similar reflection piece, using the same faculty guidelines and grading rubric, was offered in the Foundations of Holistic Nursing course. In Fall 2017, this reflective component was required in the Behavioral Health course. Students presented their work to faculty one on one following well-developed faculty guidelines and a grading rubric. The purpose of this creative reflection was to facilitate the course learning objectives on the experience of loss, death, and grief. Needs and Expectations of the Community of Interest The curriculum and teaching-learning practices consider the needs and expectations of identified communities of interest. The PSON defines the community of interest as the stakeholders of the PSON BSN Program including both internal and external constituencies. Internal constituencies may include students, faculty, administrators, and the university at large. External constituencies may include prospective students, former UST alumni, accrediting agencies and regulatory bodies such as the Texas Board of Nursing, partner healthcare organizations, the general community, and clients of health care. Consideration of the needs of the communities of interest is addressed through the use of evaluation data for assessing the curriculum and teaching-learning practices and expected aggregate student outcomes and may include information from course evaluations, graduate and employer surveys, NCLEX pass rates and faculty committee input. Informal input is also considered. The Associate Dean or designee attends annual clinical partnership meetings with various agencies were needs are discussed and issues are resolved, for example, an improved clinical request process and onboarding improvement for students at the VA Hospital. The Dean meets with key nurse executives in the greater Houston community to update them on PSON progress, discuss nursing workforce trends and seek input on PSON goals and plans. Alumni feedback on postgraduation surveys is carefully reviewed and changes to teaching/learning practices are made based on alumni feedback, as described in the example provided Standard I E, detailing improvements in the NCLEX-RN readiness preparation process. Teaching-learning Practices Appropriate to the Student Population An extremely important factor in assessment of appropriate curriculum and teaching learning practices is the high degree of cultural and linguistic diversity (CALD) that characterizes our student population. The well documented challenges that culturally and linguistically diverse students experience with standardized testing has created significant challenges for faculty in identifying teaching and assessment practices that best support them in meeting required standards. Our difficulty in 2014 and 2015 in achieving the required 80% passing standard for first time testers on the NCLEX-RN licensure exam reflects the challenge we initially faced in meeting the learning needs of this population. The idea that students at a private university are likely to be privileged and academically advanced does not describe our experience at the University of St. Thomas, a Hispanic-serving institution with a population that reflects the city of Houston, one of the most diverse in the nation. The following snapshot in Table III-G.1 illustrates nursing student diversity at UST. Table III-G.1: UST and PSON Student Diversity IPEDS Ethnicity UST-2015 American Indian/Alaska Native 5

PSON-2015 0

UST-2016 6

PSON-2016 0

UST-2017 7

PSON-2017 0

Asian

338

329

333

Black/African American

480

431

443

1,439

1,472

1,485

Non-resident Alien

425

362

350

Race and Ethnicity unknown

Two or More

White

1,201

1,141

1,058

Totals

4,066

3,910

105

3,844

108

Hispanic of any race Native Hawaiian/Oth Pac Island

*PSON is included in UST counts

A large percentage of our students are the first in their families to attend college and have significant financial need as well as work and family obligations. Significantly, of the 6 graduates in the class of 2015 who failed NCLEX-RN on the first attempt, all 6 were ESL students who live in homes where English is not spoken. The diversity found at the university is a result of the tradition of the founding Basilian Fathers, who seek to uplift those most in need through education and the challenge Pope Francis gives to “walk to the margins” to respect the dignity of all persons. The PSON is deeply committed to the education of a diverse population as a means to enhance the healing capacity of the nursing profession. Some of the strategies the school has employed to support our student population include holistic review for admissions, a comprehensive retention program that emphasizes “proactive” advising from day one until program completion and integrates stress management (mind-body relaxation) through the holistic selfempowerment program facilitated by the Nursing Success Center. Through the auspices of the US Department of Education HSI STEM grant faculty and tutors have received training in coaching competencies designed to enhance their ability to engage students effectively in develop insight and take actions that further their personal development and professional growth. Our increase in NCLEX-RN scores and completion and employment rates reflect our success with these strategies. Clinical Simulation as a Coaching/Tutoring Strategy The faculty continue to explore the use of simulation as a strategy that is well suited to supporting the learning styles of our diverse student population. Many students are kinesthetic learners and simulation is being evaluated as a way to support students in developing embodied learning that will help them better integrate knowledge and reflect it on course exams. Simulation coaching pilot: Faculty designed and implemented a simulation coaching experience in summer 2016 for four high risk students. Two of these students experienced difficulty with the HESI Comprehensive Exit exam, one had experienced difficulty in meeting clinical objectives in a junior-level course and the fourth student had failed courses and was being prepared for re-admission to the program. The faculty developed an assessment strategy based on a simulation scenario from our PNC scenario catalog, using validated model answers to assist faculty in assessing student performance, with the support of two experts from the Prairie View A & M University College of Nursing Center for Clinical Simulation as we developed the integration of clinical simulation in our curriculum. Clinical scenarios were used to coach students and assess their content development and clinical reasoning through this active learning process. Although the sample was small, outcomes were positive and indicated the potential benefit of simulation coaching for students having difficulty demonstrating their knowledge on teacher-made and standardized exams. The two students preparing for the HESI exit exam were both successful. The two students who had experienced difficulty meeting clinical objectives performed very successfully in both clinical rotations and on standardized exams in the fall semester. This pilot experience contributed to the development of additional strategies to use simulation to support students as an approach to coaching/tutoring as well as a primary teaching/learning and assessment tool within courses. Simulation is used as a way to measure readiness for client care in the clinical setting and curriculum progression. Scheduled time for each student is mandatory and varies depending on the level of student need. Examples of activities used for remediation include, identifying safety in the clinical arena, accuracy in following provider orders, medication administration, communication with all members of the healthcare team, critical thinking, and prioritization. The STEM grant Nursing Retention Manager is interested in working with faculty on developing simulation coaching as a strategy that supports learning for students who may typically struggle with standardized testing. Several faculty made videos that were used in the Nursing Simulation Center to assist students with a visual learning strategy to expand the available learning modalities. III-H. The curriculum includes planned clinical practice experiences that: 1. enable students to integrate new knowledge and demonstrate attainment of program outcomes; 2. foster interprofessional collaborative practice; and 3. are evaluated by faculty. Elaboration: To prepare students for a practice profession, each track in each degree program and each track in the post-graduate APRN certificate program affords students the opportunity to develop professional competencies and to integrate new knowledge in practice settings aligned to the educational preparation. Clinical practice experiences include opportunities for interprofessional collaboration. Clinical practice experiences are provided for students in all programs, including those

with distance education offerings. Clinical practice experiences align with student and program outcomes. These experiences are planned, implemented, and evaluated to ensure students are competent to function as members of interprofessional teams at the level for which they are being prepared. Programs that have a direct care focus (including, but not limited to, post-licensure baccalaureate and nurse educator tracks) provide direct care experiences designed to advance the knowledge and expertise of students in a clinical area of practice. Program Response: The PSON BSN curriculum includes planned clinical practice experiences evaluated by faculty that enable students to integrate new knowledge, demonstrate attainment of program expected student outcomes, and foster interprofessional collaborative practice. There are 13 required courses in the nursing major. An elective summer externship/study abroad course is also available. Four courses provide theory credit only: NURS 3351 Art and Science of Holistic Nursing, NURS 3252 Clinical Inquiry, NURS 4251 Nursing Informatics, and NURS 4356: Holistic Nursing: Foundation for Clinical Leadership. NURS 2342 Health Assessment provides credit through classroom-based and skills lab learning experiences. Eight courses provide both theory and clinical/lab credit. The total number of contact hours in the major for nursing theory is 565 and the total for computer/lab/clinical credit is 863. Exhibit III-H.1: RN-NEPIS Report, Resource Room. Clinical simulation experiences are used to provide students the opportunity for additional practice of clinical reasoning and psychomotor skill performance. Simulation activities provide a particularly useful learning tool for practicing high risk skills such as management of obstetrical complications without risk to patients. The following are course examples of how clinical learning and simulation experiences have been structured by faculty to support development of practice competencies. These learning experiences provide a range of learning tools/modalities and assessment strategies designed by course faculty to support and document student achievement of course objectives. Clinical Practice Experiences: Clinical learning experiences occur in a variety of settings including inpatient care environments, ambulatory settings, long term care facilities, and community agencies. A range of community-based experiences occur in schools and school-based clinics, community centers, and older adult independent living centers. Exhibit III-H.2: PSON Clinical Sites and Affiliation Agreements, Resource Room. The program prepares students to recognize and analyze healthcare needs, identify and apply relevant knowledge, and develop appropriate methods for meeting the health care needs of individuals, families, and communities in order to evaluate the outcomes and effectiveness of nursing care. Faculty provide students the opportunity to achieve competence in providing evidence-based, individualized care based on goals developed collaboratively with clients under the supervision of clinically expert faculty and clinical preceptors. They have the opportunity to perform comprehensive holistic nursing assessments of client health status, formulate nursing diagnoses that provide the basis for the plan of care, implement nursing interventions, and evaluate the clientâ&#x20AC;&#x2122;s response. Example of Clinical Learning Experience: NURS 4552 Holistic Nursing: Behavioral Health Clinical learning experiences that assist students in their development of interpersonal nurse- patient or nurse-family relationship skills are guided by nursing faculty. Effective communication skills for clinical practice are essential for all nurses and therapeutic communication is a particular emphasis in this course. Working with communication skills in simulation provides an opportunity to focus on development of therapeutic communication skills and enables nursing students to apply these skills in working with patients, families, and the health care team. This course has utilized simulation strategies to assist students to prepare for application of therapeutic communication skills in the clinical setting. Simulation Communication Lab In Fall 2018, a simulation communication lab component was piloted in the course. The Simulation Center team staged a living residence using one of the patient care rooms, added a sofa, lamp, and table to simulate a living situation. Ahead of time, students were given scripts and instructions to â&#x20AC;&#x153;actâ&#x20AC;? out certain behavioral emotions. The simulations integrated the

use of “standardized patients” who helped to provide a realistic nurse-patient experience. This year select members of the UST staff participated as “standardized patients”. The simulated experience was taped & recorded. At the end of the simulation students, faculty and “standardized patients” conducted a debriefing. Students were provided their recording to view their experience. Using that recording, students were able to evaluate each other and themselves and prepare for the upcoming exam regarding the simulated emotions. Based upon the instruction in class, clinical rotations and the simulated experience, these lessons enhanced learning and better prepared the students. For the future, faculty are planning work with the UST Drama Department to utilize drama students as standardized patients, to enhance learning for both drama and nursing students. Based on student and faculty feedback, this component will be implemented as a requirement in the course in future. The videos have been posted in the course Blackboard site for student use in reinforcing therapeutic communication skill development. Exhibit III-H.3: NURS 4552 Holistic Nursing Behavioral Health Therapeutic Communication Simulation Lab Overview, Resource Room. https://youtu.be/12iDIBY_RP8 - UST Behavorial Health_fall2018_Adult Male Substance Abuse https://youtu.be/7PmVPWZkW0I - UST Behavorial Health_fall2018_Adult Female Depression Part 2 https://youtu.be/Wf2VZkjcphM - UST Behavorial Health_fall2018_Child ADHD https://youtu.be/lmy3iYwZqCI - UST Behavorial Health_fall2018_Adult Female Depressed Part 1 https://youtu.be/ada0hovJckE - UST Behavorial Health_fall2018_Adolescent Anxiety Students are provided clinical experiences at various clinical settings that include: 1. process recordings 2. genograms 3. mental status exam 4. assessment worksheets 5. creative art reflection 6. commitment court proceedings observation (depends on the clinical site) 7. AIMS (Alteration in Movement Scale) assessment These clinical experiences provide students the opportunity to apply knowledge and skills from classroom, online and simulation lab experiences in the clinical setting. Students use process recordings to document and reflect on therapeutic encounters with individual patients. Faculty provide feedback on this document to support evaluation of the student’s therapeutic communication skills and knowledge. NURS 2642 Foundations of Holistic Nursing Practice This course offered in the second semester of the nursing program provides the introductory clinical experience. The course is designed to address most of the key concepts through online learning exercises, classroom work with faculty and skills lab practice prior to the start of the clinical rotation. Faculty have designed learning experiences that engage the students in cognitive, psychomotor and affective domains using online learning modules, faculty-facilitated classes, skills and simulation lab practice and a clinical practicum to achieve course objectives. Exhibit I-A.6: Individual Course Notebooks, Resource Room. The following key nursing concepts are among those introduced as learning modules - Infection Control, Oxygenation, Skin Care and Wound Care, Dosage Calculation/IV Starts and Elimination. The modules provide required readings, cases and study questions to prepare students for classroom engagement with faculty who facilitate reinforcement and application of this information. Students are given structured lab time to practice psychomotor skills introduced in these modules including wound care, foley catheter insertion, IV catheter insertion and use of O2 nasal cannula/face mask and pulse oximetry. In partnership with the Association of Perioperative Registered Nurses (AORN), students access ten (10) core modules in AORN’s Perioperative online course for content on the surgical environment, perioperative assessment, and other key concepts. Information on course objectives and content is provided to clinical instructors to provide background on student readiness for psychomotor skill performance in the clinical setting. Students work with Assigned RNs in Perioperative settings where they are given the opportunity to engage with patients receiving care in the perioperative continuum including the preoperative holding area, the operating room, the post-anesthesia care unit and the GI Lab where patients undergo endoscopy procedures. To the extent possible, the Assigned RNs integrate these basic psychomotor skills opportunities as they work with students on application of the nursing process in perioperative settings. They provide feedback on student performance and progress to students and faculty, both verbally and through use of the

N2642 Foundations of Holistic Nursing Rubric. Exhibit III-H.4: N2642 Foundations of Holistic Nursing Rubric Notebook, Resource Room. Additionally, the students now have 3 clinical days in a nursing home (in addition to the 6 in Periop) where they provide care to an assigned client and are able to experience working in a multidisciplinary team in the long term care setting. Faculty utilize a simulation scenario approach to assess psychomotor skill competencies at the end of the course. Utilizing a basic scenario and high fidelity manikin, the faculty member provides a hand-off report to the student who is expected to review the chart, simulate engagement with the patient and perform selected skills such as wound care, foley insertion and starting IV’s according to the standards established by the grading rubric. The affective domain is engaged through reflective journaling, which is utilized during the clinical rotation in the perioperative setting. to permit students to think more deeply about their practice in the clinical setting, reflecting on the meaning of the experience, how they might change or improve and the feelings associated with this process. In the long-term care setting, students complete a concept map on their assigned client. Interprofessional Learning Experiences Students participate in both individual and group activities and projects that provide the opportunity to practice interprofessional skills in teamwork, negotiation, and conflict resolution in both simulated and actual clinical experiences that engage students as members of the health care team in specific clinical settings. In NURS 4552 Holistic Nursing: Behavioral Health, students participate in clinical case conferences with their patients and families that include all care team members – psychiatrists, pharmacists, social workers, therapists and nurses. The students have the opportunity to observe and to contribute to these interdisciplinary conferences. Another strategy used in this course is a Post Clinical Day case conference implemented after each clinical session. During this time each student presents a patient’s case discussing the SBAR process and how they might incorporate other health care professional in the treatment of the patient. In NURS 3651 Holistic Nursing: Care of Adults/Older Adults students have the opportunity to practice skills in interprofessional collaboration as part of a “SimShift” simulation. A student team spends a day in the simulation lab implementing a clinical day in a simulated hospital unit, using multiple patient care scenarios. As part of the simulation, students must field phone calls with hospital departments such as the pharmacy and lab with faculty simulating the roles of these health professionals. They are also required to manage calls with the physician, with faculty playing the physician role, to manage calls providing reports on patient status and managing new orders and patient emergencies. Another interprofessional experience that was piloted in this course in this Fall 2018 semester. On November 9, 2018 one PSON clinical group participated in a one day Interprofessional Collaboration with the College of Pharmacy and Health Sciences at Texas Southern University (TSU). One week prior to the live simulation session, all students received learning objectives, a case overview of the patient situation, and were asked to complete a pre-simulation survey. The day of the simulation, facilitators hosted a pre-brief session to orient the students. The students were introduced to their groups and reviewed the case study they would perform. The groups contained six possible roles: physician, nurse, pharmacist, respiratory therapist, patient advocate, and quality assurance manager. The case study described a patient error and each student participant was to determine how the error happened in regards to that assigned role. Each nursing student had an assigned nursing role and they had to speak during the sessions with the other professionals. Once the pre-brief session completed, each group met in an assigned exam room in TSU’s Simulation Center. They had ten minutes to decide how this error happened and finalize how to disclose this error to the family member. Once ready to disclose the error, a volunteer standardized patient came to play the patient’s family member. Each group had ten minutes to disclose the error. Each student spoke to the standardized family member regarding his/her role. Each session was recorded with faculty and facilitators viewing and observing each room. After the session, facilitators debriefed with all students and gave feedback as to the simulation experience. Finally, students completed a post survey. This live session helped students apply their communication skills to a challenging health care situation. They learned how to role play with five other disciplines and how to simulate using standardized patients. They had to plan the disclosure by discussing the role that each member of the interprofessional team had with regard to the medical error. They learned

how to acknowledge error, how to conduct blame-free communication during team conversation, they demonstrated team-oriented communication, and they learned how to negotiate differences of opinion collaboratively. Video recordings were shared with the PSON, providing the NURS 3651 course coordinator the opportunity to review the footage for further discussion and debriefing within her class. The School of Nursing was asked to participate again in spring 2019 using senior level capstone students in the NURS 4655 Transition to Holistic Nursing course. PSON faculty will invite TSU Pharmacy students to the UST campus for future simulations here collaborating with our Adult/Older Adult course. The PSON Dean is scheduled to participate in a phone conference to discuss interprofessional clinical opportunities in Geriatric Care with two physicians on the Baylor College of Medicine faculty this month. At present, most interprofessional experiences occur through simulation. A goal is to increase interprofessional clinical experiences across the curriculum when possible. III-I. Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. Elaboration: Evaluation of student performance is consistent with expected student outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. Processes exist by which the evaluation of individual student performance is communicated to students. In instances where preceptors facilitate students’ clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students in all programs. Faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms. Program Response: Individual student performance is evaluated by faculty and reflects achievement of the program expected student outcomes. The PSON evaluation policies and procedures for individual student performance are defined in the PSON Undergraduate Nursing Student Handbook 2018-2019, Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 2018-2019, Resource Room, Exhibit I-A.2: PSON Faculty Handbook 2018-2019, Resource Room, and in the course syllabi Exhibit I-A.6: Individual Course Notebooks, Resource Room. Grading criteria are clearly defined for each course in the course syllabus, communicated to students by faculty and in course materials and applied consistently. Each syllabus includes the level in which each course will be offered, course and/or clinical objectives/outcomes; credit hour allocation for theory and/or clinical learning experiences; required text books and references; specific evaluation criteria and evaluation tools to measure progression of students’ cognitive, affective and psychomotor achievement related to specified objectives; student learning activities, grading scales and sample exam questions. Exhibit I-A.6: Individual Course Notebooks, Resource Room. The evaluation of individual student performance is communicated to students in a number of ways through postings in the grade center on course sites in Blackboard LMS, grading rubrics for course assignments and skills lab check offs, and clinical evaluation conferences. There are preceptor guidelines for when preceptors are utilized to facilitate student’s clinical learning experience, but faculty are responsible for evaluation of individual student outcomes. Academic Policies for Clinical Performance are located in the PSON Undergraduate Nursing Student Handbook 2018-2019 Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 2018-2019, Resource Room. The faculty plan and guide clinical learning activities designed to assist students to meet course objectives and program goals to apply nursing knowledge and skills in the direct care of clients. The ratio of faculty to students meets the Texas Board of Nursing requirements for clinical supervision. In instances where preceptors facilitate students’ clinical learning experiences. Faculty seek input from Assigned RN and preceptors regarding student performance but ultimately faculty are responsible for evaluation of individual student outcomes. At the end of the clinical course, the student will evaluate his/her learning experience. Refer to Appendix III-I.1 Student Evaluation of Clinical Site Form and Appendix III.I.2: Student Evaluation of Clinical Instructor Form. Additionally, for precepted experiences, the student evaluates the preceptor at the end of the preceptorship. Appendix III-I.3: Student Evaluation of Clinical Preceptor Form. The requirement for evaluation of student clinical performance by qualified faculty applies to all students in the program.

Evaluation of student performance is consistent with expected student outcomes. Students are evaluated in each clinical course, using an evaluation tool based on the UST Nursing philosophy, the AACN Essentials of Baccalaureate Education, the ANA Standard of Practice, the ANA code of Ethics for Nurses, Texas Board of Nursing Differentiated Essential Competencies for BSN Graduates and the UST PSON Expected Student Outcomes. Exhibit I-A.6: Individual Course Notebooks, Resource Room. Students receive ongoing feedback on their clinical performance from their assigned clinical instructor and preceptor both in writing and face to face. In the interest of assisting students to achieve their professional goal of RN licensure, UST PSON integrates external, nationally normed tests into the program of study. The standardized HESI subject and HESI Exit comprehensive tests provided by the Evolve Learning System (a subsidiary of Elsevier Publishers) is utilized for this purpose. Both junior and senior students in the nursing curriculum are required to take these external achievement examinations that are given in association with course requirements. The testing is designed to prepare students for the NCLEX-RN licensure test by providing students with individualized feedback related to specific knowledge as the student progresses through the curriculum. The examination results are made available to students along with remediation recommendations that assist the student to study and “fill knowledge gaps” as the student progresses through the curriculum. The external HESI examinations also assesses how the student compares with other nursing students in the nation. The HESI examinations must be taken to fulfill course requirements and to progress to the next semester’s nursing courses. Test scores that are part of the grade in a course will be noted in the syllabus under the section describing evaluation methods for the course. Faculty assist students in interpreting test results and students who are “at risk” of not being successful on NCLEX-RN participate in remediation as planned by the student, the faculty advisor, Retention Specialist, Individualized Study Plans (ISPs) designed by the Director of SON Retention Services and the Academic Counselor. Summary of Evaluation Policies and Procedures The PSON evaluation policies and procedures for individual student performance are defined in the PSON Undergraduate Nursing Student Handbook 2018-2019 and in the course syllabi. Grading criteria are clearly defined for each course in the course syllabus, communicated to students by faculty and in course materials and applied consistently. Each syllabus includes the level in which each courses will be offered, course and/or clinical objectives/outcomes; credit hour allocation for theory and/or clinical learning experiences; required text books and references; specific evaluation criteria and evaluation tools to measure progression of students’ cognitive, affective and psychomotor achievement related to specified objectives; student learning activities, grading scales and sample exam questions. The evaluation of individual student performance is communicated to students in a number of ways – through postings in the grade center in course sites in the Blackboard LMS, grading rubrics for course assignments and skills lab check offs and clinical evaluation conferences. There are preceptor guidelines for when preceptors are utilized, to facilitate student’s clinical learning experience and a specific performance worksheet/checklist is used by preceptors to provide evaluation feedback to students which the responsible faculty member will integrate into evaluation of individual student outcomes. Clinical Performance Policies and Guidelines are located in the PSON Undergraduate Nursing Student Handbook 2018-2019. The faculty plan and guide clinical learning activities designed to assist students to meet course objectives and program goals to apply nursing knowledge and skills in the direct care of clients. The ratio of faculty to students meets the Texas Board of Nursing requirements for clinical supervision. In instances where preceptors facilitate students’ clinical learning experiences, faculty may seek input from preceptors regarding student performance but ultimately faculty are responsible for evaluation of individual student outcomes. At the end of the clinical course, the student will evaluate his/her learning experience. Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 2018 - 2019, Resource Room, Appendix III-I.4: Clinical Preceptor Evaluation of Student, Appendix III-I.5: Faculty/Clinical Instructor Evaluation of Clinical Site, Appendix III-I.6: Texas Board of Nursing 3.8.3.a, Precepted Clinical Learning Experiences, and Exhibit I-C.1: Examples of PSON Evaluation Tools, Resource Room. Example of Improvement of Student Performance Evaluation Process Findings from the program outcome analysis performed by our program outcome evaluation consultant in 2014 suggested that our assessment process was not measuring student content mastery with sufficient rigor or precision. Course grades were not found to be strongly predictive of student success and a discrepancy existed between course grades and HESI standardized test performance. Based on this analysis of course and program outcome data, in spring 2015 the faculty determined that testing policies/practices needed to be reviewed and improved to enhance the reliability and validity of student testing across the curriculum. A faculty task force was developed to pursue the goal of enhancing.

Student Testing/Evaluation Task Force: The charge to the Task was to â&#x20AC;&#x153;establish structures, processes, and outcome criteria to guide faculty in standardizing student performance expectations, assuring that evaluation criteria/methods are valid and reliable, and effecting student performance outcomes that meet or exceed national benchmark standards. Task force members, including faculty, the PSON Instructional Design and Multimedia Specialist and an external consultant, developed a current/desired state description and gap analysis and developed an extensive set of recommendations for faculty consideration. They identified variance across courses in the number, type and weighting of course exams, inconsistencies in testing practices and standards for analysis, variations in the management of HESI specialty exams and use of remediation and a need for faculty development in test item writing and analysis. The strategies recommended for faculty development were approved by all PSON faculty at the 12/15/2015 PSON retreat. The following task force recommendations were accepted by the faculty and were implemented starting in Spring 2016 and are now fully in place: 1. Development of testing policies that address writing, banking, creating, administering, and analyzing both teacherconstructed and standardized tests, in addition to policies for revising teacher-constructed exams. 2. Standardized testing methods from the evidence-based best practice literature were identified, including blueprinting, pre-post-test reviews, and utilization of standard criteria for test item analysis have been implemented across the curriculum. 3. Evaluation and adoption of a testing software package that permits ease of access, implementation, test bank maintenance, security, improved archiving and storage and richer item analysis data. The PSON chose to utilize Educational Assessments Corporation (EAC) Visual Data software, a learning analytics building block that integrates with Blackboard, to evaluate validity and reliability of exams. 4. Faculty development â&#x20AC;&#x201C; all faculty, including the PSON Dean, completed the NCSBN Test Development Item Writing online course, to enhance skills in developing and analyzing items for teacher-made exams. Exhibit III-I.1: Student Testing and Evaluation Taskforce Analysis; Resource Room and Exhibit III-I.2: A 003: Testing Policy, Resource Room. The gap analysis completed by the Student Testing and Evaluation task force identified that faculty were experiencing difficulties with how to craft examinations that objectively measure student competence and improve student problemsolving ability. In Fall 2015 and spring of 2016 the faculty enrolled in The National Council of State Boards of Nursing (NCSBN). online course Test Development and Item Writing. The course used a step-by-step process for test development and writing multiple-choice items. It helped the faculty build proficiency through learning how to write alternate item types, such as multiple response, true-false and questions that take advantage of computer technology. Prior to taking the test writing course Fall 2015 NURS 4552 exam 2 KR20 was 0.42. The test questions were rewritten, aligned with the content and delivered in Fall 2016 which resulted in an improvement yielding a KR20 of .738. Another example of improvement is evident in NURS 2542 (subsequently NURS 2642) Foundations of Holistic Nursing. In Summer 15 prior to the NCSBN course the course exam KR20 was 0.453. Using the principles outlined in this course, test questions were rewritten and by Summer 17 the courseâ&#x20AC;&#x2122;s KR20 had increased to 0.71. All of the above goals have been completed as of Spring 2018 and policies have been implemented. Test reliability has improved for teacher made exams as evidenced by the improvements in KR scores. III-J. The curriculum and teaching-learning practices are evaluated at regularly scheduled intervals, and evaluation data are used to foster ongoing improvement. Elaboration: Faculty use data from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of student outcomes. Such evaluation activities may be formal or informal, formative or summative. The curriculum is regularly evaluated by faculty and revised as appropriate. Program Response: Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing identification of improvement based on the PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Appendix I-A.1. These include the BSN curriculum, learning experiences, instructional techniques, program prerequisites, and nursing courses. Evaluation data utilized for the End of Course Summary completed by the course coordinator after the completion of each course incorporates student feedback, IDEA evaluation scores for course and teacher effectiveness, and course

faculty/preceptor feedback. This information is used to formulate action plans for improvement when the course is offered again. Following are examples of how course faculty members have engaged in course improvement based on evaluation data of teaching-learning practices. Course Planning and Evaluation Faculty Task Force Based on analysis of course and program outcome data, the faculty determined in spring 2015 that an improved process for standardizing course structures and monitoring curricular integrity was needed and a Course Planning and Evaluation faculty task force was formed to pursue this goal. The Task Force Charge was to establish structures, processes, and formative assessment methods to facilitate faculty accountability for implementing curricular decisions, relevant policies, and actionable evaluation information into course plans in order to achieve program outcomes. Expected Outcome A proposal was presented to the faculty at the March 27, 2015 Faculty Retreat which included the following charges: 1. Draft a Course Plan Template that specifies essential elements to facilitate for all course planning: a. Congruence between class objectives and course outcome objectives b. Alignment of objectives, content selection, teaching strategy, and assessment of extent to which individual students met objectives. c. Alignment of clinical and/or simulated learning experiences with course objectives and measurable outcomes d. Identify and track integration of key curriculum threads in course objectives, learning experiences, and impact/outcome assessments. e. Formative assessment criteria and milestone points f. Other elements identified by the Task Force that optimizes course outcomes and facilitates building of key concepts over the course of the curriculum 2. Make recommendations regarding revision of course sequencing based on actionable evaluation information and faculty feedback 3. Make policy and procedural recommendations regarding the use of the course plan template as a quality monitoring and improvement process. Task force members â&#x20AC;&#x201C; including the Associate Dean, faculty, the PSON Instructional Design and Multimedia Specialist, and a faculty member - completed a current and desired state description and gap analysis for all three charges and proposals for addressing the identified gaps. The task force developed a Course Review Process- to provide a continuous improvement model to assure the quality of blended and online courses through a faculty review process. The review process is based on national standards of best practice, research literature, and instructional design principles. The model is designed to improve student learning and is integral to continuous quality improvement. See Course Review Process Overview at https://www.softchalkcloud.com/lesson/serve/IKbjR3iTUu7n5N/html. To facilitate the course review process the Task Force developed a range of evaluation tools, including Course Planning and Evaluation Tool, Evaluation Rubric and Glossary, A Course Enhancement Resources Manual, Course Planning and Evaluation Presentation Faculty workshops were provided by the PSON Instructional Design and Multimedia Specialist as onsite classes for faculty and placed online for reference. Exhibit III-J.1: Nursing Course Planning and Evaluation Process Manual, Resource Room. 1. Analyze and design- Effectively Designing your Course https://www.softchalkcloud.com/lesson/serve/IynmcptJeXkNZC/html 2. Accessibility and Universal design 3. Active learning - Instructional Strategies a. Learner Centered Classroom (this was taught as Flipped classroom) https://www.softchalkcloud.com/lesson/serve/p2ngZ8miW9Jr13/html Purchased Book for faculty--Empowering Online learning 100+ activities by Curtis J Bonk and Ke Zhang b. Assessment Strategies for the Flipped learning (this was taught as Flipped classroom) https://www.softchalkcloud.com/lesson/serve/Q2Rxu6Jkc3VzMw/html c. Creating better Quizzes to enhance Depth of Knowledge (this was taught as Flipped classroom) https://www.softchalkcloud.com/lesson/serve/VcB0NUoFZMxGfu/html

The re-sequencing recommendations were implemented and are described in Standard III-F. An implementation schedule was developed for the course peer review process, which is ongoing. A summary of the Course Quality Enhancement Plan and Evaluation Summary for NURS 4552 Holistic Nursing: Behavioral Health was completed in January 2018 and is provided in the CCNE Resource room. Exhibit III-J.2: NURS 4552 Course Quality Enhancement Plan and Evaluation Form January 2, 2018, Resource Room. Examples of Course Improvement Based on Evaluation of Teaching/Learning Practices 1. NURS 4655 Transition to Holistic Nursing Practice - An example of the use of evaluation data for improvement is the action plan delineated for NURS 4655. The End of Course 2016 evaluation report affirmed that the action plan identified in 2015 – to integrate simulation experiences to support student learning – have been positively evaluated and will be continued. The onboarding process for one of the clinical facilities was identified as very challenging by students and clinical faculty. The Coordinator for Nursing Student Academic Services engaged the agency’s liaison to improve that process and students and faculty have been pleased with the working relationship. The End of Course 2018 evaluation identified student feedback requesting additional time with clinical instructors prior to the rotation to clarify expectations and this will be integrated into the course next year. 2. NURS 3553 Holistic Nursing: Care of the Childbearing Family Course faculty have implemented several new teaching strategies based on analysis of student learning outcomes and course evaluation feedback. Course faculty collaborated on the design and implementation in Spring 2018 of a series of 4 high fidelity simulations related to the childbearing experience. These were positively evaluated by students and will be utilized when the course is next offered. Another teaching/learning strategy piloted in Spring 2018 was the use of a wearable simulation tool. The Empathy Belly is a weighted garment which, when placed on a consenting student, allows the student to better understand the experience of pregnancy and the common discomforts which may occur. During relevant lectures, skills labs and simulations, students who have signed a consent form can wear the device. This learning tool has been positively evaluated by students. Faculty decisions based on data from faculty and student evaluation of teaching-learning practices and used to foster program improvement are documented in End of Course summary reports. Exhibit III-J.3: End of Course Summary Reports, Resource Room Quality Improvement Example: Clinical Education Faculty Task Force Ongoing evaluation of clinical evaluation tools, processes and outcomes identified issues related to variability in evaluation of clinical objective attainment within and across courses and insufficient focus on assessment of core competencies. In 2016 a Clinical Education Faculty Task Force was created to provide the PSON Evaluation Committee with a systematic assessment of clinical education structures, processes and outcomes; identify opportunities for improvement; and make recommendations to the PSON faculty regarding needed change. The task force was charged to: Conduct an assessment by reviewing existing policies, documents and practices that reflect the current state of PSON clinical education following the steps below. Information gathered from a faculty survey was also used to formulate the current state description.  Produce a position statement reflective of the foundational assumptions used by faculty to guide decisions and actions relative to meeting the clinical objectives for the nursing curriculum.  Formulate a description of the PSON Desired State for its clinical education component to be achieved by completion of academic year 2018-2019.  Outline a gap analysis reflecting priority actions required to advance the PSON clinical education component from its Current State (2016) to achieving Desired State outcome indicators, (2019).  Present recommendations to Faculty Council and carry out indicated actions based on faculty decisions. The task force completed work on foundational assumptions which were approved by faculty in December 2016. The current state assessment identified the need for a set of core competencies to be assessed across the curriculum in a clear and consistent way that demonstrated increasing student mastery across the curriculum. A rubric delineating core competencies across the curriculum was developed, piloted in the Adult/Older Adult course in Fall 2017. The rubric was

reviewed by faculty and has been piloted in all clinical courses except NURS 4655 which will integrate this process in the next course offering. The faculty used the competency levels described in the rubric for mid and final clinical evaluation, to help monitor student progress from one level to the next and move them toward achievement of the appropriate level by the end of the clinical rotation. Exhibit III-H.4: NURS 2642 Foundations of Holistic Nursing Rubric Notebook, Resource Room Quality Improvement Example: Readiness Assessment and Readiness Courses For Conditionally Admitted Nursing Students: The goal of the readiness assessment process for incoming students is to identify potential areas of needed academic skill development to support success in the nursing curriculum. Students need highly developed reading and math skills and strong content knowledge in anatomy and physiology as a foundation for success in the BSN program. Starting with the graduating class of 2019, the following readiness assessments must be completed after admission to the nursing program: HESI Admission Assessment (HESI A2)  Passing standard for all component tests – 80%  HESI A2 tests include Reading Comprehension, Grammar, Vocabulary, Math, Anatomy and Physiology  Students who score below the 80% standard on any of these tests will be assigned to a readiness enhancement course and will require re-assessment after completing the assigned study plan. Conditionally admitted nursing students who have not met designated standards on required post–admission readiness assessment exams/tools will be required to take the readiness enhancement course – NURS 1032 Foundations for Critical Thinking in Nursing. This course is designed to provide structured academic support for students who demonstrate learning needs in reading, math and/or anatomy and physiology. Student acceptance to the nursing program will remain conditional until each student has successfully: 1. Met all readiness assessment criteria either through achieving a passing score on initial assessment or completion of the requisite learning plan and successful re-assessment over the course of the sophomore year through the readiness course. 2. Completed all specified nursing pre-requisite courses. Starting with the graduating class of 2019, students may be assigned to a part–time progression sequence (which will include readiness courses) in the nursing major based on progress in meeting readiness criteria across the sophomore year. For Junior and Senior Level Nursing Students: The goals of the readiness course for students engaged in coursework in the nursing major are to 1) address academic performance patterns that reflect potential barriers to successful achievement of BSN program outcomes and NCLEX–RN readiness and 2) provide a structured framework for academic support that is individualized to address student learning needs. The readiness enhancement strategies included in the course are designed to help students achieve success in nursing courses, on the HESI Comprehensive Exit exam, and the NCLEX–RN licensure exam. The readiness enhancement course, NURS 2032 Clinical Reasoning in Nursing, is designed for junior and/or senior nursing students enrolled in nursing courses who demonstrate academic performance patterns which may include the following: 1. Course failure of N3651 Care of Adults/Older Adults and/or N4653 Care of the Critically Ill; 2. Test average below 75 in N3651 Care of Adults/Older Adults course; 3. Highest standardized Med–Surg specialty test score below 900 in NURS 3651 Care of Adults/Older Adults; 4. Inconsistent performance on formal clinical competency assessments; and/or, 5. Insufficient progress on readiness course goal attainment scales. Further information on outcome evaluation for NURS 2032 is provided in Standard IV-J.

Standard IV Program Effectiveness: Assessment and Achievement of Program Outcomes The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. IV-A. A systematic process is used to determine program effectiveness. Elaboration: The program (baccalaureate, master’s, DNP, and/or post-graduate APRN certificate) uses a systematic process to obtain relevant data to determine program effectiveness. The process: 1. is written, is ongoing, and exists to determine achievement of program outcomes; 2. is comprehensive (i.e., includes completion, licensure, certification, and employment rates, as required by the U.S. Department of Education; faculty outcomes; and other program outcomes); 3. identifies which quantitative and/or qualitative data are collected to assess achievement of the program outcomes; 4. includes timelines for data collection, review of expected and actual outcomes, and analysis; and 5. is periodically reviewed and revised as appropriate. Program Response: The PSON meets the standard requiring a systematic process for determination of program effectiveness. The PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 (PSONCEP) is written, ongoing, and implemented. Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 and Exhibit I.A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 20, Resource Room. The plan describes a rigorous process for program and course outcome evaluation through systematic collection and analysis of both individual and aggregate student learning outcome data, faculty outcomes and other identified program outcomes. The PSONCEP is comprehensive and includes completion, licensure, and employment rates as required by the U. S Department of Education. The PSONCEP includes structural, process and outcome components which are evaluated based on established criteria such as benchmarks, indicators, goals and/or objectives, as specified by the evaluating entity. This plan is reviewed on a regular basis in conjunction with an annual evaluation of statistical patterns that focuses on program outcome and variables that influence those outcomes. Responsive plans of action are developed by the Dean, Associates Deans and nursing faculty based on evaluation findings and designed to promote evidence based performance improvement. The PSONCEP process includes Methodology/Benchmarks/Instrument; Responsibility/Input; Frequency; and Status Updates. Aggregate student outcome data has been utilized since the inception of the program to guide program and course revisions Outcomes of the evaluation, plans of action and the evidence/rationale for changes are recorded in PSON Faculty Council minutes. Exhibit I-E.1: PSON Faculty Council and Faculty/Staff Development Meeting Minute Notebooks, Resource Room. The plan addresses a wide range of program structures, processes and outcomes, including Organizational Model and PSON Governance; Vision, Mission, Values and Outcomes Objectives; Program of Study, Curriculum, and Instructional Techniques; Educational Facilities, Resources and Services; Affiliating Agencies, Clinical Learning Experiences/Activities; Student Achievement and Outcomes; and Faculty Performance. Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018. IV-B. Program completion rates demonstrate program effectiveness. This key element is not applicable to a degree or certificate program that does not yet have individuals who have completed the program. Elaboration: The program (baccalaureate, master’s, DNP, and/or post-graduate APRN certificate) demonstrates achievement of required program outcomes regarding completion in any one of the following ways:  the completion rate for the most recent calendar year (January 1 through December 31) is 70% or higher;  the completion rate is 70% or higher over the three most recent calendar years;

ď&#x201A;ˇ the completion rate is 70% or higher for the most recent calendar year when excluding students who have identified factors such as family obligations, relocation, financial barriers, and decisions to change major or to transfer to another institution of higher education; or ď&#x201A;ˇ the completion rate is 70% or higher over the three most recent calendar years when excluding students who have identified factors such as family obligations, relocation, financial barriers, and decisions to change major or to transfer to another institution of higher education. The program identifies the cohort(s), specifies the entry point, and defines the time period to completion, each of which may vary by track; however, the program provides the completion rate for the overall degree/certificate program. The program describes the formula it uses to calculate the completion rate. The program identifies the factors used and the number of students excluded if some students are excluded from the calculation. Program Response: Program completion rates for the BSN program demonstrate achievement of the expected program outcomes. The table below provides data on the past three graduating cohorts. The BSN program met the criteria for a completion rate of 70% for the three most recent calendar years. For the student cohorts listed below, the completion rate is based on the % of students starting the program as conditionally accepted students in the spring semester of the sophomore year who completed and graduated on time as defined by the program. On time graduation is based on successful progression through the full time curriculum over two academic years plus 1 summer semester. Beginning with the class of 2019 the completion rate will be based on an entry point in the fall semester of the sophomore year since the admission timeline now calls for fall entry. Table IV-B.1: PSON Baccalaureate Program Cohort Completion Rate (generic pre-licensure) Term/Year of Term/Year of # Admitted % Dropped % Delayed Admission Graduation Graduation Spring 2016 Spring/Fall 2018 38 3% 13% Spring 2015

Spring/Fall 2017

Spring 2014

Spring/Fall 2016

36 33

6% 6%

11% 15%

% On-Time Graduation

84% 83% 79%

Historically, students have withdrawn or delayed completion for the following reasons: 1) no longer interested in nursing, 2) medical reasons, 3) family reasons, 4) did not pass a class and had to repeat it, 5) financial issues, and 6) dismissed from the program after having made a C- or less in two classes. While our completion rate meets the established standard, our goal is to continuously evaluate and improve strategies associated with successful academic progression. Efforts to enhance successful program completion are also described in this report in Standard I Element F and Standard II Elements B & C. IV-C. Licensure pass rates demonstrate program effectiveness. This key element is not applicable to a program that does not prepare individuals for licensure examinations or does not yet have individuals who have taken licensure examinations. Elaboration: Programs with a pre-licensure track demonstrate achievement of required program outcomes regarding licensure. The program demonstrates that it meets the licensure pass rate of 80% in any one of the following ways: 3.the NCLEX-RNÂŽ pass rate for each campus/site and track is 80% or higher for first-time takers for the most recent calendar year (January 1 through December 31); 4.the pass rate for each campus/site and track is 80% or higher for all takers (first-time and repeaters who pass) for the most recent calendar year; 5.the pass rate for each campus/site and track is 80% or higher for all first-time takers over the three most recent calendar years; or

6.the pass rate for each campus/site and track is 80% or higher for all takers (first-time and repeaters who pass) over the three most recent calendar years. For each campus/site and track, identify which of the above options was used to calculate the pass rate. Program Response: The PSON BSN program NCLEX-RN pass rates meet the standard of 80% pass rate for the most recent calendar year, January 1, 2018 through December 31 2018 (pass rate 94.28%). The school has only one campus. As Indicated in Standard IV-F in this report, the first two graduating cohorts did not meet the 80% required pass rate. An extensive analysis was conducted and based on conclusions from the analysis and the utilization of our program outcome evaluation consultant - an Associate Professor in the UST School of Education and Human Services and educational outcome researcher - a plan was developed to ensure future NCLEX-RN success and submitted to CCNE April 27, 2016. See Exhibit IV-C.1: NCLEX-RN Pass Rate FollowUp Report to the Commission on Collegiate Nursing Education, Resource Room. Outcomes from the implementation of the Report recommendations have been successful. Additional follow-up analysis of the NCLEX-RN Pass Rate for All Test Takers (1st time and repeaters) over the three most recent calendar years was 92.59% in 2016, 84.37% in 2017, and 94.28% in 2018 for an average of 90.41% for the last three calendar years IV-D. Certification pass rates demonstrate program effectiveness. This key element is not applicable to a degree or certificate program that does not prepare individuals for certification examinations or does not yet have individuals who have taken certification examinations. Elaboration: The masterâ&#x20AC;&#x2122;s, DNP, and post-graduate APRN certificate programs demonstrate achievement of required program outcomes regarding certification. For programs that prepare students for certification, certification pass rates are obtained and reported for those completers taking each examination, even when national certification is not required to practice in a particular state. For programs that prepare students for certification, data are provided regarding the number of completers taking each certification examination and the number that passed. A program is required to provide these data regardless of the number of test takers. A program that prepares students for certification demonstrates that it meets the certification pass rate of 80%, for each examination, in any one of the following ways: 1.the pass rate for each certification examination is 80% or higher for first-time takers for the most recent calendar year (January 1 through December 31); 2.the pass rate for each certification examination is 80% or higher for all takers (first-time and repeaters who pass) for the most recent calendar year; 3.the pass rate for each certification examination is 80% or higher for all first-time takers over the three most recent calendar years; or 4.the pass rate for each certification examination is 80% or higher for all takers (first-time and repeaters who pass) over the three most recent calendar years. The program identifies which of the above options was used to calculate the pass rate. The program provides certification pass rate data for each examination but, when calculating the pass rate described above, may combine certification pass rate data for multiple examinations relating to the same role and population. Program Response: Not applicable

IV-E. Employment rates demonstrate program effectiveness. This key element is not applicable to a degree or certificate program that does not yet have individuals who have completed the program. Elaboration: The program demonstrates achievement of required outcomes regarding employment rates. 3.The employment rate is provided separately for each degree program (baccalaureate, masterâ&#x20AC;&#x2122;s, and DNP) and the post-graduate APRN certificate program. 4.Data are collected within 12 months of program completion. Specifically, employment data are collected at the time of program completion or at any time within 12 months of program completion. 5.The employment rate is 70% or higher. However, if the employment rate is less than 70%, the employment rate is 70% or higher when excluding graduates who have elected not to be employed. Program Response: The table below provides employment data on the past three graduating BSN cohorts within 12 months of program completion. The employment rate meets and exceeds the criteria of 70% or more for the PSON BSN graduates. Table IV-E.1: PSON BSN Post-Graduation Employment Rates (within 12 months of program completion) Term/Year of Admission Term/Year of Graduation % Graduates Employed++ Spring 2016

Spring 2018

81%

Spring 2015

Spring 2017

89%

Spring 2014

Spring 2016

96%

++ (Within 12 months of program completion) PSON BSN graduates are successful in obtaining post-graduation employment as illustrated in the table above. Houston offers excellent employment opportunities for professional nurses. The reported National mean annual salary for nurses is $72,070 based on the United States Department of Labor Statistics as of May 2017; however, Houston area annual mean salary is reported as $79,060. The following Houston healthcare organizations routinely recruit UST graduating seniors for their nurse residency programs: 1) Harris Health System; 2) CHI St. Lukeâ&#x20AC;&#x2122;s Health; 3) The Methodist Hospital System; and 4) The Memorial Hermann Hospital System. As each nursing student at the University of St. Thomas Peavy School of Nursing passes the NCLEX and receives their RN licensure from the Texas Board of Nursing, a congratulatory email is sent to them inquiring about their job prospects/employment. As they respond, we document their employment. Most students who are seeking a job find one within a couple of months after passing NCLEX. One student delayed employment while awaiting delivery of her child and providing care for an ill parent, but was able to find a job once she began her search. But this is the exception. Most students begin work as soon as they can. IV-F. Data regarding completion, licensure, certification, and employment rates are used, as appropriate, to foster ongoing program improvement. This key element is applicable if one or more of the following key elements is applicable: Key Element IV-B (completion), Key Element IV-C (licensure), Key Element IV-D (certification), and Key Element IV-E (employment). Elaboration: The program uses outcome data (completion, licensure, certification, and employment) for improvement. 1.Discrepancies between actual and CCNE expected outcomes (program completion rates 70%, licensure pass rates 80%, certification pass rates 80%, employment rates 70%) inform areas for improvement. 2.Changes to the program to foster improvement and achievement of program outcomes, as appropriate, are deliberate, ongoing, and analyzed for effectiveness.

3.Faculty are engaged in the program improvement process. Program Response: Data regarding completion, licensure and employment rates for BSN graduates have been consistently used to foster ongoing program improvement. Currently there are no discrepancies between PSON actual and CCNE expected outcomes for completion rates, licensure pass rates and employment rates. PSON faculty have continuously engaged in extensive, ongoing and deliberate analysis of problems experienced with the first two graduating cohorts in 2014 and 2015 including academic and NCLEX-RN pass rate difficulties. A challenge we faced with the first cohort was fully understanding and anticipating learning barriers students would encounter. A range of academic support services were provided to the class of 2014, including peer-facilitated study groups, the use of an academic testing specialist for consultation with students achieving scores below 80 on course exams and the use of a nurse faculty consultant highly experienced in the use of complementary therapies and stress management techniques to assist students experiencing test anxiety. In response to the challenges that the class of 2014 experienced with achieving the 900 success predictor score on the HESI exit exam in the final semester of the senior year and with achieving NCLEX-RN success, a number of additional measures/resources were put in place and have been continuously monitored and adapted based on evaluation results. Support measures to ensure student academic success, NCLEX-RN pass rate success, and on-time program completion based on data include the following measures. PSON Comprehensive Retention Program: The PSON Associate Dean and the Director of SON Retention Services have continuously evaluated, revised, and enhanced the PSON Retention plan. The plan was initially approved by the PSON Faculty Council on June 24, 2014 and has been revised in response to ongoing evaluation of student and program outcomes. See Academic Success and NCLEX Success Program and forms below. The program plan engages the nursing faculty, the Director of PSON Retention Services, and PSON Associate Dean in ongoing communication to support student success. The PSON Comprehensive Retention Program is comprised of the Academic Excellence Program, the Mentoring Program, the Holistic Self-Empowerment Program, Academic Boot Camps, and the Community Socialization Program described below. The program is designed as a holistic mind, body, and spirit approach to retention. Aspects within each program, in collaboration with the student, are used to construct a customized plan for each student. The purpose of the Comprehensive Retention Program is to identify and provide the resources needed for each student to successfully complete the nursing program by using a customized (individualized) approach. Each customized plan is detailed in the Comprehensive Retention Program Template form, including a checklist for each student. This form is located in office of the Director of the PSON Retention Services and as Exhibit IV-F.1: Comprehensive Retention Program Template; Resource Room. Academic Success and NCLEX Success Programs: The following programs were designed and implemented to ensure academic success and meet the CCNE NCLEX-RN licensure pass rate of 80%. 1.

Nursing Student Profile - The Director of PSON Retention Services creates a profile on each graduate documenting HESI Admission Assessment scores, grades in Pathophysiology, Pharmacology, all nursing courses and all HESI specialty and exit exams as a retrospective evaluation tool. This overview of student performance has revealed learning patterns, particularly in mastery of standardized testing, for which we have developed strategies to ensure that student learning problems are identified early in the program. Student profiles are initiated when students are admitted and utilized across the program for advising and to prospectively guide learning/remediation plans. The creation and maintenance of these profiles is now an established retention practice. Exhibit IV-F.2: Nursing Success Center Academic Progress Forms (3 forms), Resource Room. Holistic Self-Empowerment Program â&#x20AC;&#x201C; A factor that emerged as a barrier to success on the HESI exit exam and NCLEXRN exam for the class of 2014 was test anxiety and low learner self-esteem. The Dean and the Director of SON Retention Services met with every member of the class of 2014 to review the HESI exit exam experience and develop learning plans. The degree to which the students with low scores expressed shame, self-doubt, and anxiety was striking. This may be associated with the fact that there was a large percentage of culturally and linguistically diverse students, many of whom are first in their family to attend college. The Director of PSON Retention Services worked with our Healing Touch consultants to expand the holistic self-empowerment program to address this problem and the program is reviewed and adapted regularly based on outcomes and student feedback. The consultants developed Mind

Body Relaxation (MBR) individualized programs for students with identified needs. Stress management and mind clearing sessions are scheduled prior to exams. The MBR program offers a range of scheduled services to help students gain skills in strategies such as meditation, imagery and other tools to help them manage stress and test anxiety. The MBR Program is successful as evidenced by high NCLEX first-time pass rates of students who do the 3-day NCLEX Prep MBR Program. The following is a quotation from a UST alumna Class of 2018 about the impact of the MBR program: Prior to the HESI exit, one requirement that I needed to fulfill was Mind-Body Relaxation (MBR) sessions with Dr. Silva. Even though each session was only an hour long, they were very helpful in my HESI preparation process. During the sessions, I was able to cope with personal emotions, learn affirmations which helped me channel my inner confidence, and gain testing techniques which helped reduce test taking anxiety. Dr. Silva was very motivational and supportive, which brought out the best in me. I recommend that every nursing student make use of this special resource because it will help you be successful in nursing school and life. Of the 22 graduates from Class of 2018 who chose to utilize this service, many of whom evinced test anxiety during the program, 20/22 or 91% were successful on the NCLEX RN exam, the majority of whom passed with the minimum number of questions (75). 3. 4.

Community Socialization Program – Holidays such as Halloween, Christmas, Valentine’s Day, and Easter are celebrated at the NSC. Academic Boot Camps – The Nursing Success Center offers academic boot camps to conditionally admitted nursing students before beginning the nursing major courses. The first academic boot camp was offered in January 2013, as a result of the transition challenges that the class of 2014 demonstrated. It has been refined each year, serving as a bridge program to prepare students for nursing studies. A freshman A&P Boot Camp was piloted in August 2018 and a Nursing Academic Boot Camp was also offered in August 2018. Course faculty will be evaluating academic outcomes for the courses once the semester has ended. Student evaluations of the boot camps indicated satisfaction with the experience and faculty indicated that students reported feeling more confident in the learning environment after completing the boot camp. The PSON and the faculty have committed to offering this experience again prior to the start of the Fall 2019 semester for incoming students and will utilize the analysis of academic outcomes to improve the boot camp when this is completed. NCLEX-RN Readiness Assessment and Study Plan - As of spring 2015 students have been required to successfully complete the HESI Comprehensive Exit exam with a score at or above the predictive score of 900 as part of course requirements for the capstone clinical course NURS 4655 Transition to Holistic Nursing Practice. Students who do not achieve this criterion during the course, after two attempts, receive a grade of Incomplete and continue remediation after signing a Comprehensive Individualized Study Plan (ISP) to support achievement of the required passing score. These requirements are published in the NURS 4655 course syllabus and PSON Undergraduate Nursing Student Handbook 2018-2019. Exhibit IV-F.3: NURS 4655 Transition to Holistic Nursing Practice, Syllabi and Exhibit I-E.5: PSON Undergraduate Nursing Student Handbook 2018-2019; Resource Room.

HESI Comprehensive Exit Exam Preparation: 1. Students receive Individualized Study Plans (ISPs) in the fall semester based on their performance patterns on HESI specialty exams across the curriculum. 2. A customized Medical-Surgical/Fundamentals HESI exam is administered at the start of NURS 4655 as a readiness indicator for the HESI Comprehensive Exit exam. Each student receives a revised ISP which utilizes custom exam findings in addition to performance on readiness parameters: grades in predictor courses and performance patterns on HESI Specialty exams. All students are required to meet at regular intervals with the Director, PSON Retention Services who monitors their progress on individualized study plans. Exhibit IV-F.4: Individualized Study Plans for Students Who Passed Customized Exam and Exhibit IV-F.5: Individualized Study Plans for Students Who Failed Customized Exam, Resource Room. 3. Students are permitted two attempts to achieve the 900 predictive score during the capstone course. 4. Students who receive grades of Incomplete in NURS 4655 Transition to Holistic Nursing Practice and continue working across the summer semester to meet the standards and complete the course. Under extenuating circumstances, the NURS 4655 Coordinator may change the Incomplete (IE) grade to an Extended Incomplete (IE) extending the remediation time to up to two semesters from the initial “I” grade, without tuition charges. If still unsuccessful in the

HESI Exit Exam, then the student is awarded a failing grade, but may petition the Dean to repeat the course. Exhibit IVF.6: Individualized Study Plan for Incomplete Status, Resource Room. NCLEX-RN Prep: Individualized study plans are further revised based on student performance on the HESI Comprehensive Exit Exam. Students who pass the exam on the first attempt receive a plan that focuses on areas of weakness in the exam summary analysis. The plan also incorporates requirements for review of NCSBN resources designed to educate them on the NCLEXRN testing process. Students who successfully complete the HESI Comprehensive Exit exam during the spring semester and complete all BSN degree requirements are required to provide documentation of completion of their ISP to the PSON Associate Dean as the final step before the Affidavit of Graduation (AOG) is submitted to the Texas Board of Nursing. Exhibit IV-F.7: NCLEX Individual Study Plan (ISP), Resource Room. These measures have consistently improved NCLEX scores, completion rates, ensured student success in employment, and meet the CCNE standards as demonstrated in Standard IV Elements B, C, and E. IV-G. Aggregate faculty outcomes demonstrate program effectiveness. Elaboration: The program demonstrates achievement of expected faculty outcomes. In order to demonstrate program effectiveness, outcomes are consistent with and contribute to achievement of the programâ&#x20AC;&#x2122;s mission and goals and are congruent with institution and program expectations. Expected faculty outcomes: 1. are identified for the faculty as a group; 2. specify expected levels of achievement for the faculty as a group; and 3. reflect expectations of faculty in their roles. Actual faculty outcomes are compared to expected levels of achievement. Actual faculty outcomes are presented in the aggregate. If expected faculty outcomes vary for different groups of faculty (full-time, part-time, adjunct, tenured, non-tenured, or other), actual faculty outcomes may be presented separately for each different group of faculty. Program Response: In keeping with the UST and PSON missions and goals, the Universityâ&#x20AC;&#x2122;s promotion and tenure criteria reflect requirements for faculty in the areas of teaching effectiveness, research/scholarship/creative works, university and community service as outlined in Key Element I-D, and special requirements identified as being important to or required by the PSON. For the purposes of promotion and tenure, each person is considered to have areas of greater or lesser strength and thus may receive different evaluative ratings in each. In every case each area is reviewed (teaching, scholarly/creative activity, and service) and weighted. All faculty are expected to engage in teaching, scholarship, and university/community service. UST places the highest value on excellence in teaching. Evaluation of the candidate is done according to the PSON standards based on discipline-specific criteria determined by each individual department or school. Individual departments or schools define, adopt and periodically revise these standards with the input of external reviewers and in consultation with the Dean and the Provost. The University recognizes the necessary and stimulating diversity of its disciplines and schools as well as the varied contributions of the individual faculty members within them. When evaluating scholarship, the University expects that the guidelines should make clear that there are different types of scholarship, including, for example, the scholarship of teaching. The University also recognizes that faculty members in different departments or schools have different workloads based on their number and types of preparation needed for courses in their discipline. For example, nursing, faculty are expected to not only teach in the classroom but also to teach in skills labs, the simulation center, in clinical areas in hospitals/clinics, and in other health related agencies. Refer to Appendix 1-D.1 and Exhibit I-D.1: UST Promotion and Tenure Policy F.03.01, Resource Room. The PSON is guided by the work of Ernest Boyer (1990) Scholarship Reconsidered: Priorities for the Professoriate in determining meaningful faculty outcomes related to scholarship and teaching. The PSON recognizes discipline-specific criteria for PSON faculty promotion and tenure, guided by the 1999 position statement Defining Scholarship for the Discipline of Nursing published by the American Association of Colleges of Nursing (AACN) and by the work of Ernest Boyer (1990) Scholarship Reconsidered: Priorities for the Professoriate. The discipline-specific criteria were approved by PSON Faculty on April 29, 2015 and by the UST Deans Council and Provost in fall 2015. The criteria are used to guide each faculty

memberâ&#x20AC;&#x2122;s annual performance evaluation and development goals which are reviewed annually with the PSON Associate Dean and reviewed and approved by the Dean. Appendix II-G.1: PSON Promotion and Tenure Criteria, Discipline Specific Criteria and Exhibit II-G.1: PSON Promotion and Tenure Criteria, Discipline Specific Criteria, Resource Room. As described in Standard I D, the UST Faculty Senate affirmed the recommendation for a comprehensive faculty policy revision from the PSON Dean/Interim VPAA and the Senate Leadership in February 2018 and a Senate Policy Revision Task Force was formed, which included a senior PSON faculty member. The Task Force charge was presented to the full UST faculty in April 2018. The majority of the policies have been revised and presented to faculty for review and discussion at Senate meetings and open forums. The policy revision and approval process should be finalized in the Spring 2019 semester. Exhibit I-D.6: UST Faculty Policy Revision Charge, Resource Room The following tables reflect aggregate PSON faculty outcomes in the areas of Leadership in University and Community Service, Teaching Satisfaction, Faculty Practice Outcomes, and Faculty Scholarship including actual outcomes and expected outcomes (benchmarks) over the past three years. Faculty participation in university service through participation in governance work on committees and task forces is summarized in Standard I E Table 1-E.1: Faculty Participation in Program Governance University and Community Service Full-time Faculty Outcomes Table IV-G.1: Full-Time Faculty Outcomes for Leadership in University and Community Service 2016 2017 % Full-time faculty involved in University or community service 100% 100%

2018 100%

Benchmark: 75% Full Time Faculty will be involved in University or community service. See Exhibit I-D.5: Faculty Vitae and Evaluation Forms, Resource Room. See Exhibit II-G.2: PSON Faculty Committee Assignments, Resource Room The UST course evaluation survey (IDEA) includes a question asking the student to provide an overall teacher effectiveness score. PSON utilizes the mean score as an indicator of overall satisfaction. Mean satisfaction ratings are derived from determining the average for all nursing courses offered in a specified semester as identified in the IDEA student evaluation. The rating scale for IDEA ranges from 1-5, lowest to highest satisfaction level. Mean satisfaction with Teacher Effectiveness continues to improve and meets and exceeds the benchmark of 3.0 or higher. Considering the primacy of teaching at the University and its consequent importance for tenure and promotion, the means by which to evaluate teaching performance must be both appropriate and varied. To this end faculty are expected to provide evidence of teaching activities which demonstrate a wide variety of teaching proficiencies, attributes and skills. Exhibit I-D.5: Faculty Vitas and Evaluation Forms, Resource Room Example: NURS 3552: Holistic Nursing: Care of Children and Families Faculty incorporate a range of teaching methods in courses to address student learning needs. Faculty in this course use developed case studies to help students understand the nursing process, develop critical thinking, prioritization, communication, and inter-professional collaboration skills in the care of the pediatric client and family. These case studies are translated into simulation so the students can apply learned theory to simulated live encounters. Sim-Care, the third tier of a three-tiered model developed by the faculty, uses simulated patients to help the student apply the theory from the classroom into the simulation lab. This tier included pre-simulation preparedness with a pre-test, completion of an acute simulated patient event, and post-test. Depending on studentâ&#x20AC;&#x2122;s identification, assessment of client, and communication to health care team members, patient and family, the patient may improve or decline in condition. Facilitated debriefing occurs post-simulation discussing results and outcomes. The skills that faculty demonstrate in design and implementation involve clinical case development, facilitating simulation exercises, appraising clinical reason and psychomotor skills during simulation and helping students evaluate their performance and learning needs during post-simulation debriefing.

Teacher Mean Satisfaction Faculty Outcomes Table IV-G.2: Summary Table of Aggregate Teacher Mean Satisfaction for all Course Faculty by Semester for past three years (FY 15-16; FY 16-17; FY 17-18) FY 15 - 16 Teacher Mean FY 16 - 17 Teacher Mean FY 17 - 18 Teacher Mean Satisfaction Satisfaction Satisfaction Summer 2015 4.35 Summer 2016 4.65 Summer 2017 4.76 Fall 2015 4.15 Fall 2016 4.27 Fall 2017 4.0 Spring 2016 4.34 Spring 2017 4.18 Spring 2018 4.28 Average 4.28 Average 4.37 Average 4.34 Benchmark: Teacher Mean Satisfaction with all Courses by Semester will be 3.0 or higher. PSON Teacher Mean Satisfaction faculty outcomes met and exceeded the Benchmark of 3.0 for the last three years. Faculty Practice Qualification Outcomes Table IV-G.3: 2018 Aggregate Faculty Practice Qualifications *(Includes PSON Dean, full/part time and adjunct faculty) 2018 % Faculty with national certification and recertified through practice* 34 / 40 (85%) % Faculty meeting Texas BON criteria for teaching BSN** 100% *Benchmark: 50% of faculty and administrators will hold relevant national certification for their specialty and will be recertified through practice. **Benchmark: 100% of core and adjunct faculty with nursing credentials will meet the Texas Board of Nursing criteria for teaching in a BSN program. Faculty qualification outcomes meet and exceed the benchmark for national certification and recertification through practice. Faculty outcomes meet the Texas BON criteria of 100%. Full and Part-time Faculty Scholarship Outcomes Table IV-G.4: Summary of Faculty Scholarship Related to Expected Faculty Outcomes Faculty Scholarship 2015-2016 2016-2017 2017-2018 Publications in Refereed Journals 18% 27% 18% Book/book chapters 9% 18% 18% Book Reviews 9% 9% 18% National/International Presentations (including podium & posters) 18% 18% 45% Regional/State Presentations (including podium & posters) 82% 82% 36% Participation in Writing of Internal/External Program Grants 18% 9% 9% Research (ongoing or completed) 9% 9% 9% Clinical Protocols and Guidelines or other practice related scholarship 0% 9% 0% Benchmark: 75% of faculty will be engaged in scholarship to include publications, presentations and/or research/scholarly activities. All full and part-time faculty have engaged in scholarly work and produced at least one scholarly product. Exhibit I-D.5: Faculty Vitas and Evaluation Forms, Resource Room IV-H. Aggregate faculty outcome data are analyzed and used, as appropriate, to foster ongoing program improvement. Elaboration: The program uses faculty outcome data for improvement.

1. Faculty outcome data are used to promote ongoing program improvement. 2. Discrepancies between actual and expected outcomes inform areas for improvement.

3. Changes to foster achievement of faculty outcomes, as appropriate, are deliberate, ongoing, and analyzed for effectiveness. 4. Faculty are engaged in the program improvement process. Program Response: Although the PSON currently achieves the established benchmark identified in Standard IV G for scholarship and there is not a discrepancy between the established benchmark and actual results, this is an area for further development and improvement. Once UST faculty policy revisions are completed and approved, the goal is to support nursing faculty in preparing for advancement in academic rank. There are four faculty at Assistant Professor rank who are interested in preparing for promotion to Associate Professor rank. The small size of the faculty, the demands of developing the school over the past five years and current UST faculty policies that are based on a liberal arts model of faculty scholarship and excellence pose challenges for nursing faculty that need to be addressed. The limitations in the current UST faculty policies are being addressed through the comprehensive review and revision process in which the nursing perspective is well represented by the senior PSON faculty member serving on the task force. She is a key member of this group â&#x20AC;&#x201C; providing thorough research into national standards, benchmark universities and higher education trends and drafting all policy documents. As part of her senior faculty role in PSON, she was asked in early 2017 to begin mentoring junior nursing faculty and supporting their development with a view to their readiness for promotion in academic rank. She assisted each of them to review CVs and identify goals and is available to meet with them as needed to facilitate their progress. Another resource that is being explored currently is the possibility of utilizing the assistance of a current adjunct faculty member supporting the research course in the DNP program to mentor faculty with writing for publication. He is Director of Nursing Research at one of our partner hospitals and has been highly successful in supporting the clinicians with publication. The development of the Doctor of Nursing Practice program focused on transformative nursing leadership through a culture of healing practices will require faculty teaching in that program to have continuing opportunities for scholarship in order to be able to guide doctoral students in developing scholarship including manuscripts, presentations and projects. The expectation is that all PSON faculty will have the opportunity to participate in doctoral as well as undergraduate education. The PSON Dean has been contacted by colleagues at the Baylor College of Medicine in Houston, TX with several projects for which they are seeking nurse collaborators. The Dean will continue to explore opportunities with Baylor and other Texas Medical Center institutions. The UST Director for Grants and Sponsored Research monitors funding opportunities for nursing faculty and will be another resource. IV-I. Program outcomes demonstrate program effectiveness. Elaboration: The program demonstrates achievement of outcomes other than those related to completion rates (Key Element IV-B), licensure pass rates (Key Element IV-C), certification pass rates (Key Element IV-D), employment rates (Key Element IV-E), and faculty (Key Element IV-G). Program outcomes are defined by the program and incorporate expected levels of achievement. The program describes how outcomes are measured. Actual levels of achievement, when compared to expected levels of achievement, demonstrate that the program, overall, is achieving its outcomes. Program outcomes are appropriate and relevant to the degree and certificate programs offered. Program Response: Program Outcome Evaluation As described earlier in this document our Program Outcome Evaluation Consultant, an Associate Professor in the UST School of Education and Human Services and an educational outcome researcher, has served as a program outcome evaluation consultant for the past three years. Her work has been extremely valuable to our program outcome analysis and improvement efforts. The focus questions addressed each year by the analysis are developed in collaboration with the consultant, the PSON Dean and Evaluation Committee chair. See Exhibit IV-I.1: PSON Program Evaluation Report 2014, Exhibit IV-I.2: PSON Program Evaluation Report 2015, and Exhibit IV-I.3: PSON Program Evaluation Report 2017, Resource Room. The Program Outcome Evaluation Consultant provides detailed analysis of PSON aggregate student academic outcome indicators and meets with faculty/staff for at least one retreat each year to review curriculum and program outcome data to review findings and identify needed course/policy/program changes indicated by the data. Aggregate data/program outcomes for the class of 2017 and continuing students were reviewed at a PSON faculty retreat for the 2017-2018 academic year held on June 26, 2018. Exhibit IV-I.4: Faculty Retreat Notes June 26, 2018, Resource Room.

The PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 report provides additional information regarding how program outcomes demonstrate program effectiveness. See Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room. Following are four examples of additional program outcomes as defined by the program that have been utilized to demonstrate program effectiveness. These include, Student Satisfaction, Graduate/alumni Satisfaction, Community Recognition and the PSON outcome goal of preparing a diverse nursing workforce. Expected Level of Achievement for Student Course Satisfaction Surveys. All pre-nursing and nursing courses are evaluated by students at the end of each semester using the IDEA course evaluation system that is deployed for all UST programs and courses to obtain student feedback on course learning outcomes and teacher effectiveness. The expected level of achievement/benchmark is 3 or above on a 5-point scale. Actual aggregate level of achievement for which students rated NURS courses as “Excellent” during 2017-2018 (Fall 2017, Spring 2018, and Summer 2018) averaged 4.24. The overall average for the past three years, Fall 2015 – Summer 2018, was also 4.24, indicating that the program has surpassed the student course satisfaction expected level of achievement. See Exhibit IV-I.5: UST Course and Teacher Evaluation Report Table by Year and Exhibit IV-I.6: UST IDEA Course Evaluation System Forms; Resource Room. Expected Level of Achievement for Graduate/Alumni Satisfaction Surveys Satisfaction surveys are conducted post-graduation. An institutional survey is used upon program exit and Educational Benchmarking, Inc. (EBI) provides the 3 - 6-months post-graduation survey. The program exit Benchmark is: Graduates report satisfaction with their ability to perform and readiness for beginning generalist 90% of the time using Graduate surveys. Graduate exit feedback has consistently met the benchmark demonstrating a high degree of satisfaction with overall learning at the PSON. The benchmark for overall satisfaction has exceeded the benchmark in every year but one. The PSON uses Educational Benchmarking, Inc. to provide 3 - 6-months post-graduation survey data and benchmarking with selected schools and other BSN programs in the sample. Results for the graduates of the classes of 2017 and 2018 indicated significant satisfaction which exceeded that of the 6 selected benchmark schools and the entire sample of BSN programs. A decline in overall satisfaction mean score for the class of 2016 was associated with student dissatisfaction with changes to NCLEX-RN readiness preparation policies described in this report that were implemented for the first time for that class in order to improve NCLEX-RN exam success. One area for improvement identified from the last graduate survey completed was student satisfaction with co-curricular activities, including field experiences, internships and interaction with alumni. Alumni will be hosting a meeting with students in January 2019 and opportunities for study abroad summer externship elective experiences are being considered. Expected Level of Achievement for PSON Community An example of a desired outcome for the PSON that is designed to enhance the School’s capacity to achieve its mission but is not directly connected to key outcomes for completion, licensure, and employment rates is that of community recognition of student/alumni/faculty achievement. The benchmark is achievement of goals set by project stakeholders or community/professional organizations with whom PSON is engaged. Goal achievement evidence is retrieved from compilation of annual faculty evaluation documentation, individual and aggregate documentation of student achievements, reported alumnae contributions/achievements, reported achievements resulting from PSON and clinical service partnerships and professional and community publications highlighting PSON achievements. The following are examples of community recognition that enhance the school’s visibility in the community and its reputation. Faculty/Student Community Service Recognition The School of Nursing received a Volunteer Award from the Nehemiah Center, a Christian-‐based organization that serves at risk students in disadvantaged areas of Houston. The school was recognized for the service provided by faculty and students in performing developmental, scoliosis, diabetes, autism, blood pressure screening as well as age appropriate teaching projects that address health promotion or wellness needs identified by the Center, such as healthy eating or hygiene. A UST senior nursing student was recognized as one of the “Heroes of Hurricane Harvey” in the Houston Chronicle (April 15, 2018). On October 20, 2018, ten PSON junior nursing students organized and held a health fair as part of the St. Dominic Village Fall Festival. The event was open to the public and had a large attendance of residential clients and local community participants. The event was entirely organized by the students with faculty supervision and had booths related to cardiovascular health, cancer screening, BMI screening, nutrition information, and fitness exercise sessions.

Community Scholarship Recognition Each year for the past three years a UST nursing student has been selected as the recipient of one of the Houston Chronicle’s Salute to Nursing scholarships. This is a highly competitive process open to all nursing students in the Greater Houston area. Only three scholarships are offered each year. It is highly unusual for a school to have a student selected three years in a row. The winners are recognized in the Houston Chronicle Salute to Nursing special section that is published each year during National Nurses Week. UST Community Recognition A nursing student was selected to offer remarks on behalf of the student body at the April 6, 2017 Grand Opening Ceremony for the opening of the new Center for Science and Health Professions (CSHP) building. This was a prestigious gathering attended by prominent community members including the Cardinal Archbishop of the Diocese of Houston Galveston, members of the UST Board of Directors, donors, alumni, and members of the local press. It was a high profile opportunity that recognized the importance of the nursing program to the UST community and the regard in which our students are held. On October 17, 2018, PSON faculty and staff collaborated with Christus Health Organization and administered 140 flu vaccines to community members, UST executive leadership, faculty, staff, and students. The vaccine recipients donated 12 large boxes of personal care items which were gifted to young men and women residing at Covenant House. Covenant House provides shelter for homeless, abused, and abandoned youths ages 18-24. A PSON faculty member was selected by the UST Faculty Awards Committee to receive the Joseph M. McFadden Excellence in Faculty Service Award for 2017 – 2018, which was presented at the UST Opening Day Celebration on August 14, 2018. Expected Level of Achievement for PSON Goal to Prepare a Diverse Nursing Workforce An example of how the actual aggregate program outcomes are consistent with the mission, goals and expected program outcomes is the University and PSON goal to have a diverse student population. The University, the PSON, and the faculty are committed to recruiting and retaining a diverse student body in all programs. As stated in the UST strategic plan, “We will respond to the needs of the increasingly diverse community and offer culturally appropriate programs to attract and retain students, particularly minority, first-generation college students.” The University of St. Thomas has a strong record of success in the recruitment, retention and graduation of Hispanic and low income students evidenced by its US Department of Education recognition as a designated Hispanic-Serving Institution and as a minority serving institution (50% minority students.) In order to achieve such designation, at least 30% of the student population must be Hispanic. This record of success with Hispanic students is one reason for the strong support UST received from the Houston community for reopening a nursing program. It is recognized that UST has a role to play in increasing the representation of the Hispanic population in the nursing workforce. The University of St. Thomas received a five-year $3.2 million dollar US Department of Education grant from the Title V Developing Hispanic-Serving Institutions program in October 2010. This grant project – “Building Enrollment with a New School of Nursing” – supported development of PSON School of Nursing facilities, infrastructure, curriculum and student academic support services. This grant project aligns with the university’s strategic focus on enhancing academic excellence of UST faculty and students and the quality of UST education. Refer to Standard I-A: UST Strategic Initiatives, page 5. The grant supported the strategic goal related to providing strong academic programs that meet the needs of the community and support success for a diverse student population. The Title V project goal - By 2015, 50 new students per year will enroll in the BSN program (at least 30% Hispanic or low income) – aligns with both UST and PSON goals. The School of Nursing has consistently met the University, PSON and Title V grant goals for diversity in the nursing student population with at least 30% of the student body Hispanic and low income. Table IV below reflects PSON actual enrollment by ethnicity during a period of the grant and evidence that PSON continues to surpass that level of achievement even while increasing enrollment. The program has met and exceeded the projected goal as a Hispanic serving institution which requires 30% Hispanic or low income students.

Table IV-I.1: UST PSON BSN Program Enrollment by Ethnicity 2012 and 2018 (RN-NEPIS) Ethnicity 2012 Percent of 2018 Enrollment White – Non-Hispanic Black – Non Hispanic Hispanic * Asian Unknown – Not Reported

9 6 9 3 1

32% 21% 32% 11% 4%

Total 28 100% *Benchmark: UST PSON BSN Program Enrollment of 30% Hispanic

Percent of Enrollment

11 9 33 8 2

17.4% 14.2% 52.3% 12.6% 3.1%

100%

IV-J. Program outcome data are used, as appropriate, to foster ongoing program improvement. Elaboration: For program outcomes defined by the program: 1.Actual program outcomes are used to promote program improvement. 2.Discrepancies between actual and expected outcomes inform areas for improvement. 3.Changes to the program to foster improvement and achievement of program outcomes, as appropriate, are deliberate, ongoing, and analyzed for effectiveness. 4.Faculty are engaged in the program improvement process. Program Response: The School of Nursing continues to meet this standard as data analysis has been utilized from the beginning of the program to further ongoing program improvement based on expected and actual levels of achievement for program outcomes. The Comprehensive Evaluation Plan systematic structure and processes that provide data for faculty and administration to evaluate course and overall program outcomes are delineated in Section IV-A of this report. Refer to Appendix I-A.1: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018 and Exhibit I-A.4: PSON Comprehensive Evaluation Plan 2016-2017 Update May 2017 and October 2018, Resource Room. The plan identifies criteria/components, methodologies and benchmarks, who is responsible and the frequency of the evaluation. Evaluation data from the actual outcomes is compared to expected outcomes and discrepancies are used to identify areas for improvement. Changes to the program to foster improvement and achievement of program outcomes are deliberate, ongoing and analyzed for effectiveness. Discrepancies between actual and expected outcomes are reviewed by PSON faculty, administration and our program outcome evaluation consultant based on specific processes and activities such as HESI scores, NCLEX scores, completion rates, end of course evaluations, student learning outcomes, student, graduate, alumni and employer satisfaction surveys, community recognition and acknowledgements and the PSON goal of preparing a diverse nursing workforce. Documents that reflect decision-making by faculty are found in faculty and End of Course reports related to assessment of program outcomes. Exhibit I-E.2: PSON Faculty Council and Faculty/Staff Development Meeting Minute Notebooks and Exhibit III-J.3: End of Course Summary Reports, Resource Room. The following examples demonstrate the way in which data has been utilized for program outcome evaluation to foster improvement and achievement of program outcomes. The PSON underwent its first formal CCNE program self-evaluation in spring 2014, with its first cohort graduating that semester. A discrepancy between actual and expected outcomes was evident in the NCLEX-RN pass rate for the class of 2014 – with a 61% actual pass rate (based on calendar year) – that did not meet the 80% standards established by the Texas Board of Nursing, CCNE Standard IV C and the following benchmark from the PSON Comprehensive Evaluation plan Benchmark: Consistent with current national and state teaching strategies, content and outcome standards 90% of the time. Student performance on standardized tests during matriculation at 85% or above, and NCLEX-RN® 85% on first write. The PSON Dean and the Evaluation committee chair determined that the evaluation and continuous improvement process would benefit from a more in-depth analysis than the school could provide due to the limitations of internal school resources. We were fortunate to obtain the support of a UST colleague, an Associate Professor in the UST School of Education and Human Services with extensive experience as an educational outcome researcher, who had the expertise and interest in the PSON to serve as a Program Outcome Evaluation Consultant. We are particularly fortunate that she has

continued to work with us since 2014, providing sound analyses that have given us strong supporting evidence for the quality improvement initiatives that we have undertaken. The first Program Outcome Evaluation Consultant report (December 2014) Exhibit IV-I.1: PSON Program Evaluation Report 2014, Resource Room identified key predictors of success on the HESI Exit exam (standardized exit exam for nursing) and the NCLEX (national licensing exam for nurses), which were the programâ&#x20AC;&#x2122;s chief benchmarks for its first cohort. In particular, student performance on early HESI Specialty exams (particularly 2342: Health Assessment) was a strong predictor of later benchmarks. In addition, studentsâ&#x20AC;&#x2122; grades in certain prerequisite coursework (i.e., Pathophysiology) and their scores on select HESI Entrance exams (i.e., Anatomy and Physiology; Reading Comprehension) were significantly related to performance on the program benchmarks. Interestingly, course grades were only modestly related to contentrelated HESI specialty exam scores; thus, course grades were less useful as predictors of success on the benchmarks for this first cohort. The quality improvement efforts related to this discrepancy between course grades and standardized exams are described in Standard III E. The recommendation was made that the PSON continue data collection and analysis with future cohorts, both to substantiate findings from the first report and to evaluate any curricular changes made to the program. Quality Improvement: Use of HESI Clinical Specialty Exams: As part of the program outcome evaluation for student cohorts 2014 and 2015, our program outcome evaluation consultant carefully studied potential correlations between HESI Specialty exams and NCLEX-RN success. Her analysis included a careful review of test psychometrics and consultation with test development experts from Elsevier HESI. She recommended the use of HESI Specialty exams as a course final in all clinical courses. The PSON faculty agreed with this recommendation and established the following testing policy and procedure related to HESI specialty exams: 1. The HESI specialty exam is utilized as the course final exam in all clinical courses, with a score of 900 as the desired goal as of the summer 2016 semester for new junior students entering that term and in the fall 2016 semester for students entering the senior year that semester. 2. This process was first piloted in spring 2016 in 2 junior level courses â&#x20AC;&#x201C; NURS 3553 Holistic Nursing: Care of the Childbearing Family and NURS 3552 Holistic Nursing: Care of Children and Families. Junior students were tested on the second version of the HESI Medical-Surgical Nursing specialty exam at the start of the spring semester in January to provide a follow up assessment and serve as a guide for individualized study plans that were provided to all students to help them prepare for the use of the HESI specialty test as a final exam. 3. The courses are designed so that all content is presented several weeks before the end of the semester. The students take the HESI specialty exam several weeks before the end of the semester. Students then complete HESI remediation and take the second version of the exam at the end of the semester. The higher of the 2 scores is submitted as the final exam grade for the course, with a weight of 25% of the course grade. These test results are also used as a basis for designing individualized remediation plans. The HESI Specialty exam pilot was successful and the specialty exams have been used as the course final exam with all clinical courses starting summer 2016. This policy has contributed to significant improvement in student achievement on standardized exams. Anecdotally, students indicated that increasing the weight of the HESI exam from the previously utilized 5-10% of the course grade to the final exam weight of 25% highlighted the importance of standardized testing skills and pushed them to prepare more effectively. They also appreciate the opportunity for test/re-test. The table below illustrates the degree of improvement in student performance following testing policy changes. The table below also clearly demonstrates the improvement in aggregate student performance. Although there is some negative variance the trend reveals strong improvement trends, particularly for cohort 2018 for whom the institution of the HESI Specialty Exam as the course final was fully implemented.

Table IV-J.1: Change in Mean Class HESI Specialty Exam Scores 2015-2018 Cohort Cohort HESI Specialty Exam 2015 2016 Pediatrics 793 763

Cohort 2017 851

Cohort 2018** 931

872

791

834

912

Fundamentals

804

775

765

840

Health Assessment

859

889

818

909

Behavioral Health

805

844

934

926

Critically Ill

726

812

846

939

Adult

685

708

Community

765

798

740

907

Older Adult

802

890

NA*

Adult / Older Adult

NA*

756

858

*As part of curricular change the original Older Adult course was merged with the Adult course and offered as NURS 3651 Adult/Older Adult **Represents mean class score on version 2 of the HESI Specialty Exam since students now take both versions PSON Program Outcome Evaluation Process The following excerpt from the 2017-2018 PSON Program Outcome Evaluation Summary Report illustrates how faculty continuously monitor academic outcome indicators, make revisions based on this evidence and revisit the data to determine effectiveness of improvement efforts: As the Peavy School of Nursing (SON) graduates its fifth cohort, it continues to explore ways to improve students’ academic readiness and success. In addition to programmatic and policy changes instituted in the past four years, SON has developed and implemented numerous supports to help nursing students who require remediation and/or intervention (including those who must follow an altered program sequence). However, the SON readiness framework—which postulates three levels of readiness for academic success—has not yet been able to differentiate students at the earliest stages of the program (including pre-program) so that they can be directed to appropriate supports. Furthermore, significant resources have been required to implement the various supports, and it has been unclear which supports have made a substantial contribution to students’ success in the program. The current program evaluation seeks primarily to address these two goals: (1) Identify characteristics of students who exhibit low level, moderate level, or high level readiness for nursing success at the time of admission. (2) Identify supports that students in each level are receiving (including remediation and intervention) and examine the costeffectiveness of these supports. Additional goals included the following: (3) Determine whether the implementation of the HESI course exam policy is associated with improved HESI exam scores and course grades. (4) Identify scholarly literature on dispositional/non-cognitive measures that have been shown to be useful predictors of nursing program success. (5) Develop an assessment plan for remediation courses and other remediation efforts. The example provided below illustrates how our program outcome analysis approach permits us to build upon previous findings, expand our analysis to refine our understanding of specific problems and evaluate our improvement efforts. Example: Use of Program Outcome Data Analysis for Improvement in Standardized Test Scores PSON faculty have consistently used program outcome analysis data to support evaluation of achievement of benchmarks established in the PSON Comprehensive Evaluation Plan. An example of process improvement focused on addressing discrepancies in achievement of established benchmarks involves student performance on standardized exams within the curriculum and on NCLEX-RN.

Benchmark: Consistent with current national and state teaching strategies, content and outcome standards 90% of the time. Student performance on standardized tests during matriculation at 85% or above, and NCLEX-RNÂŽ 85% on first write. Discrepancies between actual and desired outcomes on NCLEX-RN for first time testers that occurred for the first 2 graduating cohorts in 2014 and 2015 have been resolved and these pass rates have been maintained at 85% or above since that time. Variance still exists in student performance on standardized tests during matriculation. Using data from our program outcome evaluation consultantâ&#x20AC;&#x2122;s analysis of 2014 and 2015 PSON program course outcomes and input from colleagues at two nursing programs at Hispanic-serving institutions in Texas, faculty approved development and implementation of two readiness courses. These courses were designed to address learning needs for students who demonstrated moderate level readiness for progression through the curriculum, based on the Readiness Model developed in 2015 and assessed in the 2015 program outcome analysis. Colleagues at 2 nursing programs with highly diverse student populations similar to ours identified remedial course requirements as a strategy that helped to focus their retention services and facilitated a higher degree of student engagement than voluntary participation afforded. The following courses were approved by PSON faculty at the February 23, 2016 Council meeting and UST Undergraduate Curriculum Committee approval was obtained on March 4, 2016 for NURS 1032 Foundations for Critical Thinking in Nursing and NURS 2032 Clinical Reasoning in Nursing â&#x20AC;&#x201C; described under Standard II B. Course requirements are published in the PSON Undergraduate Nursing Student Handbook 2018-2019 at https://issuu.com/stthom.publications/docs/pson_student_handbook_december_2018?e=0 pp. 25-26. These courses have been offered since summer 2016. Faculty continue to refine teaching/learning approaches based on assessment of student learning outcomes. In summer 2017, faculty added a requirement for 6-7 on campus seminars for NURS 2032 to the independent study plan, based on student feedback from previous courses and faculty assessment of student needs. For summer 2018 the course was redesigned using learner-centered strategies. The course faculty utilized concept mapping, case studies and group assignments to promote critical thinking skills and deep learning. In addition, blueprints were used to help student focus on test items. Faculty made tests and a standardized test were used to evaluate improvement in the acquisition of knowledge. Fourteen students were enrolled in NURS 2032. Eleven of the fourteen students showed significant improvement in standardized test scores when compared to previous test scores. Nine out of thirteen (69%) students scored > 900 on standardized test in subsequent courses. Three students did not show improvement and 1 student withdrew from program. Improvements were noted in students who actively engaged in the learning activities. Table IV-J.2: Improvement in standardized test scores in subsequent courses after taking NURS 2032 Med Surg HESI 2032 CC HESI Med Surg BH HESI 2017 Sum 2018 Fall 2018 2018 748/646 695 1063 923 554/552 959 939 1070 696/978 839 952 Not enrolled 619/817 862 946 983 556/854 756 949 781 798/626 883 808 1080 664/765 760 873 1036 549/650 878 954 1045 870/774 984 925 1149 878/789 765 1209 1176 559/787 738 689 1100 731/875 812 1071 948 847/832 800 not enrolled 550 not enrolled The improvement in student learning outcomes subsequent to participation in this readiness course supports the appraisal of the readiness course model as an effective academic support strategy that contributes to successful program outcomes.

Quality Improvement: Use of the HESI Comprehensive Exit Exam The HESI-RN Exit Exam constitutes 30% of the NURS Transition Course grade. In Spring 2016 faculty made the decision to require a customized HESI exam focused on Adult Health nursing and fundamentals as an additional assessment of student readiness for the Comprehensive Exit Exam. This was determined to be a useful strategy for faculty and students and has been implemented for all subsequent student cohorts. All students do remediation activities and take the HESI-RN Exit Exam based on their Customized HESI Exam scores. Table IV-J.3 Change in Mean Class HESI Comprehensive Exit and Custom Exam Scores Cohort Cohort Cohort 2015 2016 2017 Custom Exam NA 854 806 Exit Exam Version 1 831 920 989 Exit Exam Version 2 866 813 953

Cohort 2018 903 998 889

These aggregate results on the HESI Comprehensive Exit exams demonstrate consistent improvement based on a process of continuous monitoring and revision based on data analysis. Based on the TX Board of Nursing reporting period of September 1 through August 31, the pass rate on the NCLEX RN licensure exam was 68.42% in 2014, 67.65% in 2015, 92% in 2016, and 84.85% in 2017. By CCNE reporting calendar year standards passing scores were 92.59% in 2016 to 84.37% in 2017 and to 94.28% in 2018. These results illustrate the effectiveness of the combined process improvement efforts involving admissions, curriculum, teaching/learning strategies and remediation services on the improvement of this important program outcome indicator. The efforts to continue this improvement trend and promote early identification of students who require remediation support are ongoing. Graduate Employment and Program Satisfaction Outcomes Data for Ongoing Program Improvement Employment There are no discrepancies between expected and actual graduate employment rates. Nursing program expected outcomes are that graduates will be employed within six months after graduation at 90%. Employment rates of graduates have met and exceeded the expected employment rates for every graduating class. The Educational Benchmarking Inc. Employer Survey was used in 2015 in an effort to obtain employer feedback on their satisfaction with UST graduate preparation. We were unable to obtain usable data from that survey since there was only 1 response so that effort was discontinued. The PSON Dean, Associate Dean and faculty seek informal feedback from nurse executives and nursing staff at our partner clinical agencies and find that our graduates are routinely praised for their performance and particularly for their healing presence. The PSON Dean is often sought out by UST colleagues and community members who wish to commend our graduates. A Director in the Office of Institutional Advancement was cared for last year by one of our 2015 nursing graduates during her labor and delivery experience. She described the support she received as “amazing” in the way in which it affected her experience. She reported feeling great pride in our school and our graduates. Post-Graduation Assessment The school has used the Educational Benchmarking Inc. Post-Graduation Survey since 2015 to obtain data on graduates’ perception of the educational experience at the Peavy School of Nursing to support program improvement. The following table illustrates the overall positive level of satisfaction of UST graduates.

Table IV-J.4: Comparison of Graduate Satisfaction Indicators by Graduating Cohort Class of 2018 Class of 2017 Class of 2016 Class of 2015 Overall Program 6.4 5.63 5.42 5.96 Effectiveness Highest Performing Overall Learning Problem Solving Relationship Relationship Factor Centered Care Centered Care 6.67 6.62 6.65 6.51 Lowest Performing School Activities* School Activities* Overall Satisfaction School Activities* Factor 5.19 4.71 4.68 4.86 AACN Essentials Essential VIII Essential VIII Essential VIII Essential VIII Highest Performing Professionalism and Professionalism and Professionalism and Professionalism and Standard Professional Values Professional Values Professional Values Professional Values 6.28 6.38 6.54 6.46 AACN Essentials Essential V Health Essential V Health Essential II Basic Essential V Health Lowest Performing Care Policy, Finance Care Policy, Finance Organizational and Care Policy, Finance Standard and Regulatory and Regulatory Systems Leadership and Regulatory Environments Environments for Quality Care and Environments Patient Safety 5.48 5.83 6.07 5.70 Results are based on a 0-7 scale with 5.5 as the desired goal. *Refers to co-curricular experiences such as field trips, internships, volunteer activities, alumni networking The data reflects a generally high degree of satisfaction with the educational experience. Satisfaction with overall program effectiveness has met or exceeded the goal each year except 2016, when graduates were displeased with necessary process changes associated with NCLEX RN preparation. Subsequent graduating classes have recognized the success of these efforts and are accepting of the process. An area for improvement is in the category of co-curricular activities. Initially PSON faculty and administration determined that the primary focus was on curriculum, teaching/learning and NCLEX RN readiness. Some of the strategies to support improvement in the co-curricular area include recruitment of alumni to serve as tutors this semester, an alumni panel presented by graduates of the Class of 2018 to current seniors this semester and an on campus event to be held in January 2019 with members of the Associated Nursing Alumni, an alumni body composed of graduates of all previous Catholic nursing schools in Houston including graduates of the first UST School of Nursing. The PSON Dean is working with the Office of Institutional Advancement on the formation of a Deans Advisory Council with the goal of facilitating ongoing feedback and engagement with alumni and nurse leaders at employing institutions. Our Comprehensive Evaluation Plan, Program Outcome Evaluation process and evaluation efforts at the course level have identified areas for improvement but overall positive progress and levels of achievement for the school.

Appendix I-A.1

School of Nursing Comprehensive Evaluation Plan 2017 â&#x20AC;&#x201C; 2018 Academic Year Status Update October 2018 This comprehensive evaluation plan includes structural, process and outcome components which are evaluated based on established criteria such as benchmarks, indicators, goals and/or objectives, as specified by the evaluating entity. This plan is reviewed on a regular basis in conjunction with an annual evaluation of statistical patterns that focuses on program outcomes and variables that influence those outcomes. A consultant from outside the school conducts an annual program analysis and works with faculty to determine evidence-based approaches to change and measurement of change impact. Responsive plans of action are developed by the Dean, Associate Dean and nursing faculty based on evaluation findings and designed to promote evidence based performance improvement. Outcomes of the evaluation, plans of action, and the evidence/rationale for changes are recorded in SON Faculty Council, committee and task force minutes and documentation. *Denotes primary responsibility for the evaluation

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input:

Organizational Model and SON Governance Organizational/Administration of Program Review Functionality Benchmark: Communications and flow of information meets Dean and faculty needs. Needs met 90% of the time. *Dean/Faculty and Staff Annually or as needed Assessed by SON Faculty Council. Benchmark Met. Performance expectations for faculty, staff and administrators in a collaborative organization adopted September 8, 2015, implemented into performance evaluation documentation in 2016 and used since 2017. The PSON Dean was appointed by UST President as Interim Vice-President for Academic Affairs (IVPAA) in August 2017, holding this role and the Deanship concurrently. In response to continuing growth in nursing student enrollment as well as the impact of the PSON Deanâ&#x20AC;&#x2122;s appointment as IVPAA, the university supported creation of a BSN Program Coordinator role to parallel the DNP Faculty Coordinator role established in June 2018 and the position of Associate Dean for Graduate Studies and Nursing Professional Advancement. The existing Associate Dean for Undergraduate Programs role was revised to encompass broader responsibilities for operations and was re-titled Associate Dean for SON Operations and Undergraduate Studies. These new roles were assigned to current faculty, who were provided stipends and workload adjustments to support their work on behalf of program development and implementation and went into effect in January 2018. Decision Model & Organizational Chart Review Functionality Benchmark: Bylaws and faculty organization provide for effective participation by administration, faculty and students as documented in the Faculty Handbook. Needs met 90% of the time. *Dean and Faculty Annually or as needed Assessed by SON Faculty Council. The organizational chart has been updated to include the revised Associate Dean for SON Operations and Undergraduate Study role, the BSN Program and DNP Coordinator roles and the Associate Dean for Graduate Studies and Nursing Professional Advancement. Dean Position Description Benchmark: Meets needs and reflects actual position performance descriptions 90% of the time. UST President

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School of Nursing Comprehensive Evaluation Plan 2017 â&#x20AC;&#x201C; 2018 Academic Year Status Update October 2018 Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency:

Annually The PSON Dean was appointed by UST President as Interim Vice-President for Academic Affairs in August 2017, holding this role and the Deanship concurrently UST President reviews performance for both roles, expectations met. Nursing Comprehensive Evaluation Plan Review relevance and comprehensiveness. Benchmark: Addresses essential components of the program to document improvements/changes needed and progress made. Needs met 90% of the time. *Dean, Associate Dean, and Faculty Annually Plan provides direction and benchmarks for summative program evaluation and guidance for course and curricula formative evaluation. Faculty works with an evaluation consultant on formative and summative evaluations have resulted in policy and practice changes with positive results. SON Budget Review and update Benchmark: Meets Operational & Strategic Development needs of the SON. Met 95% of the time *Dean, Associate Dean, PSON Operations Manager, Faculty, and Staff Annually for Strategic, Monthly or as needed for Operations Maintained budget within established UST parameters. Although UST addressed some fiscal challenges in developing the 2017-2018 budget, SON resources were not subject to reduction. A Nursing Student Testing/Technology fee was implemented in 2016-2017 and was not increased for 2017-2018, yielded revenue to help support operations. An operations budget for the Doctor of Nursing program (opened Fall 2018) was approved by the UST Board of Directors to be made available for the fiscal year beginning July 1, 2018. Funding was made available to increase two 60% time faculty positions to 100% time to support enrollment increases and a 50% time position was added in Fall 2018 for DNP teaching needs. Records System Review effectiveness and security Benchmark: Meets Operational & Strategic Development needs of the SON. Met 95% of the time *Dean, Associate Dean, Faculty, and Staff Annually Reviewed annually. Met all UST and BON requirements. Development of a customized nursing comprehensive database to support SON data tracking and evaluation needs has been completed and the database is being used for the schoolâ&#x20AC;&#x2122;s information needs. Additions and refinements are ongoing, for example, the database now includes information on DNP students. Vision, Mission, Values and Outcome Objectives Nursing Vision, Mission Statements and Philosophy Review and update Benchmark: Reflects current priority needs for nursing education and practice. Meets needs and reflects intent of the program 90% of the time. *Dean, Associate Dean, Faculty and Staff December 2012 December 2013 Then every 2 years thereafter.

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School of Nursing Comprehensive Evaluation Plan 2017 – 2018 Academic Year Status Update October 2018 Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument:

Responsible/Input: Frequency: Status Update:

Reviewed and refined at the 2014 faculty retreat; affirmed at Faculty Retreat focused on 2016 program outcome evaluation. Vision, mission and philosophy statements are integrated into all strategic and program documents. The faculty reviewed and reaffirmed the vision, mission and philosophy at the September 2018 Faculty Council. Nursing Educational Outcome Objectives Review and update Benchmark: Measurable and consistent with current national and state outcome standards. Meets needs and reflects intent of the program 90% of the time. *Dean, Associate Dean, and Faculty Every two years. Reviewed and refined at the 2014 faculty retreat; affirmed at Faculty Retreat focused on 2016 program outcome evaluation. Vision, mission and philosophy statements are integrated into all strategic and program documents. The faculty reviewed and reaffirmed the vision, mission and philosophy at the September 2018 Faculty Council. Nursing Program Goals Review and update Benchmark: Reflects UST priorities and strategic goals 90% of the time. *Dean, Associate Dean, and Faculty Every two years. The SON Outcome Assessment Plan reflects alignment between School of Nursing and University strategic goals. Reviewed and approved by UST Office of Institutional Effectiveness. The annual update to SON Institutional Effectiveness Report was due and submitted in October 2018. Program of Study, Curriculum, and Instructional Techniques BSN Curriculum Compare content with evidence-based trends, course by course syllabi, and integration of concepts. Benchmark: Consistent with current national and state teaching strategies, content and outcome standards 90% of the time. Student performance on standardized tests during matriculation at 85% or above, and NCLEX-RN® 85% on first write. *Undergraduate Curriculum Committee (Committee of Whole), Faculty, and Students Ongoing Every semester The annual comprehensive program outcome evaluation process was initiated in the late fall of 2014 and has yielded a cumulative database and robust analytics that have greatly enhanced the PSON capacity for improvement. These evaluation findings are central to both the formative and summative evaluation functions in the PSON. Specifically, this annual process has provided evidence to determine the correlation between key programmatic decisions and student performance as compared with benchmark measures. The comprehensive program evaluation process in conjunction with standardized formative course evaluations and prospective planning have led to a number of policy, curricula and academic support changes that appear to have positive impact and are documented in the 2018 SON Program Outcome Evaluation report. This is clearly reflected in student outcomes over the past 5 years. According to the Texas Board of Nursing Report, graduates from 2014, 2015, 2016, 2017, and 2018 cohorts who took the NCLEX exam met the benchmark of 80% or higher for first time test takers (Testing period October 1 – September 30)

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School of Nursing Comprehensive Evaluation Plan 2017 – 2018 Academic Year Status Update October 2018

Criteria/Component Methodology / Benchmarks / Instrument:

Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Cohort 2014 results 68.42% Cohort 2015 results 67.65% Cohort 2016 results---92% Cohort 2017 results---84.85% Cohort 2018 results---89% Learning Experiences Adequacy/Instructional Techniques Review objectives, implementation, and outcomes Benchmark: Measurable and consistent with program objectives as well as student, faculty and clinical agency staff evaluations 90% of the time. See also BSN curriculum. Use: Clinical Site Evaluation by Student Clinical Site Evaluation by Faculty Dean, *Faculty of Record by course, Students, and Clinical Agencies/Preceptor of Student Every Semester Evaluation feedback from faculty and students indicated a need to reduce variance in the structure of clinical learning experiences across clinical courses and increase the assessment focus on core competencies. A Clinical Education Faculty task force formed in spring 2016 to improve. The process for evaluation and documentation of student achievement of clinical competencies. A current state assessment was completed, foundational assumptions about decisions related to clinical objective attainment was approved by faculty and work on identification of core competencies to be assessed consistently across the curriculum was completed by summer 2017. A rubric delineating core competencies across the curriculum was developed, piloted in the Adult/Older Adult course in Fall 2017. The rubric was reviewed by faculty and has been piloted in all clinical courses except NURS 4655 which will integrate this process in the next course offering. The faculty used the competency levels described in the rubric for mid and final clinical evaluation, to help monitor student progress from one level to the next and move them toward achievement of the appropriate level by the end of the clinical rotation. The faculty and staff arrived at the decision to implement a learner-centered classroom approach to lectures to more effectively accompany the learner-centered approach used in the simulation labs and clinical site experiences in May 2018. The SON instructional designer provided workshops and resources on the “flipped classroom” over the summer and the first courses are being implemented in Fall 2018. The Associate Dean and faculty are monitoring and will evaluate student learning outcomes. Prerequisities Relevance to nursing major Benchmark: Measurable and consistent with student foundational academic needs 90% of the time. See also BSN Curriculum. Dean, *Faculty, and Students Annually Evidence inferred from the data analyses reported in Annual Comprehensive Program Evaluation has affirmed that the 2016 decision to integrate the path-physiology course with the pharmacology course (Pathopharmacology I and II courses) has resulted in better student preparation. Evidence from evaluation processes generally have affirmed all other pre-requisites specified for the nursing program, including the decision made based on the 2017 PSON Program Outcome Evaluation data by faculty teaching Anatomy and Physiology courses to adopt the PSON grading scale requiring a final course average of 75 or better to pass.

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School of Nursing Comprehensive Evaluation Plan 2017 – 2018 Academic Year Status Update October 2018 Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Nursing cources Compare content and teaching methodology with course outcomes. Benchmark: Item analysis on tests and inter-rater reliability review on written assignments with consistency 90% of the time. Dean, *Undergraduate Curriculum Committee, Associate Dean, Faculty, Students Annually Evaluations are conducted by faculty each semester using established end of course criteria to guide course improvement. The process developed by the SON Course Evaluation and Planning task force established the expectation that a major review of each course be conducted by a peer process biennially. The program outcome evaluation process indicated that there is a positive correlation between new policy requirements and improved student performance on specialty HESI exams. Evaluation of Course Objectives Achievement: Students must achieve a C or higher in all nursing courses; and meet established benchmark score on a nationally standardized nursing exit exam in order to successfully complete the PSON program. Assessment methods used to determine successful completion of nursing courses include:  Objective testing of content knowledge and application skills; a nationally standardized test is used as the final exam for all clinical nursing courses.  Assessment of psychomotor and clinical judgment skills through clinical simulation and on site clinical assignments.  Assessment of professional formation through reflective journaling in selected courses.  Assessment of clinical reasoning through case study analysis and patient centered problem solving. Evaluation of Program Objectives: Achievement: Students must meet or exceed the benchmark score of 900 or above on a nationally standardized nursing exit exam to validate they possess the standard nursing knowledge base and the ability to apply it. This requirement must be met for students to receive authorization of program completion and validate eligibility to take the Texas Board of Nursing licensure exam for professional nurses.

Course Evaluation and Improvement: Course evaluations are conducted by faculty each semester using established end of course criteria to guide course improvement. In addition, the SON Course Evaluation and Planning task force established the expectation that a major peer review of each course be conducted biennially. This New peer review process has resulted in substantive course improvements reflected measureable outcomes. One of the first courses to undergo this peer review process was NURS 4552: Holistic Behavioral Health. Based on review, the Course Coordinator increased the number of application questions on teacher made exams, improved K-R 20 scores from .46 to .75, and subsequently student performance on standardized HESI specialty exam improved. 35% more students in cohort 2018 met or exceeded. Educational Facilities, Resources and Services Educational Facilities, Resources and Services Criteria/Component Staff Support Services for a) Simulation Lab, b) Faculty, and c) Students Methodology / Position Descriptions. Benchmarks / Benchmark: Evaluation consistent with position descriptions. Meets needs and reflects Instrument: position performance descriptions 90% of the time

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School of Nursing Comprehensive Evaluation Plan 2017 â&#x20AC;&#x201C; 2018 Academic Year Status Update October 2018 Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Dean, *Faculty, and Faculty Annually and As Needed Reviewed Annually. Added contract staff resources to enhance academic support services and clinical simulation. The DOE HSI STEM grant increased the funding for the STEM grant Nursing Retention Manager from 0.25 to 0.5 FTE. A DNP Program Manager position was added in February 2018 to support DNP program development and implementation. Class, Student, Faculty Space Review of usage and effectiveness Benchmark: utilization evaluations by students and faculty. Assessment of space use meets faculty and student needs 90% of the time. *Dean, Associate Dean, Faculty, and Students Annually The SON completed its move into the new UST Center for Science and Health Professions, on May 16, 2017. The Director for the Simulation Center and Educational Support Services continues to work with UST Facilities to revise IT services as needed. She also has worked with us to continue to adapt spaces to SON changing needs, ie identifying space for testing accommodations since the UST Testing Center cannot fully meet all SON needs. SON Technology Services Review of services and effectiveness. Benchmark: Access, currency, and effectiveness of technological support per evaluation by faculty, staff, and administration meets needs of faculty and students 90% of the time. *Dean, Associate Dean, Faculty, and NITC Annually The Comprehensive Nursing Database, which is designed to assure key operational as well as formative and summative evaluation elements are secure and retrievable for analytical purposes, was completed and is now operation. The implementation of the Qualtrics evaluation software component of the management system, which had to be delayed from fall 2016 to summer 2017 because of UST IT priorities, has been implemented and is being used to enhance the SONâ&#x20AC;&#x2122;s capacity to digitally capture student, clinical site, and other varied sources of clinical evaluation data. Practice/Simulation Labs Review of usage and effectiveness. Benchmark: Utilization evaluations by students and faculty. Assessment of space use. *Dean, Associate Dean, Faculty, Staff, and Student Every Semester Lab facilities/experiences are evaluated by students as part of course evaluation process and evaluated by faculty. Feedback on simulation facilities consistently positive. The Director for Simulation Center and Education Support Services (DSCESS) oversees the Nursing Simulation Center, computerized testing tools, educational technology specific to the PSON, and clinical requests. In consultation with our lead consultant she developed an area used by three holistic Healing Touch consultants who support students with mind-body relaxation techniques/sessions prior to course exams. The Nursing Simulation Center also houses twenty (20) new laptops, purchased by the UST IT Department due to increased enrollment, which are used for student academic support. She continues to maintain up-to-date knowledge of current/best simulation lab practices through regular participation in national conferences in the field.

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School of Nursing Comprehensive Evaluation Plan 2017 â&#x20AC;&#x201C; 2018 Academic Year Status Update October 2018 Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update: Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update: Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input:

Library Services Review of usage and effectiveness. Benchmark: Utilization and evaluation by students and faculty concerning access and assistance with library usage. Monitoring of resources needed and availability. Library services meet needs of faculty and students 90% of the time. *Dean, Director, Doherty Library, Faculty, and Students Annually and when deemed necessary Student and faculty feedback have indicated satisfaction with library services. The Dean of Library Services worked with the Dean to determine resources needs required to the DNP program and identified needs have been addressed. The Electronic Resources librarian has consulted with the Dean on specific information needs related to grant development and other projects. The School of Nursing has a faculty member serving on the Library Committee. UST Academic Support Services: a) Tutorial Center, b) Academic Advising, c) Registrar, and d) Student Affairs Review of services and effectiveness. Benchmark: Access, currency, and effectiveness of support per evaluation by faculty, staff, and administration meets needs of faculty and students 90% of the time. *Dean, Associate Dean, Faculty, and Students Annually by UST UST Office of Institutional Effectiveness monitors UST student satisfaction with UST academic support services. Generally, feedback has been positive; recommendations for change are reviewed and addressed by Faculty Council. The Director of the UST Tutoring Center works with the SON on the readiness course NURS 1032 Foundations of Critical Thinking in Nursing because of her expertise in writing and tutoring and is extremely well informed about the nursing student population and responsive to our needs. Practice/Simulation Labs Review of usage and effectiveness. Benchmark: Utilization evaluations by students and faculty. Assessment of space use. *Dean, Associate Dean, Faculty, Staff, and Students Every Semester Evaluated by students as part of course evaluation process. Feedback on simulation facilities consistently positive. Practice/Simulation Labs Marketing & Publications:SON Website, PSON Brochures and PSON Handbooks Review for accuracy, currency, and effectiveness. Benchmark: Access, currency, and effectiveness per evaluation of faculty, staff, and administration. Meets needs 90% of the time. *Dean and Associate Dean Annually and as needed. Reviewed annually; updated to reflect new facilities and the opening of the DNP program. Meets benchmark. Nursing Success Center (NSC), Facilities and Equipment Review of services and effectiveness. Benchmark: Utilization and evaluation by students and faculty concerning access and assistance. Monitoring of resources needed and availability. Meet needs of faculty and students 90% of the time. *NSC Director, Dean, Associate Dean, Faculty, and Students

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School of Nursing Comprehensive Evaluation Plan 2017 – 2018 Academic Year Status Update October 2018 Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument:

Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input:

Annually or as needed. The Nursing Success Center (NSC) is located on the first floor of the CSHP and provides a reception area, office spaces for the Director for SON Retention Services and the NSC Coordinator, and two group study/testing rooms with eight computers that are accessible exclusively to pre-nursing and nursing students. A larger conference room in the NSC is used for large study groups and NSC Student Advisory Board meetings. This conference room contains a whiteboard, a refrigerator, a microwave oven, and free beverage supplies that are utilized exclusively by pre-nursing and nursing students. Student satisfaction with academic support and advising services addressed through the Nursing Student Advisory Board. Feedback consistently positive. Affiliating Agencies, Clinical Learning Experiences/Activities Clinical Facilities Clinical objectives, affiliation agreements. Benchmark: Agencies provide clinical experiences consistent with curriculum/course objectives. Agencies provide environment conducive to role modeling of professional practice and education of students as evaluated by students, faculty, and clinical agency staff. Needs of program and students met 90% of the time. *Faculty of Record by course, Associate Dean, Faculty/Clinical Coordinators, Staff, Students, and Clinical Agencies Every semester Faculty and student evaluations reflect satisfaction with clinical experiences and facilities. Qualtrics software is now used for student evaluations of clinical sites, clinical faculty and preceptors. This will permit us to monitor evaluations and use aggregate on satisfaction more readily than with the paper evaluation. Faculty have responded to student and clinical instructor feedback in their appraisal of clinical agencies and have made changes to clinical site selection as needed to improve the quality of the experience. Additional sites have also been added. With the addition of the DNP programs a few program agreements have been revised. Most agencies with whom we contract accept a Letter of Agreement for individual DNP student clinical experiences/projects. Student Achievement and Outcomes Nursing Admissions, Retention, and Graduation Review enrollment, progression and graduation data. Benchmark: Retention is 85% or more in junior year and 90% or more in senior year. Evaluation of support services and retention program by students, faculty and administration meets needs of students 90% of the time. Graduation on time 90%. *Dean, Associate Dean, Enrollment Management Committee, and Faculty Ongoing Annually Benchmarks met. Retention/Graduation Class of 2014 94% Class of 2015 88% Class of 2016 85% Class of 2017 94% Class of 2018 97% Analysis of success predictors for program progression/completion is ongoing. NCLEX-RN® Review National examination after graduation. Benchmark: NCLEX-RN® 85% pass rate first time testers. *Dean, Associate Dean, , and Faculty

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Appendix I-A.1

School of Nursing Comprehensive Evaluation Plan 2017 â&#x20AC;&#x201C; 2018 Academic Year Status Update October 2018 Frequency: Status Update:

Annually According to the Texas Board of Nursing Report, graduates from 2014, 2015, 2016, 2017, and 2018 cohorts who took the NCLEX exam met the benchmark of 80% or higher for first time test takers (Testing period October 1 â&#x20AC;&#x201C; September 30) Cohort 2014 results: 68.42% Cohort 2015 results: 67.65% Cohort 2016 results: 92% Cohort 2017 results: 84.85% Cohort 2018 results: 89% The PSON 2016 class averaged 89% on initial NCLEX-RN exam, thereby exceeding the TXBON benchmark of 80%.and the PSON benchmark of 85%. As indicated in previous reports, the first (2014) and second (2015) classes failed to meet the TXBON benchmark. A number of policy and practice changes were implemented in response. The following summarize updates on key actions taken regarding admission and enhanced academic support within the past year. Admission: Beginning in fall 2016, the SON began conditionally admitting students in the fall semester of the sophomore year (rather than the previous practice of spring sophomore year entry) to allow additional time for readiness assessment and development. Conditionally accepted students were assessed prior to entry in the fall 2016 semester using the HESI A2 exam and were assigned to the NURS 1032 Readiness course based on results. Additional admission policy changes were made based on program outcome evaluation data provided by our program outcome evaluation consultant in June 2017. On September 26, 2017 the PSON Faculty Council approved a change to the admissions policy, offering conditional admission to the nursing major to entering freshmen on the condition that they meet all GPA, pre-requisite and HESI A-2 exam requirements. The admission policy went into effect for freshmen entering in Fall 2018.47 incoming students declared nursing as their preferred major and were offered conditional acceptance. The impact and effectiveness of this policy change will be monitored and evaluated A three level readiness model with descriptive criteria has been used by the PSON Admission Committee and Nursing Success Center for four years to determine academic support needs for nursing students. Data was collected on student support services and HESI performance. In 2018, the evaluation consultant and faculty analyzed data and established evidenced based criteria for differentiating students into four level readiness categories. The process will be fully initiated with students in Cohort 2021. Readiness Courses NURS 1032: Students who score below identified HESI A2 standards are assigned to the NURS 1032 Foundations for Critical Thinking in Nursing readiness course in fall of the sophomore year. Each conditionally accepted student receives an individualized study plan based on assessed needs to be facilitated within the NURS 1032 course, using a range of learning resources. NURS 2032: Focuses on remediating individual and aggregate student subject matter deficits and critical thinking test taking problems based on an assessment of performance patterns using the following criteria: 1) score below 900 on any HESI specialty exam and pattern of subject matter deficits; and /or 2). final course test average below 80 in any clinical course. NURS 2032 may include a variety and/or

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Appendix I-A.1

School of Nursing Comprehensive Evaluation Plan 2017 â&#x20AC;&#x201C; 2018 Academic Year Status Update October 2018

Criteria/Component Methodology / Benchmarks / Instrument:

Responsible/Input: Frequency: Status Update:

combination of strategies: individualized study plans based on an analysis of performance patterns of HESI specialty exams; online testing assignments focusing on areas requiring development; case study analyses; and interactive seminars. For summer 2018 the course was redesigned using learner-centered strategies. The course faculty utilized concept mapping, case studies and group assignments to promote critical thinking skills and deep learning. In addition, blueprints were used to help student focus on test items. Faculty made tests and a standardized test were used to evaluate improvement in the acquisition of knowledge. Fourteen students were enrolled in NURS 2032. Eleven of the fourteen students showed significant improvement in standardized test scores when compared to previous test scores. Nine out of thirteen (69%) students scored > 900 on standardized test in subsequent courses. Three students did not show improvement and 1 student withdrew from program. Improvements were noted in students who actively engaged in the learning activities. The evaluation of effectiveness of NURS 1032 and NURS 2032 is included in ongoing program outcome evaluation process Graduate and Employer Feedback on Program Effectiveness Surveys, feedback Benchmark: Graduatesâ&#x20AC;&#x2122; ratings of overall program effectiveness meet or exceed the benchmark established by the Educational Benchmarking Inc Post-Graduation survey. Employers report satisfaction with UST graduate preparation as beginning generalists 90% of the time. *Dean, Associate Dean, Faculty, Alumni, Employers Annually On exit and 12 months Post Graduation The 2018 Educational Benchmarking Inc. Post-Graduation survey indicated satisfaction with overall program effectiveness with a rating of 6.4 on a rating scale of 0-7, exceeding the benchmark score of 5.5. Informal feedback from employers has been consistently positive. Faculty Performance Appointment Review of Performance/Outcomes Benchmark: Process is consistent with University of St. Thomas policy relating to faculty appointments. Faculty Search process was satisfactory 90% of the time. *Dean and Associate Dean Annually Criteria Met. One part-time (50%) non-tenure faculty member was hired in August 2018. Re-appointment / Evaluation Review of Performance/Outcomes Benchmark: Process is consistent with University of St. Thomas policy relation to faculty evaluation and re-appointments. Meets needs of Dean and Associate Dean 90% of the time *Dean and VP, Academic Affairs Ongoing Criteria Met Promotion Review of Performance/Outcomes Benchmark: Process is consistent with University of St. Thomas policy relating to faculty promotion. *Dean As indicated

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Appendix I-A.1

School of Nursing Comprehensive Evaluation Plan 2017 – 2018 Academic Year Status Update October 2018 Status Update:

Criteria/Component Methodology / Benchmarks / Instrument: Responsible/Input: Frequency: Status Update:

Criteria/Component Methodology / Benchmarks / Instrument:

Responsible/Input: Frequency: Status Update:

Discipline-specific promotion and tenure criteria for nursing have been approved UST administration. In her role as Interim VPAA, the SON Dean and the UST Faculty Senate leadership determined that the faculty policies, many of which had not been reviewed since 2010, needed comprehensive revisions. The full faculty senate affirmed this recommendation in February 2018 and a Senate Policy Revision Task Force was formed, which included a senior PSON faculty member. The Task Force charge was presented to the full UST faculty in April 2018. The majority of the policies have been revised and presented to faculty for review and discussion at Senate meetings and open forums. The policy revision and approval process should be finalized in the Spring 2019 semester. Teaching Effectiveness Review of Performance/Outcomes Benchmark: Process is consistent with Independent Colleges and Universities of Texas (ICUT) relating to teaching effectiveness. Student Course and Faculty Evaluations meet needs of program, Dean and faculty 90% of the time. *Dean, Associate Dean, Faculty, and Students Annually The UST IDEA system is used for student evaluation of nursing course. Results are reviewed by the SON Associate Dean with faculty and used to make course improvements. The overall teaching effectiveness mean for summer and fall 2017 and spring 2018 was 4.34 on a 5 point scale. Community Service and Engagement Document impact and outcomes that enhance the PSON’s visibility and reputation as a program congruent with UST’s commitment to achievements reflective of the dialogue between faith and reason. Benchmark: Achievement of goals set by project stakeholders or community/professional organizations with whom PSON is engaged. Benchmark indicators: Goal achievement evidence retrieved from compilation of annual faculty evaluation documentation; individual and aggregate documentation of student achievements; reported alumnae contributions/achievements; reported achievements resulting from PSON and clinical service partnerships; and professional and community publications highlighting PSON achievements *Dean, Faculty, and Staff Annually or as needed The following a selected examples of engagement: Faculty/Student Community Service Recognition: A UST senior nursing student was recognized as one of the “Heroes of Hurricane Harvey” in the Houston Chronicle (April 15, 2018). On October 20, 2018, ten PSON junior nursing students organized and held a health fair as part of the St. Dominic Village Fall Festival. The event was open to the public and had a large attendance of residential clients and local community participants. The event was entirely organized by the students with faculty supervision and had booths related to cardiovascular health, cancer screening, BMI screening, nutrition information, and fitness exercise sessions. Community Scholarship Recognition: A UST student was again selected as a recipient of one of the Houston Chronicle’s Salute to Nursing scholarships. This is a highly competitive process open to all nursing students in the Greater Houston area. Only three scholarships are offered each year. It is highly unusual for a school to have a student selected three years in a row, with 2018 making the fourth year. The winners are recognized in the special Houston Chronicle Salute to Nursing special section that is published each year during National Nurses Week. UST Community Recognition:

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Appendix I-A.1

School of Nursing Comprehensive Evaluation Plan 2017 â&#x20AC;&#x201C; 2018 Academic Year Status Update October 2018 On October 17, 2018, PSON faculty and staff collaborated with Christus Health Organization and administered 140 flu vaccines to community members, UST executive leadership, faculty, staff, and students. The vaccine recipients donated 12 large boxes of personal care items which were gifted to young men and women residing at Covenant House. Covenant House provides shelter for homeless, abused, and abandoned youths ages 18-24. Dr. Kristina Leyden, Assistant Professor in the PSON, received the Joseph M. McFadden Excellence in Service award presented by the UST Faculty Awards committee at the UST Opening Day celebration on August 14, 2018. UST-Harris Health Engagement in Collaborative Research Project A PSON Professor is the PI on a collaborative research project with Harris Health System, the safety net provider of primary, secondary, and tertiary care for underserved patients in metropolitan Houston. The research project focuses on the centrality of decision making patterns to achieving a functional shared governance organization. The final report was submitted in September, 2017. Harris Health System plans to feature the projects as an exemplar for Magnet Application. The project was presented at a regional research conference in Houston in April 2018 and has been accepted for presentation at the Sigma Theta Tau national meeting to be held in New Orleans, LA in February 2019.

**Please note that the SON Comprehensive Evaluation plan is customarily updated in October each year with in conjunction with development of the Annual Effectiveness Evaluation conducted in accordance with SACSCOC requirements and submitted to the UST Office of Assessment and Institutional Effectiveness.

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Appendix I-C.1

100

Appendix I-C.1

101

Appendix I-D.1

University of St. Thomas Policies

PROMOTION AND TENURE

Policy Number: F.03.01

SCOPE All Faculty. PURPOSE POLICY/PROCEDURE 1. Promotion Policy a. Advancement in rank is based upon the recognition by a faculty member’s peers of his/her academic achievement and upon their judgment that the level of achievement will continue. b. Eligibility for promotion depends upon both time in service at the University and meeting the criteria for the higher rank. c. For promotion to associate professor, a faculty member must have completed at least three years of full-time teaching at the University, with a total of at least five years of full-time college teaching or research overall required. d. For promotion to full professor, a faculty member must have completed at least six years of full-time teaching at the University, with a total of at least ten years of full-time college teaching or research overall required. 2. Tenure Policy a. Tenure is intended to protect a faculty member from termination without cause. b. Tenure will normally be granted no sooner than a faculty member has completed at least seven years of full-time teaching at the University, although years of university teaching elsewhere may be included in determining the period of time that a new faculty member must teach at the University before qualifying for tenure. c. The probationary period for one who has had three or more full-time years of service at another college or university will not exceed four years at the University. d. If the faculty member’s service at another institution exceeds three years, his/her total period of probation, including the years spent elsewhere, may exceed seven years. e. Full-time service at the University in the positions of professor, associate professor, assistant professor and instructor shall be computed as probationary service for tenure for faculty with probationary tenure-track contracts. f. A faculty member with a probationary tenure-track contract must be considered for tenure during the sixth year of full-time teaching at the University or during the third year at the University after at least three years of full-time teaching in another college or university. g. If the faculty member is approved for tenure, it will normally be effective one year after notice is given, that is, no sooner than the completion of the faculty member’s seventh year of full-time teaching. h. The locus of tenure is in a specific department, program or academic unit in the School of Arts and Sciences and the School of Business. In other instances, it is in the School of Education, School of Theology, or in the Doherty or Beran Library.

Policy Number: F.03.01

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University of St. Thomas Policies i. If a faculty member is denied tenure, he/she will receive a terminal contract for the following year. No further contract will be issued after such terminal contract. j. The University does not limit by quota the percentage of tenured faculty either in individual departments/schools or in the University as a whole. k. No faculty member shall be considered for promotion and/or tenure while on a leave of absence. 3. Procedure for Third Year Review of Tenure-Track Faculty Members a. Tenure-track faculty members are notified in the fall semester of their third year of their tenure progression that they will undergo a review by the Promotion and Tenure committee in February and March of the year. b. No later than August 31 the Dean or Library Director of a tenure-track faculty member must inform the tenure-track faculty member and his/her chair that they should undergo the review. c. The faculty member being reviewed at this time will prepare a portfolio that includes the following supporting materials: introductory cover letter; current curriculum vitae; copies of publications, papers presented at conferences, manuscripts and other such evidence of scholarly or creative activity; annual evaluations by chairs and academic administrators; student course evaluation reports (numerical summaries are required); representative sampling of instructional materials such as syllabi, tests, assignments, handouts, Blackboard pages and other similar materials; pertinent information about service and advising contributions; and any other information the faculty members considers relevant to the evaluation process. d. The description of the faculty member’s work should be a summarization of the faculty member’s accomplishments in teaching, scholarly and creative endeavor, and service. It may address future plans if the faculty member believes that this description of future work is appropriate. It should be written succinctly and the primary document should be written in text, not to exceed 10 pages (single-spaced, 12-point type, with 1.25” margins). This length does not include the curriculum vita and appended material described in c above. e. No later than the first day of classes in January, the faculty member must submit this portfolio to his/her immediate supervisor (chair, dean or library director). No later than February 1, the chair must submit these materials to the Dean of the School. Length limits on these documents may be imposed. f. The immediate supervisor of the faculty member is responsible for sending his/her written evaluation to the Dean no later than February 5. The Dean or Library Director will include all letters in the portfolio. The Dean or Library Director may request letters independently if they believe such counsel is necessary. g. Letters of recommendation are not required for a completed portfolio and it is the faculty member’s discretion to decide if they are needed. Letters of recommendation may come from colleagues and associates on or off campus, students, and anyone else qualified to give relevant information and judgments about the faculty member’s contributions to teaching, scholarship/creative works, or service. The faculty member may personally request recommendations from individuals or request in writing that the dean solicit recommendations from individuals specified by the faculty member. If a faculty member wishes such letters, he or she would make this request in the fall semester of the year. Letters should arrive no later than February 1, and should be sent directly to the dean of Policy Number: F.03.01

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Appendix I-D.1

University of St. Thomas Policies

the school. No more than two letters, not counting the chair’s reference, will be permitted. Letters of recommendation are considered to be confidential throughout the evaluation process and are not available to the faculty member until the Vice President for Academic Affairs has communicated feedback to the faculty member. In certain instances, the Vice President for Academic Affairs and the Promotion and Tenure Committee may determine that the period of confidentiality should be extended. The dean or library director will review the materials, ensure that all letters of recommendation are included and forward the portfolio, with his/her evaluation to the Vice President for Academic Affairs no later than February 20. The Vice President for Academic Affairs will present all dossiers to members of the Promotion and Tenure Committee, which, through its chair, will develop evaluative feedback no later than April 10. The Vice President for Academic Affairs will submit this feedback to the tenure-track professor before the end of classes. The President, Dean or Library Director and Chair of the department in question will receive copies of this feedback, which will be included in the files of the faculty members in question. The Chair will meet with the faculty member after this feedback is received. A faculty development plan will be developed to address any perceived deficiencies and a written record of the meeting by the chair will be provided to the faculty member, the dean and the vice president for academic affairs after the meeting.

4. Procedure for Promotion and Tenure a. Tenure-track faculty members are notified of the year of their mandatory tenure review at the time of their initial contract with the University and on each subsequent contract. b. No later than November 1 the faculty member seeking promotion must initiate the request by asking his/her immediate supervisor, that is, department chair, dean or library director to verify that the faculty member has accrued the required number of years of service to be eligible for promotion. The supervisor should state in writing, in a memorandum to the faculty member, that he/she has fulfilled this requirement. A copy of this memorandum must be forwarded to the Vice President for Academic Affairs for inclusion in the faculty member’s file. c. The faculty members being reviewed for tenure and/or applying for promotion will prepare a portfolio that includes the following supporting materials: introductory cover letter; current curriculum vitae, copies of publications, annual evaluations by chairs and academic administrators; student course evaluation reports (numerical summaries are required; students’ comments may be included at the faculty member’s discretion); representative samples of syllabi, tests, assignments, and handouts; pertinent information about service contributions; and any other information the faculty member considers relevant to the evaluation process. No later than November 20 the faculty member must submit this portfolio to the dean of the school or the library director, as appropriate. d. Important insight into a candidate’s qualifications and contributions to both the discipline and department comes from the colleagues in that discipline, as well as the direct supervisor/Chair. For this reason, departmental and Chair evaluations carry significant weight in the tenure and promotion process. For applications to full professor, letters of recommendation are required for a completed portfolio. The faculty member may personally request recommendation from individuals or request in writing that the dean solicit recommendation from individuals specified by the faculty member. For Policy Number: F.03.01

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University of St. Thomas Policies

applications for tenure and promotion to Associate Professor, the immediate supervisor will request letters from every tenured member of the department when the candidate initiates the request for promotion/tenure. If the department/program does not have a minimum of three tenured members to satisfy this condition, the supervisor will contact the dean of the school who, in coordination with the faculty member, will request the remainder of the letters from qualified faculty from related disciplines, or from qualified colleagues in the discipline of the candidate from other institutions. In all cases, the candidate may also solicit additional external reviewers, particularly those who can speak to the candidateâ&#x20AC;&#x2122;s scholarship record. All recommendations must be sent by the writer directly to the dean or library director, as appropriate, so as to arrive no later than November 20. The department chair is responsible for sending his/her written recommendation to the dean no later than November 20. The dean will include this and all other faculty letters in the portfolio. At this time, the Chair/Supervisor will prepare a statement summarizing the departmental recommendation and provide it to the candidate. The candidate may submit a response to the Dean within seven days. Letters of recommendation may come from colleagues and associates on or off campus, students, and anyone else qualified to give relevant information and judgments about the faculty memberâ&#x20AC;&#x2122;s contributions to teaching, scholarship/creative works, or service. There is no limit to the number of letters; however, faculty members are advised to exercise prudence. Letter of recommendation are considered to be confidential throughout the evaluation process and are not available to the faculty member until the Board of Directors has rendered a decision and the President has communicated it to the faculty member. In certain instances the Vice President for Academic Affairs and the Promotion and Tenure Committee may determine that the period of confidentiality should be extended. The dean or library director will review the materials, ensure that all letters of recommendation are included, and forward the portfolio, with his/her own recommendation, to the Vice President for Academic Affairs no later than December 15. The Vice President for Academic Affairs will present all dossiers to members of the Promotion and Tenure Committee, which, through its chair, will submit its recommendations and all supporting materials to the President no later than February 10. The Vice President for Academic Affairs will also write a recommendation to the President. At this time, a summary of the recommendation will be sent to the candidate and the Chair/Supervisor. Written justification must be included if the Dean, the Promotion and Tenure committee, and/or the VPAA disagree with the departmental/chair recommendation. The President will review the materials, consult where necessary, and submit his/her recommendations to the Academic Affairs Committee of the Board, which will submit recommendations for action at the April meeting of the Board. Following the April meeting, each faculty applicant and the Chair/Supervisor will receive written notice of the Boardâ&#x20AC;&#x2122;s decision from the President. Written justification must be provided if decisions are made contrary to the recommendation of the Department, the Departmental Chair/Supervisor, the Promotion and Tenure Committee, and/or the VPAA. For demonstrably justifiable reasons, the President may recommend that the Board approve exceptions in individual cases to the minimum rank promotion criteria.

Policy Number: F.03.01

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Appendix I-D.1

University of St. Thomas Policies 5. Criteria for Granting Promotion and Tenure a. The University of St. Thomas places the highest value on excellence in teaching. This standard of excellence is clear in the criteria for faculty evaluation and in various University publications. b. The University also values research, scholarly and creative activity and service. Achievements in all these areas are necessary if a faculty member is to perform well at the University of St. Thomas. Each person will have areas of greater or lesser strength and thus may receive different evaluative ratings in each. In every case each area is reviewed (teaching, scholarly/creative activity and service) and weighed. In addition to the general requirements laid out by the University of St. Thomas in regard to teaching, scholarship and service, departmental evaluation of the candidate is done according to departmental standards based on discipline-specific criteria determined by each individual department. Individual departments define, adopt and periodically revise these standards with the input of external reviewers and in consultation with the Dean and the VPAA. These discipline-specific criteria used in assessing a candidate for promotion and tenure at the departmental level must be distributed to the candidate before starting the evaluation process and must be included in any materials given to the Promotion and Tenure Committee. c. Over time each faculty member is expected to become at least a very good teacher and to maintain at least that level of performance. As one rises through the ranks, the expectation of achievement in all areas increases. Thus, faculty are expected to be increasingly engaged in scholarly activity and in professional service to the University and community. d. The department chairs and/or deans are responsible for discussing requirements for tenure and promotion to all new full-time, tenure-track faculty members. All candidates must be provided a list of the discipline-specific criteria for the department. A copy of these criteria should be included with the portfolio that is sent to the Promotion and Tenure Committee. e. Although the criteria have general applicability, the University recognizes the necessary and stimulating diversity of its disciplines and schools as well as the varied contributions of the individual faculty members within them. When evaluating scholarship, the guidelines should be clear that there are different types of scholarship, including, for example, the scholarship of teaching. The University also recognizes that faculty members in different departments have different workloads based on their number and types of preparations, number of majors, number of graduates, and percentage of students engaged in undergraduate research activity. Careful consideration of these departmentspecific workloads allows for fair comparisons of faculty membersâ&#x20AC;&#x2122; contributions. In all instances of consideration of tenure and promotion in rank, however, the candidateâ&#x20AC;&#x2122;s record must reflect demonstrated, consistent competency in teaching and a serious commitment to the Universityâ&#x20AC;&#x2122;s mission and to the particular role and mission of the school and discipline. 6. Teaching Effectiveness a. Considering the primacy of teaching at the University and its consequent importance for tenure and promotion, the means by which to evaluate teaching performance must be both appropriate and varied. To this end candidates will present a portfolio of teaching activities which demonstrates the following: Policy Number: F.03.01

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University of St. Thomas Policies i. ii. iii. iv.

current knowledge of the discipline; serious preparation for courses; skill in challenging students; the ability to devise appropriate learning objectives and the means by which students can achieve them; b. The portfolio should indicate results achieved and must contain the following items: i. brief statement of teaching philosophy; ii. course materials (syllabi, assignments, examinations, handouts); iii. student course evaluations; iv. semester grade reports. c. Optional inclusions may be: i. special teaching assignments (for example, Honors Program, MLMLA, capstone course, service-learning courses); ii. contributions to curriculum development; iii. contributions to furthering undergraduate research; iv. other information related to teaching performance or upgrading of teaching expertise. d. It is recommended that the portfolio contain at least one peer review of actual teaching performance. 7. Research/Scholarship/Creative Works a. Although the kind of research and related scholarly activities will differ, it is important in each instance that there be clear-cut evidence of the quality and importance to the discipline and/or the University of the work. Fulfillment of this requirement is selfevident in the following instances:

b. c.

i. publication of book or monograph through a publisher which uses reviewing procedures recognized by the academic profession (not vanity press); ii. publication of an article in a refereed journal; iii. publication of creative works in magazines or other publications which use recognized reviewing procedures; iv. successful funding from a grant request requiring in-depth research; v. presentation of a workshop or scholarly paper to a professional organization. It is desirable that responses to the above, such as reviews or testimonials of peers indicating external recognition and reputation, except in the case of (iv), be included. Where fulfillment of the criteria cannot be easily ascertained, as in the case of unpublished scholarship/research directly related to classroom teaching, other means of evaluation are necessary. The candidateâ&#x20AC;&#x2122;s own estimation is important; however, it must be supplemented by the judgment of peers, especially those who supply references. Work in progress, so long as it meets the tests of quality and importance stated above, will be credited as supporting a case for tenure or promotion; however such ongoing research will not be rated on a par with or as a substitute for work completed. For promotion to the rank of professor, especially, books that are cited must be in print rather than in various stages in the process before appearing in print.

Policy Number: F.03.01

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Appendix I-D.1

University of St. Thomas Policies 8. University and Community Service a. Service includes those memberships and activities through which a candidate contributes to the well-being of the University, the community, and his or her profession and which therefore furthers the Universityâ&#x20AC;&#x2122;s mission outside the classroom. Within these various academic, extracurricular, civic and pastoral functions, the following deserve special emphasis: i. advising students; ii. promoting student organizations; iii. innovative leadership. b. Service may be provided directly to the University, students, and community. Service to the University might include, among others: i. ii. iii. iv.

participation on committees; representing the University at various programs; participation in student recruitment activities; participation in the service learning program.

c. Service to students might include, among others i. coordination and sponsoring of student organizations; ii. advising and counseling of students. d. Service to the community might include, among others: i. participation in community projects related to the faculty memberâ&#x20AC;&#x2122;s discipline; ii. activities which foster the religious orientation of the University. e. Evaluations of the service component include self-evaluation in the candidateâ&#x20AC;&#x2122;s portfolio and solicited and unsolicited external evaluations in the form of letters, among others. 9. Special Requirements In addition to the more general requirements, other areas have been identified as being important to or required by specific schools/programs. a. School of Business For faculty in this school, certain consulting services to business and industry may be recognized as research/scholarly activities. In each instance prior approval by the dean, in writing, is required. b. School of Education For faculty in this school, teaching includes clinical experiences with local school districts, and research leading to workshop presentations to school districts may be considered as research/scholarship. The following criteria are pertinent:

Policy Number: F.03.01

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Appendix I-D.1

University of St. Thomas Policies i. workshops provided for local school districts generally fall under the category of service; ii. workshops that require extensive research and provide new ideas or unusual methodology may be considered as part of the research requirement; iii. extensively researched workshops must be peer reviewed to receive credit as research; iv. peer review should be done by educators who hold terminal degrees in the particular areas being addressed. This may include persons in attendance at the workshop, or recognized experts in the field who review a copy of the research based presentation. c. School of Theology For faculty in this school, the following criteria must be added: i. evidence of willingness to support the specific purposes of St. Mary’s Seminary, subject to the direction of the Bishop of Galveston-Houston; ii. publication in pastoral journals, as this is significant for the degrees offered; iii. service that has particular relevance to St. Mary’s Seminary and to the Church community. d. Center for Thomistic Studies In the graduate program in philosophy, the following are added to the criteria under teaching: i. directing and reading of MA theses and PhD dissertations; ii. acting as examiner in a variety of graduate program examinations (including doctoral dissertation defenses); iii. participating in colloquia and other academic activities outside ordinary course load. e. For research/scholarship/creative works, some of the items listed in the general document do not count as research/scholarship/creative works in the graduate philosophy program. The following should be viewed as a substitution for that section in the general document (rather than as an addendum): i. authoring philosophical articles published in journals, proceedings or books; ii. authoring books in philosophy. In each instance evidence for the quality and importance of the work for the discipline will add weight to the mere fact of publication. The candidate’s own estimation of quality and importance should be supplemented not only by the judgment of peers solicited by the candidate but also by the judgment of others qualified in the subject matter. 10. Specification of Criteria for Promotion and Tenure a. In determining the eligibility of a candidate for promotion and tenure, the minimum qualifications must be met. In addition, the faculty member will be evaluated according to the established criteria.

Policy Number: F.03.01

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Appendix I-D.1

University of St. Thomas Policies b. In evaluating each of the three major criteria, those responsible will rate the candidate, interpreting the following categories in light of how they apply to University faculty and to those from comparable institutions: i. excellent ii. very good iii. good iv. satisfactory v. unsatisfactory c. A rating of â&#x20AC;&#x153;satisfactoryâ&#x20AC;? indicates performance that is acceptable in the non-teaching areas for promotion to the rank of assistant professor and shows evidence of improvement. d. While the criteria for promotion to the rank of Associate Professor and the granting of tenure may appear similar, they are separate but linked. What may be seen as satisfactory for tenure may not be satisfactory for promotion, or vice versa. 11. Application of Standards a. The following are the minimum requirements for promotion to: i. Assistant professor: very good in teaching, satisfactory in research/scholarship/creative works, satisfactory in service. ii. Associate professor: very good in all three areas of the criteria; or excellent in teaching and one good, one excellent in the two remaining criteria areas. iii. Professor: excellent in teaching, excellent in at least one other area of the criteria, very good in the remaining area. b. Tenure will be granted only to faculty who are rated: i. At least very good in all three areas evaluated, or ii. Excellent in teaching and one good and one excellent in the two remaining areas. c. Promotion to associate professor and the granting of tenure must be based on the progress and vitality the candidate has demonstrated as a teacher, scholar and colleague during his or her probationary years at the University. Before making a long-term commitment to a faculty member, the University must be convinced that the candidate for tenure will continue to make valuable contributions in the areas of teaching, research/ scholarship/ creative works and service. d. The evidence presented to document request for promotion from assistant professor to associate professor and from associate to full professor must extend beyond that which was presented for the previous promotion. e. The rank of professor is reserved for those faculty members whose careers reflect outstanding cumulative achievement and a consistent and sustained evaluation record that meets University standards. 12. Application of Standards for Doctoral Program Faculty in the Center for Thomistic Studies a. In order to qualify for promotion to associate professor and for tenure, the faculty member must have published at least five substantial articles. b. In order to qualify for promotion to professor, an excellent rating in research is required. This will involve a pattern of consistent, quality publication that will include a number of articles and at least one substantial book that makes a significant contribution to the field (something other than oneâ&#x20AC;&#x2122;s doctoral dissertation). Policy Number: F.03.01

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110

Appendix I-D.1

University of St. Thomas Policies c. Promotion to professor without publication of a substantial book will also be possible, but only after the faculty member has published numerous articles over a much longer period of time. 13. Criteria for Evaluation, Promotion and Tenure of Librarians As stated by the Association of College and Research Libraries (ACRL), “The librarian’s academic preparation for an appointment to the Library Faculty is established on the basis of the terminal professional degree. The basic quality which must be evident for promotion in academic rank is the ability to perform at a high professional level in areas which contribute to the educational and research mission of the institution, such as: reference service, collection development, bibliographic organization and control” (ACRL Model Statement of Criteria and Procedures for Appointment, Promotion in Academic Rank, and Tenure for College and University Librarians, 1987). For the University of St. Thomas, the criteria used for evaluation, promotion and tenure include effectiveness of performance as a librarian, quality of scholarship and professional development, and effectiveness of professional and University service. 14. Criteria for Appointment and Promotion (ACRL Guidelines) In accordance with the ACRL Model Statement, 1987: a. Instructor: Appointment requires expectation of successful overall performance and the potential for a promising career in librarianship. b. Assistant Professor: Promotion requires evidence of significant professional contributions to the library and/or to the institution. c. Associate Professor: Promotion requires evidence of substantial professional contributions to the library and to the institution as well as attainment of a high level in bibliographic activities, in research, or in other professional endeavors. d. Professor: Promotion requires outstanding achievements in bibliographic activities, in research, or in other professional endeavors. 15. Tenure Tenure (continuous appointment) shall be available to librarians in accordance with the tenure provision for all faculty of the institution. Criteria for tenure are closely allied to the criteria for promotion in academic rank. The relationship between tenure and rank are the same for Library Faculty as for other faculty. These criteria include effectiveness of performance as a librarian, quality of scholarship and professional development, and effectiveness of professional and University service. 16. General Professional and Scholarly Qualifications Professional Effectiveness All professional librarians will be evaluated on their job performance according to the following criteria: a. b. c. d. e.

Performance of assigned duties and responsibilities in a timely manner; Ability to carry out assigned tasks effectively and efficiently; Ability to communicate with patrons, faculty and staff; Capacity for creative and innovative suggestions; Ability to utilize library resources to provide information to the University community.

Policy Number: F.03.01

PROMOTION AND TENURE

111

Appendix I-D.1

University of St. Thomas Policies Professional Development a. Ongoing reading and research to maintain proficiency and growth in the field of professional specialization; b. Holding membership or office in professional associations; c. Attendance and participation in meetings, conferences and conventions or professional associations; d. Writing proposals for financial support of research or other projects, including academic institutes or workshops; e. Consulting with other faculty on research proposals or projects; f. Institution sponsored research; g. Publication in scholarly journals, presentations of scholarly papers, editing professional journals and reviewing texts. University and Community Service a. Service includes those memberships and activities through which a candidate contributes to the well-being of the University, the community, and his/her profession and which therefore furthers the Universityâ&#x20AC;&#x2122;s mission. b. Service may be provided directly to the University and to the community. c. Service to the University might include, among others: i. participation on committees; ii. representing the University at various programs. d. Service to the community might include, among others: i. participation in community projects related to the librarianâ&#x20AC;&#x2122;s specialty; ii. activities which foster the special religious orientation of the University. e. Evaluations of the service component would include self-evaluation in the candidateâ&#x20AC;&#x2122;s portfolio and solicited and unsolicited external evaluations in the form of letters. 17. Procedure The following will be used in the evaluation process: a. self-evaluation with accompanying documentation; b. annual evaluation of the Library Director sent to the Vice President for Academic Affairs.

APPROVED: Dr. Robert Ivany

Date of Original Formation: 9/1/2010 Revision Number: 2 Revision Date: 4/19/2013 Effective Date: 4/19/2013

Policy Number: F.03.01

PROMOTION AND TENURE

112

Appendix II-E.1

Summary Matrix for Review of PSON Faculty Qualifications      

Faculty Name Rank/Tenure Adjunct/Part-Time (%) FTE Status School/Department Program Teaching Responsibilities  School Leadership or Administrative Responsibility

Campbell-Law, Lucindra PhD, ANP, PMHNP      

Full Professor 1 FTE School of Nursing BSN/DNP Programs DNP Program Coordinator Cullen Trust Endowed Chair for Health Care

Degrees, Year, & Granting Institution

 PhD, (Nursing) 2004, Texas Woman’s University, Houston, Texas  MSN (ANP/PMHNP), 1996, The University of Texas Health Science Center at Houston

 Academic Discipline  Specialty Area(s)  Years Teaching Online;  Total Years Teaching

Licensure &/or Certification (if applicable)

Undergraduate &/or Graduate teaching experience (PSON) Course number & title Date course was last taught Number of Thesis and/or dissertation/ supervision/Chair or member.

Scholarship and Faculty Practice (if applicable):  # Refereed Publications  Date of Last Refereed Publication  # Research Grants (internal/external)  # Program Grants  Current Active Faculty Practice (yes) (no)

 Nursing  Adult Health  Psychiatric Mental Health  Online 1 year  Total 38 years

Texas  RN  APRN

Undergraduate:  NURS 4655 Transition to Holistic Nursing Practice (2018)  NURS 4552 Holistic Nursing: Behavioral Health (Course Coordinator) (2018)  NURS 2642 Foundations of Holistic Nursing (Clinical Instructor) (2017)  NURS 3391 Summer Externship (Course Coordinator/Clinical Faculty) (2016)  NURS 4356 Holistic Nursing: Foundation for Clinical Leadership (Course Coordinator) (2015)  NURS 4192 Independent Study in Critical Reading (Co-Course Coordinator) (2014)

Scholarship and/or Faculty Practice  3 Refereed publications (Last date: 2018)  3 external Research Grants  1 internal Program Grant  Faculty Practice (yes) Faculty Practice (Logistics Health/DOD)

 BSN, 1994, Houston Baptist University

113

 ANCC-APRN, ANP, PMHNP,BC

Appendix II-E.1



Campbell-Law, Lucindra (cont’d)

Chambers, Angelina N. PhD, APRN, CNM     

Professor 1 FTE School of Nursing BSN/DNP Programs Associate Dean for SON Operations and Undergraduate Studies  Cullen Trust for Higher Education Endowed Chair in Nursing

 PhD (Nursing) 2006 University of Texas Medical Branch at Galveston Graduate School of Biomedical Sciences  MSN (Nurse-Midwifery) 1981 Yale University

 Nurse-Midwifery  Women’s Health  Nursing Research (local and international)  Online 5 years  Total 37 years

 BS (Nursing) 1976 Skidmore College

114

Texas:  RN  APRN  CNM

NURS 2342 Health Assessment (Lecture, Clinical) (2014)  NURS 3551 Holistic Nursing: Care of Adults (Clinical/Course Faculty) (2013)  NURS 4553 Holistic Nursing: Care of the Critically Ill (Clinical Faculty) (2013)  FYSE: Freshmen Year Experience (Discussion Leader) (2013) Dissertation chair 2 Member of 8 committees Undergraduate:  NURS 2342 HealthSpring 2017  NURS 4252 Clinical InquiryFall 2016  NURS 3391 Summer Externship-Study AbroadSummer 2016  NURS 3252 Clinical Inquiry I Spring 2016  NURS 3553 Holistic Nursing: Care of the Childbearing FamilySpring 2016  NURS 3391 Summer Externship-Study Abroad Summer 2015  NURS 3553 Holistic Nursing: Care of the Childbearing FamilySpring 2015  NURS 3391 Summer Externship-Summer 2014

Scholarship &/or Faculty Practice  8 refereed publications  2015  2 Research Grants  Faculty Practice (yes)

Appendix II-E.1

 NURS 3553 Holistic Nursing: Care of the Childbearing FamilySpring 2014  NURS 3391 Summer Externship-Summer 2013  NURS 3553 Holistic Nursing: Care of the Childbearing Family-Spring 2013  NURS 3552 Clinical InquiryFall 2012  NURS 3553 Holistic Nursing: Care of the Childbearing Family-Summer 2012 Chaired 5 thesis committees and member of 3 dissertation committees.

Chambers, Angelina N. (cont’d)

Dufrene, Claudine PhD, RN-BC, GNP-BC, CNE     

Assistant Professor 1 FTE School of Nursing BSN Program BSN Program Coordinator

 PhD (Nursing) 2013 Texas Woman’s University  Houston, Texas  Post-Master’s Gerontological Nurse Practitioner 2006 University of Texas Medical Branch at Galveston

 Nursing  Adult Health/Med Surg  Gerontology  Nursing Education  Blended 8 years  Total 18 years

 MSN 2000 University of Phoenix  BSN 1998 University of Phoenix  ADN 1991 Nicholls State University Thibodaux, Louisiana

115

Texas    

RN RN-BC GNP-BC CNE

Undergraduate:  NURS3651 Adult/Oder Adults Fall 2018  NURS2642 Foundations of Holistic Nursing Summer 2018  NURS4356 Holistic Nursing Foundation for Clinical Leadership Spring 2018  NURS4356 Holistic Nursing Foundation for Clinical Leadership Spring 2018  NURS4655 Transition to Holistic Nursing Spring 2018  NURS3354 Holistic Nursing Caring for the Community Fall 2017

Scholarship & /or Faculty Practice 5 refereed publications (last date: 2017)  7 academic podium presentations (last date: 2018) Faculty Practice (no)

Appendix II-E.1

Kritek, Phyllis Beck RN, PhD, FAAN



PhD (Nursing) 1971 University of Illinois Medical Center Campus, Chicago, ILL

Professor .80 FTE School of Nursing DNP Program Development  Archbishop Joseph Fiorenza Endowed Chair in Nursing.80 FTE



MSN 1971 University of Illinois Medical Center Campus, Chicago, ILL



BSN 1967 Marillac College, St. MO

   

 Nursing  Psychiatric Community Mental Health Nursing  Online 5 years  Total teaching: 47 years

116

RN Licensure MO. Il, Wi. TX, VA

 Undergraduate: Over 47 years taught in seven different nursing schools; taught primarily psychiatric nursing but also courses in research, served as guest speaker in many UG courses on topic of conflict engagement in health care.  Graduate: Created and directed a master’s programs in mental health nursing and two doctoral programs. Taught philosophy of science, organizational theory, research methods and leadership courses; taught in both MSN and PhD programs. Nursing consultant & soloentrepreneur, 2003 to present.

Scholarship &/or Faculty Practice:  30+ refereed publications; 4 books published  Last refereed publication: 2017  6 funded research grants (2 internal)  1 federally funded doctoral program development grant Faculty Practice: Faculty practice as conflict engagement specialist: trainer, consultant, facilitator (30+ years)

Appendix II-E.1

Leyden, Kristina PhD, APRN, FNP-BC     

Assistant Professor 1 FTE School of Nursing BSN Program Faculty Facilitator for Simulation Lab Operations  Celt Faculty Fellow for Entrepreneurship

 PhD 2015 University of Texas Health Science Center at Houston  MSN 1999 University of Texas Medical Branch at Galveston.

 Nursing  Family Nursing (FNP)  Hybrid 15 years  Total 19 years

Texas  RN  APRN-FNP-BC

 BSN 1997 WSU  AASN 1996  AAS 1994 Clark College, Vancouver, Washington

Leyden, Kristina (cont’d) O’Brien, Karen RN, PhD, ACNP-BC    

Assistant Professor 1 FTE School of Nursing BSN Program

 PhD (Nursing) 2008 University of Texas Medical Branch at Galveston  MSN 2002 University of Texas Medical Branch Galveston, TX  BSN 1994 Stephen F. Austin State University Nacogdoches, TX

 Nursing  Critical Care Nursing, Acute Care Nurse Practitioner  Online/hybrid teaching 14  Total years teaching 15

117

Texas  RN  APRN  ACNP-BC Pennsylvania  RN

Supervised 20-30 master’s theses 5 doctoral dissertations; served on numerous committees. Undergraduate:  NURS 2542 Foundations Summer 2018  NURS 3552 Care of Children and Families Spring 2018*  NURS 3651 Care of Adults/Older Adults Fall 2018*  NURS 3553 Care of Childbearing Fall 2018  N4552 Behavioral Health Fall 2018  N3391 Externship Summer 2016  N4655 Transition to Holistic Nursing  NURS 3551 Care of Adults Fall 2014* *Course Coordinator, other courses participate either in lab, lecture, clinical, reflection, or mock interviewing Undergraduate:  NURS 4653 Critical Care Fall 2018  NURS 2342 Health Assessment Spring 2018

Scholarship &/or Faculty Practice:  5 publications 2018 (last submitted for publication Dec 18)2017  18 presentations o 2018  Recipient of Joseph F. McFadden Service Award 2018 Faculty Practice:  Family Practice

Scholarship &/or Faculty Practice:

       

1 Refereed Publication 2009 2 research grants 2 program grants 2 book chapters 3 book reviews 1 case study 2 Virtual workshops for software

Appendix II-E.1

Rolle, Yvette, DNP, MSN, CNE, OB, RNC    

Assistant Professor 1 FTE School of Nursing BSN Program

 DNP 2015 Chamberlain College of Nursing ,Downers Grove, IL  MSN 1998 Perinatal Nurse Practitioner University of Texas Health Science Center – Houston

Nursing Obstetric nursing Adult Health Pharmacology

Texas  RN  Inpatient Obstetric Nursing  Certified Nurse Educator Expired  Basic Certificate in Instructional Technology

Total Teaching: 20 years

 BSN 1995 University of Texas Health Science Center – Houston  CNM 1982 Princess Margaret Hospital, Dominica, West Indies  Registered Nursing Diploma 1979 University Hospital of the West Indies

Rolle, Yvette, (cont’d)

Sadler, Christen, MSN, CNM,

 CNM 1999 Frontier Nursing University

 Nursing  Women’s Health  General nursing

118

Texas  RN (active)  APRN (inactive)

Undergraduate  NURS 3651 Holistic Nursing: Care of Adults/Older Adults (Clinical faculty) Fall 2018  NURS 2032 Clinical Reasoning in Nursing (Course Coordinator/Facilitator) Summer 2018  NURS 3252 Clinical Inquiry (Course Coordinator/Facilitator) Spring 2018  NURS3553 Holistic Nursing: Care of the Childbearing Family (Clinical Instructor) Spring 2018  NURS 3651 Holistic Nursing: Care of Adult/Older Adults (Clinical faculty)Fall 2017  NURS 3252 Clinical Inquiry (Course Coordinator/Facilitator) Spring 2017  NURS 3553 Holistic Nursing: Care of the Childbearing Family (Clinical Instructor)Spring 2017  NURS 3252 Clinical Inquiry (Course Coordinator) Spring 2017  NURS 3252 Clinical Inquiry (Course Coordinator) Fall 2016 development for Spring 2017  NURS 3651 Holistic Nursing: Care of Adults/Older Adults (Clinical Instructor)Fall 2016  NURS 4252 Clinical Inquiry II: (Co-teaching) Fall 2016 Undergraduate:  NURS 3354 Holistic Nursing: Caring for the Community (Course Coordinator)Fall 2018

Scholarship &/or Faculty Practice 2017 2 Presentations 2016 2 Presentations 2007 1 Publication Faculty Practice (yes)

Scholarship &/or Faculty Practice  2018 1 podium presentation

Appendix II-E.1

   

LCCE

 MSN 1992 University of Texas at Austin

Instructor in Nursing 1 FTE School of Nursing BSN Program

 BA 1987 Davidson College, Davidson, North Carolina

 Total 25 years teaching experience

Sadler, Christen, (cont’d)

119

 AMCB-CNM Current  LCCE Current

 2018 NURS 2642 Foundations of Holistic Nursing (Clinical Coordinator/Lecturer/Lab and Clinical Instructor)  Summer 2018  NURS 2642 Foundations of Holistic Nursing (Lecturer/Lab and Clinical Instructor) Summer 2016, 2017  NURS 3651 Holistic Nursing: Care of Adults/Older Adults (Lecturer) Fall 2015, 2016, 2017  NURS 4653 Holistic Nursing: Care of the Critically Ill (Clinical Coordinator) Fall 2016, 2017)  NURS 3354 Holistic Nursing: Caring for the Community (Clinical Instructor) Fall 2016, 2017  NURS 3391 Summer Externship (Clinical Instructor) Summer 2015  NURS 2542 Foundations of Holistic Nursing (Lecturer/Lab and Clinical Instructor) Summer 2014, 2015  NURS 3553 Nursing Holistic: Care of the Childbearing Family (Course Coordinator) 2014  NURS 4354 Holistic Nursing: Care of the Older Adult (Clinical Instructor) Fall 2013 and 2014  2013 NURS 2542 Foundations of Holistic Nursing (Course CoCoordinator) Summer 2013

 2018 1 abstract accepted for podium presentation in summer, 2019  2018 1 abstract submitted and pending approval  Current Active Faculty Practice: LCCE yes, RN yes,

Appendix II-E.1

 NURS 3553 Holistic Nursing: Care of the Childbearing Family (Course Coordinator) Spring 2013

Sullivan, Michael DBe, RN, FACHE    

Assistant Professor 1 FTE School of Nursing School of Education & Human Services  BSN Program

 DBe 2013 Loyola University − Chicago  MA 2005 Loyola University – Chicago  MS 1985 University of Houston – Clear Lake  BSN 1977 University of Texas Medical Branch at Galveston

 Nursing  Healthcare Administration  Clinical/Organizatio nal Ethics  Community Health  Clinical/Organizatio nal Ethics  Online 3years  Classroom 3 years Total 6 years

California, Hawaii & Texas  RN  FACHE

Undergraduate:  NURS 3354 Holistic Nursing: Caring for the Community Spring 2017 & 2018  NURS 4655 Transition to Holistic Nursing Practice Spring 2018 & 2019

Scholarship &/or Faculty Practice:  1 refereed publications March , 2018  Faculty Practice (yes)

Graduate:  NURS 7302 Ethical and Social Justice Dimensions of Transformational Healing Relationships Fall 2018  EDUC 8310 Ethical Resource Allocation Fall 2016 & 2017 Chaired 1 dissertation and member of 6 committees.

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

 PhD 1992 University of Texas Medical Branch Graduate School of Biomedical Sciences, Galveston, Texas

   

Nursing Adult Health Nursing Education Online 2 years

120

Texas  RN  CNE  HN-BC

Undergraduate:  NURS 3354 Caring for the Community Fall 2015

Scholarship &/or Faculty Practice  6 referred publications, most recent 2017

Appendix II-E.1

    

Professor (T) 1 FTE School of Nursing Dean Sr. Martina Casey Endowed Chair in Nursing

Verklan, M. Terese PhD, CCNS, RNC, FAAN    

Professor .50 FTE School of Nursing DNP Program

 MSN 1983 University of Texas Medical Branch at Galveston School of Nursing

 NURS 3351 Art and Science of Holistic Nursing Fall 2014

 3 federal program grants  6 state/local grants  8 private foundation/intramur al grants

Graduate: Statistics, Grant Writing, Neonatal Physiology, Quantitative Research courses, Dissertation, Independent Study, Research Practicum NURS 7303Translating Research into Practice: Fall 2018 NURS 7205 Epidemiology and Population Health Spring 2019 Chaired multiple dissertations and served as Committee Member for multiple dissertations Chaired 30+ DNP Scholarly projects and served as Committee Member for same

Scholarship and Faculty Practice:  98 Refereed Publications  2018  11 External Research Grants (funded)  Faculty Practice-no

Undergraduate:  NURS 3351 Art and Science of Holistic Nursing Fall Semesters 2012-2017  NURS 4356 Foundations for Clinical Leadership Spring Semesters 2015-2017  NURS 2032 Clinical Reasoning Summer Semesters 2016-2017

Scholarship &/or Faculty Practice:  6 refereed Publications  1 PI on Research Project (2017)  4 Program Grants (funded)  Faculty Practice (yes)

 BSN 1974 Salve Regina College

 PhD (Nursing) 1994 University of Pennsylvania  MSN 1987 University of Pennsylvania

   

Nursing Perinatal/Neonatal Online 18 years Total 31

 BA 1984 University of Manitoba

Texas    

RN APRN RNC-NIC-NCC CCNS-NeoAACN CertCorp

 BN 1982 University of Manitoba

Waters, Phyllis PhD, RN

 PhD-Nursing 2008 University of Texas Medical Branch at Galveston

    

 MS-Nursing 1977 Texas Women’s University Houston, Texas

Professor 1 FTE School of Nursing DNP Program Associate Dean, Nursing Professional Advancement and Graduate Studies

 Total Teaching 18 years  Total Academic Administration 16 years

BS (Nursing) Tift College 1969 Forsyth, Georgia

   

Nursing Nursing Theory Nursing Leadership Strategic Planning and Evaluation  Clinical Reasoning and Critical Thinking  Total Teaching 15 years  Online 2 years

Nursing Diploma

121

Texas  RN

Graduate:

Appendix II-E.1

 Carol and Odis Peavy Endowed Chair in Nursing

Memorial Medical Center 1969 Savannah, Georgia

 Academic and Clinical Administration 35 years

122

 NURS 7301Creating Healing Environments: Foundations of Art and Science Fall 2018  NURS7307 Transformational Leadership in Healing Environments Spring 2019  Member of one PhD and one DNP committee; served as resource person on several.

Appendix II-E.2

Summary Matrix for Review of Adjunct Faculty Qualifications    

Faculty Name Rank/Tenure Adjunct/Part-Time (%) School/Department

Azie, Elizabeth MSN, RN, AGAGACNPBC  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Bell, Chantell MSN, RNCMNN  Adjunct Faculty: Non-Tenure: Clinical Instructor  Peavy School of Nursing

Chan, Beei MSN, RNCLRN, RNCMNN

 Academic Discipline  &/or Specialty Area  Years Teaching Online;  Total Years Teaching  Critical Care

Licensure &/or Certification (if applicable)

Indicate Undergraduate or Graduate teaching experience Course number & title of Course taught Date course was last taught Number of Thesis and/or dissertation/ supervision/Chair or member.

Clinical Practice & scholarship (if applicable):  Publications/presentations  Current Active Practice

 TX RN  Certification AGACNP-BC

Undergraduate:  NURS Holistic Nursing: Care of the Critically Ill Fall 2018

 Memorial Hermann Hospital – Sugar Land, TX

 MSN 2012 Admin., University of Texas – Arlington  BSN 2007, Texas Tech University Health Science Center, Lubbock TX  ADN 2001, Delgado Charity School of Nursing

 Med-Surg  Obstetrics and Women’s Health  Total Years Teaching – 6 years

 TX RN  Certification Maternal Newborn Nursing

Undergraduate:  NURS 3553 Holistic Nursing: Care of the Childbearing Family Spring 2018  NURS 2642 Foundations in Nursing Practice Summer 2018

 University of Texas Health Science Center , Houston Clinical Professor 2012Present

 MSN 2011 Benedictine University  BSN 2008 Texas Tech University Health Science

 OB  6 years

 TX RN  Maternal & Newborn Certification (RNC-MNN)  Low Risk

Undergraduate:  NURS 3553 Holistic Nursing: Care of the Childbearing Family Spring 2018  NURS 2642 Foundations in Nursing Practice

 Ben Taub General Hospital, Houston Nurse Clinician II

Degrees, Year, & Granting Institution

 MS 2015 Texas Woman’s University, Houston TX  BSN 2005 Prairie View A & M College of Nursing, Houston TX

123

Appendix II-E.2

Chan, Beei, (cont’d)  Adjunct Faculty /Non-Tenure: Clinical Instructor  Peavy School of Nursing

Christy, LaDonna MSN, RN-BC, CCRN

Center, Lubbock, TX  Associate of Applied Science in Nursing 2006 Houston Community College



 MSN 2013 Nursing Education Walden University

 Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Cuellar, Tina PhD, APRN, P/MH  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Retired Lt. Colonel, US Air Force Reserves, Nurse Corps  Peavy School of Nursing



 PhD (Nursing) 2005 University of Texas Medical Branch at Galveston  Post MSN UTHSC-San Antonio 1998  MSN 1996 University of Texas Health Science Center at San Antonio  BSN 1996 University of Texas Health Science Center at San

   

Critical Care Med-Surg Transition 5 years total online and clinical instructor experience

 Behavioral Health  23+ years teaching

  

Neonatal Nurse (RNCLRN) American Heart Association HealthCare Provider (BLS) Neonatal Resuscitation Program (NRP) TX RN CCRN RN-BC

Summer 2018

Undergraduate:  NURS 4655 Transition to Holistic Nursing Practice Spring 2018 Currently in Dissertation at the University of Texas School of Nursing PhD Program:

 TX RN-BC  WHNP  CNSAPSY/MH

Undergraduate:  NURS 4552 Behavioral Health Fall 2018  N4552 Holistic Nursing: Behavioral Health Fall 2018  Served on 9 dissertation committees

124

 Harris Health System Clinical Nurse Educator 2012-Present  1 publication in print  1 publication accepted for publication March 2019  1 publication in review

 Curriculum, Review & Testing at Elsevier/HESI

Appendix II-E.2

Cuellar, Tina (cont’d) Daniel, Mini DNP, MSN, RN  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Ebrahim, Rania MSN, RNP-C  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Gilroy, Heidi PhD, RN, APHN-BC  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Antonio  ADN 1968 Virginia State College  DNP 2017 Chamberlain College of Nursing  MSN 2006 University of Phoenix,, AZ  BSN 1987 Christian Medical College and Hospital, Vellore, India.

 Clinical Case Management.  Classroom teaching: 4 years  Hospital teaching ongoing

 TX RN  Certification in Medical Surgical Nurse by ANCC (RN-BC)  Certified Professional Case Manager (CPCM)

Undergraduate:  NURS3651 Holistic Nursing: Care of the Adult/Older Adult Fall 2018

 Post Masters CertificationEmergency/Trauma NP 2018 UT Health Houston  MSN 2017, BSN 2013 Prairie View A&M University

 Specialty: ER  No previous years of teaching

 TX RN  FNP-C  ENP-C

Undergraduate:  NURS3651 Holistic Nursing: Care of the Adult/Older Adult Fall 2018

 PhD (Nursing) 2015 Texas Woman’s University  MSN 2010 Benedictine University  BS 2002 Texas Woman’s University

    

 TX RN  APHN-BC

Undergraduate:  NURS 3552 Holistic Nursing: Care of Children & Families Spring 2018

Public Health Diabetes Pedi Spanish Global Total years teaching - 8

125

 Lyndon B. Johnson Hospital, Houston Director-Clinical Case Management  Selected as one the top 15 winners for the 2018, Houston Chronicle Salute to Nurses:  Daisy Team Award winner for extraordinary Nurses  Good Samaritan Foundation award for nursing excellence and education (Bronze Medalist)  University of Texas Medical Branch – Galveston Urgent Care FNP

 Memorial Hermann Hospital – Education Resource Specialist, Pediatric Critical Care  2 journal publications in review (2018)  1 journal article in press (2019)  4 published articles (2018)  2 chapters published

Appendix II-E.2

Gradney, Eddie APRN, RNPBC  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Gray, Connie MSN, RN  Adjunct Faculty/ Non-Tenure: Clinical Instructor

Jordan, Darlene MSN, RN, OCN  Adjunct Faculty/ Non-Tenure: Lab Instructor  Peavy School of Nursing

Jose, Charlet PhD, MSN, RN, OCN  Adjunct Faculty/ Non-Tenure: Clinical Instructor Lab Instructor  Peavy School of Nursing

 MSN 2004 Texas Women’s University , Houston TX  BSN 1991 Texas Women’s University, Houston, Texas

 Med-Surg  Health Assessment  OB  Critical Care  Clinical Faculty for 5 years

 TX RN  APRN, FNP  NRCME

Undergraduate:  NURS 3354 Holistic Nursing: Care of the Community Fall 2018  NURS3651 Holistic Nursing: Care of the Adult/Older Adult Fall 2018

 DNP Student University of Texas Arlington

 MSN 2012 Texas Women’s University, Houston  BSN 1988 University of Texas Health Science Center  MSN 2015 Regis University Denver, Colorado  BSN 2010 Regis University Denver, Colorado  ADN1992 Houston Baptist University  PhD in Nursing Education 2017 University of Phoenix  MSN in Nursing Education 2011 University of Phoenix  BSN 1984 Armed Forces Medical College, India

 Med-Surg

 TX RN

Undergraduate:  NURS 2642 Foundations in Nursing Practice Summer 2018

 Texas Children’s Hospital Houston Women’s Assessment Center/Orientation of New Employees

 Med-Surg

 TX RN  Oncology Certified Nurse

Undergraduate:  NURS 2342 Health Assessment Spring 2018

 Houston Methodist Hospital Charge Nurse, Preceptor for BSN students

 NURS3651 Holistic Nursing: Care of the Adult/Older Adult Fall 2018

 Community Health  Med-Surg  OB  Oncology  Total years of Teaching – 8 years

      

TX RN Community Med-Surg OB Foundation Oncology Total years of Teaching – 8 years

126

Undergraduate:  NURS 2342 Health Assessment Spring 2018  NURS 3553 Holistic Nursing: Care of the Childbearing Family Spring 2018  NURS 4655 Transition to Holistic Nursing Practice Spring 2018  NURS 2642 Foundations in Nursing Practice Summer 2018  NURS 3354 Holistic Nursing: Care

 Coleman College for Health Sciences Full time nursing faculty  Current Active Faculty Practice – Yes  1 Podium presentation  Provided Continuing Nursing and Professional Education to the Faculty and Staff at Coleman College for Health Sciences on

Appendix II-E.2

Jose, Charlet (cont’d) Josiah, Deatra MSN, RN-BC, OCN  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Kemp, Shannon MSN, RN-BC  Nursing Retention Manager and Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Kumar, Manila RN, MSN, FNP  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Majmundar, Priya RN, MSN

of the Community Fall 2018  NURS3651 Holistic Nursing: Care of the Adult/Older Adult Fall 2018 Undergraduate:  NURS 2642 Foundations in Nursing Practice Summer 2018

September 21, 2018.

 MSN 2009 University of Texas Medical Branch  BSN 2001 University of Texas Medical Branch  ADN 1998 Galveston College  VN 1995 Galveston College  MSN 2012 University of Texas at Tyler  BSN 1991 University of Texas Medical Branch at Galveston

 Med-Surg  OB  Oncology

TX-RN  Med/Surg Nurse  Oncology Certified Nurse (OCN)

 Nursing

 TX RN

 Total years teaching 6

Certification:  Nursing Professional Development, 2017-2022, #2017013472

 MSN 2012 Prairie View A&M University, Houston  BSN 2009 Prairie View A&M University, Houston

 Nursing  Family Nurse Practitioner  2 years teaching

 TX RN  AANP (American Academy of Nurse Practitioner)  APRN

Undergraduate:  NURS 3354 Holistic Nursing: Care of the Community Fall 2018

 Baylor College of Medicine-Dept. of Gastroenterology/Smith Clinic

 MSN 2014 Education, Valparaiso University, IN.  BSN 2013 Valparaiso University, IN.

 Nursing especially geriatrics and intermediate critical care.  Online teaching

 TX- RN

Undergraduate:  NURS 2642 Foundations of Holistic Nursing Practice Summer 2018

 The College of Health Care Professions, Houston Nursing Instructor

Undergraduate:  NURS 2642 Foundations in Nursing Practice Summer 2018

 University of St. Thomas STEM GRANT Nursing Retention Manager

 NURS3651 Holistic Nursing: Care of the Adult/Older Adult Fall 2018



127

 University of Texas Medical Branch Galveston Clinical Nurse Educator/Nurse Clinician V

NURS 3351 Art & Science

Appendix II-E.2

Majmundar, Priya (cont’d)

 ASN 2011 Ivy Tech Community College, Bloomington, IN.

experience1year and 2 months  Total Teaching Experience- 4 years

 MSN 2013 University of Texas Medical Branch at Galveston  BSN 1988 St. Louis University

 Critical Care

 TX RN  CCRN

Undergraduate:  NURS Holistic Nursing: Care of the Critically Ill Fall 2018

 Houston Methodist, Sugar Land, TX ICU Clinical Educator

 MSN Nursing Education 2016 Western Governors University  BSN 2011 Grand Canyon University  ADN 1994 Tiruvalla Medical Hospital - India

 Education  Maternal Newborn Nursing  2 years

 TX RN  Certified in Maternal Newborn Nursing (RNC-MNN)

Undergraduate:  NURS 3553 Holistic Nursing: Care of the Childbearing Family Spring 2018

 Ben Taub General Hospital, Houston Staff Nurse – Direct Care for Women and Infant Care Unit

 MSN 2008 Prairie View A&M  BSN 2005 Prairie View A&M  ADN 2003 Lee College

 Psychiatry  10 years teaching Mental Health

 TX RN

Undergraduate:  N4552 Holistic Nursing: Behavioral Health Fall 2018

 Texas Woman’s University - College of Nursing Houston Adjunct Faculty  Lee College Baytown Adjunct Faculty

 Adjunct Faculty/ Non-Tenure: Course Coordinator Clinical Instructor Lab Instructor  Peavy School of Nursing

Malit, Luz MSN, RN, CCRN  Adjunct Faculty/ Non-Tenure:  Clinical Instructor Lab Instructor  Peavy School of Nursing

Mathew, Bindhu MSN, RNCMNN  Adjunct Faculty/ Non-Tenure: Lab Instructor  Peavy School of Nursing

McDonald, Deborah MSN, RN

Fall 2018

128

Appendix II-E.2

McDonald, Deborah (cont’d)  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Miller, Erica MSN, RN-BC  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Namalima, Limbani MSN, RN, CCRN  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

 MSN 2016 Western Governors University  BSN 2008 Texas Tech Health Science Center – Lubbock  BS Social Science 2001 Allen University Columbia, South Carolina  MSN 2015 University of Central Oklahoma, Edmond, Oklahoma  BSN 2012 Rogers State University Claremore, Ok  ADN 2010 Tulsa Community College  Diploma in Clinical Medicine 2004 Malamulo College of Health Services, Malawi

 Psychiatry

 TX RN  ANCC Psychiatric Nurse

Undergraduate:  N4552 Holistic Nursing: Behavioral Health Fall 2018

 Michael E. DeBakey Veterans Affairs Medical Center – Houston Assistant Nurse Manager: Geriatric Psych Unit

 Nursing Science  Critical Care, Neuroscience Nursing  Teaching Online – None  Total Years Teaching - 1

    

Undergraduate:  NURS Holistic Nursing: Care of the Critically Ill Fall 2018

 University of Texas Medical Branch at Galveston Neuro Critical Care Unit

TX RN BLS ACLS CCRN CNRN

129

Appendix II-E.2

Nash, Kathy RN, PhD  Adjunct Faculty /Non-Tenure: Clinical Instructor  Peavy School of Nursing

Ottan-Obi, Regina MSN, APRN FNP-BC

 PhD (Nursing) 2003 University of Texas Medical Branch Galveston  MSN 1991 University of Texas Medical Branch Galveston  BSN, 1984 Georgetown University, Washington DC  AAS 2982 Morris County College  MSN/ED 2013  ADN 2007

   

Nursing FNP Nursing 5 years teaching online  12 years total teaching

 TX RN  ANCC  APRN

Undergraduate:  NURS 3552 Holistic Nursing: Care of Children & Families Spring 2018

 University of Texas Medical Branch – Alvin Urgent Care Community Based Clinics Advanced Practice Nurse  7 Peer reviewed publications  2009, last refereed publication

 Health Care Education  Family Nurse Practitioner

 TX RN  AANP

Undergraduate:  NURS 4655 Transition to Holistic Nursing Practice Spring 2018  N4552 Holistic Nursing: Behavioral Health Fall 2018

 Khan Medical Clinic, Sugar Land, TX FNP

 MSN 2012 University of Alabama – Birmingham  BSN 2005 University of South Alabama  ADN 2003 Charity School of Nursing, Delgado Community College, New Orleans, Louisiana

   

 TX RN

Undergraduate:  NURS 3552 Holistic Nursing: Care of Children & Families Spring 2018  NURS 4655 Transition to Holistic Nursing Practice Spring 2018  NURS 2642 Foundations of Holistic Nursing Practice Summer 2018  NURS 3354 Holistic Nursing: Care of the Community Fall 2018

 DNP Student  The Woman’s Hospital of Texas, Houston, TX PICC Line RN/PRN

 Adjunct Faculty/ Non-Tenure: Clinical Instructor Lab Instructor  Peavy School of Nursing

Phan, Kelle RN, MSN, NNNP-BC  Adjunct Faculty/ Non-Tenure: Clinical Instructor Lab Instructor  Peavy School of Nursing

Pediatrics Med/Surg OB 7 years teaching experience

130

Appendix II-E.2

Pierre-Louis, Chilene MSN, RN, AGACNP  Adjunct Faculty/ Non-Tenure: Clinical Instructor  Peavy School of Nursing

Simpson, Katherine MSN(c),FNP RN, CNRN, CVRNII, LNC

 MSN 2004 Adult/ Gerontology ACNP Texas Women’s University, Houston  BSN 2004 University of Texas Medical Branch

 Adults/Gero

 TX RN  AGACNP

Undergraduate:  NURS3651 Holistic Nursing: Care of the Adult/Older Adult Fall 2018

 Houston Methodist Hospital Staff ACNP in IMU/Emergency Response Team/Hospitalist

 MSN 2016 Walden University  BSN Northern Kentucky University  ADN Excelsior College Albany, New York



 TX RN

Undergraduate:  NURS Health Assessment Spring 2018  NURS 4655 Transition to Holistic Nursing Practice Spring 2018  NURS 2642 Foundations of Holistic Nursing Practice Summer 2018



 Nursing Informatics  1.5 years online teaching  Total of 1.5 years teaching

 TX RN  Certified Informatics Nurse (American Nurses Credentialing Center)

Undergraduate:  NURS 4251 Nursing Informatics Fall 2018

 PhD student. Expected completion date December 2019

 Adjunct Faculty/ Non-Tenure: Clinical Instructor Lab Instructor  Peavy School of Nursing

Sorkpor, Setor Kofi. MSN, MPH RN

 Adjunct Faculty/ Non-Tenure: Course Coordinator  Peavy School of Nursing



Post Masters cert. in Nursing Education, 2018, University of Texas Cizik School of Nursing, Houston, TX MSN 2015 (Informatics track), Texas Tech Un Health Science Center, Lubbock, TX MPH 2012 University of

131

Appendix II-E.2

Sorkpor, Setor Kofi. (cont’d)



Williams, Vicki MSN, APRN FNP, WHNP, AHNP 



Adjunct Faculty/ Non-Tenure: Clinical Instructor Lab Instructor Peavy School of Nursing

Texas Health Science Center at Houston, School of Public Health, TX BSN 2006 University of Texas Medical Branch, Galveston, TX Diploma in Marine Engineering, 2001 Regional Maritime University, Accra Ghana

 Post Masters FNP 2000 Texas Tech University School of Nursing, Lubbock  MSN 1994 UTHouston School of Nursing-WHNP, AHNP  BSN 1981 University of Texas Houston School of Nursing

 Women’s Health  Family Health  Adult Health

 TX RN  Advanced Practice Registered Nurse, Tx. Licensed WHNP, AHNP FNP  ANCC Certification

132

Undergraduate: ● NURS 3552 Holistic Nursing: Care of Children and Families Spring 2018 ● NURS 2642 Foundations of Holistic Nursing Practice Summer 2018 ● NURS 3354 Holistic Nursing: Care of the Community Fall 2018

 Current active Adjunct Clinical Instructor and Lab Instructor for UST School of Nursing. Undergraduate Nursing Program

Appendix II-E.3

University of St. Thomas School of Nursing Strategic Plan 2012-2017 (5/27/2014)

Strategic Focus Area I: Enrollment Management and Student Affairs Goal #1: Establish SON structures and standardized processes for recruitment, advising, admission and enrollment in alignment with UST systems. 2 Year Outcome Indicators: 1. Recruitment plan aligned with UST strategic enrollment goals has been developed and fully implemented in conjunction with UST Office of Admissions and Marketing. 2. Minimum of 40 incoming freshman declare pre-nursing interest. 3. Minimum of 10 incoming freshman (high performing high school seniors) qualify for conditional acceptance to the SON. 4. Applicant pool for the nursing major consistently yields admission cohort of 40 highly qualified candidates for the BSN program. 5. Hispanic and underserved students comprise at least 30% of the nursing student population 5 Year Outcome Indicators: 1. Established recruitment and enrollment parameters based on the following variables:     

Metropolitan Houston new graduate employment rates Analysis of retention and attrition data for BSN program Faculty and support resources Available pool of qualified applicants UST enrollment goals

2. An established recruitment network among selected HISD and Houston area Catholic schools. Goal #2: Design and implement a holistic retention program for pre-nursing and nursing students. 2 Year Outcome Indicators: 1. Established pre-nursing student retention rate based on patterns from 3 admission cohorts. 2. Established nursing student retention rate based on patterns from 2 admission cohorts. 3. Identified targets for acceptable and optimum retention rates. 4. Indicators are identified for student academic, social and psychological services with high impact on retention.

133

Appendix II-E.3

5. Nursing Success Center services correlated with student academic performance outcomes.

5 Year Outcome Indicators: 1. Pre-nursing and nursing student retention rates meet established targets. Goal #3: Establish nursing student structures and processes that foster professional formation. 2 Year Outcome Indicators: 1. A UST SON Chapter of the National Student Nurses Association will be active. 2. Appropriate strategies for engaging students in SON governance will be in place.

Strategic Focus Area II: Academic Program Development and Implementation Goal #1: Implement the BSN curriculum in accordance with:  accreditation requirements  SON mission/vision/philosophy  Graduate performance outcome expectations 2 Year Outcome Indicators: 1. Fifteen nursing courses have been implemented and evaluated. 2. Full accreditation from the Texas Board of Nursing achieved by October 2014. 3. UST School of Nursing has applied for national accreditation by the Commission on Collegiate Nursing Education. 4. Graduate outcome performance achievement measures and data collection processes are established for the following: - NCLEX pass rate - Graduate portfolios - Employment rate - Employer satisfaction 5 Year Outcome Indicators: 1. BSN program has achieved: - Texas Board of Nursing accreditation - National accreditation through the Commission on Collegiate Nursing Education - Recognition as an approved program by the American Holistic Nurses Association 2. A minimum of 80% of BSN graduates fully achieve program expectations as indicated by graduate outcome achievement measures.

134

Appendix II-E.3

Goal #2: Maintain continuing funding for the US Department of Education Nursing Title V grant. 2 Year Outcome Indicators: 1. Achieve successful US DOE Title V Annual Performance Review. 5 Year Outcome Indicators: 1. Programs initiated under the US DOE Title V grant have been fully implemented and institutionalized. Goal #3: Develop graduate nursing program offerings congruent with identified regional needs and UST mission. 2 Year Outcome Indicators: 1. A graduate nursing program proposal is completed based on the following: - Assessment of unmet needs for graduate nursing education in the greater Houston area and state of Texas. - Comprehensive UST feasibility assessment - Projected program outcomes. 5 Year Outcome Indicators: 1. Graduate nursing program offerings will have been initiated.

Strategic Focus Area III: Faculty Goal #1: Form a faculty with the expertise, experience and role orientation necessary to implement the holistic BSN curriculum. 2 Year Outcome Indicators: 1. Faculty mix requirements are established and positions filled for: - Core faculty - Adjunct faculty - Clinical Preceptors 2. Structures and processes supporting faculty selection/hiring, orientation and development are aligned with UST processes and implemented. 5 Year Outcome Indicators: 1. Six endowed faculty chairs are held by qualified nursing faculty. 2. 2. All core nursing faculty are certified in holistic nursing. 3. 3. Student and administrative evaluation of faculty demonstrate that faculty members achieve at least 80% of established role expectations. Goal #2: Form a faculty with the expertise, experience and role orientation necessary to implement graduate nursing program offerings.

135

Appendix II-E.3

2 Year Outcome Indicators: 1. Faculty requirements for graduate program offerings will be defined in the graduate nursing program proposal. 5 Year Outcome Indicators: 1. Graduate faculty members are in place and engaged in graduate program implementation. Goal #3: Implement a framework for engagement of clinical partners, adjunct faculty and preceptors in the teaching enterprise. 2 Year Outcome Indicators: 1. Structure and process for UST SON academic appointments for clinical partners at Harris County Hospital District and other partner organizations is in place. 5 Year Outcome Indicators: To be determined Goal #4: Foster the development of the SON faculty as a Community of Practice as defined by Wenger. 2 Year Outcome Indicators: 1. The SON faculty demonstrates decision-making and communication patterns characteristic of a community of practice. 5 Year Outcome Indicators: To be determined

Strategic Focus Area IV: Program Evaluation and Quality Improvement Goal #1: Implement a total program evaluation plan aligned with UST, Texas Board of Nursing , Commission for Collegiate Nursing Education (CCNE) and Southern Association of Colleges and Schools (SACS) requirements. 2 Year Outcome Indicators: 1. Data monitoring and reporting systems to support evaluation and continuous quality improvement for academic programs, student services and SON operations are implemented. 2. UST School of Nursing receives full approval status from the Texas Board of Nursing by October 2014. 3. UST School of Nursing has applied for accreditation by the Commission for Collegiate Nursing Education.

136

Appendix II-E.3

5 Year Outcome Indicators: 1. UST School of Nursing is fully accredited by the Texas Board of Nursing and the Commission for Collegiate Nursing Education. 2. UST School of Nursing is accredited as an approved holistic program by the American Association of Holistic Nursing

Strategic Focus Area V: SON Infrastructure and Operations Goal #1: Develop and implement a comprehensive infrastructure plan to meet essential SON support requirements in the following areas:     

Facilities Information Technology Financial management HR/Personnel management SON operational policies

2 Year Outcome Indicators: 1. Facilities required to support SON academic programs, faculty and staff are fully renovated and adequate for SON functions: - SON faculty building - Nursing Success Center - Nursing Simulation Lab - Advanced Simulation Lab and Computer Classroom 2. IT infrastructure, processes, policies and resources are in place to support: - Web-assisted, blended and online courses - Clinical simulation - Classroom technology - Point of care mobile devices 3. Effective systems are in place for operational management of: - SON Budget - Personnel – faculty, staff, adjunct faculty, student workers - SON policies - Facilities and equipment - Grants 4. UST Handbook for Faculty and Administrators documents integration of the SON into UST policies, committees and programs. 5 Year Outcome Indicators: 1. Design for the space dedicated to the SON in the Center for Science and Health Professions has been developed collaboratively with architects, UST Facilities leadership, Information Technology and other key stakeholders. 2. A transition plan to support the SON move from temporary facilities to the new Center is completed.

137

Appendix II-E.3

Strategic Focus Area VI: Internal and External Partnerships Goal #1: Maintain effective collaboration with UST departments that offer pre-nursing courses. 2 Year Outcome Indicators: 1. Planning, collaborative problem solving and evaluation processes will be in place with partner departments. 5 Year Outcome Indicators: 1. Successful collaborative partnership based on the following measures: - Student retention in pre-nursing courses - Faculty satisfaction Goal #2: Identify expanded opportunities for collaboration on academic program offerings with other UST departments/disciplines. 2 Year Outcome Indicators: 1. Preliminary proposal for 1 collaborative offering will be completed in conjunction with a potential partner such as: - Service Learning program - International Studies/Study Abroad - Center for Irish Studies - Center for Faith and Culture 5 Year Outcome Indicators: 1. At least one collaborative offering has been successfully implemented. Goal #3: Expand partnership with Harris County Hospital District Academic â&#x20AC;&#x201C;Practice to optimize situational learning opportunities for students and scholarly pursuits. 2 Year Outcome Indicators: 1. Complete collaborative paper or presentation documenting: - American Organization of preoperative Registered Nurses pilot project - Baxter grant Preceptor Education Program 5 Year Outcome Indicators: To be determined based on 2 year outcome achievement. Goal #4: Expand affiliation to include additional clinical partnerships for student clinical learning. 2 Year Outcome Indicators: 1. Program affiliations are in place with:

138

Appendix II-E.3

Christus St. Catherine Hospital Menninger Clinic San Jose Clinic

5 Year Outcome Indicators: To be determined.

Strategic Focus Area VII: Fundraising and Development Goal #1: Formulate a 10 year development plan for the SON to address the following funding needs: - Student Scholarships - Endowed faculty chairs - Facilities - Special Projects 2 Year Outcome Indicators: 1. A 10 year development plan will be completed with review and approval by UST administration, UST Institutional Advancement and the UST Nursing Advisory Council. 5 Year Outcome Indicators: 1. Established 5 year outcome targets will be met.

Strategic Focus Area VIII: Innovation and Scholarly Goal #1: Develop a framework to guide SON scholarship and innovation development. 2 Year Outcome Indicators: 1. A completed assessment of SON scholarship potential based on the following variables: - SON mission and graduate program foci - SON faculty expertise and interests - Clinical partner organization strengths and interests - Funding opportunities 2. The UST School of Nursing has established or joined a chapter of Sigma Theta Tau, International, the honor society for nursing. 5 Year Outcome Indicators: 1. 1-3 successful scholarly endeavors completed.

139

Appendix II-G.1

Promotion and Tenure Criteria for the UST School of Nursing: Discipline Specific Criteria The University of St. Thomas Policy (F. 03.01) outlines university policies and procedures for granting promotion and tenure for all UST faculty and is attached as Appendix A. Included in the policy are the campus wide criteria for evaluating faculty performance in the areas of teaching, research and service and a description of the procedures for promotion and tenure of UST faculty. This document identifies promotion and tenure criteria specific to the Carol and Odis Peavy School of Nursing (COP-SON) faculty. These standards assume inclusion and application of the university-wide criteria while adding increased specificity for nursing faculty. Carol and Odis Peavy UST School of Nursing Mission 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 UST School of Nursing will educate nurses intellectually, morally, and spiritually in the art and science of nursing as a compassionate healing ministry. Defining Scholarship for the Discipline of Nursing As a practice discipline, refining scholarship expectations for nursing faculty has engaged professional nurses and nurse educators in clarification of discipline standards, best articulated in the 1999 position statement published by the American Association of Colleges of Nursing (AACN): Defining Scholarship for the Discipline of Nursing. This policy statement, attached as Appendix B, expands traditional standards of scholarship shaped in part by the work of Ernest Boyer (1990) Scholarship reconsidered: Priorities for the professoriate. Scholarship in nursing for the purpose of this document is defined “as those activities that systematically advance teaching, research and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods.” AACN, (1999) The National Organization of Nurse Practitioner Faculties (2000) statement, Faculty Practice and Promotion and Tenure, was also considered in defining the Scholarship of Practice. Four aspects of academic scholarship are identified as salient to academic nursing: discovery, teaching, applications in clinical practice, and integration of ideas from nursing and other disciplines. This expansion of the scope of recognized scholarly activities, as noted in the AACN position statement, is designed to “support the values of a profession committed to both social

140

Appendix II-G.1

relevance and scientific advancement”. The COP-SON standards are shaped by these discipline specific standards and reflect the content of the AACN position statement as appropriate or germane. COP-SON Discipline Specific Criteria:Teaching UST University Policy F. 03.01identifies teaching criteria, required inclusions in the portfolio to demonstrate successfully meeting the criteria, and optional portfolio inclusions. The COP-SON expands these to include: Section 6 (a): Teaching criteria  the capacity to link student’s learning experiences to the direct provision of nursing care in current US health care environments Section 6 (b): Required portfolio inclusions  student evaluations of linkage of learning to clinical educational experiences Section 6 (c): Optional portfolio inclusions  Innovative teaching projects;  Faculty supervised community-based student learning projects;  Faculty supervised student led health promotion projects for the UST community;  Creative materials/processes/innovations for online courses;  Coordination of multi-educator/clinician courses;  Collaborative courses with educators in other UST departments/schools. COP-SON Discipline Specific Criteria: Research/Scholarship/Creative Works UST Policy F. 03.01identifies research/scholarship/creative works criteria, required inclusions in the portfolio to demonstrate successfully meeting the criteria, and optional portfolio inclusions. The COP-SON expands these to include: Section 7 (a): Self-evident indication of meeting criterion  Peer-reviewed poster presentations at professional meetings;  Peer-reviewed academic/nursing practice conference proceedings;  Formal reports and/or presentations from sponsored research/creative projects.

Section 7 (b through e): Further clarifies criteria, documentation, and standards The COP-SON expands these to include the following: f. The COP-SON recognizes four expressions of scholarship. Their definitions and the documentation of these expressions follow: 1. Scholarship of Discovery: inquiry that produces nursing’s disciplinary and professional knowledge focused on health promotion, restoration and rehabilitation; caring; comfort measures; and healing as ministry. Acceptable methods include primary empirical research entailing the systematic collection of data to answer an empirical question or test an hypothesis

141

Appendix II-G.1

using qualitative and/or quantitative designs, historical research, theory development, methodological studies and philosophical inquiry. Examples of documentation of Scholarship of Discovery:       

Peer-reviewed publications of research, theory, or philosophical essays; Formal written reports and/or presentations of research, theory, or philosophical essays; Grant awards in support of research or scholarship; Mentorship of junior colleagues in research or scholarship; State, regional, national, or international recognition as a scholar in an identified area Positive peer evaluations of the body of work; Participation in interdisciplinary discovery scholarship as a significant contributing member of an interprofessional team.

2. Scholarship of Teaching: inquiry that produces knowledge to support the transfer of the science and art of nursing from the expert to the novice, bridging the teacher’s understanding and the student’s learning, supporting the development of educational environments that embrace diverse teaching styles and focusing on the education of the learner. This scholarship deepens understanding of both the discipline and pedagogy itself. Acceptable activities include innovations in teaching, technology application, and theory building; development of innovative teaching and evaluation methods; creation of innovative learning environments; program development and learning outcome evaluation; and professional role modeling. Examples of documentation of Scholarship of Teaching: 

          

Peer-reviewed publications of research related to teaching, evaluation methodology or learning outcomes, case studies related to teaching-learning, learning theory development, and development, testing and/or evaluation of educational models or theories; Published chapters and/or books; Leadership in developing accreditation or other comprehensive program reports and proposals; Successful applications of technology to teaching and learning; Positive peer assessments of innovations in teaching; State, regional, national, or international recognition as a master teacher; Published textbooks, chapters or other learning aids; Grant awards in support of teaching and learning; Design of outcome studies or evaluation/assessment programs; Peer-reviewed presentations or posters related to teaching and learning; Interprofessional education projects and their outcomes; University, professional, state or national teaching awards and/or recognition as a nurse educator such as Certified Nurse Educator by the National League for Nursing.

3. Scholarship of Practice (Application): scholarship demonstrated through delivery of nursing services, concurrently applying and advancing nursing knowledge through roles in health care

142

Appendix II-G.1

delivery systems as direct caregiver, educator, consultant, or administrator. Faculty may serve in any of the varied health care structures available, using all nursing specializations and roles of service, with a specified plan of continued professional development. Application is focused on the integration of nursing and related knowledge into the assessment and validation of patient care outcomes; the measurement of quality of life indicators; the introduction and provision of health practices within nursing protocols, the development and refinement of practice protocols and strategies, the evaluation of systems of care, and the implementation and analysis of innovative health care delivery models. Examples of documentation of Scholarship of Practice (Application):               

Peer-reviewed publications of research, quality improvement studies, case studies, technical applications, outcome/evaluation projects or other practice issues; Professional and peer-reviewed presentations/posters related to practice; Practice consultation reports; Formal written reports compiling and analyzing patient or health services outcomes; Products, patents, license copyrights; Peer reviews of practice consistent with evidence based guidelines; Development of standards of practice and guidelines based on research Grant awards in support of practice; State, regional, national, or international recognition as a master practitioner; Professional certifications, degrees, and other specialty credentials; Formal written and professional reports of meta-analyses related to practice problems; Formal written and professional reports of clinical demonstration projects; Creation and implementation of interdisciplinary programs of patient care; Peer-reviewed presentations/posters informing health policy from practice and clinical research; Development and evaluation of practice models.

4. Scholarship of Integration of Ideas from Nursing and other Disciplines: inquiry that uses concepts and original works from nursing and other disciplines to create interconnections among ideas that generate emergent insights and knowledge across a wide range of methodologies and technologies. It requires the interface of nurse scholars with scholars of other disciplines, and may also be described as expressions of discovery, teaching or practice scholarship augmented through interdisciplinary activities. It is concurrently responsive to intellectual questions and critical human problems through innovative integration of varied areas of expertise. Within the discipline of nursing, this includes translational research activities and projects and publications where the scholarship translates extant research findings into practical and useful knowledge that alters the patient care practices of nurses. Examples of documentation of Scholarship of Integration:  

Peer-reviewed publications of research, translational analysis and application, policy analysis, case studies, integrative reviews of the literature, and others; Copyrights, licenses, patents, or products for sale;

143

Appendix II-G.1

        

Published chapters and/or books; Positive peer evaluations of contributions to integrative scholarship and translational research; Formal written reports and professional presentations of interdisciplinary programs or service projects; Interdisciplinary grant awards; Peer-reviewed professional presentations and posters; Policy papers designed to influence organizations or governments; Creation of innovative programs of care with creative partnerships; Implementation and/or evaluation of programs of care for underserved populations; Implementation and /or evaluation of programs of care designed through translational analysis and application. COP-SON Discipline Specific Criteria: University and Community Service

UST University Policy F. 03.01 identifies UST university and community service criteria and inclusions in the portfolio to demonstrate successfully meeting the criteria. Section 8 (a through e) does not address service to professional nursing. The COP-SON expands this listing to include greater detail about achievement of service activities linked directly to the profession of nursing. Section 8 (f): Service to the discipline of nursing may include, among others:         

Active membership(s) and involvement in discipline-related professional and academic organizations (i.e., conference organizer, officer or board member, committee or task force chair or member, etc.); Professional service: consulting/professional practice or work done for another institution or employer; External connections, partnerships and collaborative initiatives; Sponsorship of interprofessional collaborative initiatives; Participation in projects with health care community partners; Media contributions; Professional memberships; Honorary society memberships; Volunteer for local, regional, state or national organizations and/ or agencies.

Application of Standards for Promotion and Tenure Policy F. 03.01identifies university policy related to application of promotion and tenure standards for each level of faculty rank. The COP-SON follows the policies and procedures described in this university policy statement while incorporating the additional factors identified above in this document.

144

Appendix II-G.1

References: American Association of Colleges of Nursing. (1999). Defining Scholarship for the Discipline of Nursing. Retrieved March 24, 2015 from http://www.aacn.nche.edu/publications/position/definingscholarship Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. National Organization of Nurse Practitioner Faculties. (2000). Faculty Practice and Promotion and Tenure. Retrieved May 7, 2015 from www.nonpf.org/organizations/10789/files/FPguide1100.pdf University of St. Thomas. Promotion and Tenure. Policy F.03.01 https://peter.stthom.edu/psc/PAPRD91/viewredirect/CMDOCDB/60751046-e46a-11e4-87ee9c2341d9fb54/tmpdb/F.03.01-Promotion_and_Tenure.pdf, April 16, 2015.

145

Appendix II-G.2

Endowed Faculty Chairs Archbishop Joseph Fiorenza Endowed Chair in Nursing – this chair holder has held Professor rank (0.8FTE) in the PSON since August 2014. She is a Fellow of the American Academy of Nursing and has a distinguished record of service and scholarship in nursing practice and education, as former dean of Marquette University School of Nursing and founding director of the doctoral programs at two major public university schools of nursing. She is an internationally recognized scholar and consultant in the fields of conflict engagement, mediation and coaching. Her role has been focused on supporting the SON Dean with strategic development of the school and developing the proposed Doctor of Nursing Practice program. As part of her senior faculty role in the SON, she mentors junior faculty in developing career and scholarship goals and preparing for advancement in academic rank and tenure. Carol and Odis Peavy Endowed Chair in Nursing – this chair holder has held Professor rank in the PSON since her appointment to a full time faculty role in September 2014. She served as the Associate Dean for Practice at an academic health science center school of nursing for 12 years and has taught at undergraduate, masters and doctoral levels. She supports faculty in competency development in assessment, outcome evaluation and strategic planning. Cullen Trust for Healthcare Endowed Chair in Nursing – this chair holder has held Professor rank in the PSON since her appointment as a full-time faculty member in July 2013. She is a highly accomplished nurse educator and clinician, certified as both an Adult and Psychiatric/Mental Health nurse practitioner with an active practice, working with veterans and active duty military personnel who have experienced traumatic brain injury and post-traumatic stress disorder. She supports faculty in developing teaching competencies. Cullen Trust for Higher Education Endowed Chair in Nursing – this chair holder has held Professor rank in the PSON since her appointment as a full-time faculty member in May 2012. She served as Undergraduate Nursing Program Coordinator from 20122013 and since 2013 has held the position of Associate Dean in the School of Nursing. She has a distinguished record of service as a nurse clinician and educator, practicing as a certified nurse midwife and administrator for nurse midwifery services for over 30 years. Her teaching career encompasses work with undergraduate, masters and doctoral students. She has extensive experience in supporting international educational research and educational opportunities for graduate and undergraduate students. She mentors faculty in the area of pedagogy and engagement with student diversity.

146

Appendix III-F.1

Peavy School of Nursing Curriculum Framework Four pillars form the foundation for curriculum development 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.   

Nursing knowledge is built on a foundation of the liberal arts and sciences. Nursing knowledge encompasses nursing theory and is derived from multiple ways of knowing and is applied in direct care of patients through clinical practice. 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.  

Nursing is a practice discipline; therefore learning is best realized in a reflective, engaged process occurring within a clinical practice. The capacity for practice inquiry and sound clinical reasoning is essential to the development of professional competence evidenced in safe, quality patient care. 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 it is a spiritual calling committed to healing.   

Nursing has been the profession traditionally responsible for placing the individual in the best position to heal through nature’s reparative process. Nursing practice focuses on creating the conditions and relationships necessary for healing to occur, focused on patient wholeness – body, mind and spirit. 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.  

Expansion of one’s consciousness is an essential part of developing compassion and the capacity to facilitate healing. Attunement to Christ consciousness is the ultimate aim of spiritual development in the Catholic tradition and facilitates a deeper understanding of nursing’s healing ministry.

147

Appendix III-F.2

University of St. Thomas School of Nursing Curriculum Mapping Master Description

NURS 2342

NURS 2642

NURS 3351

NURS 3252

NURS 3651

NURS 3354

NURS 3552

NURS 3553

NURS 4251

NURS 4356

NURS 4552

NURS 4653

NURS 4655

Total

American Association of Colleges of Nursing - The Essentials of Baccalaureate Education for Professional Nursing Practice I

Liberal Education for Baccalaureate Generalist Nursing Practice

Basic Organizational and Systems Leadership for Quality Care and Patient Safety

III Scholarship for Evidence-Based Practice IV

Information Management and Application of Patient Care Technology

V Health Care Policy, Finance and Regulatory Environments

VII Clinical Prevention and Population Health

VIII Professionalism and Professional Values

IX Baccalaureate Generalist Nursing Practice

Interprofessional Communication and Collaboration for Improving Patient Health Outcomes

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1 1

101

1 of 1

Appendix III-F.3

University of St. Thomas School of Nursing Curriculum Mapping Master NURS 2342

Description

NURS 2642

NURS 3351

NURS 3252

NURS 3651

NURS 3354

NURS 3552

NURS 3553

NURS 4251

NURS 4356

NURS 4552

NURS 4653

NURS 4655

Total

Texas Board of Nursing - Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs Evidenced by Knowledge,

Clinical Judgments, and Behaviors Baccalaureate Degree Nursing Education I: Member of the Profession (Scope of Practice Role)

I A. Function within the nurseâ&#x20AC;&#x2122;s legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting. B. Assume responsibility and accountability for the quality of nursing care provided to patients, families, populations, and communities. C. Promote the practice of professional nursing through leadership activities and advocacy.

D. Demonstrate responsibility for continued competence in nursing practice, and develop insight through reflection, self-analysis, self-care, and lifelong learning. 2

II A. Use clinical reasoning and knowledge based on the baccalaureate degree nursing program of study, evidencebased practice outcomes, and research studies as the basis for decision making and comprehensive patient care.

B Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients, families, populations, and communities based upon interpretation of comprehensive health assessment findings compared with evidence-based health data and a synthesis of knowledge derived from a baccalaureate degree nursing program of study.

C. Synthesize comprehensive assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients, families, populations, and communities using information from evidence-based practice and published research in collaboration with the above groups and the interdisciplinary health care team.

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1 of 3

Appendix III-F.3

University of St. Thomas School of Nursing Curriculum Mapping Master NURS 2342

NURS 2642

NURS 3351

NURS 3651

NURS 3354

NURS 3552

NURS 3553

D. Provide safe, compassionate, comprehensive nursing care to patients, families, populations, and communities through a broad array of health care services.

E. Implement the plan of care for patients, families, populations, and communities within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles.

F. Evaluate and report patient, family, population, and community outcomes and responses to therapeutic interventions in comparison to benchmarks from evidencebased practice and research findings, and plan follow-up nursing care.

G. Develop, implement, and evaluate teaching plans for patients, families, populations, and communities to address health promotion, maintenance, restoration, and population risk reduction.

H. Coordinate human, information, and material management resources in providing care for patients, families, populations, and communities.

Description

NURS 3252

NURS 4251

NURS 4356

NURS 4552

NURS 4653

NURS 4655

Total

III: Patient Safety Advocate (Advocacy for Patient Safety)

III A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. B. Implement measures to promote quality and a safe environment for patients, self, and others. C. Formulate goals and outcomes using an evidencebased and theoretical analysis of available data to reduce patient and community risks. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. 12/21/2018 12:42 PM

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Appendix III-F.3

University of St. Thomas School of Nursing Curriculum Mapping Master Description

NURS 2342

F. Accept and make assignments and delegate tasks that take into consideration patient safety and organizational policy.

NURS 2642

NURS 3351

NURS 3252

NURS 3651

1 2

NURS 3354

1 2

NURS 3552

NURS 3553

NURS 4251

NURS 4356

NURS 4552

NURS 4653

NURS 4655

Total

IV: Member of the Health Care Team (Collaborator)

IV A. Coordinate, collaborate, and communicate with patients, families, populations, communities, and the interdisciplinary health care team to plan, deliver, and evaluate care. B. Serve as a health care advocate in monitoring and promoting quality and access to health care for patients, families, populations, and communities. C. Use multiple referral resources for patients, families, populations, and communities, considering cost, confidentiality, effectiveness and efficiency of care, continuity and continuum of care, and health promotion, maintenance, and restoration. D. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients, families, populations, and communities. E. Communicate and manage information using technology to support decision making to improve patient care and delivery systems. F. Assign and/ or delegate nursing care to other members of the health care team based upon an analysis of patient or organizational need.

G. Supervise nursing care provided by others for whom the nurse is responsible by using best practices of management, leadership, and evaluation. 5

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151

3 of 3

Appendix III-F.4

University of St. Thomas School of Nursing Curriculum Mapping Master NURS 2342

Description

NURS 2642

NURS 3351

NURS 3252

NURS 3651

NURS 3354

NURS 3552

NURS 3553

NURS 4251

NURS 4356

NURS 4552

NURS 4653

NURS 4655

Total

The University of St. Thomas School of Nursing - BSN Program Outcomes Articulate a personal philosophy of nursing based on an understanding of nursing as a healing ministry rooted in the 1 historic Catholic caring tradition and focused on wholeness â&#x20AC;&#x201C; mind, body and spirit.

Integrate foundational concepts from behavioral, life, social sciences and biomedical sciences, the humanities, theology 2 and philosophy into a nursing knowledge base as a resource for understanding and responding to the human experience of health, illness and healing.

Provide relationship-centered nursing care that is grounded in nursing theory and guided by evidence-based best 3 practice standards to support individuals, families and communities in achieving their goals for healing and wholeness. Coordinate nursing care for individuals, families and 4 communities through creation of the conditions and relationships that support healing and wholeness. Demonstrate communication skills that support the creation of effective therapeutic relationships, interdisciplinary 5 relationships and effective advocacy for the healing goals of all recipients of nursing care. Integrate principles for culturally competent care into the 6 holistic nursing process for individuals, families and communities. Use concepts, skills and technologies from computer and 7 information sciences to support the knowledge work of nursing

Demonstrate skills in reflective practice that facilitate oneâ&#x20AC;&#x2122;s continuing growth in nursing knowledge, clinical reasoning 8 and the self-awareness essential for creating healing presence and healing relationships. Utilize nursing theory, nursing research and methods of 9 clinical inquiry as the basis for continuously enhancing the quality of care.

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1 of 2

Appendix III-F.4

University of St. Thomas School of Nursing Curriculum Mapping Master Description

11 12

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. Articulate the inter-relationship of environment and health at local, national and global levels. Apply principles and values consistent with Catholic social teaching to the analysis of health care delivery and health policy. Participate in the social advocacy role of the nurse through membership in professional organizations and engagement in community service. 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.

NURS 2342

NURS 2642

12/21/2018 12:44 PM

NURS 3651

NURS 3354

NURS 3552

NURS 3553

NURS 4251

NURS 4356

NURS 4552

NURS 3351

NURS 3252

153

NURS 4653

NURS 4655

Total

9 1

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2 of 2

Appendix III-I.1

Course:

Select Course

Facility/Site: Unit: Semester / Year:

Select Semester/Year

Time Period: Evaluation Type:

Student Evaluation of Clinical Site

Student Evaluator:

Rarely (1)

Clinical learning experiences on the unit supported achievement of course objectives Staff were welcoming and supportive of students Student's function and responsibility clear Adequate availability of clients/patients Diversity of types of clients/patients Staff were knowledgeable; able to address student's learning needs Orientation to the unit provided adequate preparation for the clinical rotation Protocols/practice guidelines available Positive environment for communication/collaboration with other disciplines Informatics/EBP tools (Appropriate Internet/Intranet, and/or EHR) available for student use Overall environment conducive to professional nursing practice Physical Location Adequate space for post clinical conference Adequate availability of personal food storage space Adequate availability of personal items storage (purses, backpacks...) Adequate Parking Adequate availability and condition of hospital equipment Comments

Student signature: Date:

154

Sometime Regularly s (2) (3)

Most of the time (4)

Appendix III-I.2

Course:

Select Course

Site: Semester / Year:

Select Semester/Year

Time Period: Evaluation Type:

Student Evaluation of Clinical Instructor

Clinical Instructor Name:

Rarely (1)

Facilitated student orientation to the clinical setting Discussed expectations related to student role Coordinated experiences to address learning needs / course objectives Developed a learning plan based on student learning needs in a timely manner Provided scheduled learning opportunities Reviewed and discussed learning outcomes Encouraged development of critical thinking / clinical reasoning skills Applied effective teaching skill / techniques Provided an environment conducive to learning Graded and returned clinical assignments to students, per course process, in a timely manner, prior to next assignment due date Communicated effectively with clinical and administrative staff Taught from a holistic foundation of clinical expertise Incorporated clinical informatics / technology competencies into learning experience Evaluated student clinical performance in a timely manner Conducted effective post-clinical conference(s) Demonstrated professionalism and respect in a holistic manner Comments

Student Signature: Date: Clinical Instructor Signature: Date:

155

Sometimes (2)

Regularly (3)

Most of the time (4)

Appendix III-I.3

Course:

Select Course

Site: Semester / Year:

Select Semester/Year

Time Period: Evaluation Type:

Student Evaluation of Clinical Preceptor

Student Name: Preceptor Name:

Rarely (1)

Taught from a foundation of clinical expertise Discussed expectations related to student's role Introduced student to social/work culture of the unit Planned experiences to address learning needs / course objectives Develop a learning plan based on learning needs Provided scheduled learning opportunities Met regularly to discuss learning outcomes Encouraged development of critical thinking / clinical reasonings skills Applied effective teaching skill / techniques Provided an environment conductive for learning Incorporated clinical informatics / technology competencies into learning experience Demonstrated professionalism and peer respect Evaluated student's clinical performance Comments

Student signature:

Date:

156

Sometimes (2)

Regularly (3)

Most of the time (4)

Appendix III-I.4

Course: Site: Semester / Year: Time Period: Evaluation Type: Please Select: Evaluator: Student:

Select Course Select Semester/Year Clinical Preceptor Evaluation of Student

Directions: Complete this form with the student. (Behavioral Health preceptors will complete one evaluation form at the end of the clinical experience. Give the completed form to the faculty member. Rate the student on all relevant indicators with "Rarely" indicating poor performance and "Most of the Time" indicating excellent performance.

Member of the Profession Rarely (1)

Sometimes (2)

Regularly (3)

Most of the time (4)

Rarely (1)

Sometimes (2)

Regularly (3)

Most of the time (4)

Regularly (3)

Most of the time (4)

Communicates in a goal-directed manner Demonstrates ability to think critically Seeks Constructive feedback regarding practice Seeks knowledge/skill appropriate to course Provider of Care

Assessment Accurately reports/interprets the meaning of lab values Obtains Significant data from patient/family records Is sensitive to socio-cultural aspects of patient/family Diagnoses Determines nursing diagnoses appropriate to patient data Recognizes priority care problems Discusses pathology related to problem statement Plan Goal criteria are realistic Implementation Nursing interventions are safely completed Interventions are individualized to patient/family Supports interventions with scientific principles Demonstrates initiative in performing patient care Demonstrates appropriate knowledge of medications Evaluation Determines if goal achieved Implements nursing interventions appropriately, if needed Coordinator of Care Rarely (1) Safely performs patient care Reports changes in patient conditions Establishes a collaborative relationship with others Charting meets the guidelines of the institution Comments

Preceptor signature: Student signature: Date:

157

Sometimes (2)

Appendix III-I.5

Course:

Select Course

Site: Semester / Year:

Select Semester/Year

Time Period: Evaluation Type:

Faculty Evaluation of Clinical Site

Faculty Name: Preceptor Name:

Rarely (1)

Faculty signature: Date:

158

Sometimes (2)

Regularly (3)

Most of the time (4)

Appendix III-I.6

TEXAS BOARD OF NURSING 3.8.3.a. EDUCATION GUIDELINE Precepted Clinical Learning Experiences Revised: 01/17/2013 Many nursing education programs use preceptors in the clinical instruction since it allows the student to experience working more closely with employed nurses and to gain from their expertise. There are two (2) preceptor models identified in the Board rules. One model allows the clinical group to be expanded to twelve (12) students with two (2) students being rotated off to spend a day with the identified preceptor. In the second model, the entire clinical group of up to twenty-four (24) students is being precepted by assigned preceptors. In both models, the faculty is responsible for the clinical experience and for the final evaluation of students. Rules 214 and 215 define a clinical preceptor as a licensed nurse (for vocational nursing programs and a registered nurse for professional nursing programs) who meets the minimum requirements in the rule, who is not employed as a faculty member by the nursing program, and who directly supervises clinical learning experiences for no more than two (2) students. A clinical preceptor assists in the evaluation of the student during the experiences and in acclimating the student to the role of the nurse. A clinical preceptor facilitates student learning in a manner prescribed by a signed written agreement between the educational institution, preceptor, and affiliating agency (as applicable). A preceptor is a licensed nurse who has agreed to serve in this role either in a one-day capacity with no more than two (2) students as described in the first model, or as a long-term mentor for no more than two (2) students as described in the second model. There are differences in the students’ clinical assignments when the faculty is supervising the total experience and when preceptors are used:  When no preceptors are being used, a student may be assigned to a patient or a group of patients under the supervision of the faculty member and in collaboration with the patient or patients’ assigned primary (staff) nurse. The student nurse is learning to provide competent, safe care for the assigned patients focusing on their diagnoses and total assessment.  When the student is assigned to a preceptor, the student is learning the nurse’s role in providing all aspects of nursing care to one (1) or more patients. The faculty member is accountable for the learning experience but the preceptor collaborates in the supervision and evaluation of the student’s clinical performance. Clinical affiliating agencies may select nurses to serve as preceptors for nursing students and may provide an orientation for nurses serving as preceptors. Nursing programs who use preceptors should also provide a preceptor orientation to familiarize the preceptor with the program objectives and curriculum, as well as the program’s expectations of the preceptor. Rule 214.10 sets forth the requirements for use of clinical preceptors in vocational nursing education programs. Rule 215.10 sets forth the requirements for use of clinical preceptors in professional pre-licensure nursing education programs (diploma, associate degree, baccalaureate degree, or entry-level master’s degree).

159

Appendix III-I.6

Rule 214.10(i) related to Clinical Learning Experiences requires, in pertinent part, that “When faculty use clinical preceptors to enhance clinical learning experiences and to assist faculty in the clinical supervision of students, the following applies: (1) Faculty shall develop written criteria for the selection of clinical preceptors. (2) When clinical preceptors are used, written agreements between the vocational nursing education program, clinical preceptor, and the affiliating agency, when applicable, shall delineate the functions and responsibilities of the parties involved. . .”

Rule 215.10(j) related to Clinical Learning Experiences requires, in pertinent part, that “When faculty use clinical preceptors or clinical teaching assistants to enhance clinical learning experiences and to assist faculty in the clinical supervision of students the following applies: (1) Faculty shall develop written criteria for the selection of clinical preceptors and clinical teaching assistants. (2) When clinical preceptors or clinical teaching assistants are used, written agreements between the professional nursing education program, clinical preceptor or clinical teaching assistant, and the affiliating agency, when applicable, shall delineate the functions and responsibilities of the parties involved. . .”

The following are suggested items to be included in a written agreement between program, clinical preceptor and/or affiliating agency, and student, indicating delineation of functions and responsibilities, as appropriate. An actual written agreement should include areas for appropriate signatures and dates. Nursing Education Program/Faculty Responsibilities: 1. Ensure that preceptors meet qualifications in Rule 214.10 or Rule 215.10, as appropriate. It is recommended that the preceptor has been licensed and in practice for at least one (1) year. Ensure that there are written agreements which delineate the functions and responsibilities of the 2. affiliating agency, clinical preceptor, nursing program, and student. Ensure that clinical experiences using preceptors should usually occur only after the student has received 3. applicable theory and clinical experiences necessary to safely provide care to clients (within course or curriculum),as appropriate. 4. Inform the preceptor of the skill level of the student to guide the preceptor’s expectations of the student. Orient both the student and the preceptor to the clinical experience. 5. Provide the preceptor an orientation to the philosophy, curriculum, course, and clinical objectives of the 6. nursing education program. Discuss student expectations, skills performance, student guidelines for performance of procedures, and methods of evaluation. Approve the scheduling arrangement for the student and preceptor to assure availability of the faculty 7. member when needed during the precepting experience. 8. Assume overall responsibility for teaching and evaluation of the student. Assure student compliance with standards on immunization, screening, OSHA standards, CPR, and 9. current liability insurance coverage, as appropriate. Work cooperatively with the preceptor and the agency to determine student learning needs and 10. appropriate assignments. 11. Collaborate with the preceptor to ensure appropriate student assignments and clinical experiences. Communicate assignments and other essential information to the agencies. 12. 13. Meet regularly with the clinical preceptor and the student in order to monitor and evaluate the learning experience. Monitor student progress through rounds, student clinical seminars, student-faculty-preceptor 14. conferences and review of student clinical assignments. 15. Be readily available, e.g., telephone, pager or email for consultation when students are in the clinical area. 16. Receive feedback from the preceptor regarding student performance. Provide feedback to preceptor regarding performance as preceptor and the clinical learning experience. 17. Provide recognition to the preceptor for participation as a preceptor. Ex: adjunct faculty plaque, certificate. 18. Preceptor Responsibilities: 1. Participate in a preceptor orientation. 2. Function as a role model in the clinical setting. Facilitate learning activities for no more than two (2) students during one (1)clinical rotation. 3. 4. Orient the student(s) to the clinical agency.

160

Appendix III-I.6

5. 6. 7. 8. 9. 10. 11.

Guide, facilitate, supervise, and monitor the student in achieving the clinical objectives. Supervise the student's performance of skills and other nursing activities to assure safe practice. Collaborate with faculty to review the progress of the student toward meeting clinical learning objectives. Provide direct feedback to the student regarding clinical performance. Contact the faculty if assistance is needed or if any problem with student performance occurs. Collaborate with the student and faculty to formulate a clinical schedule. Discuss with faculty/student arrangements for appropriate coverage for supervision of the student should the preceptor be absent. Give feedback to the nursing program regarding clinical experience for student and suggestions for program development.

Agency Responsibilities: 1. Retain ultimate responsibility for the care of clients. 2. Retain responsibility for preceptor's salary, benefits, and liability. Provide basic information about the agencyâ&#x20AC;&#x2122;s expectation of the preceptor experience to the program and 3. nurses. 4. Interpret the preceptor program and expectations of students to other agency personnel who are not directly involved with preceptorship. Student Responsibilities: 1. Coordinate personal schedule with the preceptorâ&#x20AC;&#x2122;s work schedule to avoid any conflicts. 2. Maintain open communications with the preceptor and faculty. 3. Maintain accountability for own learning activities. 4. Prepare for each clinical experience as needed. 5. Be accountable for own nursing actions while in the clinical setting. 6. Arrange for preceptor's supervision when performing procedures, as appropriate. Contact faculty by telephone, pager or email if faculty assistance is necessary. 7. 8. Respect the confidential nature of all information obtained during clinical experience. Adhere to safety principles and legal standards in the performance of nursing care. 9.

Some Factors to be Considered in Selecting Precepted Experiences: The preceptorâ&#x20AC;&#x2122;s nursing responsibilities that might impact his/her teaching time with the students. 1. 2. The location and accessibility of the facility for the student. Safety measures taken into account. 3. 4. The diversity of population served. 5. Willingness to accommodate nursing students. Number of other programs/students using the same setting. 6. 7. The interdisciplinary nature of the setting. 8. Current trends in health care delivery in the setting. Appropriateness of the precepted experience for the level of educational preparation for the students. 9.

Important: Please be aware that references to Rule 214 and Rule 215 are not all inclusive.

161