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CONNECTICUT STATE BOARD OF EXAMINERS

FOR NURSING

SELF-STUDY REPORT 2015

For the

THE CONNECTICUT COMMUNITY COLLEGE

NURSING PROGRAM

Offered at:

Capital Community College, Gateway Community College, Naugatuck Valley Community College, Northwestern CT Community College

Norwalk Community College, Three Rivers Community College

i

TABLE OF CONTENTS

Page

LIST OF TABLES……………………………………………………………………...…ii

LIST OF APPENDICES…………………………………………………………….…...vi

INTRODUCTION………………………………………………………………………...1

PHILOSOPHY AND OBJECTIVES

Criterion 1………………………………………………........................................2

Criterion 2………………………………………………………………..………17

ADMINISTRATION

Criterion 3.……………………………………………………………………….28

Criterion 4.……………………………………………………………………….32

Criterion 5………………………………………………………………………..46

FACULTY

Criterion 6.……………………………………………………………………….64

Criterion 7………………………………………………………………………..97

Criterion 8...…………………………………………………………………….115

STUDENTS

Criterion 9………………………………………………………………………122

CURRICULUM

Criterion 10.…………………………………………………………………….129

Criterion 11...…………………………………………………………………...131

Criterion 12……………………………………………………………………..134

Criterion 13...…………………………………………………………………...143

Criterion 14……………………………………………………………………..148

RESOURCES AND FACILITIES

Criterion 15……………………………………………………………………..150

Criterion 16……………………………………………………………………..193

Criterion 17……………………………………………………………………..205

ii

LIST OF TABLES

Tables Page

Table 1.1 Comparison of Capital Community College Mission,

CT-CCNP Core Values and Student Learning Outcomes.………..5

Table 1.2 Comparison of Gateway Community College Mission,

CT-CCNP Philosophy and Student Learning Outcomes……........6

Table 1.3 Comparison of Naugatuck Valley Community College

Mission and Goals, CT-CCNP Core Values and Student

Learning Outcomes………………………………………………..9

Table 1.4.1 Comparison of Norwalk Community College Mission,

CT-CCNP Core Values and Student Learning Outcomes….……11

Table 1.4.2 Comparison of Norwalk Community College Goals,

CT-CCNP Core Values and Student Learning Outcomes……….12

Table 1.5 Comparison of Three Rivers Community College Mission

Statement Foci, CT-CCNP Core Values and Student

Learning Outcomes...…………………………………………….13

Table 2.1 Relationship of CT-CCNP Nursing Program Philosophy,

Student Learning Outcomes and Program Outcomes……………18

Table 2.2 Relationship of Student Learning Outcomes, Core Values,

Course Objectives, Learning Activities and

Evaluation Methods..…………………………………………….20

Table 3.1 Outline of Nursing Administrators’ Qualifications.………….….29

Table 4.1 College Specific Position Summary of CT-CCNP

Administrators..…………………………………………………..37

Table 4.2 College Specific Authority and Responsibility Summary for

CT-CCNP Administrators………………………………………..41

iii

List of Tables

Page

Table 5.1 Location of Administrative Records at Capital Community

College…..……………………………………………………….47

Table 5.2 Location of Administrative Records at Gateway Community

College.……….………………………………………………….50

Table 5.3 Location of Administrative Records at Naugatuck Valley

Community College…..………………………………………….53

Table 5.4 Location of Administrative Records at Northwestern CT

Community College…..………………………………………….xx

Table 5.5 Location of Administrative Records at Norwalk Community

College.……….………………………………………………….56

Table 5.6 Location of Administrative Records at Three Rivers

Community College..…………………………………………….59

Table 5.7 Location of Administrative Records at the BOR System

Office……………....…………………………………………….62

Table 6.1 Capital Community College

Full-Time Faculty Credentials…………………………….……..66

Part-Time Faculty Credentials…………………………….……..70

Table 6.2 Gateway Community College

Full-Time Faculty Credentials……………………………….…..74

Part-Time Faculty Credentials…………………………………...77

Laboratory Staff Credentials…………………………………….82

Table 6.3 Naugatuck Valley Community College Faculty Credentials.……83

Table 6.4 Northwestern CT Community College Faculty Credentials……..xx

Table 6.4 Norwalk Community College Faculty Credentials…………....…87

Table 6.5 Three Rivers Community College

Full-Time Faculty Credentials……………………………….…..91

Part-Time Faculty Credentials…………………………………...94

Table 7.1 Faculty to Student Clinical Ratios

Capital Community College………………………..……………99

iv


Gateway Community College………………………..…………103

List of Tables

Page


Naugatuck Valley Community College……………………...…107


Norwalk Community College……………………..……………109


Three Rivers Community College…………………….…..……112


Fall 2010 Semester Clinical Placements………...……….…….117



Table 8.3 Naugatuck Valley Community College


Table 8.4 Norwalk Community College

Fall 20142010 Semester Clinical Placements ...……….…….120


Fall 2010 Semester Clinical Placements………....……….…….121

Table 9.1 CT-CCNP Policy Documentation Sources……………………..127

Table 9.2 CTCC BOT Policies Specifically Related to the CT-CCNP...…128

Table 11.1 Plan of Study and Theory, Laboratory and Clinical Hours….....133

Table 12.1 CT-CCNP Program of Study………..………………………….142

Table 13.1 Connecticut Community College Nursing Program

First Time RN NCLEX Candidates**…………………….……145

Table 13.2 CT-CCNP Colleges NCLEX-RN Success Rates as Compared

to National Mean 2006-2009......……………………….………147

v

Table 13.3 Table 13.3 Initial NCLEX-RN Success Rates

for Spring 2010 Graduation Cohorts by College…..…………….….147

Table 17.1 Agency Contracts – Capital Community College…...………….206

List of Tables

Page

Table 17.2 Agency Contracts – Gateway Community College…....…...….208

Table 17.3 Agency Contracts – Naugatuck Valley Community College.... .209

Table 17.4 Agency Contracts – Norwalk Community College…....……….211

Table 17.1 Agency Contracts –Three Rivers Community College…......….212

vi

LIST OF APPENDICES

Appendices Page

Appendix A: Systematic Plan for Evaluation...………………………...…….214

Appendix B: Position Descriptions for Nursing Directors...………………….251

Appendix C: Resumes/CVs CT-CCNP Directors...…………………………..261

Appendix D: Organizational Charts……………………………………….….281

Appendix E: CT-CCNP Bylaws...…………………………………………….290

Appendix F: CT-CCNP Nursing Information Packet………………….……..298

Appendix G: CT-CCNP Pertinent Websites….……………………………….310

Appendix H: Application Process and Admission Requirements…….....……311

Appendix I: Nursing Program Selection Process…………………………….313

Appendix J: CT-CCNP Nursing Student Handbook

Located in the Front Pocket of the Report Binder

Appendix K: CT-CCNP Guide and Application for Admission for

External Transfer Applicants……………………..…………….314

Appendix L: CT-CCNP Articulation Agreement Sample…...……………….323

Appendix M: CT-CCNP Health Assessment Form for Students Participating

in Clinical Activities………….………………………………...332

Appendix N: BOT Policies Related to the Nursing Program……….…….…..335

Appendix O: Employer and Graduate Surveys……………………….…...….349

vii

Appendix P: Cumulative Clinical Evaluation Criteria…………….…………366

Appendix Q: Nursing Course Descriptions…………………...………………375

List of Appendices

Page

Appendix R: Relationship of Program Outcomes, Core Values,

Course Objectives, Learning Activities and

Evaluation Methods…………………………………….….…...384

Appendix S: Alignment of Student Learning Outcomes and Core Values

with Professional Standards, and Course Objectives……….......392

.

Appendix T: Position Description for CT-CCNP Director of System

Nursing Curricular Operations...………………………….……400

Appendix U: Position Description for CT-CCNP Nursing Admissions

Specialist………………………………………………….…….404

Appendix V: Clinical Contract Template Approved by the State of

Connecticut, Office of the Attorney General……………….…..408

1

CRITERION 1

The philosophy and educational outcomes of the nursing education program are consistent

with the philosophy and objectives of the parent institution. [Regulations, Section 20-90-

48(c)(2)]

20-90-48(c)(2) The philosophy and educational outcomes of the nursing education program shall be

consistent with the philosophy and objectives of the parent institution.

The Board of Regents for Higher Education (BOR), assumed governance of the state’s

seventeen public colleges and universities, with the exception of the University of Connecticut

(UCONN), on July 1, 2011. The philosophy and student learning outcomes of the Connecticut

Community College Nursing Program (CT-CCNP) are consistent with the philosophy and

objectives of each of the community colleges offering the nursing program and with the mission,

vision and goals of the Connecticut State Colleges and Universities (CSCU) of the BOR.

The BOR’s Mission, Vision and Goals for CCSU follow, additional detail can be found at

(http://www.ct.edu/regents/mission).

Vision for CSCU: The Connecticut State Colleges & Universities will continually

increase the number of students completing personally and professionally rewarding

academic programs.

CSCU Mission: The Connecticut State Colleges & Universities (CSCU) contribute to the

creation of knowledge and the economic growth of the state of Connecticut by providing

affordable, innovative, and rigorous programs. Our learning environments transform

students and facilitate an ever increasing number of individuals to achieve their personal

and career goals.

CSCU Goals:

Goal 1 A Successful First Year: Increase the number of students who successfully

complete a first year of college.

Goal 2 Student Success: Graduate more students with the knowledge and skills to achieve

their life and career goal.

Goal 3: Maximize access to higher education by making attendance affordable and our

institutions financially sustainable.

http://www.ct.edu/regents/mission

2

Goal 4: Create educational environments that cultivate innovation and prepare students

for successful careers in a fast changing world.

Goal 5: Eliminate achievement disparities among different ethnic/racial, economic, and

gender groups.

The BOR designated specific missions for each constituent unit on June 20, 2013. As a

constituent unit of the BOR the Connecticut Community Colleges Mission Statement follows:

As part of the Connecticut State Colleges & Universities (ConnSCU) system, the twelve

Connecticut Community Colleges share a mission to make excellent higher education and

lifelong learning affordable and accessible. Through unique and comprehensive degree

and certificate programs, non-credit life-long learning opportunities and job skills

training programs, they advance student aspirations to earn career-oriented degrees and

certificates and to pursue their further education. The Colleges nurture student learning

and success to transform students and equip them to contribute to the economic,

intellectual, civic, cultural and social well-being of their communities. In doing so, the

Colleges support the state, its businesses and other enterprises and its citizens with a

skilled, well-trained and educated workforce.

Currently six of the Connecticut Community Colleges offer the CT-CCNP, each college

with its individual mission that echoes the distinct purposes the BOR has given to Connecticut’s

two-year colleges. The philosophy of the CT-CCNP follows:

The associate degree nursing program supports the mission of the Connecticut

Community Colleges and is committed to the educational preparation of safe, competent,

entry level practitioners of nursing. This is accomplished through a dynamic educational

experience which involves active and diverse learning processes. Program graduates are

prepared to assume the multi-faceted role of the professional nurse which includes

planning and provision of care, patient advocacy, communication, teaching, and

managing human, physical, financial and technological resources. Graduates must

possess the ability to recognize and respond to current trends and issues while upholding

standards of care through life-long learning.

The faculty believe nursing is a dynamic profession that incorporates evidenced-based

theory and skills required for safe practice. Nursing practice integrates the art and

science of nursing with theoretical principles from the natural, social, behavioral,

biological and physical sciences.

3

The faculty has identified six core values that provide the framework for organizing the

curriculum. The core values and their corresponding subconcepts are:

CRITICAL THINKING – Critical thinking skills are essential in today’s rapidly

changing health care environment. Critical thinking is a complex process that is

purposeful, goal-directed and based on factual evidence. Critical thinking requires the

skills of collecting, identifying, examining, interpreting and evaluating data. Critical

thinking in nursing utilizes the nursing process to identify problems, determine goals and

interventions and evaluate outcomes in patient care situations. Critical thinking skills

encourage nursing students to think for themselves and initiate appropriate interventions

after defining the health care needs.

Subconcepts: Nursing Process

SAFE AND COMPETENT PRACTICE –Safe and competent practice embraces

standards of professional nursing. These standards are implemented through clinical,

cultural, and technological proficiency in a variety of health care settings. Nurses

continuously strive to provide high level nursing care and to improve patient outcomes

based upon scientifically supported evidence. Subconcepts: Evidence-based

Practice, Technological Competency, Application of Theory to Practice

CARING – Caring is fundamental to nursing practice. Caring encompasses comfort,

empathy, compassion, concern and advocacy within a culturally diverse patient

population. Caring nurses enhance the dignity and integrity of individuals, families and

groups within the health care delivery system. Subconcepts: Cultural

Competency, Empathy, Respect for Human Dignity, Diversity, Advocacy

PROFESSIONALISM – Professionalism is acquired through a complex process by

which the nursing student internalizes values inherent to the practice of nursing. These

values include integrity, legal-ethical standards, confidentiality, political awareness, and

collegiality. Professional role development includes the acquisition of knowledge and

skills through life-long learning. Subconcepts: Legal-Ethical, Life-Long

Learning, Integrity, Role Development, Confidentiality, Political Awareness, Collegiality

COMMUNICATION – Communication is essential to the practice of professional

nursing and includes both verbal and non-verbal skills, and information technologies to

enhance patient care. The nursing student develops skills in presentation, documentation,

teaching, conflict resolution, assertiveness, negotiation, and therapeutic communications

with individuals, families, groups, health care team, and community agencies.

Subconcepts: Teaching-Learning, Information Technology, Documentation,

Therapeutic Communications

4

HOLISTIC CARE – Nursing utilizes a multidisciplinary approach to managing care that

recognizes the uniqueness of the individual. Holistic nursing has as its goal the

enhancement of illness prevention, health promotion, wellness maintenance, and health

restoration across the life span. Holistic care involves the identification of the bio-

psycho-social and cultural dimensions of the patient across the life span on the wellness-

illness continuum. Patients, families, and groups are respected according to their

physical, emotional, social, economic, cultural, and spiritual needs.

Subconcepts: Life Span; Wellness- Illness; Health Promotion, Maintenance,

Restoration, Prevention; Spirituality; Community; Interdisciplinary

The student learning outcomes established for the CT-CCNP articulate the knowledge

and skills necessary to function safely and effectively as a safe, competent entry level registered

nurse. The outcomes are consistent with the mission of the Connecticut Community Colleges

and that of the BOR, and are as follows:

The graduate of the CT-CCNP will:

Integrate the principles of the natural, physical, social, biological and behavioral sciences,

and nursing theory to provide holistic care to individuals, families and groups across the

wellness-illness continuum.

Integrate nursing process and critical thinking skills for decision making in nursing

practice.

Provide safe and competent care to individuals, families and groups utilizing evidence-

based practice, quantitative reasoning and technological proficiency.

Integrate effective communication skills through professional interactions with

individuals, families, groups and the health care team.

Create an environment where therapeutic interventions reflect a respect for human

dignity.

Collaborate as a member of a multidisciplinary health team.

5

Integrate accountability and responsibility for practice within the legal and ethical

standards of the nursing profession.

Function in the professional role utilizing current standards of nursing practice.

Tables1.1 to 1.6 illustrate the congruency of the each of the college’s mission/vision

statements with the CT-CCNP philosophy and student learning outcomes.

6

Table 1.1

Comparison of Capital Community College Mission, CT-CCNP Core Values and

Student Learning Outcomes

Capital Community College

Mission Statement

CT-CCNP Core Values CT-CCNP Student Learning Outcomes

Instilling life changing knowledge in a

community of learners from multi-cultural

backgrounds in a vital urban setting.

Critical thinking Integrate the nursing process as a critical thinking skill for

decision making in nursing practice.

Prepares individuals for careers through

associate programs in academic and technical

disciplines.

Safe and competent practice Provide safe and competent care to individuals, families,

and groups utilizing evidenced-based practice, quantitative

reasoning, and technological proficiency.

Fostering a student-centered environment. Caring Create an environment where therapeutic interventions

reflect a respect for human dignity.

Maintaining programs and support services

that enable students to develop academic and

professional skills that equip them for ongoing

challenges and opportunities

Professionalism Integrate accountability and responsibility for practice

within the legal and ethical standards of the nursing

profession.

Function in the professional role utilizing current standards

of practice.


Fostering respectful and vigorous dialog which

nourishes active participation and service to

the community.

Communication Integrate effective communication skills through

professional interactions with individuals, families, groups

and the health care team.

Provide access to higher education to the

diverse residents of the greater Hartford region Holistic care Integrate the principles of the natural, physical, social,

biological, and behavioral sciences, and nursing theory to

provide holistic care to individuals, families, and groups

across the wellness-illness continuum.

7

Table 1.2

Comparison of Gateway Community College Mission, CT-CCNP Philosophy and Student Learning Outcomes

Gateway Community College Mission

Statement and Purpose

CT-CCNP Nursing Philosophy CT-CCNP Student Learning

Outcomes

To offer high-quality instruction and

comprehensive services in an environment

conducive to learning. We respond to the

changing academic, occupational,

technological, and cultural needs of a diverse

population

The CT-CCNP is committed to the educational

preparation of safe, competent, entry level

practitioners of nursing. This is accomplished

through a dynamic educational experience

which involves active and diverse learning

processes. Program graduates are prepared to

assume the multi-faceted role of the

professional nurse which includes planning and

provision of care, patient advocacy,

communication, teaching, and managing

human, physical, financial and technological

resources. Graduates must possess the ability

to recognize and respond to current trends and

issues while upholding standards of care

through life-long learning.

The scope of practice for the Associate Degree

graduate is to provide and manage care for a

diverse group of individuals, families and

communities in collaboration with members of

the health care team consistent with the CT-

CCNP core values.

Core Values: Safe and Competent Practice,

Holistic Care

Provide safe and competent care to

individuals, families and groups

utilizing evidenced-based practice,

quantitative reasoning and

technological proficiency.

Integrate the principles of the

natural, physical, social, biological

and behavioral sciences, and nursing

theory to provide holistic care to


across the wellness-illness

continuum.

Offers a broad range of credit and credit-free

liberal arts and sciences, technical and career

associate degree and certificate programs and

courses leading to transfer, employment and

lifelong learning;

The faculty believes nursing is a dynamic

profession that incorporates evidenced-based

theory and skills required for safe practice.

Nursing practice integrates the art and science

of nursing with theoretical principles from the






8




Outcomes

natural, social, behavioral, biological, and

physical sciences.

Graduates must possess the ability to recognize

and respond to current trends and issues while

upholding standards of care through life-long

learning.

Core Values: Safe and Competent Practice

and Professionalism

Function in the professional role

utilizing current standards of nursing

practice

Encourages student success and inclusion

through stimulating learning opportunities,

innovative teaching, support services, and co-

curricular activities;






processes.

Core Values: Critical Thinking, Safe and

Competent Practice & Caring

Integrate nursing process and critical

thinking skills for decision making in

nursing practice.






Create an environment where

therapeutic interventions reflect a

respect for human dignity.

Supports economic development through

partnerships with business, industry,

government, and our community by providing

workforce development, business development

and technology transfer;

Program graduates are prepared to assume the

multi-faceted role of the professional nurse

which includes planning and provision of care,

patient advocacy, communication, teaching,

and managing human, physical, financial and

technological resources. Graduates must

possess the ability to recognize and respond to

current trends and issues while upholding

Collaborate as a member of a

multidisciplinary health team.

Integrate effective communication

skills through professional

interactions with individuals,

families, groups and the health care

team.

9




Outcomes



graduate is to provide and manage care for a




CCNP core values

Core Values: Professionalism &

Communication

Strengthens our community through the

sponsorship of intellectual, cultural, social, and

recreational events and activities;

Core Values: Safe and Competent Practice &

Communication






Integrate effective communication

skills through professional

interactions with individuals,

families, groups and the health care

team.

Engages students and community members as

active, responsible leaders.

Core Value: Professionalism Function in the professional role

utilizing current standards of nursing

practice

10

Table 1.3

Comparison of Naugatuck Valley Community College Mission and Goals,

CT-CCNP Core Values and Student Learning Outcomes

Mission statement: Naugatuck Valley Community College offers quality, affordable education and training in response to

evolving community needs by providing opportunities to individuals and organizations to develop their potential.

Naugatuck Valley

Community College

Goals


At NVCC, students

achieve their goals. Holistic Care

Safe and Competent

Care

Integrate the principles of the natural, physical, social, biological, and behavioral

sciences, and nursing theory to provide holistic care to individuals, families, and

groups across the wellness-illness continuum.

Provide safe and competent care to individuals, families, and groups utilizing

evidenced-based practice, quantitative reasoning, and technological proficiency.

NVCC faculty and staff

make a difference – at the

college, in the community,

in their fields of study and

in the lives of students.

Critical Thinking

Holistic Care

Integrate the nursing process as a critical thinking skill for decision making in

nursing practice.



NVCC programs meet and

beat academic and

industry standards.

Professionalism Function in the professional role utilizing current standards of practice.

NVCC is an engine of

change within Waterbury

and the broader

community.

Communication

Professionalism





NVCC is an effective,

performance-based Caring



11

Naugatuck Valley

Community College

Goals


institution.

Communication

Holistic Care

Professionalism


Create an environment where therapeutic interventions reflect a respect for human

dignity.





12

Table 1.4

Comparison of Northwestern Community College Mission and Goals,

CT-CCNP Core Values and Student Learning Outcomes

NORTH-WESTERN CC

MISSION STATEMENT

& PHILOSOPHY

CT-CCNP PHILOSOPHY & CORE VALUES CT-CCNP STUDENT LEARNING

OUTCOMES

To produce educated men and

women fully equipped to

understand and engage the

complexities of the modern world


preparation of safe, competent, entry-level practitioners

of nursing. This is accomplished through a dynamic

educational experience, which involves active and

diverse learning processes. Program graduates are

prepared to assume the multi-faceted role of the

professional nurse which includes planning and

provision of care, patient advocacy, communication,

teaching, and managing human, physical, financial and

technological resources. Graduates must possess the

ability to recognize and respond to current trends and

issues while upholding standards of care through life-

long learning.


graduate is to provide and manage care for a diverse

group of individuals, families and communities in

collaboration with members of the health care team

consistent with the CT-CCNP core values.

Core Values: Safe & Competent Practice and Holistic

Care

The faculty believes nursing is a dynamic profession

that incorporates evidenced-based theory and skills

required for safe practice. Nursing practice integrates

the art and science of nursing with theoretical

principles from the natural, social, behavioral,


individuals, families and groups utilizing

evidenced-based practice, quantitative

reasoning and technological proficiency.

Integrate the principles of the natural,

physical, social, biological and behavioral

sciences, and nursing theory to provide

holistic care to individuals, families and

groups across the wellness-illness

continuum.





Function in the professional role utilizing

current standards of nursing practice.

13

NORTH-WESTERN CC

MISSION STATEMENT

& PHILOSOPHY


OUTCOMES

biological, and physical sciences.

Graduates must possess the ability to recognize and

respond to current trends and issues while upholding


Core Values: Safe and Competent Practice and

Professionalism.

To inspire learning through

accessible, high quality education.

To enrich lives by meeting

individual and community needs in

a supportive environment.



of nursing. This is accomplished through a dynamic

educational experience, which involves active and

diverse learning processes.

Core Values: Critical Thinking, Safe and Competent

Practice & Caring

Program graduates are prepared to assume the multi-

faceted role of the professional nurse which includes

planning and provision of care, patient advocacy,

communication, teaching, and managing human,

physical, financial and technological resources.

Graduates must possess the ability to recognize and

respond to current trends and issues while upholding






consistent with the CT-CCNP core values

Integrate nursing process and critical

thinking skills for decision making in

nursing practice.





Create an environment where therapeutic

interventions reflect a respect for human

dignity.

Collaborate as a member of a

multidisciplinary health team.

Integrate effective communication skills

through professional interactions with

individuals, families, groups and the health

care team.

14

NORTH-WESTERN CC

MISSION STATEMENT

& PHILOSOPHY


OUTCOMES

Core Values: Professionalism & Communication

To make the meaningful connection

between classroom and the rest of

the world which comes through a

devotion to inquiry and a respect for

others.

To aim to produce educated men

and women fully equipped to

understand and engage the

complexities of the modern world.





consistent with the CT-CCNP core values.

The Associate Degree Nurse is responsible for his/her

continued professional growth and development

through continuing education programs and

educational advancement to a higher degree level.

Core Value: Caring

The CT-CCNP will provide the student with the

knowledge and technical skills to practice in a safe,

effective and competent manner within the legal and

ethical framework for an entry-level registered nurse.



of nursing.

The Associate Degree Nurse is responsible for his/her

continued professional growth and development

through continuing education programs and

educational advancement to a higher degree level.

Core Values: Safe and Competent Practice &

Professionalism


interventions reflect a respect for human

dignity.





Function in the professional role utilizing

current standards of nursing practice.

Integrate accountability and responsibility

for practice within the legal and ethical


15

Table 1.5

Comparison of Norwalk Community College Mission, CT-CCNP Core Values and Student Learning Outcomes

Norwalk Community

College

Mission Statement

CT-CCNP Core

Values


Norwalk Community College

is a leader and partner in the

academic, economic and

cultural life of Southwest

Fairfield County, providing

comprehensive, accessible,

innovative and affordable

learning to diverse

populations.

Holistic care Integrate the principles of the natural, physical, social, biological, and behavioral




is the educational center of

the community, providing

opportunities for intellectual

inquiry, open dialogue,

multicultural awareness of

life-long learning.

Recognizing the diverse

needs of our students, the

college strives to provide an

environment in which they

are empowered to achieve

their highest potential.

Critical thinking

Holistic care

Integrate the nursing process as a critical thinking skill for decision making in

nursing practice




16

Table 1.5

Comparison of Norwalk Community College Goals, CT-CCNP Core Values and Student Learning Outcomes

Norwalk Community

College

College Goals

CT-CCNP Core

Values


Institutional Advancement Develop a structure within the

college that makes all

decision making transparent,

data driven, participatory and

based on a one-college

approach. Identify, attract and

obtain the funding and other

resources needed for the

College to achieve our long

range goals.

Student Centered Experience Create and

nurture an environment which

supports students in the

achievement of their

educational and life goals.

Strong Community

Partnerships Collaborate

with external constituencies

to establish effective working

partnerships in the interest of

adding value to the

Communication

Professionalism

Safe and competent

practice

Caring



Integrate accountability and responsibility for practice within the legal and

ethical standards of the nursing profession.

Function in the professional role utilizing current standards of practice.

Provide safe and competent care to individuals, families, and groups utilizing

evidenced-based practice, quantitative reasoning, and technological proficiency


Create an environment where therapeutic interventions reflect a respect for

human dignity.




Integrate accountability and responsibility for practice within the legal and

ethical standards of the nursing profession.

Integrate the principles of the natural, physical, social, biological, and

behavioral sciences, and nursing theory to provide holistic care to individuals,

17

Norwalk Community

College

College Goals

CT-CCNP Core

Values


communities we serve as well

as enhancing NCC’s

programmatic endeavors.

Educational Excellence Create a competency based

learning environment that

fulfills the college’s vision by

providing opportunities for

intellectual inquiry, open

dialogue, multicultural

awareness and life-long

learning.

families, and groups across the wellness-illness continuum.


human dignity.

18

Table 1.6

Comparison of Three Rivers Community College Mission Statement Foci, CT-CCNP Core Values and


Three Rivers

Community College

Mission Statement Foci

CT-CCNP Philosophy and Core Values Student Learning Outcomes

To offer post-secondary

educational opportunities and

assist students to achieve their

goals.






processes


Competent Practice

Provides safe and competent care to individuals,

families and groups utilizing evidenced-based

practice, quantitative reasoning and technological

proficiency

Integrate the principles of the natural, physical, social

biologic and behavioral sciences and nursing theory to

provide holistic care to individuals families and

groups across the wellness –illness continuum

To encourage life-long

learning

The faculty believes that nursing is a dynamic

profession that incorporates evidence-based

theory and skills required for safe practice.


and respond to current trends and issues.

Standards of care must be maintained

throughout practice with a commitment to life-

long learning.


Competent Care, Professionalism




proficiency

19

Three Rivers

Community College



To provide a well-rounded

and rewarding educational

experience with an emphasis

on critical thinking, effective

communication, and the

College’s institutional

values: Teaching and

Learning, Integrity and

Service, Community and

Diversity



practitioners into nursing. Nursing practice

integrates the art and science of nursing theory

utilizing principles for the natural, social,

behavioral, biological and physical sciences.

Core Values: Critical Thinking ,Safe and

Competent Practice, Professionalism and

Holistic Care

Function in the professional role utilizing current

standards of nursing practice




proficiency

To foster an appreciation of

the natural and social

sciences, humanities,

technology and the arts

Program graduates are prepared to assume the

multi-faceted role of the professional nurse

which includes planning and provisions of care,

patient advocacy, communication, teaching, and

managing human, physical, financial and

technological resources

Core Values: Communication, Critical

Thinking, Professionalism and Safe and

Competent care

Integrate nursing process and critical thinking skills

for decision making in nursing practice

Integrate the principles of the natural, physical, social

biologic and behavioral sciences and nursing theory to

provide holistic care to individuals families and

groups across the wellness –illness continuum

Integrate effective communication skills through

professional interactions with individuals, families,

groups and the health care team

20

Three Rivers

Community College



To serve as a community

resource for people and

institutions within its service

area that helps students

achieve their goals.

Graduates are prepared to assume the role of the

professional nurse inclusive of provisions for

patient care, patient advocacy, communication,

teaching and managing human, physical,

financial and technology resources.


graduate is to provide managed care for a




CCNP core values

Core Values: Caring, Professionalism, Holistic

Care, Communication

Integrate nursing process and critical thinking skills

for decision making in nursing practice




proficiency


interventions reflect a respect for human dignity

To deliver its services

efficiently and measurably

and encourage life-long

learning.

The CT-CCNP will provide the students with

the knowledge and technical skills to practice in

a safe, effective and competent manner within

the legal and ethical framework for an entry-

level registered nurse


Competent Care, Professionalism




proficiency


standards for nursing practice

Integrate accountability and responsibility for practice

within the legal and ethical standards of the nursing

profession

To contribute to the

economic development of


current trends and issues while upholding

Collaborate as a member of a multidiscipline team


21

Three Rivers

Community College



this region and the state standards of care through life-long learning

Core Values: Professionalism, Caring, Critical

Thinking, Communication

standards for nursing practice

22

CRITERION 2

The educational outcomes of the nursing program are consistent with the philosophy and

describe the competencies of the graduate and provide the framework for the development,

implementation, and periodic evaluation of the program. [Regulations, Section 20-90-

48(c)(3)(4)]

20-90-48(c) Philosophy and educational outcomes of the nursing education program shall: (3) Describe the

competencies of the graduate; and (4) Provide the framework for the development, implementation and

periodic evaluation of the program.

The educational outcomes (student learning outcomes) of the CT-CCNP are consistent

with the CT-CCNP philosophy and core values. The curriculum flows directly from the CT-

CCNP nursing philosophy and utilizes six core values as its organizing framework. The core

values and associated sub-concepts reflect the professional competencies expected of the

Associate Degree graduate nurse in today’s health care environment. These core values and

student learning outcomes provide the framework for the nursing course objectives and

ultimately the learning activities. Table 2.1 illustrates the relationship between the CT-CCNP

philosophy and core values, the student learning outcomes, and the program outcomes. Table

2.1 outlines the relationship between student learning outcomes, core values, course objectives,

course content and learning activities and evaluation methods. Table 2.2 aligns Program

Outcomes and Core Values with course level learning outcomes, examples of learning activities

and evaluation methods.

Evaluation of the student learning outcomes and program outcomes (i.e. graduation rate,

NCLEX performance, and program satisfaction rates) is ongoing at the college and system

levels. Examples of assessment methods include course, program and clinical site evaluations by

students, curriculum review and clinical site evaluation by faculty, and graduate and employer

surveys.

23

Table 2.1 Relationship of CT-CCNPCCNP Nursing Program Philosophy, Student Learning Outcomes and Program Outcomes

CT-CCNP Nursing Program Philosophy

Statements

Student Learning Outcomes Program Outcomes

Committed to the educational preparation of safe, competent,

entry level practitioners of nursing.

Core Values: Safe and Competent Practice, Holistic Care

Provide safe and competent care to individuals, families and groups utilizing

evidenced-based practice, quantitative reasoning and technological proficiency.


Program Completion

Performance on Licensure

Exam

To provide a dynamic educational experience that involves

active and diverse learning processes.

Core Values: Critical Thinking

Safe and Competent Practice

Integrate the principles of the natural, physical, social, biological and behavioral

sciences, and nursing theory to provide holistic care to individuals, families and


Integrate nursing process and critical thinking skills for decision making in

nursing practice.

Program Satisfaction


Exam

To prepare students to assume the multi-faceted role of the

professional nurse, which includes: planning and provision

of care, patient advocacy, communication, teaching, and

managing human, physical, financial and technological

resources.

Core Values: Caring, Professionalism, Holistic Care,

Communication, Critical Thinking




human dignity.



Program Completion

Job Placement


Exam

To possess the ability to recognize and respond to current

trends and issues while upholding standards of care through

life-long learning.

Core Values: Professionalism






Nursing is a dynamic profession that incorporates evidence-

based theory and skills required for safe practice.

Core Values: Critical Thinking





Provide safe and competent care to individuals, families and groups utilizing

evidenced-based practice, quantitative reasoning and technological proficiency.



Exam

Job Placement

24

CT-CCNP Nursing Program Philosophy

Statements

Student Learning Outcomes Program Outcomes

Nursing Practice integrates the art and science of nursing with

theoretical principles from the natural, social, behavioral,

biological and physical sciences.

Core Values: Professionalism , Holistic Care





human dignity.


Program Completion


Exam

25

Table 2.2 Relationship of Student Learning Outcomes, Core Values, Course Objectives,

Learning Activities and Evaluation Methods

Program Student

Learning Outcomes

Core Values and

Sub-Concepts

Examples of Course Objectives/


Examples of Content

and Learning Activities

Examples

of

Evaluation

Methods

Integrate the principles of

the natural, physical, social,

biological and behavioral

sciences, and nursing theory

to provide holistic care to

individuals, families and

groups across the wellness-

illness continuum.

Core Value:

Holistic Care

Sub-concepts:

Life Span

Wellness-Illness

Health Promotion,

Maintenance,

Restoration,

Prevention

Spirituality

Community

Inter-disciplinary

Nursing 101: Identify principles of holism in providing basic nursing

care to selected individuals.

Nursing 102: Apply principles of holism in providing nursing care for

individuals and/or families from diverse cultures across the lifespan.

Nursing 103: Integrate pharmacological principles as they relate to

holistic and clinical medication application when caring for a patient

with obstetrical, geriatric, pediatric, psychiatric, peri-operative,

gynecological, genitourinary, and orthopedic conditions.

Nursing 201: Implement principles of holistic care for individuals,

families and groups from diverse cultures across the wellness-illness

continuum.

Nursing 202: Integrate pharmacological principles as they relate to


with endocrine, gastrointestinal, respiratory, cardiovascular,

autoimmune, and psychiatric conditions and survivors of bioterrorism.

Nursing 203: Integrate the principles of holism and nursing theory in

providing care to individuals, families and groups with complex health

needs.

Nursing 204: Integrate pharmacological principles at they relate to


Cultural diversity-perform a

cultural assessment

Develop nursing care plan for

childbearing family

End-of-life, clinical day, and

hemorrhage simulation

Teaching & Learning related to

medications that affect uterine

functioning- Discussion Board

Evidence based theory related

to diabetes mellitus -care of

patient with Diabetes

Teaching & Learning related to

prototype medications for

Cardiovascular Disease- Case

Study

High Fidelity neurological

assessment simulation

Mass casualty simulation

Integration of The Village case

studies to explore impact of

Cultural

assessment

quiz

Evaluation of

Clinical

Experience

Workbooks

Debriefing &

Reflection

Formative and

summative

clinical

evaluations

Participation in

discussion of

case study

Debriefing &

Reflection

Skills

Performance

Assessment

Debriefing &

Reflection

26

Program Student

Learning Outcomes

Core Values and

Sub-Concepts



Examples of Content


Examples

of

Evaluation

Methods

with psychiatric, renal, oncology, neurological, multisystem organ

conditions, and trauma.

Nursing 205: Analyze the principles of nursing theory in managing and

coordinating holistic care for individuals, families, and groups of

patients across the wellness-illness continuum.

poly pharmacy.

Interactive Population Health

Case Studies

Interactive On

line Discussion

Debriefing &

Reflection

Integrate nursing process

and critical thinking skills

for decision making in

nursing practice.

Core Value:

Critical Thinking

Sub-concepts:

Nursing Process

Nursing 101: Utilize the nursing process (NP) in planning care for

individuals with basic health care needs.

Nursing 102: Demonstrate application of the nursing process when

providing nursing care to individuals and/or families across the lifespan.

Nursing 103: Apply the nursing process to drug theory as it relates to

patients with obstetrical, geriatric, pediatric, psychiatric, peri-operative,

gynecological, genitourinary, and orthopedic conditions.

Nursing 201: Analyze multiple variables when implementing the

nursing process in the care of individuals, families, and groups

from diverse populations across the wellness-illness continuum.


patients with endocrine, gastrointestinal, respiratory, cardiovascular,


Nursing 203: Integrate nursing interventions by utilizing the nursing

process in providing care to groups of patients with complex health

problems across the life-span.


patients with psychiatric, renal, oncology, neurological, multisystem

Critical thinking and nursing

process- Utilize 3 case studies

to identify aspects of NP

Nursing Process (NP) applied

to families who have given

birth

High Fidelity Simulation:

Postpartum hemorrhage

Anti-Infective Medications-

Develop a teaching plan for

patient during the perioperative

period

Administration of insulin

utilizing the sliding scale-

Skills lab – insulin

administration

Interactive lesson on the

pharmacological management

of respiratory conditions-

Crisis Theory- Interactive Case

Study

Development of a medication

teaching plan for a patient

Interactive

discussion of

the case studies

Evaluation of

teaching plan

Debriefing &

Reflection

Skills

demonstration

Unit

Examination

Interactive

Discussion of

case study

Examination

Participation in

discussion

Peer sharing &

evaluation

27

Program Student

Learning Outcomes

Core Values and

Sub-Concepts



Examples of Content


Examples

of

Evaluation

Methods

organ conditions and trauma.

Nursing 205: Evaluate the delegation process in providing safe and

competent care to individuals, families, and groups utilizing evidence-

based practice and outcomes.

focusing on poly pharmacy

Delegation of care case studies

using the NCSBN Decision

Tree as a framework

Formative and

summative

clinical

evaluations

Debriefing &

Reflection

Provide safe and competent

care to individuals, families

and groups utilizing

evidenced-based practice,



Core Value:

Safe and Competent

Care

Sub-concepts:

Evidence-Based

Practice

Technological

Competency

Application of

Theory to Practice

Nursing 101: Demonstrate safe use of scientific and quantitative

principles and technology in providing basic nursing care to individuals.

Nursing 102: Administer safe and competent care to individuals and/or

families using evidence- based practice, quantitative reasoning, and

technological competence.

Nursing 103: Describe safe and competent medication administration as

it relates to patients with obstetrical, pediatric, geriatric, psychiatric,

perioperative, gynecological, genitourinary, and orthopedic conditions.

Nursing 201: Integrate evidence-based practice, quantitative reasoning

and technology in providing competent care to individuals, families, and

groups with intermediate health problems.


it relates to patients with endocrine, gastrointestinal, respiratory,

cardiovascular, autoimmune, and psychiatric conditions and survivors of

bioterrorism.

Medication Administration-

Practice IM & SQ injections on

simulator

Antepartum Period- Antepartal

clinical experience

Interactive lesson and assigned

readings on pharmacological

management of hypovolemic

shock

Prevention and detection of

colon cancer- GI observational

experience Crohn’s disease and

Ulcerative Colitis- Study guide

questions

Compare and contrast common

Peer

Mentoring/

Skills

validation

Written

assignment

post experience

Formative and

summative

clinical

evaluations

Course exam

Completion of

written

assignment

28

Program Student

Learning Outcomes

Core Values and

Sub-Concepts



Examples of Content


Examples

of

Evaluation

Methods

Nursing 203: Provide safe and competent care to groups of patients with

complex health problems using evidence-based practice, quantitative

reasoning and technology.


it relates to patients with psychiatric, renal, oncology, neurological,

multisystem organ conditions, and trauma.

Nursing 205: Evaluate the delegation process in providing safe and

competent care to individuals, families, and groups utilizing evidence-

based practice and outcomes.

modalities used to treat cancer-

develop discharge teaching

plan

Develop a holistic medication

plan of care for a patient with

multiple health problems

Interactive discussion of the

patient outcomes as a result of

delegation of care in simulated

clinical scenarios

Completion of

a patient

discharge plan

Debriefing &

Reflection

Clinical

assignment

teaching plan

Debriefing &

Reflection

Integrate effective

communication skills

through professional

interactions with

individuals, families, groups

and the health care team.

Core Value:

Communication

Sub-concepts:

Teaching-Learning

Information

Technology

Documentation

Therapeutic

Communications

Nursing 101: Use basic communication in nurse-patient interactions.

Nursing 102: Demonstrate effective communication when interacting

with individuals, families, and members of the health care team.

Nursing 103: Develop a comprehensive pharmacological teaching plan

for patients with obstetrical, pediatric, geriatric, psychiatric, peri-

operative, gynecological, genitourinary, and /or orthopedic conditions.

Nursing 201: Utilize therapeutic communication techniques in providing

care to individuals, families, and groups with intermediate health

problems.

The communication process-

Classroom exercise on

nonverbal communication

Use of simulated and Live

Electronic Health Records

Therapeutic communications

with multi-generational

members of the

family/assigned patient.

Implementation of a patient

teaching plan for effective pain

management in collaboration

with the patient

Lab: Patient and family

education with psychiatric

disorder- Care for a patient in

psychiatric setting

Hearing voices simulation

Classroom

exercise to

identify

nonverbal

messages

Clinical

evaluation -

communication

skills

Course

examination

Process

recording

Evaluation of

medication

administration

records

29

Program Student

Learning Outcomes

Core Values and

Sub-Concepts



Examples of Content


Examples

of

Evaluation

Methods


for patients with endocrine, gastrointestinal, respiratory, cardiovascular,

autoimmune, psychiatric and/or survivors bioterrorism conditions.

Nursing 203: Evaluate the therapeutic communication techniques used in

nurse-patient interactions.


for patients with psychiatric, renal, oncology, neurological, multisystem

organ conditions, and/or trauma.

Nursing 205: Integrate effective communication skills through

professional interactions with colleagues and the multidisciplinary health

care team.

Bronchodilators- prepare

interprofessional medication

guidelines

Develop a teaching patient with

a patient with a communication

impairment

Effective communication in the

workplace- change of shift

report.

Analysis of patient handoffs

utilizing SBAR approach

through interactive discussion

Second step players

performance (Community

advocate for Mental Health-

theater group)

Evaluation of

teaching plan

Evaluation of

change of shift

report/patient

handoffs

Debriefing &

Reflection

Create an environment

where therapeutic

interventions reflect a

respect for human dignity.

Core Value:

Caring

Sub-concepts:

Cultural competency

Empathy

Diversity

Advocacy

Nursing 101: Utilize therapeutic interventions that consider the unique

rights of individuals.

Nursing 102: Foster a caring environment by demonstrating respect for

individuals and/or families across the life span.

Nursing 103: Interpret cultural and individual awareness when tailoring

drug therapy to patients with obstetrical, pediatric, geriatric, psychiatric,

peri-operative, gynecological, genitourinary, and orthopedic conditions.

Nursing 201: Integrate respect for human dignity through therapeutic

relationships with individuals, families, and colleagues.

Skin Integrity and wound care-

review updated treatments and

dressing types for specific

wound problems

Violence: spousal abuse, elder

abuse, child abuse, sexual

assault-Watch film “The

Accused”

Vaccinations across the

lifespan- assigned readings

Determine the role of the

family/significant others in the

rehabilitation phase of

treatment for COPD- Case

study: Family coping with

Skills

Laboratory

practice-wound

care

Classroom

discussion

Participation in

discussion

board

Unit

examination

30

Program Student

Learning Outcomes

Core Values and

Sub-Concepts



Examples of Content


Examples

of

Evaluation

Methods


drug therapy to patients with endocrine, gastrointestinal, respiratory,

cardiovascular, autoimmune, and psychiatric conditions and survivors of

bioterrorism.

Nursing 203: Collaborate with members of the health care team to

establish a culturally competent environment that promotes caring

behavior.


drug therapy to patients with psychiatric, renal, oncology, neurological,

multisystem organ conditions, and trauma.

Nursing 205: Create an environment where professional interactions

reflect a respect for human dignity.

COPD

Integration of cultural and

individual differences related to

pharmacology- Develop a

teaching plan

Nursing practice that enhances

dignity & integrity of patients-

post-clinical conference

discussion

Communication with

colleagues- attend a multi-

disciplinary team meeting

Evaluation of

teaching plan

Post-clinical

discussion

Formative and

summative

clinical

evaluations

Written

assignment

Collaborate as a member of

a multidisciplinary health

team.

Core Value:

Professionalism

Sub-concepts:

Role Development

Political Awareness

Collegiality

Nursing 101: Identify the roles of various members of the health care

team.

Nursing 102: Demonstrate a basic ability to function as a member of the

health care team.

Nursing 103: Differentiate the roles of the multidisciplinary health team

members when implementing a pharmacological plan of care for patients

with obstetrical, pediatric, geriatric, psychiatric, peri-operative,

gynecological, genitourinary, and orthopedic conditions

Nursing 201: Function effectively as a member of the health care team.



with endocrine, gastrointestinal, respiratory, cardiovascular,

Planning collaborative care

plans- Introduce students to

interprofessional care plans in

clinical

Intraoperative Nursing-

surgical team- OR

observational experience

Role of the interdisciplinary

team- interactive case study

Care of patients with

disturbances in a variety of

body systems- Provide care for

a patient with intermediate

health problems

Examine/analyze the role of

interprofessional team in the

management of patients with

Evaluation of

care plan

Debriefing &

Reflection

assignment on

clinical

experience

Participation in

discussion

board

Clinical

evaluation

Evaluation of

31

Program Student

Learning Outcomes

Core Values and

Sub-Concepts



Examples of Content


Examples

of

Evaluation

Methods


Nursing 203: Collaborate with members of the health care team in a

variety of settings



with psychiatric, renal, oncology, neurological, multisystem organ

conditions, and trauma.

Nursing 205: Collaborate as a member of the profession of nursing.

psychiatric disorders

Develop medication

administration sheets

Patient advocacy- attend a

multidisciplinary team meeting

Participate in unit Huddles and

Case management meetings in

clinical settings

Leadership Theories- Identify

and describe the qualities of an

effective nurse manager

medication

administration

sheets

Formative and

summative

clinical

evaluations

Written

assignments

Integrate accountability and

responsibility for practice

within the legal and ethical

standards of the nursing

profession.

Core Value:

Professionalism

Sub-concepts:

Legal-Ethical

Integrity

Confidentiality

Nursing 101: Demonstrate basic legal and ethical practice standards

when providing care to selected individuals.

Nursing 102: Exhibit accountability and responsibility when providing

nursing care to the individuals and families across the lifespan.

Nursing 103: Analyze the legal-ethical implications of medication

administration related to patients with obstetrical, pediatric, geriatric,

psychiatric, peri-operative, gynecological, genitourinary, and orthopedic

conditions.

Nursing 201: Implement legal and ethical practice standards in providing

care to individuals, families and groups with intermediate health

problems in diverse health care settings.


administration related to patients with endocrine, gastrointestinal,

respiratory, cardiovascular, autoimmune, and psychiatric conditions and

survivors of bioterrorism.

Nursing 203: Implement strategies to provide accountable and

responsible care within the legal-ethical standards of the nursing

Standards of care- group

activity using media articles

Provision of safe, holistic,

culturally competent care to

geriatric patient- LTC clinical

rotation

Legal and ethical issues of

pharmacology- case study

Legal and ethical issues-

Learning activity-utilizing

QSEN resources

Viral terrorism- interactive

learning activity

Analysis of the Bill of Rights

for Psychiatric patients: Care of

patient in a clinic setting

Unit

examination

Formative and

summative

clinical

evaluations

Participation in

online

discussion

boards

Clinical post-

conference

activity

Evaluation of

medication

administration

sheets

32

Program Student

Learning Outcomes

Core Values and

Sub-Concepts



Examples of Content


Examples

of

Evaluation

Methods

profession.


administration related to patients with psychiatric, renal, oncology,

neurological, multisystem organ conditions and trauma.

Nursing 205: Explore the legal and ethical implications of membership

in the profession of nursing.

Nursing Practice Regulation-

attend a CT State Board of

Examiners for Nursing meeting

Attend CT Nurses Association

Legislative Day

Health Care Disparities

interactive learning assignment

Process

recording

Debriefing &

Reflection

Written

assignment of

experience

Function in the professional

role utilizing current

standards of nursing

practice.

Core Value:

Professionalism

Sub-concepts:

Life-Long Learning

Role Development

Political Awareness

Nursing 101: Exhibit growth in personal and professional roles in

nursing.

Nursing 102: Assume responsibility for personal growth and

professional role development.

Nursing 103: Examine the professional role of the nurse in medication

administration for patients with obstetrical, pediatric, child/adolescence

psychiatric, pre-post operative, gynecological, genitourinary, or

orthopedic conditions.

Nursing 201: Evaluate the professional nursing roles within the health

care delivery system.


administration for patients with endocrine, gastrointestinal, respiratory,

cardiovascular, autoimmune, and psychiatric disorders and victims of

bioterrorism.

Nursing 203: Support the advancement of nursing practice through life-

long learning and political awareness


administration for patients with personality, renal, oncology,

neurological, multisystem organ disorders, and trauma

Nursing 205: Evaluate the trends and issues affecting the profession and

the role of the nurse.

Drug regulations and

standards- medication

administration at clinical site

Professionalism- role

development- case study

Role of the nurse in

pharmacology

Evidence based practice related

to Bioterrorism

Overview of pharmacological

principles as they relate to

treatment of survivors of

bioterrorism

Evidence based practice related

to bioterrorism- High Fidelity

Simulation Anthrax

Attend CT Nurses Association

Legislative Day

Societal, political and

economic climate in the health

care system- case study-

nursing unit budget

Formative and

summative

clinical

evaluation of

medication

administration

Participation in

discussion

board

Clinical post-

conference

activity:

Debriefing &

Reflection

Unit

examination

High Fidelity

Simulation

debriefing &

reflection

Reflective

journal

Written

assignments

33

CRITERION 3

The nursing program administrator meets the requirements stated in the regulations.

[Regulations, Section 20-90-51(a)(b)(1)]

20-90-51. Nursing faculty

(a) The faculty and administrator must maintain an active R.N. licensure in Connecticut.

(b) Faculty Education and Experience

(1) Except as provided in subsection (c) of this section, the administrator of the program shall

be a registered nurse and shall have an earned advanced degree in nursing, teaching

experience in a program in nursing, and administrative experience.

Nursing program division directors are in place at all colleges offering the CT-CCNP and

fulfill the role of nursing program administrator. Each director meets all requirements as stated

in the regulations; all possess a minimum of a Master’s degree in nursing and the requisite

clinical and teaching experience; all have been approved by the SBEN at the time of their

appointment. Table 3.1 outlines the qualifications of the CT-CCNP nurse administrators.

In addition to the requirements stated in the regulations, the requirements of the

Connecticut Community College position description for Academic Division Director must also

be met. The Connecticut Community College position descriptions reflecting the role and

responsibilities of the nursing directors are presented in Appendix B and are further elaborated

upon in Criterion 4. Resumes/CVs for all Nursing Directors are provided in Appendix C.

34

Table 3.1 Outline of Nursing Administrators’ Qualifications

Institution Nursing

Administrator

License Number Degrees and

Certifications

Earned

Administrative Background Education Experience

Capital

Community

College

Cynthia Adams CT – 10.R45027 BSN – Simmons

College

MSN – Boston

College

Ed.D.-.-

University of

Hartford

Staff Development

Coordinator

Director of Community

Health Education

Wellbeing Program

Coordinator

Director of Division of

Nursing for fifteen plus

years – Capital

Community College

Nursing Faculty – Capital

Community College

Director of Division of

Nursing since 2000–

Capital Community

College

Gateway

Community

College

Sheila Solernou CT – 10.R44357 BSN – Mount

Saint Mary

College

MSN –

University of

Hartford

Nurse Manager-

Telemetry Unit

Education Coordinator

Program Manager- New

England Technical

Institute

Academic Division

Director – Allied Health

& Nursing

Adjunct Faculty-

Continuing Education

Division – Naugatuck

Valley Community

College

Adjunct Faculty –

Quinnipiac University

Nursing Faculty &

Program Manager New

England Technical

Institute

Academic Division

Director – Allied Health

& Nursing - Gateway

Community College

35

Institution Nursing

Administrator


Certifications

Earned


Naugatuck

Valley

Community

College

Eileen George CT – 10.E48373 AS-Mattatuck

Valley

Community

College

BSN – Central

Connecticut State

University

MSN – Southern

Connecticut State

University

DNP-Chatham

University

Course Leader for the

NUR 201 Course

Co-Chair Elect CT-

CCNP Program

Committee

Chair numerous Search

Committees

Evening/Weekend

Administrator NVCC

Academic Division

Director, Allied Health,

Nursing, and Physical

Education

Clinical Instructor,

NVCC

Professor of Nursing –

Naugatuck Valley

Community College (17

years)

Acting and current

Academic Division

Director, Allied Health,

Nursing, and Physical

Education

Northwestern

Connecticut

Community

College

Constance Hotchkiss CT-10.E51645 BSN—University

of Connecticut

MSN—

University of

Hartford

Clinical Coordinator,

Maternal Child Health

Services, The Charlotte

Hungerford Hospital,

Torrington, CT.

Clinical Manager,


Services, The Charlotte


Torrington, CT

Academic Division

Director, Nursing, Allied

Health & Veterinary

Technology,

Northwestern

Connecticut Community

College

Clinical Educator, OB &

Pediatrics, Center for

Professional

Development &

Education, The Charlotte


Torrington, CT.

Adjunct Faculty,

Northwestern CT

Community College

Academic Division

Director, Nursing, Allied

Health & Veterinary

Technology,

Northwestern Connecticut

Community College

36

Institution Nursing

Administrator


Certifications

Earned


Norwalk

Community

College

Mary Schuler CT – 10.E41250 BSN – Rhode

Island College

MSN- Southern

Connecticut State

University

Ed.D. –

University

Bridgeport

Certified Nurse

Educator

Nurse Manager – Medical

Unit

Nursing Supervisor –

Meriden Wallingford

Hospital

Assistant Director –

Academic Affairs

Manager – Bridgeport

Hospital School of

Nursing

Director Nursing and

Allied Health – Norwalk

Community College

In-service Instructor

Meriden Wallingford

Hospital

Graduate Assistant –

Nursing Lab Instructor –

Southern Connecticut

State University

Instructor – Bridgeport

Hospital School of

Nursing

Director Nursing and

Allied Health – Norwalk

Community College

Three Rivers

Community

College

Edith Ouellet

CT E5011 Diploma – Saint

Francis Hospital

School of

Nursing

BSN –

CCSUCCSU

MSN –

University of

Hartford, CT

Charge Nurse -- The University of

Connecticut Health

Center (NNICU)

Assistant Nurse Manager

– The University of

Connecticut Health

Center (NNICU)

Course Leader – Three

Rivers Community

College

Interim Director of

Nursing and Allied

Health – Three Rivers

Community College

Director of Nursing and

Allied Health – Three

Full Time Faculty – Three

Rivers Community

College

Clinical Instructor –

Three Rivers Community

College

Clinical Instructor –

University of Connecticut

School of Nursing

Associate Professor of

Nursing – Three Rivers

Community College

Interim Director of

Nursing and Allied

Health – Three Rivers

Community College

Director of Nursing and

37

Institution Nursing

Administrator


Certifications

Earned


Rivers Community

College

Allied Health – Three

Rivers Community

College

38

CRITERION 4

The nursing program shall have its own administrator who reports directly or

indirectly to the controlling body of the parent institution and has the requisite authority

and responsibility for the nursing program. The workload of the administrator reflects the

administrative responsibilities. [Regulations, Section 20-90-48(a)(1)]

20-90-48(a) School organization (1) The authority of and administrative responsibility for the

nursing education program shall be vested in the program administrator, who is responsible to the

controlling body of the program either directly or indirectly through administrative channels. Each nursing

education program shall have its own administrator.

Each of the six nursing education programs has its own administrator who reports

directly to the Academic Dean of the controlling institution. At Capital Community College, the

Academic Division Director of Nursing has administrative responsibility and requisite authority

and responsibility for the associate degree nursing program. At Gateway (GCC), Norwalk

(NCC) and Three Rivers (TRCC) Community Colleges, the Academic Division Director of

Nursing and Allied Health has administrative responsibility for the nursing and allied health

programs offered at the colleges. At Naugatuck Valley (NVCC), the Director of Allied Health,

Nursing, and Physical Education, is responsible for the Nursing, Allied Health and Physical

Educational programs. At Northwestern Connecticut Community College (NCCC), the Director

of Nursing, Allied Health & Veterinary Technology, is responsible for the Nursing, Allied

Health, and Veterinary Technology programs.

39

All individuals hired into the Connecticut Community College system are placed into a

job category based upon their roles and responsibilities. All nursing directors are considered as

an ACL category, which indicates administrator, counselor or librarian. There are 22 levels in

the ACL category. The Director at Gateway was hired as an Academic Division Director (CCCP

21) but was realigned as an Academic Division Director (CCCP 22) in January 2013 when she

assumed responsibility for the allied health programs at the college, in addition to the nursing

program. The other Division Directors were hired as Director of Nursing and Allied Health

(CCCP 22), which indicate authority for nursing and allied health. As roles become vacant in the

future, hiring level (CCCP 21 or CCCP 22) will be dependent on programmatic responsibility

and scope of role. The Academic Division Director at Northwestern was initially hired as a

CCCP 21 with responsibility and authority for the nursing program only but has since been

changed to a CCCP-22 with the additional responsibility for the Allied Health and Veterinary

Technology programs. The position descriptions for CCCP 21 and CCCP 22 are located in

Appendix B.

At all colleges the nursing program administrator reports directly to the Academic Dean

who reports directly to the College President indicating that the administrator of the program

reports in a direct line to the controlling body of the institution. See Organizational Charts

Appendix D.

The Academic Division Director of Nursing and the Academic Division Director,

Nursing and Allied Health, job descriptions provide detail on the administrator’s role in program

development, implementation, and evaluation. In addition, the job descriptions indicate that the

nursing program administrator has authority and responsibility, in conjunction with the

40

management team at each institution, for resource allocation, budget, staffing, and personnel

decisions. The essential functional areas described in both job descriptions include:

Program and curriculum design and development;

Faculty selection and professional development;

Instructional quality;

Budget and fiscal management;

Administration and resource management;

Program evaluation and assessment;

Community relations;

Student relations.

Each nursing administrator follows the employment, staffing and personnel policies and

procedures of the Connecticut State Colleges and Universities System and in addition follows the

policies and procedures of their respective colleges. The Division Directors work collaboratively

with the Academic Dean and the Director of Human Resources to ensure that the policies and

procedures outlined by the CCC system, collective bargaining agreements and college policies

and procedures are followed.

The Directors follow policies for hiring, staffing, and personnel decisions listed on the

Connecticut State Colleges and Universities (CSCU) website (http://www.ct.edu).

In addition, the directors follow the policies of the collective bargaining agreements and

the Connecticut Community College Evaluation Process in evaluating faculty. All of these

policies and procedures are publically accessible under the faculty and staff resources page of

each Connecticut Community College website. These websites provide information for

employees concerning: academic departments, administrative offices, college policies, employee

http://www.ct.edu/

41

benefits, employment information and schedules, employment opportunities, Outlook Web Mail

Access, technology services and resources, training opportunities.

The Academic Division Directors follow the budget and fiscal policies and procedures of

the State Colleges and Universities system and the policies and procedures of their respective

institutions. The Division Directors work collaboratively with the Academic Dean, the Dean of

Administration and the Director of Fiscal and Administrative Services to ensure that the policies

and procedures outlined by the CSCU system, collective bargaining agreements and college

policies and procedures are followed. Academic Division Directors have access to information

related to system wide policies and procedures for resource allocation and budget through their

local Deans of Administration. Each college has a plan for budget requests and budget

development that the nursing administrators follow. The fiscal year is July 1 through June 30 of

each year.

The CT-CCNP bylaws (see Appendix E) describe the processes in place to ensure that

overall program development and evaluation at the system level is comprehensive and represents

the input of all college faculty, leadership and admissions professionals. CT-CCNP Bylaws

committee actions and initiatives are reflected in meeting minutes and related activities. Each

nurse administrator is responsible for ensuring there is a process for the implementation, program

development, and evaluation of the CT-CCNP curriculum at his/her respective college. This

process allows for nursing program implementation, development and evaluation based upon

community and programmatic needs.

According to the Academic Division Director’s job description, the nurse administrator

performs and/or directs the design and development of curricula, courses, syllabi and

specifications for textbooks, materials, laboratory and technical resources; and develops and

42

defines the learning outcomes which are necessary to measure the instructional, accreditation and

licensing requirements of the Division’s academic programs. Program development and

evaluation processes are documented in minutes at each college. The nurse administrator of each

college nursing program is responsible to ensure that process is comprehensive and inclusive and

follows college policy and procedure. The process of curriculum and program development and

evaluation varies at each college based upon the size of the program, number of faculty, and

college specific committee structures.

The role of the program administrator at each college varies somewhat in accordance

with many variables such as program size, college organization, college/community culture and

student demographics. The uniqueness of each college within the twelve college system is

acknowledged and appreciated as a reflection of the community it serves. The degree of

responsibilities involved with the administration of the nursing and allied health programs is

directly proportional to the level of additional administrative support in place at each of these

colleges. Tables 4.1 and 4.2 outline the roles and authority of each administrator at the respective

community college.

43

Table 4.1 College Specific Position Summary of CT-CCNP Administrators

College Administrator Position

Title

Appointment

Areas of

Responsibility

Percentage

of Time

Spent with

Nursing

Reports

To:

Administrative Duties per

Job Description

Capital

Community

College

Cynthia Adams,

R.N., EdD.

Academic

Division

Director of

Nursing

12 Month

Full Time

Nursing 100% Academic

Dean

Program and curriculum design

and development;

Faculty selection and

professional development;



Administration and resource

management;

Program evaluation and

assessment;


Student relations. Gateway

Community

College

Sheila Solernou,

R.N., M.S.N.

Academic

Division

Director of

Allied

Health &

Nursing

12 Month

Full Time

Nursing

Dental

Hygiene

Diagnostic

Medical

Sonography

Exercise

Science and

Wellness

Nuclear

Medicine

Nutrition and

50%

Academic

Dean

For all programs:


and development;

Faculty selection and





management;


assessment;


Student relations.

44


Title

Appointment

Areas of

Responsibility

Percentage

of Time

Spent with

Nursing

Reports

To:


Job Description

Dietetics

Radiation

Therapy

Radiography

Suzanne

Conlon, RN,

MSN

Professor &

Academic

Chairperson,

Nursing

Full-time Nursing 100% Division

Director of

Allied

Health &

Nursing

Program Development and

Communication; Staffing; Full

time and Clinical Faculty

Development; Problem

Resolution; Student

Advisement; Community/

Clinical Affiliate Liaison

Julie Mangini Professor

and

Academic

Coordinator,

Diagnostic

Imaging

Programs

Full-time Diagnostic

Medical

Sonography

Nuclear

Medicine

Radiation

Therapy

Radiography

100% Division

Director of

Allied

Health &

Nursing


Communication; Staffing; Full

time and Clinical Faculty

Development; Problem

Resolution; Student

Advisement; Community/

Clinical Affiliate Liaison

Naugatuck

Valley

Community

College

Eileen George,

R.N., M.S.N.

D.N.P.

Academic

Division

Director of

Allied

Health,

Nursing,

12 Month

Full Time

Nursing

Respiratory

Care

Radiologic

70% Academic

Dean


and development; orientation

and professional development

of full-time faculty;

Part-time faculty selection and


45


Title

Appointment

Areas of

Responsibility

Percentage

of Time

Spent with

Nursing

Reports

To:


Job Description

and Physical

Therapy

Technology

Physical

Therapist

Assistant

Physical

Education




management;


assessment;


Student relations

Mary Sullivan,

R.N., M.S.N.

Clinical

Chair

Nursing

Part Time

(17 hours per

week each

academic

semester)

Nursing 100% Academic

Division

Director of

Allied

Health,

Nursing,

and

Physical

Education

For Nursing program:

Clinical practicum

administration; Clinical faculty

development.

Northwestern

Connecticut

Community

College

Constance

Hotchkiss, RN,

MSN

Academic

Division

Director

Nursing,

Allied

Health &

Veterinary

Technology

12 Months

Full Time

Nursing,

Allied Health,

Veterinary

Technology

75% Dean of

Academic

and

Student

Affairs


and development; Faculty

selection and professional

development; Instructional

quality; Budget and fiscal

management; Administration

and resource management;


assessment; Community

relations; Student relations.

Norwalk Kathleen S.

Fries, PhD.,

RN,CNE

Academic

Division

Director

12 Month

Full Time

Nursing

Respiratory

50% Academic

Dean

For All Programs:



46


Title

Appointment

Areas of

Responsibility

Percentage

of Time

Spent with

Nursing

Reports

To:


Job Description

. Nursing and

Allied

Health

Care

Medical

Office

Management

Medical

Assistant

Health Office

Information

Allied Health

Certificate

Non Credit

Allied Health

Programs:

Certified

Nursing

Assistant

Patient Care

Technician

EKG

Technology

Phlebotomy








relations; Student relations

Norwalk Mary Ann

Tessier, MSN,

Department

Chair of

Nine Month Nursing 100% Academic

Division

Nursing:


47


Title

Appointment

Areas of

Responsibility

Percentage

of Time

Spent with

Nursing

Reports

To:


Job Description

RN, CNE. Nursing Director of

Nursing

and Allied

Health

Communication; Staffing

Full time and Clinical faculty

development; Problem

Resolution; Student

Advisement; Community

Liaison

Judy Mocciola

Three Rivers Edith Ouellet,

M.S.N, R.N.

Academic

Division

Director of

Nursing and

Allied

Health

12 Month

Full Time

Nursing &

Allied Health

100% Academic

Dean










relations; Student relations

48

Table 4.2 College Specific Authority and Responsibility Summary for CT-CCNPCCNP Administrators

College Administrator Parity with other

Departments

Resource

Allocation/Budget

Staffing/Personnel

Issues

Program

Development/Evaluation

Capital

Cynthia

Adams, R.N.,

EdD

The Academic Division has

one Director and five Chairs.

The Director is a 12 month

administrative position,

without teaching

responsibilities.

Department Chairs at Capital

are ten month faculty

positions with release time

from teaching for

administrative

responsibilities.

The Director prepares

the operating and

clinical teaching

budget each spring, and

submits it to the

Academic Dean.

Budget requests by

nursing faculty are

reviewed by the

Director and submitted

to the Academic Dean.

The Academic Dean

grants final approval

for expenditures.

The Director of the

Division of Nursing

adheres to Affirmative

Action Policies in

advertising, and in

interviewing applicants

to fill part-time nursing

faculty positions.

The Director joins the

Dean and President in

interviewing finalists

for full time positions

and makes

recommendations for

appointment.

Recommendations for

retention and

promotion of full-time

nursing faculty are

made by the Director to

the Academic Dean

and/or President in

accordance with

collective bargaining

policies.

The Director evaluates

all nursing faculty

based on job

performance and

The Director provides

leadership in developing,

implementing, and

evaluating the CT-CCNP

at Capital.

Monthly Curriculum

Planning meetings occur

throughout the academic

year to work on the

Systematic Plan for

Evaluation and assess

program outcomes and

strategies for

improvement.

Member of the CT-CCNP

Nursing Directors

Council, and the CT-

CCNP Articulation

Advisory Committee.

The Director participates

in professional nursing

organizations and

community partnerships to

support curriculum

implementation.

49


Departments

Resource

Allocation/Budget

Staffing/Personnel

Issues

Program


outcomes.

Gateway Sheila

Solernou,

R.N., M.S.N.

The Academic Division of

the college has two Division

Director’s: Allied Health &

Nursing and Engineering and

Applied Technologies; and

seven Department

Chairpersons.

There is parity with the

workload of the Director of

Engineering and Applied

Technologies.

The Division Director of

Allied Health & Nursing is

the only CCCP 22.

The Division Director

prepares the operating

and clinical teaching

budget each spring, and

submits it to the

Academic Dean.

Budget requests by

allied health and

nursing faculty are

reviewed by the

Director and submitted

to the Academic Dean.

The Academic Dean

grants final approval

for expenditures.


is also responsible for

the management of

grants that provide

additional financial

support for the

Division.

Fiscal year is July 1

through June 30th.


is responsible for hiring

and developing

contracts for all part-

time clinical faculty

and laboratory staff for

the allied health and

nursing programs.

Recommendations for

retention and


faculty are made by the

Division Director to the

Academic Dean and/or

President in accordance

with collective

bargaining policies.


evaluates all full-time

allied health and

nursing faculty,

division staff members,

and the nursing

chairperson based on

job performance and

outcomes.


provides leadership in

developing,

implementing, and


at Gateway.

Monthly Curriculum

Planning meetings occur


year to work on the

Systematic Plan for

Evaluation, and assess

program outcomes and

strategies for

improvement.

The Director is the

Chairperson of the

Division meeting,

Chairperson of the

Nursing Advisory

Council; member of the

CT-CCNP Nursing

Directors Council, and the

CT-CCNP Articulation

Advisory Committee.



organizations such as CT

50


Departments

Resource

Allocation/Budget

Staffing/Personnel

Issues

Program


League for Nursing and

CT Nursing Collaborative

Action Coalition (CNC-

AC) and has strong

community partnerships

that support curriculum

implementation

Suzanne

Conlon, RN,

MSN

The Academic Chairperson

of nursing is one of seven

department chairpersons.

There is parity in the role

responsibilities.

Participates in the

development and

monitoring of the

nursing budget.

Evaluates the part time

clinical faculty and

laboratory staff

according to CCC and

bargaining unit policies

and procedures

Member of Nursing

Program Curriculum

Committee; Member of

Nursing Division

Meeting; Member of

Nursing Advisory

Council; Clinical Faculty

Development

Naugatuck

Valley

Eileen George,

R.N., M.S.N.

There are five Academic

Division Directors. The

Director of Allied Health and

Nursing is the only CCCP 22.

Develops with faculty

the division budget

which is submitted to

the Dean of Academic

Affairs.

Responsible for

administration of the

division budget and all

grant budgets.


through June 30th.

Interviews applicants

and develops contracts

for all part time clinical

faculty and laboratory

staff for the nursing

program.

Evaluates the full time

faculty, the clinical

supervisors, lab staff,

clerical staff, and, with

course leaders, part


based on job

performance and

outcomes.



implementing, and


at Naugatuck Valley CC.

The Director is the

Chairperson of Division

Meeting; member of

Nursing (Curriculum)

Committee; member of

CT-CCNP Admissions

Committee; member and

current chairperson of CT-

CCNP Nursing Director’s

Council.

51


Departments

Resource

Allocation/Budget

Staffing/Personnel

Issues

Program




organizations and


support curriculum

implementation.

Mary

Sullivan,

R.N., M.S.N.

Unique role. Not Applicable Participates in

professional

development of full

and part-time faculty

related to clinical

issues.

Participates in the

evaluation of clinical

sites. Provides input

into the clinical portion

of faculty evaluation.

Northwestern

Connecticut

Community

College

Constance

Hotchkiss, RN,

MSN

There are two Division

Directors at the college.


workload of the other

division director.

Develops with faculty,

need based, budget

requests which are

submitted to the Dean

of Academic Affairs

for approval, with final

approval from the Dean

of Administration and

the President.

The Director is

responsible for Hiring

and developing

contracts for all part



the nursing program.

Recommendations for

retention and


nursing faculty are

made by the Director to

the Academic Dean

and/or President in

accordance with

collective bargaining

policies.

The Director evaluates

all nursing faculty



implementing, and


at Northwestern

Connecticut CC.

The Director serves as

Chairperson of Division

Meetings; member of the

CT-CCNP Admissions

Committee, CT-CCNP

Director’s Council and

CT-CCNP Articulation

Advisory Committee.



organizations and


support curriculum

52


Departments

Resource

Allocation/Budget

Staffing/Personnel

Issues

Program


based on job

performance and

outcomes.

implementation.

Norwalk

Community

College

Kathleen S.

Fries, PhD.,

RN,CNE

There are three Division

Directors in the school.

(ESL, Developmental

Studies, and Nursing and

Allied Health)



division directors.

The Director of Allied Health

and Nursing is the only

CCCP 22.

Administers the entire

division budget and

monitors 4 grants

which support the

division.


through June 30th.

Hires and develops


time clinical and

laboratory educational

assistants for the

nursing program.

Evaluates the

chairperson.

Evaluates the lab

coordinator

Evaluates nursing and

allied health advisors.



implementing, and


at Norwalk.

Chairperson of Nursing

Division Meeting;

Member of Nursing

(Curriculum) Committee.

Member of CT-CCNP

Program Committee,

Nursing Directors Council

and Articulation Advisory

Committee.



organizations and


support curriculum

implementation.

Mary Ann

Tessier, MSN,

RN, CNE

There are 8 Department

Chairs at NCC.

There is parity in the role

responsibilities.

Participates in the

development and

monitoring of the

nursing budget.


Participates in the

hiring of Part time

clinical and laboratory

educational assistants

Evaluates the full and

part time faculty

according to CCC

Clinical Faculty

Development


Program (Curriculum)

Committee; Member of

Nursing Division

53


Departments

Resource

Allocation/Budget

Staffing/Personnel

Issues

Program


through June 30th3030. policy and procedure.

Meeting; Member of all

course teams.

Judy Mocciola

Three Rivers Edith Ouellet,

M.S.N, R.N.

The Academic Division of

the college has two Division

Directors: Nursing, and

Learning Initiatives; and six

Department Chairs.



division directors.

Develops with faculty,

need based, budget

requests which are

submitted to the Dean

of Academic Affairs

for approval, with final

confirmation with the

President.

The Director is

responsible for

administration of the

Nursing Department

budget and grant

allocation.


through June 30th

The Director is

responsible for

interviewing, hiring

and developing




the nursing program.

Evaluates the full time

faculty, lab staff,

clerical staff, and, with

course leaders, part


based on job

performance and

outcomes



implementing, and


at Three Rivers.

Member of the TRCC

Curriculum Committee;


Department Meeting;

Member of Nursing

(Curriculum) Committee


year to work on the SPE

and assess program

outcomes and strategies

for improvement.

Chairperson, Nursing

External Advisory

Committee

Member of CT-CCNP

Articulation Advisory

Committee and Nursing

Director’s Council



organizations such as CT

League for Nursing and

CT Nursing Collaborative

54


Departments

Resource

Allocation/Budget

Staffing/Personnel

Issues

Program


Action Coalition (CNC-

AC) and community

partnerships to support

curriculum

implementation.

55

CRITERION 5

Record keeping policies and procedures comply with regulations.

[Regulations, Section 20-90-49].

20-90-49 The nursing education program shall maintain a system of administrative records that shall include

current course outlines and evaluative instruments, faculty personnel records, faculty meeting and committee

meeting reports, student records, pertinent correspondence, pertinent reports, and official publications of the

nursing education program.

The administrative records of the CT-CCNP are maintained according to state and federal

requirements at each college and at the BOR System Office. The colleges follow the standards

and policies of the American Association of Collegiate Registrars and Admissions Officers, the

Family Educational Rights and Privacy Act (FERPA) and the State of Connecticut’s Records

Management Manual and adhere to the Records Retention Schedules as outlined by the

Connecticut State Library. FERPA pamphlets and posters are available in student areas

throughout the campuses. All nursing education programs monitor compliance with the

maintenance and confidentiality of administrative records as a component of their Systematic

Plan for Evaluation.

See Tables 5.1 to 5.7 for location of administrative records at each college and at the

BOR System Office.

56

Table 5.1 Location of Administrative Records at Capital Community College

Documents


Where Housed

Administrative Records

Academic Calendars Administrative Offices and Nursing Division Office http://www.ccc.commnet.edu/calendar.htm

Accreditation Reports Deans', President's, and Nursing Division Office http://www.ccc.commnet.edu/neasc.htm

Affirmative Action Policies Human Resource Office and Administrative Offices http://www.ccc.commnet.edu/affirAct.htm

Agency Contracts Dean of Administration’s Office and Nursing Division Office

Articulation Agreements Counseling Center, Administrative Offices and Nursing Division Office

http://www.ct.edu/academics/nursing#agreements

Board of Regents Office Correspondence President's/Deans'/ Nursing Division Office

Collective Bargaining Agreements

4 C’s and AFT

Community-wide Distribution, Human Resource Office and Director’s Office and online at

http://www.the4cs.org/contracts-benefits/4cs-contracts/ ; http://ct.aft.org/

College Catalogs Community-wide Distribution and online at http://www.ccc.commnet.edu/publications.htm

Correspondence Nursing Division Office and Faculty Offices

Course Schedules Campus-wide Distribution http://www.online.commnet.edu/pls/x/bzskfcls.P_CrseSearch

Minutes (Faculty, Curriculum, Division,

Professional Staff)

Administrative Offices and Nursing Division Office

NCLEX-RN Results Director’s Office

NLN Surveys Nursing Division Office

State Board Correspondence Director’s Office

http://www.ccc.commnet.edu/calendar.htm

http://www.ccc.commnet.edu/neasc.htm

http://www.ccc.commnet.edu/affirAct.htm


http://ct.aft.org/

http://www.ccc.commnet.edu/publications.htm

http://www.online.commnet.edu/pls/x/bzskfcls.P_CrseSearch

57

Documents


Where Housed

Weekly Bulletin (College Bulletin) Campus-wide Distribution, http://www.ccc.commnet.edu/bulletin.htm

Faculty Records

Faculty CHA Standard Orientation

Curriculum Compliance

Nursing Division Office

Faculty CPR Compliance Nursing Laboratory Office

Faculty Evaluations President's Office and Nursing Director’s Office

Faculty Health Compliance (Hepatitis B,

PPD, etc.)

Nursing Laboratory Office- locked cabinet

Faculty Licensure Nursing Division Office

Faculty Personnel Records President's Office, Human Resource Office

Faculty Professional Development Records President's Office

Student Records

Capital Community College Student

Handbook

Campus-wide Distribution http://www.ccc.commnet.edu/docs/studentHandbook.pdf

Admission Information (application,

transcripts, placement results, etc.) Admissions and Registrar’s Office http://www.ccc.commnet.edu/deptAdmissions.htm

Student Disability Documentation Office of Disability Services, Counseling

Student Academic Adjustment(s) required

for disability(ies)


Financial Aid Information Financial Aid Office http://www.ccc.commnet.edu/financialAid.htm

Graduation Records and Transcripts Registrar’s Office http://www.ccc.commnet.edu/transcripts.htm

http://www.ccc.commnet.edu/bulletin.htm

http://www.ccc.commnet.edu/docs/studentHandbook.pdf

http://www.ccc.commnet.edu/deptAdmissions.htm

http://www.ccc.commnet.edu/financialAid.htm

http://www.ccc.commnet.edu/transcripts.htm

58

Documents


Where Housed

Health/Immunization Records Certified Background Checks Results in Nursing Course Leader Office- locked cabinet

Background Checks Online/Electronic access by nursing director only through CT League for Nursing and/or Certified

Background, Inc.

59

Table 5.2 Location of Administrative Records at Gateway Community College

Documents

Gateway Community College

Where Housed


Academic Calendars Administrative Offices, Division Offices, and at

http://www.gatewayct.edu/SiteMedia/Gateway/Offices%20and%20Departments/Academic%20A

ffairs/Academic-Calendar-2014-2015-Revised.pdf

http://www.gatewayct.edu/SiteMedia/Gateway/Offices%20and%20Departments/Academi

c%20Affairs/FINAL_calendars_2015-2017.pdf

ACEN Annual Surveys AH & Nursing Division Director’s Office

ACEN Correspondence AH & Nursing Division Director’s Office

Accreditation Reports Deans', President's, and Nursing Division Offices

Affirmative Action Policies Affirmative Action Office, Human Resources Department, Administrative Offices and at

http://www.gatewayct.edu/SiteMedia/Gateway/Offices%20and%20Departments/Human%20Reso

urces/hr-policy-affirmative-action.pdf

Agency/Clinical Affiliate Contracts Dean of Administration’s Office and Allied Health & Nursing Administrative Coordinator’s

Office

Articulation Agreements Nursing Division Office, nursing shared drive, and on the CT-CCNP website at


BOR Office Correspondence President's/Deans'/Division Offices

Collective Bargaining Agreements: 4C’s

and AFT Campus-wide Distribution, Human Resources Department Office, Division Offices and on

websites at http://www.the4cs.org/contracts-benefits/4cs-contracts/ ; http://ct.aft.org/

College Catalogs Campus-wide Distribution and online at

http://www.flipdocs.com/showbook.aspx?ID=10007428_289435&

College Student Handbook Campus-wide Distribution and online at

http://p1.flipdocs.com/books/10007428/476312/th_page1.jpg

Correspondence Nursing Division Offices

http://ct.aft.org/

60

Documents


Where Housed

Course Schedules Campus-wide Distribution and online at

https://www.online.commnet.edu/pls/x/bzskfcls.P_CrseSearch

Faculty and Staff Handbooks Campus-wide Distribution, Nursing Division Offices and Human Resources Department

Meeting Minutes Administrative, Nursing Division Offices, allied health and nursing shared drive, college intranet

NCLEX-RN Results Allied Health & Nursing Division Director’s Office, Nursing shared drive

NLN Annual Surveys Allied Health & Nursing Division Director’s Office

State Board of Nursing Correspondence and

SBEN Approval Documents Allied Health & Nursing Division Director’s Office, Nursing shared drive

College Newsletter Campus-wide Distribution and at www.gatewayct.edu

Faculty Records


Curriculum Compliance Nursing Division Office

Faculty CPR Compliance Nursing Division Office

Faculty Evaluations Human Resources Department Office and the Allied Health & Nursing Division Director’s Office

Faculty Health Compliance (PPD & BLS

Certification) Nursing Division Office


Faculty Personnel Records Human Resources Department Office

Faculty Professional Development Records Dean of Academic Affairs, Human Resource Department and Nursing Division Offices

Student Records

Admission Information (includes:

application, transcripts, placement results,

etc.)

Registrar’s Office

Student Disability and Learning Disabilities

Documentation Office of Student Disability Services

61

Documents


Where Housed


for disability(ies)



Background, Inc.

Financial Aid Information Financial Aid Office

Graduation Records and Transcripts Registrar’s Office

Health Records Nursing Division Office, CertifiedBackground.com portal https://www.certifiedbackground.com/

Results of Standardized Course Tests Allied Health & Nursing Division Director’s Office, Course Leaders Offices

Clinical Performance Evaluations Nursing Division Office

Tests/Exams Nursing Division Office

Remediation Documentation Nursing Division Office

CHA Standard Orientation Curriculum

Compliance Nursing Division Office

Nursing Student Handbook

Acknowledgement of Receipt Nursing Division Office

Audio Recording Agreement Nursing Division Office

Confidentiality Agreement and Consent to

Video Record Nursing Division Office

Yale-New Haven Hospital Confidentiality

and Responsibility Agreement Nursing Division Office

Correspondence Nursing Division Office

Program Records

Admission Policies Admissions and Nursing Division Offices, Nursing Information Packet, and on CT-CCNP

website at http://www.ct.edu/academics/nursing#apply

http://www.ct.edu/academics/nursing#apply

62

Documents


Where Housed

Course Outlines, Syllabi, Evaluation Tools,

Handbooks, Handouts, Tests Nursing Division Offices, Nursing shared drive, and Dean of Academic Office (syllabi only)

Readmission Policies Nursing Division Offices and Nursing Student Distribution (Nursing Student Handbook)

Transfer Policies

Nursing Division Offices and Nursing Student Distribution (Nursing Student Handbook) and at

http://www.ct.edu/admission/transfers

63

Table 5.3 Location of Administrative Records at Naugatuck Valley Community College

Documents

Naugatuck Valley Community College

Where Housed


Academic Calendars Administrative Offices and Division Offices

Accreditation Reports BOR System Office and Deans', President's, and Division Offices

Affirmative Action Policies Affirmative Action Office and Administrative Offices

Agency Contracts Dean of Administration’s Office and Division Office

Articulation Agreements Counseling Center, Administrative Offices, and Division Offices

BOR System Office Correspondence President's/Deans'/Division Offices

Collective Bargaining Agreement Community-wide Distribution

Personnel Office and Division Offices

http://www.the4cs.org/contracts-benefits/4cs-contracts/

http://ct.aft.org/

College Catalogs Community-wide Distribution and online at

http://www.nv.edu/Portals/0/Documents/Catalogs/2014-15-CollegeCatalog.pdf

Correspondence Division and Faculty Offices

Course Schedules Campus-wide Distribution

Faculty and Staff Handbooks Campus-wide Distribution


Professional Staff) Administrative Offices and Division Office

NCLEX-RN Results Division Office

NLN Surveys Division Office

State Board Correspondence Division Office

Weekly Bulletin (College Bulletin) Campus-wide Distribution, On File in Division Office

http://ct.aft.org/

64

Documents


Where Housed

Faculty Records


Curriculum Compliance Division Office

Faculty CPR Compliance Division Office

Faculty Evaluations President's Office and Division Office


PPD, etc.) Division Office

Faculty Licensure Division Office

Faculty Personnel Records President's, Human Resources’, and Division Offices

Faculty Professional Development

Records Division and Affirmative Action Offices

Student Records



etc.)


Student Disability Documentation Office of Disability Services

Learning Disabilities Documentation Office of Coordinator of Learning Disabilities


for disability(ies)





Background, Inc.

Health/Immunization Records Office of Disability Services

65

Documents


Where Housed

Results of Assessment Tests Division Office

Student Evaluations, Correspondence Division Office

Program Records

Admission Policies Admissions and Division Offices and General Distribution

Course Outlines, Syllabi, Evaluation

Tools, Handbooks, Handouts, Tests Division and Faculty Offices

Readmission Policies Division Offices and Nursing Student Distribution

Transfer Policies Division Offices

66

Table 5.4 Location of Administrative Records at Northwestern Connecticut Community College

Documents

Northwestern CT Community College

Where Housed

Academic Calendars Administrative Offices, Division Offices, online at:

Accreditation Reports Academic Dean's, President’s, and Nursing Division Offices

Affirmative Action Policies Human Resources and Administrative Offices

Agency Contracts Dean of Administration’s Office and Nursing Division Office

Articulation Agreements Administrative Offices and Nursing Division Office

Board of Regents Correspondence President's/Deans'/Division Offices

Collective Bargaining Agreement Community-wide Distribution Personnel Office and Division Offices and online at:


http://ct.aft.org/

College Catalogs Community-wide Distribution and online at http://www.nwcc.edu/academics/catalogs-schedules

Correspondence Nursing Division Offices

Course Schedules Campus-wide Distribution and at http://www.nwcc.edu/academics/catalogs-schedules

Faculty and Staff Handbooks Campus-wide Distribution and Nursing Division Offices


Professional Staff)

Administrative and Nursing Division Offices

NCLEX-RN Results Nursing Division Director’s Office

NLN Surveys Nursing Division Director’s Office

State Board Correspondence Nursing Division Director’s Office

College Newsletter Campus-wide Distribution and at http://www.nwcc.edu/about-nccc

Faculty Records

Faculty CHA Standard Orientation Nursing Division Office

http://ct.aft.org/

http://www.nwcc.edu/academics/catalogs-schedules

67

Documents


Where Housed


Faculty CPR Compliance Nursing Division Office

Faculty Evaluations Human Resources Department Office and the Nursing Division Director’s Office


PPD, etc.) Nursing Division Office


Faculty Personnel Records Human Resources Department Office

Faculty Professional Development Records Human Resource Department and Nursing Division Offices

Students Records



etc.)



Documentation Office of Student Disability Services


for disability(ies)

Nursing Division Director’s Office



Health/Immunization Records Nursing Division Director’s Office


Background, Inc.

Results of Assessment Tests Nursing Faculty Offices and Nursing Division Director’s Office

Clinical Performance Evaluations Nursing Faculty Offices and Nursing Division Director’s Office

Tests/Exams Nursing Faculty Offices

68

Documents


Where Housed

Remediation Documentation Nursing Faculty Offices and Nursing Division Director’s Office

CHA Standard Orientation Curriculum

Compliance Nursing Faculty Offices

Nursing Student Handbook

Acknowledgement of Receipt Nursing Division Director’s Office

Audio Recording Agreement Nursing Division Director’s Office

Confidentiality Agreement and Consent to

Video Record Nursing Division Director’s Office

Correspondence Nursing Division Director’s Office

Program Records

Admission Policies Admissions , Nursing Faculty Offices, Nursing Director’s Office, and online at:

http://www.ct.edu/academics/nursing


Handbooks, Handouts, Tests Nursing Faculty Offices, Nursing Director’s Office

Readmission Policies Nursing Faculty Offices, Nursing Student Distribution, Admission Office, and online at:


Transfer Policies

Nursing Faculty Offices, Nursing Director’s Office, Nursing Student Distribution, Admission

Office, and online at: http://www.ct.edu/academics/nursing

Nursing Information Packet Nursing Faculty Offices, Nursing Director’s Office, Admission Office and online at:



69

Table 5.5 Location of Administrative Records at Norwalk Community College

Documents


Where Housed


Academic Calendars Administrative Offices and Division Offices. http://www.ct.edu/academics/calendar

Accreditation Reports BOR System Office and Deans', President's, and Division Offices

Affirmative Action Information Affirmative Action Office and Human Resources

Articulation Agreements Administrative Offices, Division Offices and http://www.ct.edu/academics/nursing#agreements

Clinical Contracts Division Office

Collective Bargaining Agreement Community-wide Distribution Human Resources and Division Offices.


http://ct.aft.org/

College Catalogs Community-wide Distribution and online at http://www.ncc.commnet.edu/catalog.asp

Affirmative Action Information Affirmative Action Officer and Human Resources

Faculty Records

Original transcripts, evaluations, contracts,

promotions material and copies of human

resource information

Human Resources Office

Correspondence, malpractice, R.N. license

and CPR information Nursing Office, Locked Cabinet

Student Records

Current Student Information:

Application, transcripts, high school

information, official immunization record

Records Office

http://www.ct.edu/academics/calendar


http://ct.aft.org/

http://www.ncc.commnet.edu/catalog.asp

70

Documents


Where Housed

Current Student Information: Clinical evaluations, health records, CPR

information, correspondence

Division of Nursing and Allied Health Office: Locked Cabinet

Enrollment, graduation records, final course

grades Nursing Office/Records Office

Alumni student files Records Office

Division of Nursing and Allied Health Office: Locked Cabinet

Student Transcripts Records Office

Student Admission Records Records Office

Student Financial Aid Records Financial Aid Office


Documentation

Office of Student Disability Services


for disability(ies)


Program Records

a) Current Course Outlines

b) Division and Team Meeting Minutes

c) Enrollment, withdrawal and attrition

statistics

d) Course and Program Evaluations

e) Graduate and Employer Survey Data

f) Employment Survey Data

g) NCLEX Results

Nursing Office Locked Cabinet

Norwalk Community College Student

Handbook

Campus-wide Distribution and on college website

71

Documents


Where Housed

http://www.ncc.commnet.edu/pdf/handbook.pdf LINK does not work


application, transcripts, placement

results, etc.)




Health Records & Background Check Certified Background Student Immunization Records & Background Management

https://www.certifiedbackground.com/

Learning Disabilities Documentation Office of Coordinator of Learning Disabilities http://www.ccc.commnet.edu/counseling.htm

Results of Assessment Tests Nursing Course Leader’s Offices

Student Evaluations, Correspondence Nursing Director’s Office

Program Records

Admission Policies Admissions and Division Offices and General Distribution


CT-CCNP Nursing Information Packet http://www.commnet.edu/nursing/docs/Nursing%20Information%20Packet.pdf

Required Competencies for Admitted

Students to Deliver

Safe and Competent Nursing Care

hhttp://www.ct.edu/files/pdfs/nursing-standards.pdf

Financial Aid http://www.commnet.edu/financialaid/


Handbooks, Handouts, Tests

Nursing Division Office and Faculty Offices

Readmission Policies Nursing Director’s Office and Nursing Student Distribution, Nursing Student Handbook

http://www.ct.edu/academics/nursing#docs

Internal & External Transfer Policies Nursing Division Offices, Nursing Student Handbook. http://www.ct.edu/academics/nursing#docs;

http://www.ncc.commnet.edu/pdf/handbook.pdf

https://www.certifiedbackground.com/

http://www.ccc.commnet.edu/counseling.htm


http://www.commnet.edu/nursing/docs/Nursing%20Information%20Packet.pdf

http://www.commnet.edu/nursing/docs/Technical%20Standards%202009-2010.pdf

http://www.commnet.edu/financialaid/



72

Documents


Where Housed

http://www.ct.edu/academics/nursing#external


73

Table 5.6 Location of Administrative Records at Three Rivers Community College

Documents

Three Rivers Community College

Where Housed


Academic Calendars Administrative Offices, Nursing Division Office, TRCC College Web site

Accreditation Reports Deans', President's, and Nursing Division Office

Affirmative Action Policies Human Resource Office and Administrative Offices

Agency Contracts Dean of Administration’s Office

Articulation Agreements Administrative Offices and Nursing Division Office and at


BOR System Office Correspondence President's/Deans'/ Nursing Division Office

Collective Bargaining Agreements

4 C’s and AFT

Human Resource Office, Administrative Offices and Nursing Director’s Office


http://ct.aft.org/

College Catalogs Admissions Office and TRCC College web site

Correspondence Nursing Division Office and Faculty Offices

Course Schedules Nursing Office and Blackboard Learn


Professional Staff)

Nursing Office Nursing shared drive

NCLEX-RN Results Nursing Office (locked) D111B

NLN Surveys Nursing Office (locked) D111B

State Board Correspondence Nursing Director’s Office and D111B

Faculty Records



Nursing Office (locked) D111B

http://ct.aft.org/

74

Documents


Where Housed

Faculty CPR Compliance Nursing Office (locked) D111B

Faculty Evaluations President's Office and Nursing Director’s Office (locked )D111B


PPD, etc.)

Nursing Office (locked) D111B

Faculty Licensure Nursing Office (locked) D111B

Faculty Personnel Records President's, Human Resource Offices

Faculty Professional Development Records Nursing Office (locked) D111B and Presidents Office

Student Records



etc.)




Health Records Nursing Laboratory Office- (locked) cabinet A214 as of Fall 2014 secure electronic storage by

Certified Background, Inc.

Learning Disabilities Documentation Office of Coordinator of Learning Disabilities

Student Disability Documentation Office of Disability Services, Counseling


for disability(ies)


Results of Assessment Tests Nursing Offices (locked) D111B

Student Correspondence and Evaluations Nursing Office (locked) D111B

TRCC Student Handbook Admissions Office, Blackboard Learn, College website

Program Records

Admission Policies BOR System Office, Admissions Offices and CT-CCNP Information Packet, College website

75

Documents


Where Housed

CT-CCNP Nursing Information Packet http://www.ct.edu/files/pdfs/nursing-info-packet.pdf

Financial Aid http://www.trcc.commnet.edu/Div_StudentServices/FinancialAid/FinancialAid.shtml


Handbooks, Handouts, Tests

Nursing Division Office and Faculty Offices and Blackboard Learn

Nursing Student Handbooks Nursing Admissions Office College website, Blackboard Learn

Required Competencies for Admitted

Students to Deliver

Safe and Competent Nursing Care

hhttp://www.ct.edu/files/pdfs/nursing-standards.pdf

Readmission Policies Nursing Director’s Office and CT-CCNP Nursing Student Handbook

Transfer Policies Nursing Faculty Offices, Nursing Director’s Office, Nursing Student Distribution, Admission

Office, and online at: http://www.ct.edu/academics/nursing

http://www.commnet.edu/nursing/docs/Technical%20Standards%202009-2010.pdf

76

Table 5.7 Location of Administrative Records at the BOR System Office

Documents

BOR System Office

Where Housed


CT-CCNP Admissions Information/

Policies/Materials

Nursing Office; publicly disseminated on BOR System Website


Admissions Information and Materials for

staff use such as the Nursing Advisory

Manual

Nursing Office; Secure Shared Network Drive

CT-CCNP Nursing Student Handbook Nursing Office; Secure Shared Network Drive; publicly disseminated on BOR System Website

http://www.ct.edu/files/pdfs/nursing-handbook.pdf

Nursing Scholarships: General Information Publicly disseminated on BOR System Website http://www.ct.edu/academics/nursing#scholarships

Articulation Agreements Secure Shared Network Drive; BOR System Website:


Minutes (All Bylaws Committees i.e.

Admissions Committee, Program

Committee, Nursing Directors Council)

Nursing Office ; Electronically stored on Secure Network Drive

NCLEX-RN Results all programs Nursing Office; Electronically stored on Secure Network Drive

Accreditation/Approval Reports Nursing Office

Standard Correspondence Templates Electronically stored on Secure Network Drive

State Board Correspondence Nursing Office; Electronically stored on Secure Network Drive

ACEN Correspondence Nursing Office; Electronically stored on Secure Network Drive

Faculty Records

Not applicable

Student Records

CT-CCNP Application Stored electronically in the Student Information System; copy; printed out and stored in College


77

Documents

BOR System Office

Where Housed

Admission Offices

Student Correspondence:

1. Letters of acceptance into the CT-

CCNP

2. Letters of ineligibility for

admission

3. Wait list notification and status

update letters

Secure Network Drive for essential staff access only

Nursing Admissions Databases Essential staff access through Secure Shared Network Drive

Outcomes Assessment Databases Essential staff access through Secure Shared Network Drive

Student Course Evaluation Surveys Secure Network Drive for essential staff access only

Graduate and Employer Surveys Secure Network Drive for essential staff access only

Program Records

Curriculum Information/Materials and

Resources for Faculty and Staff

Nursing Office; Secure Shared Network Drive accessible by all colleges offering the nursing

program

78

CRITERION 6

The faculty of the nursing program must meet academic, professional and licensure

requirements. [Regulations, Section 20-90-51(a)(b)(2)]

20-90-51(a)(b)(2)

(a) The faculty and administrator must maintain an active R.N. licensure in Connecticut.

(b) Faculty Education and Experience

(2) Except as provided in subsection (c) of this section, nurse faculty members in programs

preparing registered nurses shall have earned advanced degrees in nursing and shall have

appropriate nursing education or experience in their teaching area(s).

The full time and part time faculty and clinical supervisors of the CT-CCNP nursing

programs meet the academic, professional, and licensure requirements set forth by the

Connecticut State Board of Examiners for Nursing (SBEN), the Connecticut Board of Regents

for Higher Education, and the Accreditation Commission for Education in Nursing

(ACEN). All full-time nursing faculty members are hired at the assistant professor level or

higher, per contractual agreement. All part-time/clinical faculty members are hired to work in

clinical settings and provide direct supervision of students. Full-time clinical supervisors have 35

hours per week positions and function as clinical instructors and/or have college lab

responsibilities; by contract, they are classified as non-faculty professional staff. All laboratory

personnel are experienced clinical practitioners. Lab personnel are responsible for supervising

student practice, return demonstration of skills, remediation, and the maintenance of the

laboratories and equipment, commensurate with credentials and experience. The number of

laboratory assistants varies and depends upon the needs of each program.

All full-time and part time faculty members and clinical supervisors hold master's

degrees in nursing (or have a waiver granted by the SBEN in place) and several hold doctoral

degrees. Many full-time and part time faculty members and clinical supervisors have earned

certification as advanced practice registered nurses, and a considerable number have earned the

NLN certification as nurse educators (CNE) and/or are currently preparing for the CNE

79

credential. Several faculty members and directors are currently completing requirements for

doctoral degrees. Many part-time/clinical faculty members have earned advanced practice

certification as well as certification in their practice areas. All nursing faculty members have

clinical experience in their teaching areas and maintain active R.N. licensure in Connecticut;

copies of licenses are kept on file in each of the division offices.

Tables 6.1-6.6 demonstrate that all CT-CCNP faculty members meet academic and

professional qualifications, as stated in the Regulations. Faculty information for academic year

2014-15 is provided in the following tables.

80


FULL-TIME FACULTY CREDENTIALS

Initial

Appointment

To CCC

Faculty

Member

Rank Educational Background Credentials/

Certifications

Area Of

Clinical

Expertise

Academic Teaching (T)

And Other (O) Areas

Of Responsibility PT

12/90 – 07/00

FT

07/00 - present

Cynthia Adams Director BA in Nursing – Simmons

College Boston MA

MS in Nursing– Boston

College

EdD University of Hartford

Leadership

Hospice

Director of Division

FT

1/14 - present

Jennifer

Ackerman

Assistant

Professor

BSN – University of Conn.

MSN-CNL – Sacred Heart

University

BLS,

Neonatal

Resuscitation,

RNC-Inpatient OB

Maternal Child

Health

Medical-

Surgical

NUR 101

Classroom and Clinical (T)

NUR 102


PT

1/197 – 7/00

FT

9/00 - present

Dawn Bunting Professor Diploma – St Mary’s Hospital

School of Nursing

BS – Central CT. State Univ.

MSN – University of Hartford

EdD (C) – University of

Hartford

CRRN (Certified

Rehabilitation)

CNE (Certified

Nurse Educator)

Medical

Surgical

Pediatric

NUR 201


NUR 203


Course Leader – NUR 203

(O)

PT

9/02 – 5/12

FT

8/12- present

Nancy Casey Assistant

Professor

BSN – Boston College

Master’s in Nursing – UCLA

Medical

Surgical

NUR 101 Classroom and

Clinical (T)


Clinical (T)


(O)

PT

1/90 – 6/01

FT

8/01 - present

Lori Cerone Professor BSN – Texas Christian

University


Medical

Surgical

Mental Health

NUR 101



(O)

NUR 203


NUR204

FT

8/04 – present

Patricia

Duclos-Miller

Professor BSN – Saint Anselm College

MSN – Boston University

Maternal-Child

Health Nursing

Medical

Surgical

NUR 101


NUR 102


81

Initial

Appointment

To CCC

Faculty

Member


Certifications

Area Of

Clinical

Expertise


And Other (O) Areas

Of Responsibility NUR 103

PT

8/86 – 12/09

FT

1/10 – present

Bonnie Edelen Associate

Professor


MSN – University of Conn.

PH.D – University of Conn.

Medical

Surgical

NUR 201


NUR 203


FT

1/2012 – present

Mary-Joan

Forstbauer

Assistant

Professor

Diploma – Saint Francis

Hospital School of Nursing

BA –Chemistry – Central CT

State Univ.


NUR 201



NUR 102


PT

8/06 – 12/07

FT

1/08 - present

Gail Gardner-

Baxter

Associate

Professor

BSN – University of

Pennsylvania


Medical

Surgical

NUR 201


NUR 202

NUR 203


PT

8/08 – 5/14

FT

8/14 - present

Marlene

Hageman

Assistant

Professor

AD (Nursing) -Three Rivers

Community College

BA – University of

Connecticut


Medical

Surgical


Clinical (T)


Clinical (T)

PT 8/12 – 5/14

FT

8/14 -

Diane Johnson Temp F/T

Lecturer

Diploma – Bullard-Haven LPN

Program

Diploma – Ona M. Wilcox

School of Nursing

BSN – St Joseph College

MSN – St. Joseph College

Medical-

Surgical


Clinical (T)

FT

8/10 - present

John Lagosz Associate

Professor

Diploma – St. Francis Hospital

& Medical Ctr.

BSN – University of Hartford


Medical

Surgical

NUR 201


NUR 203



NUR 205

PT Catherine Assistant Diploma- Respiratory Therapy- Medical NUR 201

82

Initial

Appointment

To CCC

Faculty

Member


Certifications

Area Of

Clinical

Expertise


And Other (O) Areas

Of Responsibility 8/04 – 6/07

FT

8/07 – present

Leary Professor Berkshire Community College

AS- Respiratory Therapy-

Manchester Community

College

BSN-University of Connecticut

MSN-University of Hartford

Surgical

Respiratory

Therapy


Course Leader NUR 201

(O)

NUR 202


Clinical (T)

NUR 205

PT

9/85 - 6 /01

FT

8/01 - present

Cathy

Pavalock

Professor BSN – University of Rhode

Island


In-patient

Obstetrics Educator

Medical

Surgical

Maternal Child

Health

NUR 101


NUR 102


PT

5/99 – 5/04

FT

8/04 - present

Maureen

Vildozola

Professor Diploma-Joseph Lawrence

School of Nursing

BSN – University of

Bridgeport

M.Ed. – Teachers College,

Columbia University

(SBEN Permanent Waiver

Grandfathered in)

Medical

Surgical

Mental Health

NUR 201


NUR 202

NUR 203


NUR 205

FT

8/13 – present

Alicia Zupan Assistant

Professor

Diploma-Ona M. Wilcox

School of Nursing

BSN – Saint Joseph’s College


NUR 101


NU 102



83

PART-TIME FACULTY CREDENTIALS

Date Of

Hire

Faculty

Member

Educational Background Credentials/

Certifications

Area Of Clinical Expertise Academic Teaching (T) And

Other (O) Areas Of

Responsibilities 8/09 Janet

Anderson

BSN – Mount Saint Mary

College, Newburgh, NY


Medical Surgical NUR 101 Clinical (T)

NUR 102 Clinical (T)

8/12 Leah

Anderson

AD, Nursing – Capital

Community College

BSN – Chamberlain College of

Nursing, Downers Grove, IL

MSN – Chamberlain College of

Nursing



8/10 Carol Ann

Barnes

AD (Nursing) Quinnipiac

University

BSN – St. Joseph College




8/14 Tanya

Bourne

AD (Nursing) Goodwin College

BSN – Sacred Heart University

MSN – Sacred Heart University

Medical-Surgical NUR 101 Clinical (T)


8/13 Alicia

Bravo

BSN – Western Conn State

University

MSN – Western Conn State

University



8/03 Rosalyn

Bravo-

Cavoli

BSN – Northeastern University

MSN – University of California

Medical-Surgical

Pediatrics



10/14 - Jennifer

Briggs

Diploma (RN) – Saint Francis

School of Nursing

BSN to MSN Executive Track –

Chamberlain College of Nursing

BCLS and ACLS

certified



8/06 June Bryant BS – New Hampshire College

MSN – University of

Connecticut

APRN Medical Surgical

Mental Health



8/14 Shenika L. BS – Saint Joseph College Medical-Surgical NUR 201 Clinical (T)

84

Date Of

Hire

Faculty

Member


Certifications


Other (O) Areas Of

Responsibilities Carroll MSN – University of Hartford


8/14 Meghan

Cicero

BSN – University of Connecticut




8/14 Jean

Daniels

Diploma (Nursing) – Hartford

Hospital School fo Nursing

AD (Nursing) – Greater Hartford

Community College





5/02 Mary Ann

Emanuele

BSN – D’Youville College

MSN – Fordham University

Medical Surgical



1/14 Megan

Gonzalez

BS –Biology – Norwich

University, Northfield, VT

BSN- Quinnipiac University


NCC – Inpatient

Obstetrics

Medical-Surgical




8/14 Kristen M.

Guida

AD (Nursing) – Capital

Community College

BSN – Central Conn. State

University

MSN – Quinnipiac University

DNP (Nursing) Quinnipiac

University

APRN

ACNP-BC



9/12 Cassandra

James





8/14 Beata

Kubacka

AD (Nursing) – Capital

Community College

BS Dietetics & Nutrition – Saint

Joseph College


Certified Dietitian-

Nutritionist,

Certified Diabetes

Educator



1/05 Alison

Luckey-

Percy

BSN – American International

College

MSN – Graceland University

APRN Medical Surgical NUR 101 Clinical (T)


85

Date Of

Hire

Faculty

Member


Certifications


Other (O) Areas Of

Responsibilities 1/13 Violet

Moses

AD (Nursing)- Springfield

Technical Community College

BSN- American International

College

MSN – Our Lady of the Elms

College



8/08–

5/12

8/14 -

Patrice

Niewinski

LPN – A.I. Prince Technical

School

BSN – American International

College


Medical-Surgical




1/01 Michelle

Ouellet

BSN – Marymount University




8/08 Rosemarie

Palmieri

AD (Nursing) – Quinnipiac

College

BSN – Southern Connecticut

State University


Medical Surgical

Mental Health



8/14 Erica G.

Rizzo

Diploma – Bridgeport Hospital

School of Nursing

BSN – Southern Conn State

University




FT

8/76–

6/12

PT

8/14

Julia Rosa BSN – McMaster University,

Ontario, Canada

MSN – University of Toronto

Ed.D – University of Hartford


8/14 Ellen L.

Shaw

Diploma – Bridgeport Hospital

School of Nursing

MBA Health Care Management

- Northeastern University


OCN

ONS/ONCC



86

Date Of

Hire

Faculty

Member


Certifications


Other (O) Areas Of

Responsibilities 1/13 Hsinfen Tu Diploma – National Taipei

College of Nursing, Taiwan

MSN – Chang-Gung University,

Taiwan



8/10 Carol Ann

Barnes

AS (Nursing) Quinnipiac

University

BSN – St. Joseph College



87



INITIAL

APPOINT-

MENT TO

GCC

FACULTY

MEMBER

Rank EDUCATIONAL BACKGROUND AREA OF CLINICAL

EXPERTISE

ACADEMIC TEACHING (T)

AND OTHER (O) AREAS OF

RESPONSIBILITY

PT

01/03 – 03/04

FT

03/05/04

Tracy Blanford Professor ADN – Quinnipiac College

BSN – Central Connecticut State University

MS – University of Connecticut

Advanced Practice Registered Nurse-

Psychiatric

Psychiatric Nursing NUR 101 Classroom & Clinical

NUR 102 Psychiatric Component

(T)

NUR 201 Psychiatric Component

(T)

NUR 203 Classroom & Clinical

8/25/06 Suzanne Conlon Professor Dip. Middlesex Memorial Hospital School

of Nursing

BSN – University of Bridgeport


Medical Surgical Nephrology

Nursing

NUR 201 & NUR 203 –


Course Leader- NUR 201 & NUR

203 (O)

Nursing Academic Chairperson

PT - 3/03/03

FT - 1/20/06

Susan DeBarge Associate

Professor

BSN – University of Massachusetts

MSN – Yale University

Certified Nurse Midwife

Maternal Child Health NUR 101- Classroom & Clinical

(T)

NUR 102 - Maternal-Child Health

Component -

Classroom & Clinical (T)

Course Leader- NUR101 & NUR

102 (O)

08/24/04 Claudia Haeckel Professor BS – Southern Connecticut State University

MS – University of Connecticut

Medical Surgical

Perioperative, Cardiothoracic

NUR 101 (T)

NUR 102 (T)

NUR 130 (T)

NUR 201 (T)

NUR 203 (T)

Laboratory Coordinator (O)

LPN Advisor (O)

88

INITIAL

APPOINT-

MENT TO

GCC

FACULTY

MEMBER


EXPERTISE



RESPONSIBILITY

PT - 09/02 –

10/02

FT –

10/04/02

Karen Kessler Professor ADN – Kingsborough Community College,

CUNY

BSN – Hunter College, CUNY

MSN – University of Wisconsin

Maternal Child Health NUR 101 - Classroom & Clinical

(T)

NUR 102 - Maternal Child Health

Component


President of local AFT (O)

Course Leader - NUR 101 & NUR

102 (O)

PT- 09/06/05

FT - 11/09/07

Susan Levine

Associate

Professor

Dip. St. Francis School of Nursing



Medical Surgical Cardiology NUR 201 & NUR 203 –

Classroom (T)

Simulation – NUR 101, 201, & 203

(T)

Simulation Faculty Leader (O)

8/25/06 Barbara McFarland Associate

Professor

Dip. St. Vincent’s School of Nursing

BSN – Florida International University


Medical Surgical Critical Care NUR 201 & NUR 203 –


Course Leader- NUR 201 & 203

(O)

PT – 8/25/10

FT – 3/9/12

Joan Morrison Assistant

Professor

BS – Clark University

MSN – University of Massachusetts

Medical Surgical

Critical Care

NUR 201 & NUR 203 -



PT- Fall 2003

FT- 8/25/09

Linda Nevins Associate

Professor


MSN – University of Connecticut

APRN – Quinnipiac University

Post Masters Certificate

Adult Nurse Practitioner

Medical Surgical- Cardiac

Nursing

NUR 103 Classroom (T)

NUR 201 & NUR 203 –


PT – 1/22/10

FT – 3/9/12

Lynette Palm Assistant

Professor

BSN – Rand Afrikaans University,

Johannesburg, South Africa

MSN – Rand Afrikaans University,

Johannesburg, South Africa

Medical Surgical

Critical Care


NUR 101 & NUR 102


EHR Champion (O)

PT- 09/01/06

FT- 11/21/08

Myra Randall

Assistant

Professor

BSN – Southern Connecticut State

University


Medical Surgical Critical Care NUR 102 & NUR 201 -


08/09/02 Sheila Solernou

Academic

Division

Director, Allied

BSN – Mount Saint Mary College


Medical Surgical- Cardiac,

Critical Care

89

INITIAL

APPOINT-

MENT TO

GCC

FACULTY

MEMBER


EXPERTISE



RESPONSIBILITY

Health and

Nursing


DATE OF

HIRE

FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF

CLINICAL

EXPERTISE

ACADEMIC TEACHING

(T) AND OTHER (O)

AREAS OF

RESPONSIBILITIES

9/1/06 Mary Ann Abramczyk



Trauma/Critical Care NUR 201 Clinical

2/20/15 Jeanne Arsenault BSN- Southern Connecticut State University

MSN- University of North Carolina

Certification- Advanced Practice Registered Nurse-

FNP- Southern Connecticut State University

Certification- Clinical Nurse Leader

Medical-Surgical,

Neurology, Geriatrics

NUR 203 Clinical

1/21/13

Lisa Beaucar BSN – Sacred Heart University

MSN – Saint Joseph’s College of Maine

Medical-Surgical,

Telemetry

NUR 201 Clinical

NUR 203 Clinical

5/27/08 Debra Beaudoin Dip. Nursing – New England Baptist School of

Nursing

BSN – Central Connecticut State Univ.


Medical-Surgical,

Critical Care

NUR 203 Clinical

8/30/12 Nana Boehamaa

AS (Nursing)- Bronx Community College

BSN- Central Connecticut State University

MSN- in progress- University of Hartford

Temporary waiver- SBEN- 8/2014

Medical-Surgical,

Infection Control,

Hemodialysis

NUR 201 Clinical

4/3/08 Maureen Boylan-Elman

BSN- Marymount University

MSN- Southern Connecticut State University

Medical-Surgical,

Critical Care

NUR 203 Clinical

8/22/14 Donna Brennan BSN – Southern Connecticut State University

MSN - Southern Connecticut State University

Ambulatory Care,

Critical Care

NUR 102 Clinical

1/22/10 Amy Catlin BSN – University of Connecticut

MPH – University of Massachusetts

*Permanent waiver – SBEN- 1/10

Medical- Surgical,

Emergency/Trauma

Continuous Quality

NUR 201 Clinical

NUR 203 Clinical

90

DATE OF

HIRE


CLINICAL

EXPERTISE

ACADEMIC TEACHING

(T) AND OTHER (O)

AREAS OF

RESPONSIBILITIES

Improvement

8/28/13 Nancy Clements


MSN - Sacred Heart University

Medical-Surgical NUR 201 Clinical

8/28/13 Joan Cover




8/25/10 Elizabeth Cozza BSN – Southern Connecticut State University

MSN - Southern Connecticut State University


NUR 203 Clinical

8/25/11 Patricia DeLucia BSN – Southern Connecticut State University


Medical-Surgical NUR 201 Classroom

1/22/14 Susan Doolittle BSN - Southern Connecticut State University



NUR 203 Clinical

8/24/12 Andrea Eckels BSN – Southern Connecticut State University

MSN – Benedictine University

Medical-Surgical,

Home Health Care

NUR 101 Clinical

NUR 102 Clinical

1/21/11 Lois Edelman

BSN – University of New York at Buffalo

MSN – Southern Connecticut State University


1/24/06 Lynne Falcigno BSN- University of Bridgeport

MPH- Southern Connecticut State University

Permanent waiver – SBEN- 4/2013

Maternal- Child

Health

NUR 102 Clinical

1/23/15 Anna Gut

BA – Child and Adolescent Psychology

BSN – Western Connecticut State University

MSN – University of Connecticut

Psychiatric/Mental

Health

NUR 203 Clinical

10/23/09

Annette Haller BSN- Southern Connecticut State University


Medical-Surgical,

Infection Control

NUR 101 Clinical

NUR 102 Clinical

4/10/09 Kathleen Heim BSN- University of Connecticut

MSN- University of Phoenix

Perioperative

Occupational Health

NUR 101 Clinical

NUR 102 Clinical

8/25/10 Kathleen Kelly BSN – University of Phoenix

MSN – University of Phoenix

Medical-Surgical,

Critical Care

NUR 101- Clinical

Lab Assistant-

NUR 101, NUR 102, NUR 203

1/21/13 Debra King BSN – Central Connecticut State University


Medical-Surgical,

Perioperative

NUR 101 Clinical

NUR 102 Clinical

8/30/12 Rosale Lobo BSN – Long Island University, Brooklyn Campus

MSN – Hunter College

Medical-Surgical,

Pediatrics, Home Care,

Legal Nurse

NUR 101 Classroom

NUR 102 Clinical

91

DATE OF

HIRE


CLINICAL

EXPERTISE

ACADEMIC TEACHING

(T) AND OTHER (O)

AREAS OF

RESPONSIBILITIES

Consultant

8/26/11 Tracy Lynch BSN – Villanova University


Pediatrics NUR 201 & NUR 203 Classroom

1/23/15 Carla Mapelli BSN- Quinnipiac University

MSN- Family Nurse Practitioner- Sacred Heart

University

Cardiac Intensive Care NUR 102 Clinical

1/26/09 Philip Martinez BS- Forensic Science- University of New Haven

MSN – Yale University School of Nursing

Advanced Practice Registered Nurse- Adult

Medical – Surgical

Critical Care

NUR 202 & NUR 204 Classroom

8/28/13 Mariette McCourt BS – Sociology, Southern Conn. State Univ.

Masters – Psychology, Connecticut College

MSN – Yale School of Nursing


8/28/13 Donna McKeehan BSN – Sacred Heart University


Medical-Surgical NUR 201

1/21/05 Maria Merola Diploma (Nursing)- Bridgeport Hospital School of

Nursing

BS- Secondary Education- Southern Connecticut

State University

MSN – Fairfield University

Psychiatric/Mental

Health

NUR 203 Clinical & Lab -

Psychiatric

8/26/11 Mary Mitchell-Haddad BSN – Pace University

MS – Columbia University

Critical Care,

Neurology,

Psychiatric/Mental

Health

NUR 101 Clinical

NUR 102 Clinical

1/17/03 Rose Moss AA- Liberal Arts- Mattatuck Community College

AS- Nursing - Mattatuck Community College

BSHS – New Hampshire College

MSN- University of Hartford

DNP- Walden University

Psychiatric/Mental

Health

NUR 203 Clinical & Lab -

Psychiatric

8/28/13 Victoria Ogbejesi BS – University of Nigeria



NUR 203 Clinical

8/26/11 Sam Osei AS (Nursing) - Gateway Community College

BS – Charter Oak State College


Medical-Surgical,

Rehabilitation

NUR 102 Clinical

NUR 201 Clinical

92

DATE OF

HIRE


CLINICAL

EXPERTISE

ACADEMIC TEACHING

(T) AND OTHER (O)

AREAS OF

RESPONSIBILITIES

1/22/14 Rowena Saga-Abrina BSN – San Pedro College, Philippines


Medical-Surgical,

Cardio-thoracic

NUR 201 Clinical

8/26/11 Patrizia Schaefer BSN – Quinnipiac University



NUR 102 Clinical

1/21/11 Audrey Senior BSN – Southern Connecticut State University


Medical-Surgical,

Critical Care

NUR 203 Clinical

9/19/14 Caitlin Sollitto BSN – Southern Connecticut State University


Critical Care NUR 101 Clinical

NUR 102 Clinical

1/21/11 Cecrystal Umeugo BSN – Quinnipiac University


J.D. – Quinnipiac University

AND – Gateway Community College

Medical-Surgical,

Oncology

NUR 102 & NUR 203 Classroom

12/1/11 Dorota Urban AS (Nursing)- Gateway Community College

MSN – Walden University

Psychiatric/Mental

Health

NUR 203 Clinical

LABORATORY STAFF CREDENTIALS

DATE OF

HIRE

FACULTY

MEMBER

EDUCATIONAL BACKGROUND AREA OF

CLINICAL

EXPERTISE


AND OTHER (O) AREAS

OF RESPONSIBILITIES

8/30/12 Nancy Antell BS Health Sciences – Charter Oak State College


Medical-Surgical,

Nursing Informatics,

EHR

Simulation Lab-

NUR 101, NUR 102, NUR 203

8/28/13 Nana Bernasko BSN – Thomas Jefferson University,

Philadelphia

MSN - Thomas Jefferson University,

Philadelphia

Medical-Surgical Lab Assistant-

NUR 101, NUR 102, NUR 203

1/08 Joyce Cunneen AS (Nursing) – Mattatuck Community College


Medical Surgical

Nursing, Critical

Simulation Lab-

NUR 101, NUR 102 & NUR

93

DATE OF

HIRE

FACULTY

MEMBER


CLINICAL

EXPERTISE


AND OTHER (O) AREAS

OF RESPONSIBILITIES

MSN – University of Hartford Care 203

1/10/14 Catherine D’Aniello



Medical-Surgical,

Long-Term Care

Coordination,

Simulation

Simulation Lab-

NUR 101, NUR 102, NUR 203

6/09 Connie Donovan Diploma, Massachusetts General Hospital,

School of Nursing

BSN- Boston College

MSN- University of Pennsylvania

Medical Surgical

Nursing &

Oncology Nursing

Lab Assistant-

NUR 101, NUR 102, NUR 203

11/30/12 Paul Fontanez BSN – New York University

MBA – Post University

Medical-Surgical,

Emergency, Critical

Care

Simulation Lab-

NUR 101, NUR 102, NUR 203

8/28/13 Adria Griesing BSN – Central Connecticut State University

MSN – Scared Heart University

Medical-Surgical,

Post Anesthesia

Care

Simulation Lab -

NUR 101, NUR 102, NUR 203

2/25/11 Maria Jorge AS (Nursing)- Gateway Community College

BSN – Chamberlain College School of Nursing

Medical-Surgical Lab Assistant –

NUR 101, NUR 102, NUR 203

1/21/11 Erin Kehlenbach

AS (Nursing)- Gateway Community College

BSN – Chamberlain College School of Nursing

online

Medical-Surgical,

Geriatrics Acute

Care

Lab Assistant –

NUR 101, NUR 102, NUR 203

8/22/14 Dana McKeehan AS (Nursing)- Gateway Community College

BS – Eastern Connecticut State University

MSN – Walden University

Medical- Surgical-

Cardiothoracic

Lab Assistant & Simulation

Lab-

NUR 101, NUR102, NUR 203

1/20/12 Cecilia Monahan BSN – Boston College

MSN – University of Pennsylvania

Medical-Surgical,

Geriatrics

Lab Assistant –

NUR 101, NUR 102, NUR 203

9/2/03 Kathleen Murphy BSN – Boston State College

Medical Surgical-

Nephrology,

Perioperative

Lab Assistant -

NUR 101, NUR 102, NUR 203

8/26/11 Margaret Pinto BSN –Southern Connecticut State University

MA – Mitchell College, Graduate Institute

Medical-Surgical,

Oncology,

Postoperative

Lab Assistant –

NUR 101, NUR 102, NUR 203

94

DATE OF

HIRE

FACULTY

MEMBER


CLINICAL

EXPERTISE


AND OTHER (O) AREAS

OF RESPONSIBILITIES

3/21/14 Hannah Roncallo AS (Nursing)- Gateway Community College


Medical-Surgical,

Maternity

Lab Assistant –

NUR 101, NUR 102, NUR 203

9/1/06 Nancy Tipping BSN – Quinnipiac College

MSN – Southern Connecticut State Univ.

Medical Surgical Lab Assistant –

NUR 101, NUR 102, NUR 203

8/30/12 Moniek Vazquez-

Ferneini

AS (Nursing)- Bridgeport Hospital School of

Nursing

BS – Health Sciences, Quinnipiac University

Medical-Surgical Lab Assistant -

NUR 101, NUR 102, NUR 203

95

Table 6.3 NAUGATUCK VALLEY COMMUNITY COLLEGE

FACULTY CREDENTIALS

Date of

Appointments

NVCC

Faculty Member Rank Educational Background Areas of

Clinical

Expertise


and Other (O) Areas of

Responsibility

FULL TIME FACULTY:

1/2/1992

(PT faculty)

8/20/2004

(Director)

Ottman, Joanne Academic

Division

Director

BSN Boston College

MSN Western Connecticut State University

Perinatal

Medical

Surgical

Director

8/13/2008 Belcourt, Heather Assistant

Professor

BSN Southern Connecticut State University

MSN Walden University

Medical

Surgical

NUR 101

NUR 102

8/25/1994 Brown-Yaworsky,

Laura

Professor BSN University of Hartford

MSN University of Hartford

CNE

Medical

Surgical

NUR 101

NUR102

Course Leader

NUR 102

8/25/2003 Frigo, Susan Professor BSN Central Connecticut State University

MSN APRN MCP Hahnemann University

CNE

Perinatal

Medical

Surgical

NUR 101

NUR102

Course Leader

NUR 102

10/12/1993 George, Eileen Professor

Director

BSN Central Connecticut State University

MSN Southern Connecticut State

University

DNP Chatham University

Medical

Surgical

NUR 201

NUR 203

Course Leader

NUR 201

9/1/1998 Kelley, Kristine Associate

Professor

BSN St. Joseph College


CNE

Medical

Surgical

NUR103

NUR 201

NUR 203

NUR 205

Course Leader

NUR 203

8/1/2000 Kepka-Leach,

Felicia

Associate

Professor

BSN University of Connecticut


Medical

Surgical

NUR 101

NUR102

NUR 103

6/3/1996 Levesque, Joanne Associate

Professor

BSN Salve Regina College


Medical

Surgical

Perinatal

NUR 101

NUR 102

NUR103

NUR 204

Course Leader

NUR 101

1/4/1993 Manka, Mary Professor BSN Central Connecticut State University Medical NUR 201 Course Leader

Commented [01]: I will need to spend some time updating this list.

96

Date of

Appointments

NVCC


Clinical

Expertise



Responsibility

MS University of Connecticut

APRN

CNE

Surgical NUR 203

NUR 205

NUR 201

8/17/2007 Murphy, Kathryn Assistant

Professor



Maternal

Child

Medical

Surgical

NUR 101

NUR102

NUR 205

8/29/1981 Nackid, Cynthia Professor BSN Boston College


Mental

Health

Medical

Surgical

NUR 201

NUR 202

NUR 203

Course Leader

NUR 203

6/20/2008 Pirotta, Monica Assistant

Professor

BSN University of Hartford


Medical

Surgical

NUR 201

NUR 203

3/27/1980 Romano,

Georgeanne

Professor BSN University of the State of New York –

Regents

MBA College Rensselaer Polytechnic

Institute


Mental

Health

Medical

Surgical

NUR 201

NUR 203

NUR 205

8/28/1997 Taylor, Karen Professor BSN Western Connecticut State University

MSN Southern Connecticut State University

CNE

Perinatal

Medical

Surgical

NUR 101

NUR102

Full Time Clinical Supervisors

5/13/2005

Anderson, Lisa

Clinical

Supervisor



Medical

Surgical

NUR101

NUR 201

NUR 102

NUR 203

NUR 204

Nursing Lab

8/29/2008 Frederick, Kimberly Clinical

Supervisor

BSN Grand Canyon University

MSN South University

Medical

Surgical

NUR101

NUR 201

NUR 102

NUR 203

Nursing Lab

Part Time Clinical Faculty

97

Date of

Appointments

NVCC


Clinical

Expertise



Responsibility

8/20/2010 DeGennaro, Carol Clinical

Faculty

BSN University of Colorado


Medical

Surgical

NUR 101

6/6/2008 Hanlon, Tara Clinical

Faculty

BSN State University of NewNew York

MSN Pace University

Medical

Surgical

NUR 101

NUR 102

8/20/2009 Langer, Carolyn Clinical

Faculty


MSN University of Connecticut

Medical

Surgical

NUR 201

NUR 102

8/20/2009 Mobilio, Ursula Clinical

Faculty

BSN Western Connecticut State University


Medical

Surgical

NUR 201

NUR 203

8/18/2006

Moffitt, Margaret Clinical

Faculty

BSNBSN Western Connecticut State

University


APRN

Medical

Surgical

Community

NUR 201

NUR 204

11/9/2007 O’Brien-Winn,

Patricia

Clinical

Faculty

BSN Pace University

MS – Ed. Univ. of Bridgeport

Enrolled in MSN SCSU Permanent SBEN

Waiver

Medical

Surgical

NUR 101

NUR 103

NUR 204

11/26/2004 O’Halloran,

Bernadette

Clinical

Faculty

BSN University of the Philippines


Medical

Surgical

NUR 101

NUR 102

NUR 202

NUR 204

8/20/2010 Petruzzi, Elizabeth Clinical

Faculty

BSN Western CT State

UniversityUniversity

MSN Walden University

Medical

Surgical

NUR 101

9/2/2005 Siraco, Laurie Clinical

Faculty



Medical

Surgical

NUR 101

NUR 102

2/8/1979 Skurat, Donna Professor

(Retired)

Clinical



Medical

Surgical

NUR 201

NUR 203

98

Date of

Appointments

NVCC


Clinical

Expertise



Responsibility

Faculty

7/16/2003

Stein, Nancy Clinical

Faculty


MSN Saint Joseph College

Perinatal

Community

Medical

Surgical

NUR 101

NUR 102

3/2/1973 Sullivan, Mary Professor

(Retired)

Clinical

Faculty

BS Boston College

MEd University of Hartford

MSN Southern Connecticut State University

Medical

Surgical

Community

Medical

Surgical

Communit

y

Clinical Chair

8/6/2004 Volatile, Karen Clinical

Faculty


MS Pace University

Medical

Surgical

NUR 101

NUR 102

99

Table 6.4 Northwestern Connecticut Community College FULL-TIME FACULTY CREDENTIALS

INITIAL

APPOINT-

MENT TO

GCC

FACULTY

MEMBER

Rank EDUCATIONAL BACKGROUND AREA OF

CLINICAL

EXPERTISE



RESPONSIBILITY

8/2011 Jayne Goodrich-

Mednick

Associate Professor MSN University of Hartford

BSN University of Michigan

Nursing Education

Medical-Surgical

School Nursing

Maternal Special Care

Oncology

Gynecology

NUR 201 Lecture (T) Clinical (T),

Co-course Leader (O)

NUR 203 Lecture (T), Clinical (T),


NUR 205 Lecture (T)

1/2012 Erica Mumm Assistant Professor MSN University of Hartford

BSN St Joseph College

Community Health

Obstetrics

Nursing Education

Cardiac; Telemetry

Medical-Surgical

Intensive Care


Course Leader (O)

NUR 102 Lecture (T)

Clinical (T)

5/2013 Jessica Palozie Assistant Professor MSN University of Connecticut

BSN Hartwick College

Medical-Surgical

Internal Medicine

Cardiology

Pharmacology,

Employee Health



Course Leader (O)

8/2011 D. Pamela Rose Assistant Professor MSN University of Hartford


ADN Quinnipiac College

Pediatric Psychiatric

Care

Emergency Care

Intensive Care

Cardiac Care



NUR 202 Lecture (T)



NUR 204 Lecture (T)

100


Date of

Hire

Faculty

Member

Educational Background Areas of Clinical

Expertise

Academic Teaching (T) and

Other (O) Areas of

Responsibility

1/2014 Tiffany Belanger MSN Sacred Heart University

BS University of Connecticut

ADN St. Vincent’s College

Medical-Surgical Nursing NUR 203 Clinical (T)

5/2014 Jody Benton MSN Barry University

BSN Florida Atlantic University

Medical-Surgical

Nursing, Cardiac and

Intensive Care


1/2015 Michelle Brady MSN University of Hartford

BS Central Connecticut State University

ADN Naugatuck Valley Community College

Medical-Surgical Nursing

Emergency Medicine,

Community Nursing




1/2015 Cheryl Crump MSN University of Phoenix

ADN Berkshire Community College

Medical-Surgical

Nursing, Oncology


1/2012 Pamela Hyman MSN University of Hartford

BSN University of Arkansas at Pine Bluff

Home and Ambulatory

Health Care

Medical-Geriatric

Psychiatric



5/2015 Kerri Langevin MSN Yale University

BSN Simmons College

Adolescent and Pediatric


NUR 102 Clinical (T), Lecture (T)

8/2011 Linda Kowalczuk MSN University of Connecticut


ADN Vermont College

Medical-Surgical

Adult Care

Critical Care

Cardiac Rehab

PACU

Home Care

Hospice




1/2015 Nancy Smith MSN University of Hartford

BSN Columbia University

Pediatric and Adult




101

Date of

Hire

Faculty

Member

Educational Background Areas of Clinical

Expertise

Academic Teaching (T) and

Other (O) Areas of

Responsibility

1/2013 Anne Marie

Vilhotti

MSN University of Phoenix

BS Central CT State University

Medical-Surgical

Nursing,

Oncology, Informatics


1/2014 Jaclyn Vincent MSN Quinnipiac University

BSN Saint Joseph College

Adult and Pediatric




NUR 103 Lecture (T)


1/2012 Diana Wigham MSN University of Hartford

BA Mount Holyoke College

AA Holyoke Community College

Diploma Peter Bent Brigham Hospital School of Nursing

Maternal-Child Health

Nursing,

Diabetes Education,

Simulation


NUR 101, 102, 201, 203

Laboratory (T)

102

Table 6.5 Norwalk Community College Faculty Credentials

INITIAL

APPOINT-

MENT TO

NCC

FACULTY

MEMBER

Rank EDUCATIONAL BACKGROUND AREA OF

CLINICAL

EXPERTISE

ACADMEMIC

TEACHING AND

OTHER AREAS OF

RESPONSIBILITY

Full Time Faculty

Faculty Name FT/PT

Date of Appt.

Rank Educational

Background

Areas of Clinical

Expertise

Teaching and

Other Areas of Responsibility


Other Responsibilities (O)

CT

License

Loris Edwards PT

FT

12/2009

01/2010

Clinical Supervisor BSN -Mercy College

MSN- Mercy College

Medical Surgical Nursing



E60848

12/2014

Susan George PT

FT

09/1997

05/2007

Associate BSN -University of Evansville

MA – Nursing Education Columbia University Teachers College

Adult Medical Surgical

NUR 203 Classroom and Clinical (T)


Co-course Leader NUR 203 (O)

R32760

02/2015

Christa Hartch FT 09/2003 Assistant

Professor

BSN -University of Virginia

MSN-Yale University




R57012

05/2015

Kathleen Hayes FT 08/2000 Professor B.S. – Nursing Pace University

M.S.- University of Bridgeport

MSN- Western Connecticut State University

Fundamentals



Co-Course Leader NUR 101 (O)

E37457

10/2014

Barbara Jarboe PT

FT

09/1990

08/2005

Professor BSN -Sacred Heart University

MSN-Southern Connecticut State University

FNP




E39684

APRN

103

003152

05/2015

Diane Kiraly PT

FT

08/2008

01/2009

Assistant Professor BSN -Russell Sage College

MSN-Southern Connecticut State University

Fundamentals



Co-Course Leader NUR 101 (O)

E42901

03/2015

Dorothy Lay FT 01/2002 Professor BSN -University of Bridgeport

MSN- Sacred Heart University

MBA- Sacred Heart University

DNP- Western Reserve University

Fundamentals and Maternal-Child Nursing



Course Leader

NUR 102 (O)

E44109

06/2015

Full Time Faculty (continued)

Faculty Name FT/PT

Date of Appt.

Rank Educational

Background

Areas of Clinical Expertise

Teaching and



CT

License/

Exp.

104

Other Responsibilities (O) date

Judy Mocciola PT

FT

08/2004

01/2008

Associate Professor

BS -University of New Haven

MSN-Fairfield University





E57211

11/2015

Cheryl Moore PT

FT

09/2006

08/2007

Clinical Supervisor

BS-Johnson & Wales University

BSN-Fairfield University

MBA& MSN-Sacred Heart University


NUR 201 Clinical Simulation (T)


E58523

03/2015

Marlene Overton PT

FT

12/2006

009/2008

Clinical Supervisor

BS -Western Connecticut State University

MSN-Western Connecticut State University




R39810

03/2015

Mary Ann Tessier PT

FT

09/22/78

01/20/95

Professor,

Department Chair, Nursing

BSN -University of Bridgeport

MSN-Western Connecticut State University


Nursing

Management

and Trends

Certified Nurse Educator





Department Chair of Nursing (O)

E32127

06/2015

106

PART TIME FACULTY CREDENTIALS

Part-time Clinical Faculty Name

FT/PT

Date of Appt.

Rank Educational

Background


Teaching and




CT

License/

Exp. date

Gloria Fazio FT

PT

08/1981

09/2011

Professor

Clinical Assistant

BS -Sacred Heart University

MSN-Yale University

Psychiatric/

Mental Health


E25883

APRN

001735

10/2014

Wendy Dembeck-Fitzgerald

PT 01/2013 Nursing & Allied Health Advisor/

Counselor

BSN -Russell Sage College

MA - Nursing Ed. and Admin.

Post-graduate: Psychological and Social Counseling New York University

Ackerman Institute for Family Therapy, New York

Nursing & Allied Health Advising & Counseling

Nursing and Allied Health Advisor/Counselor

R39573

02/2015

Denise Gallo

PT 01/2008 Clinical Assistant BSN -Fairfield University

MSN& FNP-BC

Fairfield University

Adult Medical Surgical NUR 101 Clinical (T) 69213

APRN

004551

03/2015

Janet Genovese

FT

08/03-06/14

Associate Professor

BSN -University of Bridgeport MSN-Sacred Heart University

Adult Medical Surgical NUR 102 Classroom and Clinical

R24303

08/2014

107

PT

08/2014 Clinical Assistant NUR 102 Clinical (T)

Denise Lungariello-Griffin

PT 08/2011 Clinical Assistant ASN-University of Bridgeport

BSN -Sacred Heart University

MSN-Sacred Heart University

Adult Medical Surgical NUR 102 Clinical (T) E49472

004729

APRN

09/2014

Brenda Hooper

PT 08/2010

08/2014

Lab Educational Assistant

Clinical Assistant

BSN -Fairfield University

MSN(C)- Southern Connecticut University

Adult Medical Surgical Nursing Laboratory


E69336

09/2014

Alycia Jarvis

PT 03/2013 Clinical Assistant BSN -City University of New York

MSN-Herbert Lehman College

Adult Medical Surgical NUR 101 Clinical (T)

R75043

07/2014

Virginia King

PT 08/2013 Clinical Assistant BSN -Universidad Adventista de Centro

MSN-Benedictine University

Maternal-Child NUR 102 Clinical (T) R76886

11/2014

Patricia Lamb

PT 01/2012 Clinical Assistant BSN -University of Bridgeport

MA-Nursing Education New York University

Adult Medical Surgical NUR 101 Clinical (T) E47692

10/2014

108

PART TIME FACULTY CREDENTIALS Continued

Faculty Name

FT/

PT

Date of Appt.

Rank Educational

Background


Teaching and




CT

License/

Exp. date

Adetutu Olomola

PT 08/2013 Clinical Assistant BSN -University of Massachusetts

MPH -University of Massachusetts

MSN(C)-Sacred Heart University

Adult Medical Surgical NUR 101 Clinical (T) R97767

01/2015

Katherine Roarty

PT 01/2009 Clinical Assistant BSN -Catholic University of America

MSN-New York University


NUR 203 Clinical (T) R72637

02/2015

Soraya Rosenfield

PT 08/2014 Clinical Assistant BA -Cornell University

MSN-Fairfield University

Adult Medical-Surgical

Clinical Nurse Leader

NUR 201 Clinical (T) R076060

Nimfa Santos

PT 08/2004 Clinical Assistant BSN -University of St.Tomas, Manila, Philippines

MSN-St. Louis University, Phil.



E50735

05/2015

Linda M. Smith

PT 8/2014 Clinical Assistant BSc.A-Alfred University

(Nursing)

MSc.A-McGill University

Family Psychiatric and Mental Health Nurse Practitioner

NUR 203 Clinical (T) E061935

109

Punitha Devadoss Stevenson

PT 08/2008 Clinical Assistant BSN -Indira Gandhi National Open University, India

MBA- CSM Institute of Graduate Studies

MSN-Canada

University of Phoenix

Adult Medical Surgical NUR 201 Clinical (T) R76847

06/2015

Carol Ann Wetmore

PT 01/2011 Clinical Assistant BSN -University of Connecticut

MSN-Yale University


NUR 203 Clinical (T) E45318

12/2014

Carol Yoder PT 06/2004 Nursing & Allied Health Advisor/

Counselor

BSN -University of Bridgeport

MSN-University of North Carolina – Chapel Hill


Nursing Management and Trends

NUR 205 Classroom (T) R25603

03/2015

NCC-Nursing Laboratory Personnel

Name FT/PT

Title Date of

Appt.

EDUCATIONAL BACKGROUND Areas of Clinical Expertise

CT License

Kerianne Brennan FT Educational Assistant 1/2013 BSN-Molloy College Adult Medical Surgical

Critical Care Nursing

R68602

02/2015

Cathleen Caulfield FT Simulation Laboratory

Coordinator

9/2013 BSN - Fairfield University

MSN - College of New Rochelle

Post-Master’s Certificate -

Pediatric and Adult Medical Surgical

R31434

01/2015

110

Sacred Heart University

Catherine Devine FT Educational Assistant 5/2010 BSN – Fairfield University Adult Medical Surgical E39423

03/2015

Gail Favano PT Educational Assistant 8/2007 Diploma – Greenwich Hospital

School of Nursing

Adult Medical Surgical E26892

11/2014

Marlyn Hylton PT Educational Assistant 9/2014 AS-Norwalk Community College

BSN-

111



INITIAL

APPOINT

MENT

TRCC

FACULTY

MEMBER

RANK EDUCATIONAL BACKGROUND AREA OF

CLINICAL

EXPERTISE

ACADEMIC TEACHING

(T) AND OTHER (O)

AREAS OF

RESPONSIBILITY

Aug 2014 Cynthia Arpin Assistant Professor BSN – University of Hartford


Public Health

Maternal-Child health

Emergency nursing

NUR 102, NUR 205


Sep 2001 Teri Ashton Associate Professor BSN - Central Connecticut State University

MSN - University of Hartford

Medical Surgical

Critical Care

Cardiac

CNE

NUR 201, NUR 202,

NUR 205


Course Leader (O)

Simulation (O)

Aug 2013 MaryAnn Brescia Assistant Professor BSN – University of Hartford


Medical Surgical NUR 203, NUR 205


Aug-2013 Patricia Colonghi Assistant Professor BS – Charter Oak State College


Behavioral Health NUR 203, NUR 205


Aug-2011 Nancy Czarzasty Associate Professor BSN – Sacred Heart University

MS – University of Arizona

Medical Surgical

Critical Care

NUR 201, NUR 205


Course Leader (O)

Aug 2007 Joan Graham Professor BSN - University

MSN - University

Medical Surgical

Certified in Simulation

education

CNE

NUR 203, NUR 103,

NUR 205


Course Leader (O)

LPN Advisor (O)

Aug 2003 Anne Lamondy Professor BSN - St. Joseph College

MSN, APRN - Medical College of Pennsylvania

Hahnemann University

Obstetrics

APRN Women's Health

IV Therapy

NUR 102, NUR 103,

NUR 205


Course Leader (O)

112

INITIAL

APPOINT

MENT

TRCC

FACULTY

MEMBER

RANK EDUCATIONAL BACKGROUND AREA OF

CLINICAL

EXPERTISE

ACADEMIC TEACHING

(T) AND OTHER (O)

AREAS OF

RESPONSIBILITY

Faculty Mentor (O)

Aug 2009 Edith Ouellet Associate Professor BSN - Central Connecticut State University


Medical Surgical

Mat/Child

Neonatal ICU

Director of Nursing

& Allied Health

Supervisor of Waivered

Clinical Faculty

Faculty Mentor

Simulation (O)

NUR 205 (T)

Aug 2014 Krista Prendergast Assistant Professor BSN – University of Connecticut

MSN – University of Rhode Island



Aug 2003 Lillian Rafeldt Associate Professor BSN - State University of New York at Down

State

MA - New York University

Medical Surgical

Gerontology

Community Health

CNE

NUR 101, NUR 108

NUR 205


Course Leader (O)

ePortfolio (O)

Simulation (O)

Faculty Mentor (O)

Aug 2005 Nancy Scrivano Associate Professor BS - Eastern Connecticut State University


Medical Surgical

Specialty Critical Care

Peri-Operative

CNE

NUR 201, NUR 202,

NUR 205


Course Leader (O)

Faculty Mentor (O)

Preceptorship (O)

Aug 2014 Maria Sparmer Assistant Professor BSN – Central Connecticut State University




Aug 1987 Francine Wallett Professor BSN - University of Rhode Island

MSN -Boston University

Medical Surgical

Cardiac

Critical Care

Oncology

NUR 203, NUR 205


Faculty Mentor (O)

113

THREE RIVERS PART-TIME FACULTY CREDENTIALS

DATE OF

HIRE

TRCC

FACULTY

MEMBER

EDUCATIONAL BACKGROUND AREA OF CLINICAL

EXPERTISE



RESPONSIBILITIES

Aug 2010 Melissa Barnesi BSN - University of Hartford


Medical Surgical

Emergency


Jan 2009 Sandra Basley BSN – University of Connecticut


Medical Surgical

Emergency


Aug 2007 Jill Blain BA - Assumption College

MSN - University of Phoenix

Medical Surgical

Geriatrics

Palliative Care

Hospice

Sub Acute Rehab


Aug 2010 Elizabeth Briglia BSN - University of Connecticut


Medical Surgical

Orthopedic


Jan 2015 Teresa Cahill-Griffin BSN – University of Hartford


Emergency Nursing

Labor/Delivery


Aug 2014 Jennifer Christopher BSN – University of Rhode Island

MSN – Gonzaga University


Aug 1989 Judy Dollard BSN - NE Baptist Hospital School of Nursing

MSN - University of Connecticut

Medical Surgical

Maternal Child


Jan 2010 Shawna Edwards BSN - St Joseph College

MS, Nursing - University of Connecticut


Jan 2011 Barbara Fisher BS – University of Connecticut

MS – University of Hartford


Aug 2014 Jennifer Forthofer BS – University of Connecticut



Aug 2013 Kathleen Gauthier BSN – Saint Anselm College

MSN – Stony Brook University

Medical Surgical

CNM (Certified

Nurse Midwife)


Aug 2013 Stephanie Greaney BSN – University of Connecticut

MS, Nursing – University of Connecticut


114

DATE OF

HIRE

TRCC

FACULTY

MEMBER


EXPERTISE



RESPONSIBILITIES

Aug 1989 Martha Healy BSN - Russell Sage College

M.Ed. - Boston University

Permanent Waiver, SBEN

Medical Surgical

Community Health


Aug-14 Kathleen Heim BSN – University of Connecticut

MSN – University of Phoenix

Medical Surgical

Behavioral Health


Aug 2014 Sarah Korpak BSN temporary waivered May 2015 – Sacred Heart

University

MSN pending – Sacred Heart University


Oct 2014 Bernadette Marshall BSN temporary waivered May 2015-Jacksonville

University

MSN expected graduation May 2016 Western Governors

University

Medical Surgical

Home Care


Jan 2005 Laurie Matney BSN - University of Rhode Island

MS, Nursing - University of Connecticut

Medical Surgical

Critical Care


Jan 2013 Heidi Morse BSN – University of Hartford


Medical Surgical

Staff Development


Jan 2013 Lisa Orowson BSN – University of Connecticut


Behavioral Health NUR 203 Clinical (T)

Jan 2013 Colleen Planchon BSN – Rhode Island College

MSN – Rhode Island College


Jan 2010 Zina Ruban BSN - St. Joseph College

MS, Nursing University of Connecticut


Sep 2009 Kristin Scarlata BSN - University of Connecticut

MS/APRN - University of Connecticut

Medical Surgical

Women's Health

Primary Care Adults


115

DATE OF

HIRE

TRCC

FACULTY

MEMBER


EXPERTISE



RESPONSIBILITIES

Jan 2010 Paula Sullivan BSN - Central Connecticut State University

MSN - Walden University

Medical Surgical

Dialysis


Aug 2009 Lori Godaire BSN – University of Connecticut

MS, Nursing – University of Connecticut

Medical Surgical Critical Care Lab Tutor

NUR 101, NUR 102, NUR 201, NUR

203 (O)

Jan 2010 Kim Kobelski BSN – Southern Connecticut State University


Medical Surgical

Lab Assistant


203 (T)

Sep 1997 Linda Moscaritolo BSN - University of Rhode Island

MS-HCM - Rensselaer - HGC

MSN - St Joseph College of Maine

Medical Surgical Lab Assistant


203 (T)


Aug-2006 Suzanne Turner BSN –University of Rhode Island

MSN – Saint Joseph’s College of Maine

Critical Care

Emergency

Full Time Lab Instructor


203 (T)

116

CRITERION 7

The number of faculty and the faculty/student ratio are adequate to meet the nursing

program outcomes and are in compliance with the regulations. [Regulations, Section 20-90-

48 (a)(2)(A)(B)(C)]

20-90-48 (a)(2)(A)(B)(C)

There shall be faculty sufficient to meet the educational outcomes of the program, the learning needs of the

students, and the safety of the recipients of Health Care Services.

(A) The overall faculty/student ratio shall be no less than one(1) clinical faculty member for

every ten (10) students engaged in direct patient care experiences.

(B) The preceptor to student ratio shall be no less than one (1) preceptor for every (2) students.

Preceptors shall work in collaboration with program faculty, who retain responsibility for student

evaluation. The ratio of faculty to precepted students shall be no less than one (1) faculty member

for every sixteen (16) students.

(C) Upon written request from the program director, the board, may, with its discretion and

after reviewing the merits of the request, provide a temporary exception from the mandated

faculty/student ratio.

The number and utilization of full and part-time faculty ensure that program goals and

outcomes are accomplished. Working conditions and workload for full-time faculty are

specified in the collective bargaining agreements between the Board of Regents and the

Congress of Connecticut Community Colleges (4 C’s) Article X and of the American Federation

of Teachers (AFT) Article VIII. The contract provides for full-time tenure track faculty

members participation in classroom, clinical and laboratory instruction (12 credit/contact hours

per semester) and college service (3 credit/contact hours of Additional Responsibilities) for a

total of 15 credit hours. The contracts provide guidance for responsibilities related to teaching,

preparation of syllabi, office hours, academic advisement, maintenance of student records and

participation in college and department activities.

The nursing faculty at each college uses a “team teaching” approach for the theoretical

component of the curriculum. Faculty members meet to discuss course content, design learning

activities and develop test questions; responsibilities are divided among course faculty members.

Full-time faculty members are available three hours per week for “office hours” to meet with

students for advising and tutoring. Many faculty members also provide a substantial amount of

Commented [02]: Does anyone know if the ratio changed with the new regs?

117

hours beyond required office hours for test review and student support. Full-time faculty

members teach two days a week in the clinical area as part of their normal teaching load.

Activities related to Additional Responsibilities are intended to contribute to the mission,

goals, and priorities of the college as well as the personal and professional growth of the faculty

member and may include such things as review of patient charts for clinical experiences,

preparation of special reports such as accreditation, and participation on statewide committees.

Additional Responsibilities are proposed by the faculty member, and agreed upon with the

Nursing Director and appropriate college specific individual. Faculty members submit a written

report of completed activities annually.

The need for part-time clinical faculty is anticipated each spring and funds are allocated

through each college’s budget process for the upcoming academic year. The programs have

consistently been able to hire a sufficient number of part-time clinical faculty members to meet

program goals and regulatory standards.

Faculty to student clinical ratios is examined each semester by the faculty and the

Nursing Director to ensure compliance with the Connecticut State Regulations for nursing

education programs. Though the number of students assigned to each clinical group may exceed

8 students to 1 faculty, as part of each clinical rotation students are assigned to areas for relevant

observational experiences ensuring that on any given day the inpatient unit faculty to student

ratio is 1:8 and in many cases is 1:<8. Observational experiences may involve outcome driven

assignments to community or homecare agencies, school based clinics, etc. If preceptors are

utilized they are in accordance with the SBEN regulations (i.e. BSN prepared and maximum of 2

students to one preceptor). The ratio of faculty to students is determined by regulatory standard,

118

the total number of students, the student learning objectives, and the clinical facility’s size,

census and patient acuity.

For the past five years, the faculty/student ratio at the colleges has ranged from 1:6 to 1:8.

Refer to Tables 7.1 to 7.6 for the student faculty ratio at each college and are based upon

academic year 2014-15.

119



Course and

Semester

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

Nursing 101 –

Introduction to

Nursing Practice

Fall 2014

Full-time Faculty:

Cerone, Lori RN, MSN

Kapinos Linda RN, MSN

Casey, Nancy RN, MSN

Duclos-Miller, Pat RN, MSN

Hageman, Marlene RN MSN

Pavalock, Cathy RN, MSN

Zupan, Alecia RN, MSN

TBA

Part-time Faculty:

Anderson Janet RN MSN

Anderson Leah RN MSN

Ackerman Jennifer RN MSN

Barnes Carol-Ann RN MSN

Bourne Tanya RN MSN

Bravo Rosi RN, MSN

Bryant June RN MSN

Daniels Jean RN MSN

Emanuele, MaryAnn RN, MS

Gonzales Megan RN MSN

Guida Kristen RN MSN DNP

James Cassandra RN MSN

Palmieri Rosemarie RN, MSN

Luckey-Percy Alison RN, MSN

156 1:7-8

NUR* 102 –

Family Health

Nursing

Spring 2015

Full-time Faculty:

Casey, Nancy RN, MSN

Kapinos Linda RN, MSN

Ackerman Jennifer RN, MSN

Duclos-Miller, Pat RN, MSN

Hageman, Marlene RN MSN

Pavalock, Cathy RN, MSN

Zupan, Alecia RN, MSN

TBA

Part-time Faculty:

Anderson Janet RN MSN

Anderson Leah RN MSN

Ackerman Jennifer RN MSN

Barnes Carol-Ann RN MSN

Bourne Tanya RN MSN

Bravo Rosi RN, MSN

Bryant June RN MSN

Daniels Jean RN MSN

Emanuele, MaryAnn RN, MS

Gonzales Megan RN MSN

Guida Kristen RN MSN DNP

James Cassandra RN MSN

150 Maternity

1:7

Medical-Surgical

1:7-8

120

Course and

Semester

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

Niewinski Pat RN, MSN


Luckey-Percy Alison RN, MSN

NUR* 201 –

Nursing Care of

Adults & Children I

Fall 2014

Full-time Faculty:

Forstbauer Mary-Joan RN, BSN, MPH

Leary Catherine RN, MSN

Bunting Dawn RN, MSN

Edelen Bonnie RN, MSN, EdD

Gardner Baxter Gayle RN, MSN

Lagosz, John RN, MSN

Vildozola Maureen RN, MEd

Johnson Diane RN, EdD

Part-time Faculty:

Bravo Alicia RN, MSN

Carroll Shenika RN, MSN

Cicero Megan RN MSN

Johnson Diane RN, MA

Kubacka Beata RN, MSN

Moses Violet RN, MSN

Niewinski Pat RN, MSN

Ouellette Michele RN, MSN

Rizzo Erica RN, MSN

Shaw Ellen RN, MSN

Tu Hsinfen RN MSN

146 1:7-8

NUR* 203 –

Nursing Care of

Individuals and

Families II

Spring 2015

Full-time Faculty:

Forstbauer Mary-Joan RN, BSN, MPH

Leary Catherine RN, MSN

Bunting Dawn RN, MSN

Cerone Lori RN MSN

Edelen Bonnie RN, MSN, EdD

Gardner Baxter Gayle RN, MSN

Lagosz, John RN, MSN

Vildozola Maureen RN, MEd

Part-time Faculty:

Bryant June RN MS

Bravo Alicia RN, MSN

Carroll Shenika RN, MSN

Cicero Megan RN MSN

Johnson Diane RN, MA

Kubacka Beata RN, MSN

Moses Violet RN, MSN

Ouellette Michele RN, MSN


Rizzo Erica RN, MSN

Shaw Ellen RN, MSN

Tu Hsinfen RN MSN

140 Medical-Surgical

1:7-8

Psychiatric

1:7-8

121

Table 7.2 Faculty to Student Clinical Ratios Gateway Community College

Course-

Fall Semester,

2014

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

NUR* 101 –

Introduction to

Nursing Practice

Full-time Faculty:

Susan DeBarge, MSN, CNM

Lynette Palm, MSN, RN

Part-time Faculty:

Joan Cover, MSN, RN

Andrea Eckels, MSN, RN

Annette Haller, MSN, RN

Kathleen Heim, MS, RN

Kathleen Kelly, MSN, RN

Debra King, MSN, RN

Mariette McCourt, MSN, RN

Mary Mitchell-Haddad, MS, RN

Patrizia Schaefer, MSN, RN

Catlin Sollitto, MSN, RN

96 1:8

NSG* 201 –

Nursing Care of

Individuals and

Families I

Full-time Faculty:

Suzanne Conlon, MS, RN

Susan Levine, MSN, RN

Joan Morrison, MSN, RN

Myra Randall, MSN, RN

Part-time Faculty:

Mary Ann Abramczyk, MS, RN

Lisa Beaucar, MSN, RN

Nana Boehamaa, BSN, RN (temporary waiver)

Amy Catlin, MPH, RN (permanent waiver)

Nancy Clements, BSN, RN (temporary waiver)

Elizabeth Cozza, MSN, RN

Susan Doolittle, MSN, RN

Donna McKeehan, BSN, RN (temporary waiver)

Victoria Ogbejesi, MSN, RN

Sam Osei, MSN, RN

Rowena Saga-Abrina, MSN, RN

98 1:6 or 1:7

NSG* 203 –

Nursing Care of

Individuals and

Families II

Full-time Faculty:

Tracy Blanford, MS, APRN

Barbara McFarland, MSN, RN

Linda Nevins, MS, APRN

Part-time Faculty:

Debra Beaudoin, MSN, RN

Maureen Boylan-Elman, MSN, RN

45 1:6 or 1:7- Medical-

Surgical

1:4 or 1:6- psychiatric

specialty

122

Course-

Fall Semester,

2014

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

Lois Edelman, MSN, RN

Maria Merola, MSN, RN

Rose Moss, DNP, MSN, RN

Audrey Senior, MSN, RN

Course-

Spring Semester,

2015

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

NUR* 102 –

Family Health

Nursing

Full-time Faculty:

Susan DeBarge, MS, APRN, CNM

Karen Kessler, MS, RN



Part-time Faculty:

Donna Brennan, MSN, RN

Andrea Eckels, MSN, RN

Lynne Falcigno, MPH, RN (permanent waiver)


Kathleen Heim, MSN, RN

Debra King, MSN, RN

Rosale Lobo, MSN, RN

Carla Mapelli, MSN, RN

Mary Mitchell-Haddad, MS, RN

Sam Osei, MSN, RN

Patrizia Schaefer, MSN, RN

Catlin Sollitto, MSN, RN

95 Medical-Surgical

1:8

Maternity

1:4 or 1:6

NUR* 203 –

Nursing Care of

Individuals and

Families II

Full-time Faculty:

Tracy Blanford, MS, APRN

Suzanne Conlon, MS, RN

Susan Levine, MSN, RN


Joan Morrison, MSN, RN

Linda Nevins, MS, APRN

Part-time Faculty:

Jeanne Arsenault, MSN, RN

Lisa Beaucar, MSN, RN


Amy Catlin, MPH, RN

Elizabeth Cozza, MSN, RN

Susan Doolittle, MSN, RN

Ana Gut, MSN, RN

89 Medical-Surgical

1:8

Psychiatric

1:5 or 1:6

123

Course-

Spring Semester,

2015

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

NUR* 203 –

Nursing Care of

Individuals and

Families II (con’t.)


Rose Moss, MSN,RN

Victora Ogbejesi, MSN, RN

Audrey Senior, MSN, RN

Dorota Urban, MSN, RN

124

Table 7.3 Faculty to Student Clinical Ratios Naugatuck Valley Community College

Course

Fall 2014

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

Nursing 101 –

Introduction to

Nursing Practice

Full-time Faculty:

Heather Belcourt, MSN, RN

Laura Brown-Yaworsky, MSN, RN

Susan Frigo, MSN, APRN

Joanne Levesque, MSN, RN

Kathryn Murphy, MSN, RN

Sandra Roosa, MSN, RN

Stephanie Wilborne, MSN, RN,APRN

Full Time Clinical Supervisor:

Anne deHertogh, MSN, RN

Elizabeth Petruzzi, MSN, RN

Part-time Faculty:

Bree Grealis, MSN, RN

Tara Hanlon, MSN, RN

Lisa Oliveira, MSN, RN, APRN

Laurie Siraco, MSN, RN

Nancy Stein, MSN, RN

Karen Prkhurst, MSN, RN

116 1:7-1:8

NUR 201 –

Nursing Care of

Individuals and

Families I

Full-time Faculty:

Lisa Anderson, MSN, RN

Kimberly Bish, MSN, RN

Kristine Kelley, MSN, RN

Felicia Kepka-Leach, MSN, RN

Mary Manka, MSN, APRN

Monica Pirotta, MSN, RN

Karen Taylor, MSN, RN


Anne deHertogh, MSN,RN

Elizabeth Petruzzi, MSN, RN

Part-time Faculty:

Michelle Brady, MSN, RN

Jody Benton, MSN, RN

Judy Guertin, MSN, RN

Ursula Mobilio, MSN, RN

110 1:7-1:8

125

Course

Spring 2015

Supervising

Faculty Members

Number of

Students

Faculty : Student

Clinical Ratios

NUR* 102 –

Family Health

Nursing

Full-time Faculty:


Laura Brown-Yaworsky, MSN, RN

Susan Frigo, MSN, APRN

Joanne Levesque, MSN, RN

Kathryn Murphy, MSN, RN

Sandra Roosa, MSN,RN

Stephanie Wilborne, RN, MSN, APRN



Elizabeth Petruzzi, MSN, APRN

Part-time Faculty:

Jody Benton, MSN,RN

Judy Guertin, MSN, RN

Tara Hanlon, MSN, RN

Maureen Judd, MSN,RN

Karen Parkhurst, MSN,RN

Lisa Oliveira, MSN, RN



99 Maternity

1:5-1:6

Medical-Surgical

1:7-1:8

NUR* 203 –

Nursing Care of

Individuals and

Families II

Full-time Faculty:



Kristine Kelley, MSN, RN


Mary Manka, MSN, APRN


Karen Taylor, MSN, RN


Anne deHertogh , MSN, RN

Elizabeth Petruzzi, MSN, APRN

Part-time Faculty:

Heidi Aleman, MSN,RN

Tiffany Belanger, MSN,RN

Derri Hamilton, MSN, RN

Roxanne Jackson, MSN, RN

Rachel Meehan, MSN, RN


Cynthia Nackid, MSN, RN

90 Medical-Surgical

1:7-1:8

Psychiatric

1:5-1:7

126


Northwestern Connecticut Community College

Nursing Course

and Semester

Supervising Faculty Members Number of

Students

Faculty: Student

Clinical Rations

NUR* 201—

Nursing Care of

Individuals and

Families I

Fall 2014

Full Time Faculty:

Jayne Mednick

Pam Rose

Part Time Faculty:

Linda Kowalczuk

Jaclyn Vincent

30 1:7-8

NUR* 101 –

Introduction to

Nursing Practice

Spring 2015

Full Time Faculty:

Erica Mumm

Jessica Palozie

Part Time Faculty:

Cheryl Crump

Pamela Hyman

Anne Marie Vilhotti

30 1:6-8

NUR* 203—

Nursing Care of

Individuals and

Families II

Spring 2015

Full Time Faculty:

Jayne Mednick

Pam Rose

Part Time Faculty:

Linda Kowalczuk

Michelle Brady

Nancy Smith

29 1:6-8

NUR* 102 –

Family Health

Nursing

Summer 2015

Full Time Faculty:

Erica Mumm

Jessica Palozie

Part Time Faculty:

Jody Benton

Michelle Brady

Nancy Smith

Linda Kowalczuk

28 1:7

127



Course

Fall 2014

Supervising

Faculty Members

Number of

Students

Faculty/Student

Clinical Ratios

NUR 101

Introduction to

Nursing Practice

Full-time Faculty:

Kathleen Hayes, MSN, RN

Diane Kiraly, MSN, RN

Patricia Lamb, MA, RN

Clinical Supervisor:

Loris Edwards, MSN, RN

Part-time Faculty:

Denise Gallo, APRN, RN

Brenda Hooper, MSNc, RN

Alycia Jarvis, MSN, RN

Punitha Stevenson, MBA, MSN RN

80 1:10

NUR 102

Family Health

Nursing

Full-time Faculty:

Dorothy Lay, DNP, RN

Christa Hartch, MSN, RN


Marlene Overton, MSN, RN

Part-time Faculty:

Janet Genovese, MSN, RN

Denise Griffin, MSN, RN

Virginia King, MSN, RN

40 Maternal-Child

1:5 or 1:6

Medical-Surgical

1:8

NUR 201

Nursing Care of

Individuals and

Families I

Full-time Faculty:

Barbara Jarboe, APRN, RN

Judith Mocciola, MSN, RN



Part-time Faculty:

Nimfa Santos, MSN, RN

Soraya Rosenfield, APRN

40 1:8

NUR 203

Nursing Care of

Individuals and

Families II

128

Course

Spring 2015

Supervising

Faculty Members

Number of

Students

Faculty/Student

Clinical Ratios

NUR 102

Family Health

Nursing

Full-time Faculty:





Part-time Faculty: Denise Griffin, MSN, RN

Virginia King, MSN, RN

76

Maternal-Child

1:5 or 1:6

Medical-Surgical

1:10

NUR 201

Nursing Care of

Individuals and

Families I

Full-time Faculty:

Barbara Jarboe, APRN, RN




Part-time Faculty:


Soraya Rosenfield, APRN

38 1:6-7

NUR 203

Nursing Care of

Individuals and

Families II

Full-time Faculty:

Susan George, MA, RN



Cheryl Moore, MSN, RN


Part-time Faculty:

Gloria Fazio, MSN, APRN, RN

Katherine Roarty, MSN, RN

Carol Ann Wetmore, MSN, RN

Susan Smith, APRN

31 1:5-6

129



Course

Fall Semester,

2014

Supervising

Faculty Members

Number

of

Students

Faculty/Student

Clinical Ratios

NUR* 101 –

Introduction to

Nursing Practice

Full-time Faculty

Prendergast, Krista MSN, RN

Rafeldt, Lillian MA, RN, CNE

Sparmer, Maria MSN, RN

Part-time Faculty:

Blain, Jill MSN, RN

Christopher, Jennifer MSN, RN

Healy, Martha M.Ed, BSN, RN (Permanent waiver)

Marshall, Bernadette BSN, RN (Temporary one-

year waiver)

48 1:8

NUR* 102 –

Family Health

Nursing

Full-time Faculty:

Arpin, Cynthia MSN, RN

Graham, Joan MSN, RN, CNE, CHSE

Lamondy, Anne MSN, RN

Part-time Faculty:

Basley, Sandy MSN, RN

Briglia, Elizabeth MSN, RN

Dollard, Judy MSN, RN

Gauthier, Kathleen MSN, RN, CNM

Scarlata, Kristin MSN, APRN

48 Maternity

1:8

Medical-Surgical

1:8

Simulation

2:8

NSG* 201 –

Nursing Care of

Individuals and

Families I

Full-time Faculty:

Ashton, Teri MSN, RN, CNE

Czarzasty, Nancy MSN, RN

Scrivano, Nancy MSN, RN

Part-time Faculty:

Fisher, Barbara MSN, RN

Forthofer, Jennifer MSN, RN

Greaney, Stephanie MSN, RN

Korpak, Sarah BSN, RN (Temporary one-year

waiver)

51 Medical-Surgical

1:6 or 1:7

NSG* 203 –

Nursing Care of

Individuals and

Families II

Full-Faculty:

Brescia, MaryAnn MSN, RN

Colonghi, Patricia MSN, RN

Wallett, Francine MSN, RN

Part-time Faculty:

Bargnesi, Melissa MSN, RN

Edwards, Shawna MS, RN

Heim, Kathleen MSN, RN

48 Medical-Surgical

1:8

Psychiatric and Mental

Health

1:8

130

Course

Fall Semester,

2014

Supervising

Faculty Members

Number

of

Students

Faculty/Student

Clinical Ratios

Matney, Laurie MSN, RN

Morse, Heidi MSN, RN

Orowson, Lisa MSN, RN

Planchon, Colleen MSN, RN

Ruban, Zina MS, RN

Simulation

1:8

Course

Spring Semester,

2015

Supervising

Faculty Members

Number

of

Students

Faculty/Student

Clinical Ratios

NUR*101 –

Introduction to

Nursing Practice

Full-time Faculty:

Prendergast, Krista MSN, RN

Rafeldt, Lillian MA, RN, CNE

Sparmer, Maria MSN, RN

Part-timetime Faculty:

Blain, Jill MSN, RN

Christopher, Jennifer MSN, RN

Marshall, Bernadette BSN, RN

Sullivan, Paula MSN, RN

48 Medical-Surgical

1:8

NUR* 102 –

Family Health

Nursing

Full-time Faculty:

Arpin, Cynthia MSN, RN

Graham, Joan MSN, RN

Lamondy, Anne MSN, RN

Part-time Faculty:

Basley, Sandy MSN, RN

Briglia, Beth MSN, RN

Cahill-Griffin, Teresa MSN, RN

Dollard, Judy MSN, RN

Gauthier, Kathleen MSN, RN, CNM

Healy, Martha M.Ed, RN

48 Maternity

1:8

Medical-Surgical

1:7-8

Simulation

2:8

NUR* 201 –

Nursing Care of

Individuals and

Families I

Full-time Faculty:

Ashton, Teri MSN, RN, CNE

Czarzasty, Nancy MSN, RN

Scrivano, Nancy MSN, RN

Part-time Faculty:

Fisher, Barbara MSN, RN

Forthofer, Jennifer MSN, RN

Greaney, Stephanie MSN, RN

Korpak, Sarah BSN,

51 Medical-Surgical

1:6 or 1:7

NUR* 203 –

Nursing Care of

Individuals and

Families II

Full-time Faculty:

Brescia, MaryAnn MSN, RN

Colonghi, Patricia MSN, RN

Wallet, Francine MSN, RN

Part-time Faculty:

47 Medical-Surgical

1:7

Psychiatric

1:5

Simulation

131

Course

Spring Semester,

2015

Supervising

Faculty Members

Number

of

Students

Faculty/Student

Clinical Ratios

Bargnesi, Melissa MSN, RN

Edwards, Shawna MSN, RN

Heim, Kathleen MSN, RN

Matney, Laurie MSN, RN

Morse, Heidi MSN, RN

Orowson, Lisa MSN, RN, CWOCN

Planchon, Colleen MSN, RN

Ruban, Zina MSN, RN

Sullivan, Paula MSN, RN

1:8

132

CRITERION 8

Faculty are on site through all clinical experiences when direct nursing care is given.

The CT-CCNP faculty members are on site and supervising students throughout all

clinical experiences when direct nursing care is given. Clinical experiences for students take

place in a variety of health care facilities within geographic proximity of each college. The

clinical faculty at each college are assigned to a group of students and are responsible for the

direct supervision and evaluation of each student in that group.

Specific courses in the curriculum use observational experiences to enhance student

learning. During observational experiences, the students are assigned to shadow a Registered

Nurse or site specific designee to achieve the student learning outcomes for the experience. The

clinical affiliate site where the observational experience is occurring is provided with contact

information for the school of nursing. A faculty member is available either on-site or by

telephone as a resource for questions or issues.

Each college provides an orientation for newly hired full-time faculty and part-time

clinical faculty that is individualized to the college and its clinical affiliate sites. The orientation

for full time faculty and part-time clinical faculty includes a review of the nursing curriculum,

course objectives/learning outcomes, program policies, evaluation processes, clinical paperwork

and clinical orientation. Course leaders meet with new faculty members before the beginning of

the semester to review course syllabi, learning activities, clinical assessment methods and other

course related information. Clinical expectations are reviewed and the faculty member is

assigned a mentor from the full-time nursing faculty. Orientation to the clinical institution is site

based and meets the requirements of the facility. The Course Leader (s) provides on-going

support and guidance concerning clinical issues.

133

To ensure support and continual communication, the full-time and part-time faculty

members attend team meetings that are scheduled during the semester. These meetings allow

faculty to discuss student progression at the clinical sites and any issues that might be associated

with meeting course and clinical objectives. The team meetings also afford the part-time faculty

a forum for questions, concerns, continued communication and mentoring. The CT-CCNP is

committed to ensuring that all faculty, full-time and part-time, are adequately prepared for

clinical supervision.

Tables 8.1- 8.6 demonstrate that the CT-CCNP is in compliance with the state regulations

for Criterion 8.

134


Fall 2014 Semester Clinical Placements

CLINCIAL

SECTIONS

SUPERVISING FACULTY

MEMBER

CLINICAL AFFILIATION

NUR 101

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Group 16

Group 17

Group 18

Group 19

Group 20

Group 21

Lori Cerone

Gail Gardner-Baxter

Jean Daniels,

Pat Duclos-Miller

MaryAnn Emanuele

Alicia Zupan

Cathy Pavalock

Carol Ann Barnes

Rosemarie Palmieri

Cassandra James

Nancy Casey

Alison Luckey-Percy

Jennifer Ackerman

Janet Anderson

Marlene Hageman

Kristen Guida

June Bryant

Leah Anderson

Megan Gonzales

Tanya Bourne

Jennifer Briggs

JMMC Med-Surg 3

MMH 3 North

MMH 2 East T W Eves

Hartford Hospital CB2

Rockville General Bissell II days

Bristol Hospital G South T W Days

NBGH E2 days

Bristol Hospital G South T W Eves

SFHMC 9-7 W Th Days

SFHMC 7-2

McLean Home Sub-Acute Days

Hartford Hospital CB4 CB6 days

Hartford Hospital CB4 CB6 Sat/Sun days


Hebrew Home & Hospital Sub Acute days

Hospital for Special Care Rehab Unit

Riverside Sub Acute

JMMC Med-Surg 2

Evergreen Sub-Acute Unit

SFHMC 10-7 W Th eves

Evergreen Sub-Acute Unit Sat Sun days

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Group 16

Group 17

Group 18

Cathy Leary

Mary-Joan Forstbauer

TBA

Dawn Bunting

Maureen Vildozola

Bonnie Edelen

John Lagosz

Diane Johnson

Pat Niewinski

Beata Kubacka

Hsinfen Tu

Ellen Shaw

Violet Moses

Michelle Ouellet

Alicia Bravo

Erica Rizzo

Shenika Carroll

Meghan Cicero

Hartford Hospital CB5 T W Days

SFHMC 7-7 W Th Days

Hartford Hospital Bliss 11E C10 Days

NBGH C5

MMH 3 North

MMH 2 East

SFHMC 8-9

Hospital for Special Care Resp StepDown Unit eves

Hospital for Special Care Resp StepDown Unit days

NBGH N3

Hartford Hospital North 10 days

NBGH N5

SFHMC 5-1 eves

SFHMC 8-1 days

Hartford Hospital CB5 eves

Hartford Hospital Bliss 8 eves

Hartford Hospital Bliss 10 E/C10 eves

NBGH N4

KEY:

Saint Francis Hospital and Medical Center (SFHMC)_ Johnson Memorial Medical Center (JMMC)

New Britain General Hospital (NBGH) Manchester Memorial Hospital (MMH)

135

Spring 2015 Semester Clinical Placements

CLINCIAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Group 16

Group 17

Group 18

Group 19

Group 20

Group 21

Lori Cerone

Gail Gardner-Baxter

Jean Daniels,

Pat Duclos-Miller

MaryAnn Emanuele

Alicia Zupan

Cathy Pavalock

Carol Ann Barnes

Rosemarie Palmieri

Cassandra James

Nancy Casey

Alison Luckey-Percy

Jennifer Ackerman

Janet Anderson

Marlene Hageman

Kristen Guida

June Bryant

Leah Anderson

Megan Gonzales

Tanya Bourne

Jennifer Briggs

JMMC Med-Surg 3

MMH 3 North

MMH 2 East T W Eves

Hartford Hospital CB2

Rockville General Bissell II days

Bristol Hospital G South T W Days

NBGH E2 days

Bristol Hospital G South T W Eves

SFHMC 9-7 W Th Days

SFHMC 7-2

McLean Home Sub-Acute Days


Hartford Hospital CB4 CB6 Sat/Sun days


Hebrew Home & Hospital Sub Acute days

Hospital for Special Care Rehab Unit

Riverside Sub Acute

JMMC Med-Surg 2

Evergreen Sub-Acute Unit

SFHMC 10-7 W Th eves

Evergreen Sub-Acute Unit Sat Sun days

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Group 16

Group 17

Group 18

Cathy Leary

Mary-Joan Forstbauer

TBA

Dawn Bunting

Maureen Vildozola

Bonnie Edelen

John Lagosz

Diane Johnson

Pat Niewinski

Beata Kubacka

Hsinfen Tu

Ellen Shaw

Violet Moses

Michelle Ouellet

Alicia Bravo

Erica Rizzo

Shenika Carroll

Meghan Cicero

Hartford Hospital CB5 T W Days

SFHMC 7-7 W Th Days

Hartford Hospital Bliss 11E C10 Days

NBGH C5

MMH 3 North

MMH 2 East

SFHMC 8-9

Hospital for Special Care Resp StepDown Unit eves

Hospital for Special Care Resp StepDown Unit days

NBGH N3

Hartford Hospital North 10 days

NBGH N5

SFHMC 5-1 eves

SFHMC 8-1 days

Hartford Hospital CB5 eves

Hartford Hospital Bliss 8 eves

Hartford Hospital Bliss 10 E/C10 eves

NBGH N4

KEY:

Saint Francis Hospital and Medical Center (SFHMC)_ Johnson Memorial Medical Center (JMMC)

New Britain General Hospital (NBGH) Manchester Memorial Hospital (MMH)

136

Table 8.2



CLINCIAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 101

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Joan Cover

Sue DeBarge

Andrea Eckels

Annette Haller

Mary Mitchell-Haddad

Kathy Heim

Kathy Kelly

Catlin Sollitto

Debra King

Mariette McCourt

Lynette Palm

Patrizia Schaeffer

Griffin Hospital 2 North B

YNHH/SRC SLA 3W

YNHH/YSC 9-7 EP

YNHH/SRC SLA 2W

YNHH/YSC 6-3 SP

Gaylord Hospital Hooker 2W

YNHH/YSC 7-7 EP

YNHH/SRC V5N

Gaylord Hospital Lyman 1

Branford Hills

YNHH/SRC Cel 4

YNHH/SRC V5W

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Mary Ann Abramczyk

Lisa Beaucar

Nana Boehamaa

Amy Catlin

Nancy Clements

Liz Cozza

Susan Doolittle

Donna McKeehan

Joan Morrison

Victoria Ogebesi

Sam Osei

Myra Randall

Rowena Saga-Abrina

YNHH 9-5

THOCC N4

YNHH 9WP

MidState PAVC

YNHH 12N-F

YNHH 5-5

YNHH 10-7

YNHH 15N

YNHH 5-5

YNHH 6-4

Gaylord Hospital Milne 1

YNHH 8WP

YNHH 5-3

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Barbara McFarland

Linda Nevins

Deb Beudoin

Audrey Senior

Maureen Boylan- Elman

Lois Edelman

Rose Moss

Tracy Blanford

Maria Merola

YNH/SRC SLA2

YNHH/SRC V5N

Midstate Medical Center PAV-E

YNHH 6-3 SP

YNHH/SRC SLA2

YNHH 11NP

CVH

Griffin Hospital

YNHH/YPH KEY:

Gaylord Hospital, Wallingford, CT YNHH = Yale New Haven Hospital, York Street

Griffin Hospital, Derby, CT YNHHSRC = Yale New Haven Hospital, St. Raphael’s Campus

MidState Medical Center, Meriden, CT THOCC = The Hospital of Central Connecticut, New Britain, CT

137


CLINCIAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Group 16

Karen Kessler, MSN, RN, CNE

Susan DeBarge, MSN, APRN, CNM



Sam Osei, MSN, RN


Donna Brennan, RN, MSN

Andrea Eckels, RN, MSN

Lynne Falcigno, RN, MSN

Mary Mitchell-Haddad, RN, MSN

Debra King, RN, MSN

Patrizia Schaefer, RN, MSN

Caitlin Sollitto, RN, MSN

Carla Mapelli, RN, MSN

Rosale Lobo, RN, MSN

Kathleen Heim

THOCC- FBC

Griffin Hospital - FBC

YNHH, Y5W

YNHH, 8WP

Gaylord Hospital, Lyman 1

THOCC - FBC

YNHH, V4N

YNHH, 6-4 SP

YNHHSRC, SLA 6

YNHH, 6-4

Gaylord Hospital, Hooker 2

YNHHSRC, V5WD

Griffin Hospital 2 North B

YNHH, 15 NP

YNHHSRC, 3S

YNHH, 7-7

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15


Linda Nevins, MSN, APRN

Jeanne Arsenault, MSN, RN



Rose Moss, MSN, RN

Elizabeth Cozza, RN, MSN, APRN

Victoria Ogebegesi, RN, MSN, APRN

Audrey Senior, RN, MSN, APRN

Susan Doolittle, RN, MSN

Lisa Beaucar, RN, MSN, CNE

Tracy Blanford, RN, MSN

Dorota Urban, RN, MSN

Amy Catlin, MPH, RN

Anna Gut, RN, MSN, APRN

YNHHSRC, SLA 2

YNHHSRC, V5N

YNHHSRC, SLA 2

YNHH, Yale Psychiatric Hospital & YNHHSRC, Cel 1

MidState Medical Center Pavilion B

CT Valley Hospital

YNHH, 11 NP

YNHH, 6-4

YNHH, 6-3

YNHH, 15 NP

THOCC, N4

Griffin Hospital, CP South

Connecticut Mental Health Center

MidState Medical Center Pavilion C

CT Valley Hospital

KEY:

CT Valley Hospital = Connecticut Valley Hospital, Middletown, CT

FBC = Family Birthing Center

Gaylord Hospital, Wallingford, CT

Griffin Hospital, Derby, CT

MidState Medical Center, Meriden, CT

THOCC = The Hospital of Central Connecticut, New Britain, CT

YNHH = Yale New Haven Hospital, York Street

YNHHSRC = Yale New Haven Hospital, St. Raphael’s Campus

138

Table 8.3



CLINCIAL

SECTIONS

SUPERVISING FACULTY MEMBER CLINICAL AFFILIATION

NUR 101

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Karen Parkhurst, MSN, RN

Susan Frigo, MS, APRN

Lisa Olivera, MSN, RN



Stephanie Wilborne, MSN, RN

Bree Grialis, MSN, RN

Kathy Murphy MSN, RN

Joanne Levesque MSN, RN



Tara Hanlon MSN, RN

Laura Brown-Yaworsky MSN, RN

Elizabeth Petruzzi MSN, RN

Sandra Roosa MSN, RN

St. Mary’s Hospital – Xavier 3

St. Mary’s Hospital – O’Brien 4


Hospital of Central Connecticut, North 3

Yale-New Haven (HSR Campus) Verdi 3E

Yale-New Haven (HSR Campus) Celantano 3

Griffin Hospital 2NB

Bristol Hospital G South

Charlotte Hungerford Hospital Fourth Floor

Charlotte Hungerford Hospital Fifth Floor

Waterbury Hospital Unit P-5

Bethel Health Care

MidState Medical Center Pavilion B

MidState Medical Center Pavilion D

Gaylord Hospital, Lyman 1

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Mary Manka, MS, APRN


Derri Hamilton, MSN, RN

Kris Kelley, MSN, RN

Jody Benton, MSN, RN


Angela Vilsaint, MSN, RN



Cindy Nackid, MSN, RN


Elizabeth Petruzzi MSN, RN

Judy Guertin MSN, RN


St. Mary’s Hospital – Xavier 3

St. Mary’s Hospital – Telemetry


Waterbury Hospital Unit P-4 Telemetry

Gaylord Hospital, Milne 1

Yale-New Haven (HSR Campus) SLA 4

Griffin Hospital 2NB

Waterbury Hospital Unit P-5

Waterbury Hospital Unit P-7 (evenings)



MidState Medical Center Pavilion D

Charlotte Hungerford Hospital Fifth Floor

Bethel Health Care


CLINCIAL

SECTIONS


NUR 102

Group 1

Group 2

Group 3

Group 4

139

CLINCIAL

SECTIONS


Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

140

Table 8.4



CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 201

Group 1

Group 2

Group 3

Group 4

Jayne Mednick

Jaclyn Vincent

D. Pam Rose

Linda Kowalczuk

The Charlotte Hungerford Hospital (M/S)


Gaylord Hospital

Waterbury Hospital (M/S)


CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

(Psych

Rotation)

Jayne Mednick/Jaclyn Vincent

Michelle Brady

Nancy Smith

D. Pam Rose

Linda Kowalczuk



Waterbury Hospital

Gaylord Hospital

Waterbury Hospital

NUR 101

Group 1

Group 2

Group 3

Group 4

Jessica Palozie

Pamela Hyman

Cheryl Crump

Anne Marie Vilhotti

Mc Lean Home

Mc Lean Home

Geer

Litchfield Woods

Summer 2015 Semester Clinical Placements

CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

(OB Rotation)

Jessica Palozie/Nancy Smith

Michelle Brady

Jody Benton

Linda Kowalczuk

Erica Mumm



Waterbury Hospital (M/S)

Waterbury Hospital (POM

On campus simulation

141

Table 8.5



CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 101

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Patricia Lamb, MSN, RN, APRN

Tracey Evans, MSN, RN

Denise Gallo, MSN, RN, APRN

Katherine Roarty, MSN, RN, APRN

Punitha Stevenson, MSN, RN


Brenda Hooper: MSN,RN

Diane Kiraly MSN, RN

Alycia Jarvis MSN, RN

Norwalk Hospital (8 EAST) and Jewish Home

for the Elderly

Jewish Home for the Elderly and Stamford

Hospital (Evenings) (M2N)


Hospital (Evenings) (M2N)

Jewish Home for the Elderly and Norwalk

Hospital (8 East)

Jewish Home for the Elderly and Norwalk

Hospital (Evenings) (7 West)

Jewish Home for the Elderly & Greenwich

Hospital (Surg C.)

Jewish Home for the Elderly

and Greenwich Hospital (Medical Unit)



Hospital (Evenings) (M2N

NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6


Denise Griffin RN,APRN



Virginia King

Marlene Overton

Cathleen Caulfield

Norwalk Hospital (8 East)


Greenwich Hospital (L&D,Post Partum, NICU)

Greenwich Hospital (Surg A,B and C)

Stamford Hospital (L&D, Post Partum, NICU)

Stamford Hospital (M3N)

Pediatric Simulation

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5


Barbara Jarboe, MSN, RN, APRN

Soraya Rosenfield, MSN, RN



Norwalk Hospital (6 West)

Norwalk Hospital (Evenings) (6 East)

Stamford Hospital (M4S)

Stamford Hospital (Evenings) (M3S)

Greenwich Hospital Medical unit (Medical

unit)

142

CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


Group 6 Cheryl Moore, MSN, RN Multi-Patient Medication Administration

Simulation Lab.

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Carol Ann Wetmore MSN, RN

Marlene Overton MSN, RN


Susan George, MSN, RN

Gloria Fazio MSN, RN, APRN

Linda Smith MSN, RN, APRN

Norwalk Hospital 6 East



Greenwich Hospital (Surgical Unit A & B)

Greater Bridgeport Mental Health

St. Vincent’s Behavioral Health


CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6


Denise Griffin RN,APRN



Virginia King

Marlene Overton

Cathleen Caulfield



Greenwich Hospital (L&D,Post Partum, NICU)

Greenwich Hospital (Surg A,B and C)

Stamford Hospital (L&D, Post Partum, NICU)


Pediatric Simulation

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6


Barbara Jarboe, MSN, RN, APRN

Soraya Rosenfield, MSN, RN



Cheryl Moore, MSN, RN

Norwalk Hospital (6 West)

Norwalk Hospital (Evenings) (6 East)


Stamford Hospital (Evenings) (M3S)

Greenwich Hospital Medical unit (Medical

unit)

Multi-Patient Medication Administration

Simulation Lab.

NUR 203

143

CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Carol Ann Wetmore MSN, RN

Marlene Overton MSN, RN


Susan George, MSN, RN

Gloria Fazio MSN, RN, APRN

Linda Smith MSN, RN, APRN

Norwalk Hospital 6 East



Greenwich Hospital (Surgical Unit A & B)

Greater Bridgeport Mental Health

St. Vincent’s Behavioral Health

144


CLINICAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

145

Table 8.6



CLINCIAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 101

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Jill Blain, MSN, RN

Jennifer Christopher, MSN, RN

Martha Healy, MA, RN

Bernadette Marshall, BSN, RN (Waiver)

Krista Prendergast, MSN, RN

Maria Sparmer, MSN, RN

Lillian Rafeldt, MA, RN

Westview Health Care Center (Eves)

Avalon Health Center (Days)

WWBH A3 (Days)

Day Kimball Hospital (Eves)

Lawrence & Memorial Hospital 5.1 (Days)

Fairview Healthcare center (Days)

Course Leader

NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Cynthia Arpin, MSN, RN

Teresa Cahill-Griffin MSN, RN

Elizabeth Briglia, MSN, RN

Judy Dollard, MSN, RN

Kathleen Gauthier, MSN, RN, CNM

Kristin Scarlata, MSN, APRN

Joan Graham, MSN, RN, CNE

Anne Lamondy, MSN, APRN


Lawrence & Memorial Hospital 5.4/LDRP

(eves)

St. Francis Hospital 9.7 (Day/Eve)


WWBH A4/LDRP (Days)

WWBH A4/LDRP (Days

Simulation

Course Leader

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Nancy Czarzasty, MSN, RN

Barbara Fisher, MSN, RN

Jennifer Forthofer, MSN, RN

Stephanie Greaney, MSN, RN

Sarah Korpak, BSN, RN (Waiver)

Nancy Scrivano, MSN, RN

Teri Ashton, MSN, RN, CNE


WWBH E2 (Days)

Day Kimball Hospital East/West (Days)

Lawrence & Memorial Hospital 5.2 (Eves)


St. Francis Hospital 5.1 (Days)

Course Leader

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Melissa Bargnesi, MSN, RN

MaryAnn Brescia, MSN, RN

Patricia Colonghi, MSN, RN


Laurie Matney, MSN, RN and Heidi

Morse, MSN, RN (co-teach)

Lisa Orowson, MSN, RN

Colleen Planchon, MSN, RN

Zina Ruban, MS, RN & Shawna

Edwards, MS, RN (co-teach)

Sandra Basley, MSN, RN

Francine Wallett MSN, RN

WWBH E3 (Eves)

Windham Hospital Shea (Days)

SE Mental Health Authority (Days)

Natchaug Hospital (Days)

WWBH E3 (Eves)

WWBH D1 Psych (Day/Eve)

WWBH E4 (Days)


William W. Backus Hospital A2 (Day/Eve)

Course Leader

Key: William W. Backus Hospital (WWBH) Southeastern Mental Health Authority (SE Mental Health)

146


CLINCIAL

SECTIONS

SUPERVISING FACULTY

MEMBER


NUR 101

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Jill Blain, MSN, RN

Jennifer Christopher, MSN, RN

Bernadette Marshall, BSN, RN (Waiver)

Krista Prendergast, MSN, RN

Maria Sparmer, MSN, RN

Paula Sullivan MSN, RN

Lillian Rafeldt, MA, RN

Westview Health Care Center (Eves)

Avalon Health Center (Days)

Day Kimball Hospital (Eves)


WWBH A4 (Days)

Fairview Healthcare center (Days)

Course Leader

NUR 102

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Cynthia Arpin, MSN, RN

Elizabeth Briglia, MSN, RN

Judy Dollard, MSN, RN

Kathleen Gauthier, MSN, RN, CNM

Teresa Cahill-Griffin MSN, RN

Martha Healy, MA, RN

Joan Graham, MSN, RN, CNE

Anne Lamondy, MSN, APRN

Lawrence & Memorial Hospital 5.2 (Days))

St. Francis Hospital 9.7 (Day/Eve)


WWBH A4/LDRP (Days)

Lawrence & Memorial Hospital 5.4/LDRP

(eves)

WWBH A3 (Days)

Simulation

Course Leader

NUR 201

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Nancy Czarzasty, MSN, RN

Barbara Fisher, MSN, RN

Jennifer Forthofer, MSN, RN

Stephanie Greaney, MSN, RN

Sarah Korpak, BSN, RN (Waiver)

Nancy Scrivano, MSN, RN

Teri Ashton, MSN, RN, CNE


WWBH E2 (Days)

Day Kimball Hospital East/West (Days)

Lawrence & Memorial Hospital 5.2 (Eves)



Course Leader

NUR 203

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Group 9

Melissa Bargnesi, MSN, RN

MaryAnn Brescia, MSN, RN

Patricia Colonghi, MSN, RN


Laurie Matney, MSN, RN and Heidi

Morse, MSN, RN (co-teach)

Lisa Orowson, MSN, RN

Colleen Planchon, MSN, RN

Zina Ruban, MS, RN & Shawna

Edwards, MS, RN (co-teach)

Sandra Basley, MSN, RN

Francine Wallett MSN, RN

WWBH E3 (Eves)

Windham Hospital Shea (Days)

SE Mental Health Authority (Days)

Natchaug Hospital (Days)

WWBH E3 (Eves)

WWBH D1 Psych (Day/Eve)

WWBH E4 (Days)


William W. Backus Hospital A2 (Day/Eve)

Course Leader

Key: William W. Backus Hospital (WWBH) Southeastern Mental Health Authority (SE Mental Health)

147

CRITERION 9

The admission, readmission, promotion, advanced placement, transfer, graduation

standards, and student health and welfare policies comply with applicable state and federal

laws and regulations. [Regulations, Section 20-90-48 (d)(1-6)]

20-90-48 (d)(1-6)

1. There shall be written policies for admission, promotion and graduation of students which shall appear

in at least one official publication of the program and which shall comply with applicable state and

federal laws and regulations.

2. The nursing education program shall be responsible for verifying the satisfactory completion of a

secondary school education program, or its equivalent, for each applicant before admission.

3. Previous education shall be established by the program from transcripts obtained and kept on file.

Graduation from an accredited or approved prior educational program shall be recorded.

4. Readmission and transfer. The program shall establish and adhere to written policies for transfer and

readmission. The program shall determine the remaining educational experiences necessary for the

student to meet the educational outcomes of the nursing education program.

5. Admission with advanced standing. Applicants with previous experience or courses of study relating to

nursing may be admitted to a program preparing for registered nurse licensure or practical nurse

licensure with advanced standing after an evaluation has been made by the nursing education program.

6. There shall be written policies that are implemented for safeguarding the health and well-being of the

students which shall include, but not be limited to, provisions for counseling and guidance and admission

physical examinations and which shall comply with applicable state and federal laws and regulations.

There are written standards and practices for admission, promotion, and graduation that

are publicly accessible and in multiple CT-CCNP and college publications. All nursing program

standards and practices established for the CT-CCNP are consistent with state and federal

regulations. Consistent standards and practices are also in place for readmission, promotion,

advanced placement, and transfer for each of the colleges offering the CT-CCNP. Tables 9.1 and

9.2 list pertinent standards and practices and identify where they can be found; copies of

referenced documents are included in the appendices.

CT-CCNP admissions standards and practices are made available as part of the CT-

CCNP Nursing Information Packet, a document made publicly available for all potential

applicants to the program. The Nursing Information Packet is available at the admissions offices

of the colleges that offer the nursing program. The document is distributed during information

148

sessions and is available online through the system website and on all college websites; see

Appendix F, CT-CCNP Nursing Information Packet (http://www.ct.edu/files/pdfs/nursing-info-

packet.pdf )) and Appendix G for a list of websites that are pertinent to the CT-CCNP. The

nursing program application and selection process are available in Appendices H and I.

Progression and promotion through the program are contingent upon successful

completion of sequential nursing courses and co-requisite courses. Nursing students are required

to earn a grade of at least 74% for successful completion of all nursing courses. Nursing students

must also earn a grade of a “C” in co-requisite courses. Grading and progression standards and

practices for the nursing programs are published in the 2015-2016 Nursing Student Handbook

(pages 9-32) and course specific requirements are in each course syllabus. In order to progress

to the subsequent course, students must also earn a clinical grade of satisfactory. The entire CT-

CCNP Nursing Student Handbook is available in Appendix J.

Students must meet both the graduation requirements of the Connecticut Board of

Regents, the individual college and the CT-CCNP. Policies for graduation are available in each

of the college catalogues.

All applicants to the CT-CCNP are required to provide proof of satisfactory completion

of high school and/or secondary school education as part of the CT-CCNP admissions process.

Applicants to the CT-CCNP are required to provide official college/university transcripts from

all colleges attended, regardless of the age of the transcripts and applicability to the nursing

program. Official student records are maintained according to state and federal regulations and

college policy at the college of attendance.

The CT-CCNP has specific readmission standards and practices listed in the CT-CCNP

Nursing Student Handbook. Students can be readmitted to the nursing program one time only. In

http://www.ct.edu/files/pdfs/nursing-info-packet.pdf

http://www.ct.edu/files/pdfs/nursing-info-packet.pdf

149

order to be eligible for readmission, the student must not be on clinical warning, must have a

minimum GPA of 2.70, must complete an exit interview within 30 days of leaving the program,

and must apply for readmission within 12 months of leaving the program and re-enroll within 18

months of leaving the program. Readmission standards and practices for the nursing program

are reviewed with the student during the exit interview (see Appendix J 2015-2016 Nursing

Student Handbook, pages 12-14).

The CT-CCNP readily considers internal transfer of students from one CT community

college to another. Acceptance for transfer to another college within the CT-CCNP is based on

availability of openings, faculty and clinical resources. Policies for internal transfer students are

outlined in the (see Appendix J 2015-2016 Nursing Student Handbook, pages 14-15).

Students who have successfully completed one or more nursing courses within the last 18

months at a program outside of the Connecticut Community College system are considered

external transfer applicants. Candidates for external transfer must meet all CT-CCNP admissions

requirements. The CT-CCNP publishes a Transfer Guide and a special application for external

transfer students. Both are available online at http://www.ct.edu/academics/nursing#external .

Appendix K contains both documents.

The CT-CCNP participates in the Connecticut League for Nursing Articulation Model for

Nurse Educational Mobility for Licensed Practical Nurses (LPNs). LPNs must meet all

admission requirements and apply for admission. LPNs may choose to begin the nursing

program in the first or third semester. LPNs that choose advanced placement into the third

semester must successfully complete the online Connecticut LPN to RN Articulation Bridge

Course through Charter Oak State College, a campus-based CT-CCNP LPN to RN transition


150

course (NUR*130 or NUR* 132), and all first and second semester co-requisite courses. Refer

to page 11 in the Nursing Information Packet for information provided to LPN applicants

Graduates of the CT-CCNP are strongly encouraged to continue their nursing education

to the baccalaureate level and higher. The CT-CCNP supports advancement of nursing through

education by offering graduates the opportunity to continue their education at a number of

baccalaureate and master's degree programs throughout the state and beyond. Pathways for

educational advancement that diminish or eliminate duplication have been aggressively

negotiated on behalf of all CT-CCNP graduates, minimizing the need for general student

advisement. The CT-CCNP has established articulation agreements and/or guaranteed admission

programs with ten of the twelve colleges and universities in Connecticut offering the

baccalaureate degree in nursing, most having been in place since 2010. The CT-CCNP is

currently within the final phases of negotiation with the remaining two Connecticut Universities

and several others. RN to MS pathways are in place with two universities. Articulation Fairs for

students are held at a variety of college locations throughout the academic year. Articulation

agreements are readily accessible to students and graduates on the CT-CCNP System website at

http://www.ct.edu/academics/nursing#agreements. Samples of articulation agreements between

the CT-CCNP and higher degree nursing programs are provided in Appendix L.

College policies addressing student health and welfare are developed in accordance with

guidelines put forth by the CT Board of Regents, the Connecticut State Department of Public

Health (DPH), the Centers for Disease Control (CDC) and the colleges. The nursing program has

specific health and safety requirements which are stated in the Nursing Information Packet

(Appendix F) and the 2015-16 Nursing Student Handbook, pp. 35-39 (Appendix J). They

include immunization requirements, physical exam, and completion of the Connecticut Hospital


151

Association Health and Safety Training Course

(http://www.chime.org/career/healthcourse2010/main.html). In addition to the CDC

recommendations, contractual agreements with clinical affiliate agencies serve as a basis for the

CT-CCNP Health Assessment Form for Students Participating in Clinical Activities and other

site specific requirements such as background checks and toxicology screening. See Appendix

M for a template of the CT-CCNP health form.

The Board of Regents has policies and guidelines that safeguard the health and well-

being of students attending all colleges within the system; in addition the colleges put into place

particular guidelines that are pertinent to their communities. Where there are program specific

implications, the CT-CCNP has standards and practices in place as well, noted in Table 9.1. The

CT-CCNP Nursing Student Handbook is provided to all incoming nursing students. Students

sign an “Acknowledgement of Receipt” to confirm their agreement to adhere to the standards

and practices as stated within the handbook. The page location of policy statements pertinent to

the Connecticut regulations for nursing education programs is also located in Table 9.1, CT-

CCNP Policy Documentation Sources.

http://www.chime.org/career/healthcourse2010/main.html

152

Table 9.1 CT-CCNP Standards and Practices Documentation Sources

Policies/Procedures

Impacting Students in the

Nursing Program

Nursing Program Documentation Sources Other Sources

Nursing

Information

Packet

Nursing

Transfer Guide

Nursing Student

Handbook

Websites*

Non-discrimination

statement

Page 16 Page 8 College Websites

CT-CCNP Website

BOR Website

General Admission policy Page 5 College Websites

CT-CCNP Website

BOR Website

Nursing Admission Policy Pages 5-8 College Websites

CT-CCNP Website

BOR Website

Nursing Readmission Policy Pages 12-14

CT-CCNP Website

Promotion and Academic

Standing

Page 9 Pages 9-11; 16-32 College Websites

CT-CCNP Website

BOR Website

Advanced Placement Page 11 College Websites

CT-CCNP Website

BOR Website

Transfer Page 11 Page 1-2 Pages14-15 College Websites

CT-CCNP Website

BOR Website

Graduation Standards Pages 15 College Websites

CT-CCNP Website

BOR Website

Student health & wellness

services and policies

Page 15 Pages 35-39 College Websites

CT-CCNP Website

BOR Website

153

CRITERION 10

The philosophy and educational outcomes of the nursing education program provide a

framework for the development, implementation and evaluation of the program.

[Regulations, Section 20-90-48(c) (4)]

(c) Philosophy and educational outcomes

(4) Provide the framework for the development, implementation and periodic

evaluation of the program.

The program philosophy and educational outcomes guide and organize the curriculum

and are based on the framework of the six core values (critical thinking, safe and competent

practice, caring, professionalism, communication and holistic care). These core values are the

essential components of each nursing course and form the foundation for the nursing curriculum.

The curriculum progresses from simple to complex and emphasis is placed upon the

student's ability to think critically, communicate effectively, practice safely and competently, and

demonstrate caring, holism, and professionalism when interacting with patients, families, and

health care team members. Student learning outcomes at the program course and class level

organize content and guide teaching and learning that assists the student in the development of

responsibility and accountability for professional nursing practice. Participation in

interprofressional approaches to patient care management in clinical learning experiences

reinforces the concept of holism. Current health care standards and evidence-based practice are

integrated throughout the nursing courses/curriculum.

Nursing faculty and directors conduct systematic and ongoing assessment of the nursing

program at the college and system levels. This occurs through the utilization of the Systematic

Plan for Evaluation (SPE), a framework aligned with the philosophy and educational outcomes

of the CT-CCNP in accordance with SBEN approval criteria and the Accreditation Commission

for Education in Nursing (ACEN) accreditation criteria. Each program utilizes an SPE that

includes the standards, criteria and components to be evaluated, expected levels of achievement,

154

time frames for assessment, person/group responsible, and assessment methods. Data is

collected, aggregated trended and analyzed to measure the expected levels of achievement. The

student learning (educational) outcomes form the basis for the evaluation process. A sample

SPE is provided in Appendix A (see Appendix A, GWCC, Sample Systematic Plan for

Evaluation).

Review of the criteria and/or data occurs at the system and college levels. CT-CCNP

committees, as defined by the bylaws, provide for assessment and evaluation of the common

components at the system level. The CT-CCNP admission standards, program policies, and the

curriculum are evaluated systematically through the Admissions Committee, Nursing Directors

Council and the Program Committee. As an example, ongoing curriculum assessment and

evaluation occurs at the level of the CT-CCNP Program Committee based upon which Ad hoc

faculty committees are formed to evaluate and analyze particular aspects and make

recommendations for improvement. Examples of such committees are the Psychiatric Experts

group, the Maternity Experts group, the NUR*205 Task Force and the Pharmacology Evaluation

Committee. These Ad hoc committees are comprised of faculty representatives from each CT-

CCNP programs and are brought together by the Director of System Nursing Curricular

Operations (DSNCO).

Colleges participate in system-wide full curricular evaluations per the SPE every three

years; as part of this process an NCLEX-RN mapping project was accomplished in 2012. The

2015 curriculum evaluation currently underway integrates the work of the Robert Wood Johnson

Foundation (RWJF) supported Connecticut Nursing Collaborative Action Coalition (CNC-AC)

regional curricular gap analyses that two CT-CCNP programs (GWCC and TRCC) participated

in. The gap analyses utilized the Massachusetts Department of Higher Education’s Nurse of the

Commented [PL3]: It might be nice to provide the GWCC Sample SPE, see shared drive.

Commented [PL4]: The following text in RED was added by L. Perfetto

Commented [PL5]:

Commented [PL6]:

155

Future Core Competencies (NOFCC) to measure “gaps” in education levels and practicing

nurses in accordance with the competencies and were performed in 2013. The NOFCC were

developed through the synthesis of competencies obtained from other states, current practice

standards, education accreditation standards, national initiatives, patient demographics and

healthcare profiles, the 2003 Institute of Medicine’s core competencies for healthcare

professionals and the Quality and Safety Education for Nurses model (QSEN, 2007). The CNC-

AC adopted the MA NOFCC as a framework for their initial RWJF funded project that focused

upon nursing education in Connecticut and strengthening academic/practice partnerships. As a

result of involvement with this work the CT-CCNP has enthusiastically embraced the MA

NOFCC, utilizing them as the focal point of the 2015 system-wide curriculum evaluation.

College level review occurs through forums such as Nursing Division meetings, Division

Retreats, and Nursing Curriculum Committee meetings. Data related to the approval and

accreditation standards is collected by the faculty and program directors from sources such as

student performance, student course and program evaluations, and meeting minutes reflecting

discussions and recommendations, on an ongoing basis. Data from graduate and employer

surveys implemented six months to one year following graduation complete CT-CCNP

evaluation. These evaluation surveys are based upon overall program educational outcomes (see

Appendix O Employer and Graduate Surveys).

CRITERION 11

The program shall meet regulations with regard to the minimum length and clinical hours

or credit hours. [Regulations, Section: 20-90-52(b)(c)]

20-90-52(b)(c):

(b) The curriculum shall integrate theory and clinical practice in a manner that shall cause the Nursing

Education Program graduates to meet the educational outcomes for registered nursing described in

Section 20-90-53 of the Regulations of Connecticut State Agencies.

156

(c) The minimum length of the nursing component of the program must be equivalent to four (4) fifteen

(15) week academic semesters and contain a minimum of thirty-five (35) semester hours of credit in

nursing. Fifty percent (50%) of contact hours shall be in supervised direct patient care experiences,

observational experiences and simulated experiences appropriate to the program's educational

outcomes, and laboratory experiences for the acquisition and practice of clinical nursing skills.

(Effective June 26, 1989; Amended May 4, 2004.)

The CT-CCNP is a sixty-eight credit program with thirty-eight credit hours allocated to

nursing and thirty credit hours allocated to general education courses. Greater than fifty percent

(50%) of the total credit/contact hours devoted to clinical nursing courses are dedicated to

supervised direct patient care experiences, observational experiences and/or simulated learning

experiences.

The CT-CCNP nursing curriculum is designed to progress from simple to complex and

allows the student to complete the program in the established and published program length of

four, fifteen week academic semesters. The program of study consists of sixty-eight (68) credits:

thirty (30) credits in general education (biological and social sciences, mathematics and

humanities) and thirty eight (38) credits in nursing. It follows the colleges’ standards for credit

and clock hours. Credits are based on one credit for fifteen (15) contact hours for theory and one

credit for forty five (45) contact hours for clinical/laboratory learning experiences. The general

education courses are offered at times which meet program requirements and the curriculum

plan. During the course of their educational experience, students will complete 1650 hours of

instruction.

These include 705 hours of didactic/classroom learning, 300 of which are nursing; and

135 hours of laboratory learning in the biological sciences. The 810 clinical hours are supervised

direct patient care experiences, goal directed observational experiences and/or

simulated/laboratory experiences. The program meets the curriculum criteria in Sec. 20-90-52 of

the SBEN regulations and is consistent with the policies and standards of the Board of Regents.

157

Table 11.1 shows the distribution of student credit/contact hours over theory (classroom),

laboratory and clinical learning settings.

158

Table 11.1 Plan of Study and Theory, Laboratory and Clinical Hours

Semester Courses Credit

Hours

Theory/

Hours

Clinical

Hours

Laboratory

Hours

Total Hours

Admission Requirements-7

credits

BIO*211Anatomy & Physiology I 4 45 45 90

ENG*101 Composition 3 45 45

Pre-Requisite

Requirements-4 credits

BIO* 212 Anatomy & Physiology II 4 45 45 90

First Semester

15 credits

NUR*101 Introduction to Nursing Practice 8 60 180 240

BIO*235 Microbiology 4 45 45 90

PSY*111 General Psychology 3 45 45

Second Semester

15 credits

NUR*102 Family Health Nursing 8 60 180 240

NUR*103 Pharmacology For Families Across The

Lifespan

1

15

15

PSY*201 Life Span Development 3 45 45

SOC*101Principles of Sociology 3 45 45

Third Semester

13 credits

NUR*201

Nursing Care of Individuals and Families I

9

60

225

285

NUR*202

Pharmacology For Individuals and Families with

Intermediate Health Care Needs

1

15

15

ENG*102

English Composition and Literature

3

45

45

Fourth Semester

14 credits

NUR*203

Nursing Care of Individuals and Families II

8

45

225

270

NUR*204

Pharmacology For Individuals, Families and Groups

with Complex Health Care Needs

1

15

15

NUR*205 Nursing Management and Trends 2 30 30

Elective-Humanities or Art or Composition 3 45 45

TOTALS General Education Credits = 30

Nursing Credits = 38

68

705

810

135

1650

159

CRITERION 12

The curriculum content meets the requirements stated in the regulations.

[Regulations, Section 20-90-53(1)-(9)] 20-90-53(1)-(9)

A graduate of a registered Nursing Education Program shall be able to:

(1) Perform the duties and responsibilities of the registered nurse within the framework of the nurse

practice Act, Chapter 378 of the Connecticut General Statutes;

(2) Synthesize knowledge from nursing theory and the biological, physical, social, and behavioral

sciences in providing health care to patients;

(3) Exercise critical thinking, ethical decision making, and independent judgment in using the nursing

process to provide care to patients;

(4) Apply the nursing process to design, implement, and evaluate care for patients using a variety of

technologies. The scope of care shall include preventive, curative, supportive, and restorative

nursing interventions in both institutional and community-based settings;

(5) Develop and implement a variety of teaching and learning strategies in the provision of health

teaching for patients in a variety of settings, using a variety of technologies;

(6) Identify the scientific basis for assessments and therapeutic nursing measures;

(7) Manage information and resources, contributing to the achievement of optimum patient outcomes in

a cost effective manner;

(8) Use leadership, management, delegation and collaborative skills as a member of a multidisciplinary

team within the health care delivery system to develop, implement, and evaluate health care provided

to patients; and

(9) Demonstrate professional accountability by acting as an advocate for patients and by maintaining

accepted standards of nursing care for a registered nurse.

(Effective November 29, 1983; Amended May 4, 2004.)

The CT-CCNP curriculum was implemented as a new, common curriculum offered at

five community colleges in 2008, with the first graduating class of students in May 2010. Three

colleges afforded students the opportunity to begin the program in the fall and spring semesters

to meet community need for nurses and to provide flexibility for students; since that time GWCC

and NCC have discontinued this option and TRCC has retained it. In 2011, Northwestern CT CC

was approved by the CT SBEN to offer the CT-CCNP program out of Winsted, Connecticut in

an accelerated model that requires one summer semester. Students at Northwestern begin the

program in the spring semester each year and continue through the summer, graduating the

following May.

The original curriculum was developed by faculty representing the original five

Connecticut Community Colleges with nursing programs over a period of three years. The

160

faculty incorporated professional standards from the Connecticut Department of Public Health

Nursing Education Program Regulations, the National League for Nursing, the American Nurses

Association, and the Joint Commission for the Accreditation of Healthcare Organizations

(JCAHO)/Institute of Medicine (IOM) Patient Safety Goals when developing the core values and

corresponding curriculum. This process occurred to ensure the program’s curricular content met

the requirements stated in the regulations. Through continuous assessment and evaluation of the

original CT-CCNP curriculum, strengthened by the collaborative relationships of faculty and

leadership of the six colleges, the curriculum has been aligned with the Massachusetts Nurse of

the Future Core Competencies (MA NOFCC), see Criterion 11. Appendix S illustrates this

alignment.

The curriculum represents a program of general education and nursing courses where

students receive preparation that is broad in scope, with a distributive foundation essential for

practice. The CT-CCNP educational outcomes emphasize the importance of the natural,

physical, social, biological and behavioral science in the preparation of graduates to care for

diverse patients across the life span. The program of study was developed to ensure that

concepts vital to these learning outcomes are integrated.

Courses in the social, behavioral sciences and humanities assist students to acquire

foundational understanding of how individuals are affected by and respond to their

environments. Students take English Composition (ENG 101) as an admission requirement to

the Nursing Program. Students continue with General Psychology (PSY 111), Life Span

Development (PSY 201), Principles of Sociology (SOC 101), and an elective course in the

humanities/fine arts area. An advanced English and Composition course assists students to

develop and refine written and oral communication skills and supports the CT-CCNP core value

161

of Communication. Additionally, these courses are aligned with the core value of

Professionalism by promoting the acquisition of writing skills necessary for professional

documentation of patient care.

The behavioral science courses (Introduction to Psychology, Life Span Development and

Introduction to Sociology) support the core values of Holistic Care and Communication. The

faculty believe that exposure to the humanities is essential for the student’s intellectual, social

and emotional growth, as well as for successful functioning as a health care professional in

society. All the general education courses required in the nursing program promote the core

value of Critical Thinking. The overall curriculum demonstrates an interdisciplinary approach to

the science and art of nursing.

CT-CCNP courses in the biological sciences help students to synthesize knowledge that

assists their ability to care for individuals in the context of their surroundings. Anatomy and

Physiology provides knowledge and application related to the human body and how it functions,

while Microbiology exposes learners to the study of microbes and their effects on individuals

and the environment. The science courses support the development of nursing curricular

concepts and the core values of Safe and Competent Practice and Critical Thinking. The origins

of an appreciation for the impact of nutrition, medications and health and wellness practices

begin with these courses in the biological sciences early on in the program of study.

The nursing content of the curriculum is based upon the philosophy of the program and

incorporates the six core values which are threaded throughout the nursing courses and form the

foundational framework for the course learning outcomes/ objectives, evaluation methods and

program learning outcomes. These core values include Critical Thinking, Caring and

subconcept Legal-Ethical which lead to the development of a practitioner who is able make

162

ethical decisions and exercise independent judgment in a variety of patient care settings. The

nursing process is the firm foundation for the development of nurses who possess the capacity

for clinical reasoning and effective, clinical judgment in the CT-CCNP curriculum. Students

learn, practice and apply the skills of assessment, diagnosis, planning, implementation, and

evaluation throughout the program to support their development of holistic and individualized

nursing plans of care.

As students’ progress through the nursing program, each successive course guides them

in applying the nursing process with increasing competency and complexity in support of their

developing ability to use the steps to exercise critical thinking in clinical decision making.

Students learn to provide safe and competent care to meet the nursing needs of patients from

infancy to old age in a variety of health care settings. Faculty use a variety of technologies to

meet the core value of Holistic Care and Safe and Competent Practice to ensure students

integrate current standards of nursing practice including preventative, supportive and restorative

nursing interventions.

The nursing faculty plan and implement student clinical experiences that provide a broad

range of in-patient, out-patient and community based health care experiences grounded in the

CT-CCNP nursing philosophy. This gives the students the opportunity to apply the core values

in a variety of clinical settings. Clinical experiences that engage students in interdisciplinary

rounds, team huddles and interprofessional patient care management meetings specifically

support the development of the vital skills of interprofessional collaboration. As students apply

theory to practice in the care of their assigned patient(s) their awareness of the systems that

support restoration of health and disease management begins to emerge as faculty emphasize

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elements of the continuum of care. Such experiences foster an appreciation for the collaborative

professional relationships required to deliver safe, competent patient centered care.

Student clinical performance is evaluated by faculty using performance criteria derived

from the core values and student learning outcomes for each course. These evaluations address

the competencies of graduates in the regulations [(Section 20-90-53(1)-(9)]. Performance criteria

are measureable and show progression from simple to complex across the clinical nursing

courses. At the beginning of each course, students are provided with the leveled performance

criteria and method of evaluation. Students participate in weekly formative evaluation

conferences with their clinical instructors and are provided with a summative evaluation at the

end of each clinical learning experience. Appendix P shows the cumulative clinical evaluation

criteria for all clinical courses.

The CT-CCNP faculty believe that nursing education is an interactive process based on

mutual trust, respect, and caring between faculty and students; they believe that the learning

environment should be conducive to the development of self-awareness and self-direction. For

these reasons, faculty develop learning experiences that reflect the level of student knowledge,

skills and attitudes in each nursing course. The faculty recognize that each student is unique and

that individual learning is affected by intellectual and physical development, learning styles,

readiness to learn, motivation and prior learning. A variety of instructional methodologies that

actively involve students in the learning process are utilized to facilitate acquisition of

knowledge and skills in a manner that meets their needs.

The core values of Safe and Competent Practice and Caring emphasize the acquisition of

essential knowledge, skills and attitudes related to professional nursing. Students learn to apply

standards of nursing care that integrate scientifically supported evidence for the provision of

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nursing care designed to improve patient outcomes. Students learn to provide comfort,

compassion, concern and advocacy through role modeling faculty and practicing nurses in

patient care settings and through simulation. Courses integrate learning experiences that provide

students with opportunities to become familiar with the health care system along the continuum

of patient care. Students learn to manage clinical/patient information sources effectively and

sensitively with experiences that integrate Electronic Health Records. The effective use of

healthcare resources is a component of each and every clinical experience today. In addition to

these tenets, the commitment to prepare graduates to provide safe and competent care to

individuals, families, and groups using evidence-based practice, quantitative reasoning, and

technical proficiency and to create an environment where therapeutic interventions reflect a

respect for human dignity is evidenced through these stated program outcomes.

The nursing curriculum includes eight (8) nursing courses. Students take three (3)

nursing courses during the first year of the nursing program. Appendix Q contains course

descriptions, for all nursing courses in the curriculum.

In the first semester students are enrolled in NUR*101: Introduction to Nursing Practice.

This eight (8) credit course provides the concepts fundamental to nursing practice. Emphasis is

placed on application of the nursing process, communication, and basic skills acquisition.

During this semester, nursing students care for patients on medical-surgical units or in long term

care or rehabilitation settings, providing basic nursing care.

During the second semester of the first year of the nursing program, students are enrolled

in NUR*102: Family Health Nursing. This eight (8) credit course focuses on issues affecting the

family, including childbearing, childrearing, care of the older-adult, end-of-life care, and

intermediate health care needs of limited duration. Students have clinical rotations that provide

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experience caring for medical-surgical patients across the lifespan as well as caring for the

childbearing family. Students are concurrently enrolled in a one (1) credit course NUR*103:

Pharmacology for Families Across the Lifespan. This course focuses on the safe use,

pharmacological principles, indications and nursing implications related to drug therapy when

caring for individuals and families. Emphasis is placed on medications used with perinatal,

neonatal, pediatric, geriatric and perioperative patients.

Students enroll in five (5) nursing courses over the course of the second year of the

program. NUR* 201: Nursing Care of Individuals and Families I, is a nine (9) credit course.

This course focuses on the holistic care of individuals and families across the lifespan with

health care needs effecting the endocrine, respiratory, gastrointestinal, cardiovascular conditions

and selected mental health disorders. Bioterrorism as a health care issue is addressed. Clinical

laboratory experiences take place in a variety of acute care and community health care settings

providing care to patients across the lifespan. During this semester, the student is increasingly

challenged in the clinical area with more complex patient assignments. This course is taken

concurrently with NUR*202: Pharmacology for Individuals and Families with Intermediate

Health Care Needs, a one (1) credit course. This course focuses on the safe use,

pharmacological principles, indications and nursing implications related to drug therapy when

caring for individuals and families with intermediate health care needs. Emphasis is placed upon

medications used when caring for patients with endocrine, respiratory, gastrointestinal,

cardiovascular and select psychiatric disorders.

During the final semester of the nursing program students are enrolled in three (3)

courses. The eight (8) credit nursing course: NUR*203: Nursing Care of Individuals and

Families II, focuses on the holistic care of individuals and families across the lifespan with

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complex health care needs effecting renal, oncological, neurological and select psychiatric

disorders as well as multisystem organ dysfunction; this course also addresses bioterrorism and

the care required for mass casualties. Students have the opportunity during the clinical rotation

to incorporate critical thinking, caring behaviors, professionalism, and communication skills

when providing nursing care in a variety of acute, long-term and/or community settings. This

course allows students to manage a multi patient assignment with an emphasis on safe and

competent practice. There are also observational experiences in community based care settings.

NUR*204: Pharmacology for Individuals, Families and Groups with Complex Health

Care Needs, a one (1) credit course is taken concurrently. During this semester, the curriculum

focuses on pharmacologic principles, indications and nursing implications related to drug therapy

in the care of individuals, families, and groups with complex health care needs. Emphasis is

placed upon medications used for patients who have acute and chronic renal failure, oncology

and neurological conditions, multi-system dysfunction and patients who choose alternative

therapies.

The third course taken during the final semester of the nursing program is a two (2) credit

course: NUR*205: Nursing Management and Trends. This course explores the basic principles

of management, leadership, delegation and collaborative relationships in the workplace and as

they relate to providing safe and competent care for a diverse patient population. The focus is on

the utilization of critical thinking skills to make decisions, priority setting, delegation, legal

parameters of nursing practice and ethical issues. The student expands the concept of caring to

the profession of nursing through collegial and interdisciplinary communication. The course

facilitates the transition of the student into the profession and his/her role in contemporary

nursing practice.

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The faculty designed this curriculum so that at the end of the program, the graduate

would demonstrate skills related to the core values of Critical Thinking, Safe and Competent

Practice, Caring, Professionalism, Communication and Holistic Care. As entry-level

practitioners, they will demonstrate professional accountability in the role of registered nurse and

maintain accepted standards of nursing care as they fulfill the role of patient/client advocate.

Table 12.1 shows the entire CT-CCNP Program of Study. Appendix R defines the

relationship between the program (student learning) outcomes, core values, course objectives,

student learning activities and evaluation methods. Appendix S aligns the CT-CCNP Student

Learning Outcomes and Core Values with nursing Professional Standards as integrated through

the MA NOFCC and the CT-CCNP course objectives across the curriculum.

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Table 12.1 LP will upload most current formatted version

CONNECTICUT COMMUNITY COLLEGE NURSING PROGRAM (CT-CCNP)

Capital Community College, Gateway Community College,

Naugatuck Valley Community College, Northwestern Connecticut Community College,

Norwalk Community College, Three Rivers Community College

CT-CCNP PROGRAM OF STUDY

The following program of study reflects a full-time curriculum plan that students enrolled in the nursing program are required to

complete for graduation. Many students make the decision to enroll in the nursing program on a part-time basis, taking the

general education courses prior to the nursing courses. Non-nursing courses must be taken in the semester indicated in the plan

of study below or may be taken earlier; nursing courses must be taken in the stated sequence.

The admission and pre-requisite requirements of BIO*211: Anatomy & Physiology I, BIO*212: Anatomy & Physiology II, and

ENG*101: English Composition are credits (11 credits) that are part of the total 68 credits required for graduation. BIO*211 and

ENG*101 must be completed prior to submitting an application; BIO*212 may be in progress and the applicant may be accepted

pending successful completion with a grade of C+ or higher. Please refer to page 6 of this packet for a complete list of admission

requirements.

A grade of C is required for all co-requisite courses in the nursing plan of study unless a higher grade is required for admission to

the program. Co-requisite courses must be satisfactorily completed before or during the semester in which they are scheduled in

the curriculum. Students who fail to complete required co-requisite courses may be dismissed from the program.

ADMISSION REQUIREMENTS Credits

+BIO*211: Anatomy & Physiology I

+ENG*101: English Composition

4 creditENG*101: English Composition

PRE-REQUISITE REQUIREMENTS:

+BIO*212: Anatomy & Physiology II

Credits

4

3

4

Credits

FIRST SEMESTER Credits

NUR*101: Introduction to Nursing

Practice 8 credits

+BIO*235: Microbiology

+PSY*111: General Psychology 4 cre

8

4

3

SECOND SEMESTER

NUR*102: Family Health Nursing

NUR*103: Pharmacology for Families

Across the Life Span

+PSY*201: Life Span Development 3 credits

+SOC*101: Principles of Sociology

8

1

3

3

THIRD SEMESTER

NUR*201: Nursing Care of Individuals

and Families I

NUR*202: Pharmacology for Individuals

and Families with Intermediate

Health Care Needs

+ENG*102: English Composition &

Literature

9

1

3

FOURTH SEMESTER

NUR*203: Nursing Care of Individuals

and Families II

NUR*204: Pharmacology for Individuals

Families, & Groups with

Complex Health Care Needs 1 credit

NUR*205: Nursing Management and

Trends

+Elective: Humanities++ or Fine Arts

8

1

2

3

Total Program Credits - 68 credits (General Education Credits - 30 credits; Nursing Credits - 38 credits)

+ There may be a prerequisite course that must be successfully completed prior to taking the course.

++ Norwalk Community College requires one interdisciplinary course to fulfill core curriculum requirements .

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CRITERION 13

The NCLEX success rate for program graduates is at or above 80%.

[Regulations, Section 20-90-47(b)(1)(2)(A)]

20-90-47(b)(1)(2)(A)

(b) Full approval:

(1) Full approval is granted by the board with the consent of the commissioner after the

initial period of approval based on evidence that the program is meeting its educational

outcomes as demonstrated by an acceptable level of graduates' performance, as defined in

subdivision (2) of this subsection.

(2) An acceptable level of a program's graduates' performance shall be defined as:

(A) demonstrated mastery of nursing principles as evidenced by an

average passing rate of at least 80% of students taking the licensing

examination prescribed pursuant to Section 20-92 of the

Connecticut General Statutes, upon their first attempt after

graduation, as reported from May 1 to April 30.

Collectively, CT-CCNP NCLEX-RN first time pass rates have exceeded the national

mean for associate degree graduates since 2011. Each individual CT-CCNP program has

maintained the same since 2012 without exception. Overall, the programs consistently exceed the

national mean. This pattern of success can be attributed to experienced faculty, the support of

leadership at the program, college and system levels and increased opportunities for

collaboration and sharing of best practices among the colleges. Table 13.1 represents a detailed

account of the first time NCLEX pass rates from 2010-2014 (and for 2015 as is currently

available at the time of this writing), benchmarked against the national ADN mean for colleges

now represented in the CT-CCNP.

The commitment to provide students with ongoing NCLEX preparation throughout the

program has continued. In addition to curricular college based testing based upon the NCLEX-

RN blueprint, as of August 2012, the CT-CCNP entered into agreement with the Assessment

Technologies, Inc. (ATI) to provide students with the opportunity to experience nationally

referenced testing that is grounded in the content and sequence of learning experiences of the

CT-CNP curriculum. Faculty have worked with the DSNCO to align ATI testing with student

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learning outcomes in an effort to provide an accurate match with NCLEX style testing and

standards.

Student performance measures throughout the program are collected, trended and

analyzed at the college and system levels and are benchmarked against ATI tests that are aligned

with the curriculum. To encourage student investment in ATI testing and resources in the

promotion of their success, the CT-CCNP Program Committee developed a protocol to award

students points based upon their performance on the ATI course based tests. This was

approached cautiously and conservatively so as not to over-emphasize the importance of the ATI

tests and to avoid the perception and implications of high-stakes testing. Provided students are

invested in their performance, curricular alignment with the ATI tests have enabled faculty to

examine and evaluate not only the curriculum, but their particular areas of emphases and

delivery.

In addition, students who complete the final semester are provided with a three day Live

Review /NCLEX preparatory course provided by ATI. Prior to beginning the ATI NCLEX

preparatory course, students take the ATI RN Comprehensive Predictor designed to predict

success on the NCLEX-RN. ATI faculty review student performance on the test and emphasize

material accordingly during the live review. Since 2014, students have been provided with the

opportunity to take the RN Comprehensive Predictor a second time following their own

preparation for the NCLEX-RN to provide them with an additional measure of their readiness.

An automated approach to student outcomes assessment that aligns program performance

measures with performance on the ATI standardized tests and NCLEX-RN outcomes is currently

in the final phases of development at the system level. This approach to outcomes assessment

will enable thoughtful, constructive and ongoing curriculum evaluation and development.

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Table 13.1 CT-CCNP Colleges NCLEX-RN Success Rates as Compared to National Mean

2010-2014 (To be formatted and inserted)

CT-CCNP Colleges NCLEX-RN Success Rates as Compared to National Mean

Graduation

Year

Capital

CC

Gateway

CC

Naugatuck

Valley CC

Norwalk

CC

Three

Rivers

CC

National

Mean

2010

2011

2012

2013

2015

2015

**Data obtained from the National Council of State Boards of Nursing Website.

https://www.ncsbn.org/1237.htm

https://www.ncsbn.org/1237.htm

172

Table 13.3 Initial NCLEX-RN Success Rates

for Initial SpringSpring 2010Graduation Cohorts by College

Initial NCLEX-RN Success Rates

for Spring 2015 Graduation Cohorts by College

College

Number of

Graduates/Candidates

Percentage Passed

as of 9/1/10

Number of

Graduates/Candidates

Outstanding

Capital CC 86 84% (64/76) 10 (2 out of state)

Gateway CC 88

Naugatuck Valley

CC 87 87 96% (78/81) 6

Norwalk CC 47 86% (36/42) 5 (2 out of state)

Three Rivers CC 38 97% (38/37) 1

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CRITERION 14

A mechanism exists to evaluate mastery of nursing practice as evidenced by an evaluation

of graduates’ clinical skills conducted in a manner approved by the Board. [Regulations,

Section 20-90-47(b)(2)(B)]

20-90-47(b)(2)(B)

(b) Full approval:

(2) An acceptable level of a program's graduates' performance shall be defined as:

(B) demonstrated mastery of nursing practice as evidenced by an evaluation of

graduates' achievement of the educational outcomes required by Section 20-90-

53 or 20-90-56, as applicable, of the Regulations of Connecticut State Agencies, in a

manner approved by the board.

Section 20-90-53

A graduate of a registered Nursing Education Program shall be able to:

(1) Perform the duties and responsibilities of the registered nurse within the framework of the nurse

practice Act, Chapter 378 of the Connecticut General Statutes;

(2) Synthesize knowledge from nursing theory and the biological, physical, social, and behavioral

sciences in providing health care to patients;

(3) Exercise critical thinking, ethical decision making, and independent judgment in using the nursing

process to provide care to patients;

(4) Apply the nursing process to design, implement, and evaluate care for patients using a variety of

technologies. The scope of care shall include preventive, curative, supportive, and restorative

nursing interventions in both institutional and community-based settings;

(5) Develop and implement a variety of teaching and learning strategies in the provision of health

teaching for patients in a variety of settings, using a variety of technologies;

(6) Identify the scientific basis for assessments and therapeutic nursing measures;

(7) Manage information and resources, contributing to the achievement of optimum patient outcomes in

a cost effective manner;

(8) Use leadership, management, delegation and collaborative skills as a member of a multidisciplinary

team within the health care delivery system to develop, implement, and evaluate health care provided

to patients; and

(9) Demonstrate professional accountability by acting as an advocate for patients and by maintaining

accepted standards of nursing care for a registered nurse.


The program measures mastery of nursing practice by performance on the NCLEX-RN

and graduate and employer surveys. NCLEX results are reported in Criterion 13. The CT-CCNP

graduate and employer surveys measure graduate and employer perception of achievement of

student learning outcomes and competencies, and the ability of the graduate to function as a

beginning/entry level practitioner.

Surveys are sent to graduates and employers six months to one year following program

completion. The surveys, developed by the faculty and directors, are based upon the end of

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program student learning outcomes and include measureable performance criteria for

respondents to evaluate.

Historically, all five programs have met their benchmarks related to performance on

NCLEX and employer and graduate surveys. Appendix O includes results of the graduate

surveys at the system level for graduates of the CT-CCNP from 2010-2014.

Section to be provided by each college that addresses results of Graduate and Employer

Surveys from 2010-2014/15

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CRITERION 15

The resources, facilities and services are adequate to achieve program objectives.

[Regulations, Section 20-90-50(a)]

The parent institution responsible for the nursing education program shall provide facilities including: a

library offering resources and services, office space, conference rooms, classrooms, and nursing laboratories

sufficient to meet the needs of the program.

In general the colleges with nursing programs possess adequate resources to implement

the nursing program and to meet student needs. The colleges plan and implement their program

budgets in collaboration with college administration and in accordance with processes that are

integral and specific to each college’s policies, procedure and governance.

System Support for the CT-CCNP

Board of Regents for Higher Education (BOR) as the governing body for the Connecticut

State Colleges and Universities (CSCU) supports the CT-CCNP programs through planning and

fiscal provisions based upon student enrollment, course credit hours, faculty to student ratios and

collective bargaining agreements. CT-CCNP full time and part time faculty enjoy competitive

compensation packages and the support of one of two collective bargaining units as members.

The BOR has maintained both the CT-CCNP Director of System Nursing Curricular

Operations (DSNCO) and the Nursing Admissions Specialist positions since their original

establishment during academic year 2007-2008. The DSNCO qualifications mirror those of the

college based Academic Division Directors of the nursing programs. This individual supports the

nursing academic division directors and faculty in the establishment and maintenance of program

standards and practices, curriculum development, outcomes assessment, program approval and

accreditation processes, and with the implementation of the centralized admissions process,

standards and practices all in support of the of the CT-CCNP common curriculum. See

Appendix T, Position Description for the Director of System Nursing Curricular Operations.

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A full time masters prepared Nursing Admissions Specialist directly supports the

common admissions policies and practices in collaboration with the colleges offering the nursing

program. The originally appointed individual left the position in 2014 at which time the Provost

requested an analysis of the role and responsibilities prior to refilling the position. A search

commenced within one month of the resignation and the new individual was seamlessly

integrated and remains in the position since October 2014. See Appendix U, Position

Description for the Nursing Admissions Specialist (NAS).

The DSNCO and NAS are specifically dedicated to the nursing program with offices

housed at the BOR Offices at 61 Woodland Street in Hartford, which along with offices at 39

Woodland Street support all 17 CCSU educational institutions. Fiscal support for both positions

is acquired through the CSCU system. Though full time administrative and assistive support was

requested for these positions at their inception, a part time temporary position was put into place

in 2010 and remained through December 2012 when the individual resigned. Due to state fiscal

restraints the position has not been re- established.

System- wide committees are in place in support of the maintenance of the common and

centralized admissions standards and practices, all program specific student standards and

practices and the common curriculum. Committees of representatives from each college with a

nursing program exist in accordance with the CT-CCNP Bylaws. See Appendix E, CT-CCNP

Bylaws.

College specific resources, facilities and services are described in the following sections.

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Resources, Facilities and Services in Support of the CT-CCNP at


Clerical and Support Staff

One full-time secretary, assigned to the Director, manages the secretarial needs of the

Director and nursing faculty.

A half-time nursing laboratory teacher helps students with motor performance skills,

transferring nursing process to the plan of care, and providing individual tutorial assistance. A

mechanism for the faculty to make student referrals to the lab instructors is in place. The Lab

instructor has developed clinical teaching modules to support clinical content in various courses,

such as providing additional instruction in aspects of the psychiatric nursing clinical in NUR

203, or basic nursing skills labs of NUR 101. In addition, the laboratory instructor attends

course meetings and collaborates with the faculty to support materials necessary for each nursing

course. Currently, the lab instructor is a registered nurse with an MSN and PhD.

Media Services provides a variety of services to the nursing faculty. Media staff assists

faculty with preparing various instructional materials in media, such as videos, graphics, and

computer-based presentations. One important example is continuing support for nursing faculty

who teach on-line pharmacology courses. Media Services continues to work with faculty in

producing numerous computer-based presentations using Microsoft PowerPoint that include

extensive graphics and photographic materials. Media Services also has the capability to

downlink satellite video conferences for nursing faculty. Media Services is also responsible for

the college video bulletin board, located on television monitors in the cafeteria and lobby, which

apprise nursing students of timely instructional events.

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The Learning Center at the College is available to all students requiring academic

assistance. There is no charge to college students requesting tutorial assistance. The Director of

Nursing and Director of the Learning Center meet regularly to discuss student needs and design

tutoring to assist nursing students with study skills, critical thinking and test taking strategies.

The Continuing Education and Community Services Department offers a variety of

continuing education programs for nurses. Faculty and students find useful classes provided by

clinical experts in nursing. The CPR Certification continues to be provided and the NCLEX-RN

review course and both are well attended by nursing students.

All institutional support services described in the catalog and the Student Handbook are

available to nursing students and faculty. A member of the Counseling staff is assigned to the

Division and attends Division meetings. The counselor assists nursing faculty in their role as

student advisors, by them to use Banner (the Connecticut Community Colleges computerized

record keeping system/student information system), and meeting with students in groups and

individually for counseling and academic support.

The college has eight computer laboratories equipped with interactive terminals,

microcomputers, and a video interactive computer for faculty and students to learn computer

skills. Staffs from the Computer Resource Center and the Administrative Data Center assist

faculty and students to learn computer skills. Full time faculty all have updated computers in

their offices and laser printers. Faculty take advantage of computer instruction and all can access

college resources on line.

Library and Learning Resources

The library resources are comprehensive, current, developed with nursing faculty input,

and accessible to all faculty, staff and students at Capital Community College.

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The entire 5th floor (25,000 square feet) is dedicated to the library, with seating for more

than 230 students and access to 58 computers. The library provides nine study rooms for small

groups, as well as an instructional computer lab which contains 21 computers and an instructor’s

station. In addition, there is a periodicals reading room which contains current newspapers,

magazines and journals for patron use and a quiet study area in which the volume is monitored

for those students who prefer a near silent setting. The college library is open 58 hours per week,

including evenings and Saturdays. All services are available during open hours. The library has a

collection of over 43,000 volumes, 1,944 non-book items, over 150 serials and access to over 50

web-based databases which support the curriculum studied at the college and provide a wide

variety of scholarly journal articles, magazine articles, and other resources. Specific to nursing,

there are 2,319 circulating books, 352 reference books, 343 videos, 58 anatomy models, and 8

journals titles.

In addition to the local collection, students can access regional and state resources

through the reQuest network, which is accessible via the library website. reQuest is the

Statewide Library Catalog of Connecticut. It contains over 5 million titles from more than 400

academic, public, school and special libraries in the state. Not only does reQuest allow students

to search the holdings of nearly all public libraries in the state of CT, but it also provides access

to medical and academic libraries, such as Central Connecticut State University and the

University of Connecticut at Storrs.

Library staff can also procure resources for patrons on a larger scale through the OCLC

network. OCLC provides access to the holdings of millions of volumes through both nationwide

and global libraries. The library also subscribes to nursing and health-specific databases. The

Cumulative Index to Nursing and Allied Health Literature (CINAHL) with Full-Text is a

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comprehensive research database which provides access to over 700 full-text nursing and allied

health journals. The library also subscribes to Health Source: Nursing/Academic Edition,

Medline and Salem Health. There are over 350 full text journals in the Health Source database,

237 of which are peer-reviewed. Medline includes 1450 journals and is indexed with the U.S.

National Library of Medicine’s Medical Subject Headings (MeSH). Salem Health provides

access to healthcare content from medical guides, on the subjects of infectious diseases and

conditions, addictions and substance abuse, cancer, and psychological and mental health, among

others. Additional databases include: Psychology and Behavioral Science (530 full-text journals)

and PsychInfo (3.7 million records). All databases can be accessed remotely via myCommnet

which utilizes a proxy server. Students, faculty and staff utilize their Net I.D. and password to

gain access to the databases via myCommnet. Students, faculty and staff also have access to

additional databases provided by the Connecticut State Library through iCONN, a core level of

information resources sponsored by the State of Connecticut, either by direct access from the

college, or off-campus via the myCommNet portal to the proxy server. In addition, Capital

Librarians are available to answer remote questions during library hours through both email

and/or phone service.

Each academic year, approximately 10% of the library budget is utilized to update the

nursing collection including books, electronic databases, journals and DVDs. The library staff

and nursing faculty also work cooperatively to choose additional books and remove outdated

texts or other material.

Services available to nursing students and faculty include library and information

instruction, reference service, interlibrary loan, and a system for reserve materials. Library staff

upload nursing reserve articles to faculty online course shells through BlackBoard Learn when

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requested by nursing faculty. Nursing textbooks and ancillary materials for designated courses

are placed on reserve. Nursing faculty and students make extensive use of the library reserve

service.

The Library Director serves as library liaison to the Nursing Department and attends

monthly Nursing Division meetings to regularly communicate with faculty and gather feedback

on research and/or informational needs in the upcoming semester. These meetings are an

opportunity for the Library Director to inquire about specific curricular needs and then follow-up

with the Library Committee that is comprised of nursing faculty. Currently, the Library Director

is working with the Library Committee to ensure that all reserve materials are updated and

inclusive of all nursing courses offered at Capital. Nursing students heavily utilize the nine

group study rooms and the anatomy models (realia) that the library has available for checkout for

two hour time periods. Nursing Faculty work with the Head of Instruction Librarian should they

need to schedule a specific instructional session that focuses on a specific topic and/or

information literacy skill(s). Students are encouraged to receive additional assistance from the

Reference Librarians should they need one-on-one instruction or guidance utilizing library

resources.

The library’s information literacy instructional program teaches the students how to

determine the extent of the information needed, and how to locate and access this information in

the library collection in their chosen discipline. Students are also instructed how to critically

interpret and evaluate various information sources as well as incorporate that information into

their own knowledge base. The information accessed and evaluated is used for classroom

assignments, research papers and/or projects. (Information Literacy Competency Standards for

Higher Education, http://www.ala.org/acrl/standards)

http://www.ala.org/acrl/standards

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Offices for the Nursing Administrator, Faculty Members and Staff

Offices for the Director of the Division of Nursing, nursing faculty and the secretarial

staff are adequately equipped with a desk, chairs, bookshelves, locked filing cabinets, computer

and a printer. Private office space enables faculty and students to meet confidentially to discuss

progression in the program and student concerns.

Classrooms, Laboratories and Conference Rooms

Nursing faculty utilize the largest classroom in the building which is a tiered lecture hall

large enough to accommodate approximately one hundred fifty (150) students. The room is fully

equipped with technological teaching devices. These include: a ceiling-mounted multimedia

projector capable of displaying video and computer-generated signals; the large motorized

screen; document camera; and a teaching station in the front of the room, a public address system

with lectern and wireless microphones and VHS videocassette player. This classroom has a

telephone, blackboard, and three entrances for safety.

The community room and auditorium on the eleventh floor of the building are available

and are utilized for large group activities. Conference rooms are available for faculty use on a

space available basis. The three large simulated laboratories are furnished with modern hospital

furniture, equipment and supplies to allow students to practice nursing skills throughout the

school year. Students are also required to buy “Nurse Packs” in NUR101. These packs contain

supplies for practice of basic nursing skills and students bring them to the assigned learning lab

experiences. All three labs have computers, document cameras, laser discs, CD-ROM, and

monitors.

Space for Equipment and Instruction Materials

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The nursing laboratories have locked and unlocked cabinets for storage of small

equipment and supplies. Three large locked storage areas house larger equipment and supplies.

Faculty mail baskets are located in the nursing laboratory storage area for faculty/student

communication.

Faculty

The CT-CCNP has a Director overseeing the program. Sixteen full-time faculty and

twenty-five part-time faculty work in the program. In clinical instruction, a 1:7-8 ratio between

instructor and students ensures proper clinical supervision to meet the outcomes of the courses.

See Criterion 6 for more information about the faculty. Faculty and administrative salary levels

support recruitment and retention of faculty. The collective bargaining units guide faculty

salaries and payment of overload.

Financial Resources

The State Support provided to the College through allocation of funds from the Board of

Regents Connecticut Community Colleges system is sufficient to support the program goals and

outcomes. In the past year, the Director of Finance has worked closely with the Director of

Nursing to prepare required Financial Information to the BOR Statewide Nursing Planning

Committee.

In addition, the Director of the Division works closely with the Academic Dean to plan

carefully for program needs. In summary, resources, facilities and services available at Capital

Community College are adequate to achieve nursing program outcomes. A breakdown of

funding provided for the CCC nursing program is contained in the chart below.

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Capital Community

College Nursing Budget:

FY13 FY14

Full Time Nursing Faculty $2,010,726 $2,047,394

Clinical Nursing Faculty $ 999,411 $1,204,699

Operating Budget $ 52,592 $ 52,101

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Resources, Facilities and Services in SupportSupport of the CT-CCNP at


Gateway Community College allocates adequate resources, facilities and services to

maintain a high quality, state-of-the-art learning environment to meet nursing program outcomes.

The fiscal allocation of funds is equitable and comparable to other programs in the institution.

The Allied Health & Nursing Division operates using three budget areas: faculty and staff

salaries, the division operating budget, and the clinical faculty/Educational Assistant (EA)

budget. In addition, the nursing program has been the recipient of several grants which

supplement the budget. Salaries for the nursing faculty and staff are determined at time of hire,

and increase either with collective bargaining agreements and/or promotion. The faculty and

staff salaries are not part of the budget request process at the division level. The clinical

faculty/Educational Assistant (EA) budget is a separate line item in the college’s budget

distributed by the ConnSCU Board of Regents (BOR).

During the spring semester, the Nursing Director is provided with an operating budget

breakdown based upon the previous fiscal year allocations and spending, as are other college

division directors or department chairs. The division budget is discussed at a division meeting to

ensure the proposal is aligned with division needs and goals. The Nursing Director then prepares

an annual budget request with input from faculty, and submits the proposal to the Dean of

Academic Affairs and the Finance Director. For the past several years, due to state budgetary

constraints, there has either been a flat budget or minimal budget reductions to each department

or division within the college. The final approved budget allocations are reviewed with the

faculty at the beginning of the fall semester. Funds for purchase of capital equipment (equipment

costing more than $1,000) are usually available on an annual basis based upon appropriations

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from the ConnSCU BOR. In recent years, capital funds have not been readily available to the

college.

The clinical faculty/Educational Assistant (EA) budget is a separate line item in the

college’s budget distributed by the BOR. The Nursing Director and the course leaders determine

the part-time clinical faculty and laboratory assistant needs for the program each semester. The

Nursing Director submits a worksheet outlining part-time faculty and laboratory assistant needs

to the college Finance Director.

The nursing program at Gateway seeks and obtains grant funds to enhance the programs’

operating budget allocation that aid in the operation of the unit and assist in achieving the

program goals. Currently, the Nursing Division budget is supplemented by grants from the

Annie E. Casey Foundation for over $150,000 and from the federal Perkins grant for over

$30,000. In addition, the Nursing program was the recipient of $500,000 from Yale-New

Haven Hospital to fund the establishment of the nursing suite at the new downtown campus. The

nursing suite consists of a 100-person classroom, 20-person computer lab, 20-bed skills

laboratory and a simulation suite.

Professional development is funded through a negotiated amount between the collective

bargaining units. The total amount varies from year to year; however, all full-time professional

faculty and staff are entitled to access these funds. Additional professional development funds

have been available through grants from the Gateway Foundation and the federally-funded

Perkins Grant. Over the past five years, the Nursing Director and faculty members have

attended national conferences such as the NLN Education Summit, the ATI Education

Conference, the International Nursing Association for Clinical Simulation & Learning

(INACSL) Conference, and local conferences offered through the CT League for Nursing, CT

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Nurse’s Association and local health care institutions using professional development funds.

The nursing program has also funded part-time clinical faculty to enroll in the online Clinical

Faculty course through the Connecticut League for Nursing. The CT-CCNP has held several

system-wide professional days for faculty at the six community college nursing programs. The

ConnSCU System also sponsors professional development activities for all college faculty

through an annual system-wide professional development day, and individual seminars

throughout the year. On campus, GCC’s Center for Teaching offers free faculty development

programs on a regular basis.

The college has been committed to the success and expansion of the nursing program

since it was established in 2002. The President has strongly advocated for additional faculty

slots for the college and has generously allocated them to the Nursing program. In the past five

years, the nursing program was allocated three additional faculty positions, bringing the total

nursing faculty positions to twelve. There is currently one faculty vacancy which is on hold due

to the state hiring freeze. A breakdown of funding provided for the GCC nursing program is

contained in the chart below for FY 14 and FY 15.

Budgets for previous years along with the budgets of other departments within the

college are available for viewing in the Nursing Director’s office and the Finance Director’s

office.

Gateway Community

College Nursing Budget

FY 14

(actual)

FY 15

Full-time Nursing Faculty

(without fringe benefits)

$762,252.00 $842,178.00

Clinical Nursing Faculty

$340,197.00 $618,903.00

Operating Budget

$42,764.00 $34,435.00

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PHYSICAL RESOURCES

Gateway Community College has adequate physical resources to support the learning

outcomes of the nursing program. The College relocated to a new campus site in downtown

New Haven in the summer of 2012. GCC’s new campus is one of the largest construction

projects the state of Connecticut has ever undertaken. It also is the only public college campus in

Connecticut designed to achieve Leadership in Energy and Environmental Design (LEED®)

Gold certification from the U.S. Green Building Council. The LEED Green Building System, a

voluntary, consensus-based standard to support and certify successful green building design,

construction and operations that was developed by the U.S. Green Building Council. There are

four levels of LEED certification: Certified, Silver, Gold and Platinum. The campus is designed

to be Gold certified and has more than 50 LEED features integrated into its design, construction,

operations and maintenance.

The campus is made up of two parcels, one located north of the other, on 3.7 acres at 20

Church Street connected by a three-story bridge over George Street in the downtown New Haven

area. The campus is 358,000 square feet in size and is comprised of two- four level buildings,

the South Building and the North Building. The South Building is located between Frontage

Road and George Street and the North Building is located between George and Crown Streets.

There is a three-story walkway-bridge over George Street that connects the two buildings on

levels two, three and four. In the new campus there are 90 general classrooms, 22 computer labs,

10 meeting spaces, a Bookstore, Cafeteria, Art Gallery, Fitness Center and Exercise Lab, Early

Learning Center, Library and Learning Commons, Learning/Writing Center, Literacy Volunteers

Center, Multi-Purpose Community Room, Health Center Clinic, Culinary Arts Center, Small

Business Center, Humanities Department, Engineering Department, Nursing Department, Allied

https://new.usgbc.org/maintenance/usgbc.html

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Health Department and Administrative and Student Services Offices. There are 1,300 parking

spaces between two attached garages which are free of charge and available for students and

faculty/staff.

The Nursing Division wing is located in the South building on the 4th floor. There is

2,670 square feet of office/administrative space that houses twelve individual full-time faculty

offices, two staff offices for the Nursing Advisor and the Nursing Enrollment Services Assistant,

a large multi-person adjunct faculty office, a Nursing Director office, a reception area with a

workstation area for the Nursing Office Assistant, a storage room, and a work room area. In

addition, there is 3,515 square feet of laboratory and classroom space that houses three nursing

skills laboratories, two individual simulation rooms with control rooms, a resource/computer

room and a 100 person classroom that has a partition to divide the classroom into two-50 person

classrooms.

The individual faculty and staff offices are 100 square feet in size and have a computer,

telephone, file storage unit and workstation area with file cabinet. Each full-time faculty and

staff member selected their office space. The Nursing Director office is 200 square feet in size

and has a computer, telephone, file storage unit, printer, workstation area with file cabinet and a

small table with chairs. The reception area has chairs and a small table and is the location that

houses the workstation area for the Nursing Office Assistant. That workstation area also has a

computer, telephone, file cabinets, and printer. There is also a small workstation in this area for

an additional part-time individual. There is a large multi-person office for the part-time nursing

adjunct faculty which can accommodate 12 part-time faculty. The office has a telephone,

printer, individual workstation areas with computers, and several file cabinets for storage. There

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is a storage room that houses additional file cabinets and laboratory equipment. The work room

area has a copier/fax and cabinets for storage

LEARNING RESOURCES

Gateway Community College has adequate learning resources and technology that are

comprehensive, current, developed with faculty input and accessible to faculty and

students. Learning and technology resources that are specifically needed for the program are

discussed at nursing meetings and purchased through the nursing operating budget or through

grant funds. College-wide learning and technology resources are available through the Library,

Information Technology, Educational Technology, and Distance Learning departments. The

College offers technical support to the program through the Information Technology and the

Educational Technology departments. The nursing program has software programs such as the

Mosby Patient Care Series and Clinical Virtual Excursions loaded onto the computers in the

nursing designated computer lab and in the skills lab entry area. In addition, students and faculty

on campus and off campus have access to assistance from the Distance Learning Coordinator.

Library

The Library area of the college, a state-of-the-art Library Learning Commons, is 25,301

square feet of space which spans over two floor levels with a seating capacity of 402. On the

first level there is 10,035 square feet of space which houses the children’s area, a stacks/reading

area, study group rooms and a work room. The second floor houses a multipurpose classroom, 1

electronic classroom, learning common areas and a stacks/reading study area. In the Learning

Commons, there are quiet and group study rooms, eight C-pods- collaborative study areas, self-

checkout function at the Circulation desk, Presentation and Rehearsal Room, Listening and

Commented [PL7]: changed library to present tense, looked

like a planning document

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Viewing Room, wireless internet access and Knowledge Imaging Center (KIC) kiosks for

printing and scanning facilities.

The learning resources of the College are consistently reviewed, evaluated, and

maintained to assure the achievement of student learning outcomes and program goals. One full-

time faculty member acts as the library liaison in bringing programmatic concerns or faculty and

student needs to the library staff. In addition, the nursing library liaison meets regularly with a

designated library staff member to review library holdings for nursing, and determine which

holdings are no longer needed and should be discarded and what additional sources should be

purchased. In addition to the College library facilities, program students have access to local

hospital medical libraries.

Computer Assisted Software Programs/Videos

Since the program was established in 2002, the collection of videos and software

programs designated for the nursing program has steadily increased and includes videos on

various topics ranging from communication skills to diabetes and clinical simulation software for

topics in mental health nursing. The required textbooks for many of the nursing courses are also

packaged with CD-ROM’s or have online resources that provide additional learning and

remediation tools for the students.

Nursing Skills Laboratories

The Nursing Skills Laboratory area has an entry area that houses two sinks, computers

storage cabinets and coat racks. The entry area leads into the three main nursing skills

laboratories which houses a total of 20-beds. Lab #1 has 7 beds, lab #2 has 6 beds and lab #3 has

7 beds. The labs have slide pocket doors that can be opened or closed to facilitate the labs being

used as one 20-bed lab or as individual labs. Each lab has a table unit with chairs, and a built in

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sink for student use. The patient care unit is equipped with a simulated hospital headwall system

with oxygen, vacuum, and compressed air outlets, a nurse call system and emergency call

system. There is also a panoramic camera and microphone at each bed to allow for video

recording of simulation experiences. Each patient care unit also has a Hill Rom Advanta bed,

over-bed table, bedside stand, and a workstation on wheels. All labs are equipped with the

Laerdal® product, SIM View, to allow for simulation at each bedside. The Nursing program

purchased over $1million in new equipment for the new campus nursing lab areas so that the labs

are state-of-the art. Such items as Laerdal® products, SIM Manager, SIM View, SIM 3G, SIM

Essential, VITALSIMS, SIM Mom, SIM Junior, and SIM Baby were purchased. In addition,

there is a Pyxis medication system unit in each lab along with standard equipment such as linen

carts, wheelchairs, stretchers, etc. There is more than sufficient storage space between all three

labs and the lab entry area for storage of disposable items needed for student practice during

skills lab sessions.

Additional equipment such as wound and central venous access trainers allow students to

practice assessment and psychomotor skills. Lab hours are posted each semester in course

syllabi and in a software program, Sim Manager, so that students can sign up for open lab times

to practice skills.

The program purchased the NLN Simulated Patient Case Scenarios in 2008 to expand the

library of existing scenarios available for use in simulated activities. Currently, there is one full-

time faculty and one part-time faculty who coordinate the simulation labs for all levels of the

nursing program. In addition, there are many part-time lab assistants who are skilled simulation

users and assist with simulation sessions. Additional full-time and part-time faculty gain skills in

simulation through onsite simulation workshops and the NLN online training program offered

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through the statewide Simulation Teaching and Learning Initiative sponsored by the Connecticut

Health Education Initiative and the Connecticut League for Nursing.

The distance learning support staff at GCC includes two Distance Learning

Coordinators,. All Core Nursing courses (NUR*101, NUR* 102, NUR*103, NUR* 201, NUR*

202, NUR* 203 and NUR* 204) are web-enhanced through the Blackboard Learn platform.

These Web-enhanced nursing courses provide the students with the ability to preview course

material seven days a week. NUR*205 is a hybrid based course with online modules and on-

ground seminars. The Pharmacology courses, NUR* 103, NUR* 202, and NUR* 204 have been

offered online previously but due to student feedback have been offered solely on ground this

past year. Blackboard Learn technological support is available through the college Distance

Learning Department, the ConnSCU Student Support website at https://websupport.ct.edu, and

the ConnSCU Student Support Help Desk during posted hours Monday through Sunday. There

are adequate fiscal, physical, technological, and learning resources available at Gateway to meet

the student learning outcomes.

.

https://websupport.ct.edu/

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Naugatuck Valley Community College NEEDS UPDATING

Naugatuck Valley Community College allocates adequate fiscal resources to maintain a

high quality, state of the art learning environment to meet nursing program outcomes (student

learning outcomes). The fiscal allocation of funds is equitable and comparable to other programs

in the institution. The nursing program operates with three budgets: the full-time faculty and staff

salary budget, the other expenses (non-personal services) budget and the clinical faculty

(Education Assistants) budget. Funds have been adequate to meet requests. Budget allocations

are reviewed with the division faculty in late spring or early fall. Capital funds for major line

items (over $1,000) are available based on state bonding.

Clerical Staff

The Division of Allied Health and Nursing has two full-time secretaries and one part-

time clerk typist. One of the full-time secretaries is assigned to the nursing program and has a

wide range of responsibilities. She is responsible for providing secretarial support to the Nursing

Director, fourteen full-time faculty members, the clinical supervisors and the clinical faculty.

The other full-time secretary is responsible for the Allied Health programs and Physical

Education. A part-time clerk-typist assists with secretarial support in the division.

Library

NVCC’s Max R. Traurig Learning Resources Center (LRC) is an invaluable resource

for students and faculty. The LRC, comprised of the Library, the Electronic Classroom and the

Media Department, is located in the campus core building, which is located on the fourth floor.

The library has a seating capacity of 244. There are 38 computers available for student use. The

Library Oasis is a quiet study area that seats approximately 50 students. The Electronic

Classroom, which has 20 computers, is available for library instruction and research.

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Library resources may be accessed online at www.nv2.commnet.edu/library and by a

link on the college’s homepage. The Max R. Traurig library homepage

(http://www.nv2.commnet.edu/library/) provides research related information to assist students

and faculty. There is information about the library (hours, floor layout, Newsletter, staff),

research tools (Electronic Databases), reference resources (InfoAnytime), and library services

(course reserve, library card, and policies). The vast amount of information and services

available online does not replace the library but complements the resources and services of the

campus facilities.

The LRC supports a diverse consumer base of students, faculty, and the general public

by offering a wide variety of resources. The library collection contains approximately 53,771

books, 372 serial subscriptions (paper form), and approximately 1,400 DVDs and 2,892 VHS

formats. The library also has a collection of 2,063 music CD’s and approximately 46,500

reference books that are available to the students to be used within the library. Students and

faculty have access to electronic databases with full-text articles both on and off campus 24

hours a day. The library cooperates with Connecticut State Digital Library and provides online

accessible electronic databases. The library has utilized the Integrated Library System, Voyager

owned by Ex Libris Company since 2000. The Voyager system allows users to locate library

materials owned by other community college libraries in Connecticut. In addition, the library

joined the Connecticut Cart Services, an inter-library loan service. Subject content areas include

the Arts, Business and Law, Health and Science, and History. There are general magazines,

journals and newspapers available. Databases available to the health care professional include

the following:

EBSCO host 2.0 Interface

http://www.nv2.commnet.edu/library

http://www.nv2.commnet.edu/library/

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CINAHL, CINAHL Full Text added Fall 2008

Health source: Nursing/Academic Edition

GreenFILE

Health and wellness resources

Health Reference Center Academic

Psychology and Behavioral Sciences

PsycINFO

PubMed-National Library

Science Reference Center

Nursing faculty put a copy of the main textbook used in each course on reserve in the

library. In addition, faculty place resources such as interactive CDs, DVDs and videos on

reserve for students. The faculty works closely with the library staff in selecting resource

materials and evaluating holdings and databases. The Library Advisory Committee includes

library staff and representatives from each academic division, including Allied Health, Nursing,

and Physical Education. The division representative reviews library resources and acquisitions

at division meetings and brings faculty concerns to the library staff through the Advisory

Committee. Examples of recently purchased books requested by nursing faculty include

Emerging Infectious Disease, Trends and Issues; Caring for Older Adults Holistically; and

Ethnicity, Health and Health Care. In addition, the Reference Librarian periodically provides

the division with updates on new resources and seeks faculty recommendations.

Office Space:

The Division of Allied Health, Nursing, and Physical Education has been located on

the sixth floor of Ekstrom Hall since 1995. Currently, the facilities include an office suite for the

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director and nursing secretary, seven faculty offices and a conference room. Fourteen full-time

faculty members share seven offices. Each faculty member has a computer with a flat screen

monitor, the most current version of Microsoft Office, and a private telephone which was

upgraded last year to Voice Over Internet Protocol (VOIP) voice mail. Faculty share two printers

and one photocopy/fax machine which are located in close proximity to faculty offices. In

addition, there is a Copy Center on campus for large copy jobs and specialty services such as

binding. The lab personnel share an office, which is equipped with a phone and two computers,

storage closets, and file cabinets. The Nursing Advisor and Pre-nursing Advisor share an office.

Clinical faculty members do not have designated office space and share a computer.

Equipment/Classrooms/Laboratories:

In the summer of 2008, a portion of the Nursing and Allied Health $615,000

renovation project was dedicated to providing expanded classroom space. A classroom on the

third floor of Ekstrom Hall (E315) was renovated and designated as a nursing classroom. This

room is equipped with tables and ergonomic chairs to accommodate 64 adult learners. The

tables are on castors and can easily be moved to facilitate group learning activities. In addition,

the nursing labs are designed to be used for classroom teaching and each accommodates 40 plus

students. The majority of second year nursing classes are taught in an auditorium style tiered

classroom in Ekstrom Hall (E440), which seats 110 students. Occasionally nursing classes are

held in Kinney Hall in room K715, which accommodates up to 70 students. All of the

classrooms and nursing labs are SMART classrooms, equipped with PCs, internet access, white

boards, VCRs, document cameras and sound systems. E315, E620 and E633 have two

projectors with two screens which allow for projecting from two different sources at once, for

example a Power Point presentation and a skill demonstration. Room E315, the two nursing labs

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and the simulation room are linked electronically providing the capability to simultaneously

broadcast presentations and/or demonstrations between the rooms.

In the 2008 renovation project, the nursing labs were expanded to include 12 patient

care stations. The project also included the renovation of three rooms to provide a simulation

room, a control room and a debriefing room. The simulation room (E617) has two monitored

simulation beds but the infrastructure is designed with the capability to expand to a four bed

simulation lab. The renovated nursing labs are state-of-the-art. In addition to the technology to

simultaneous broadcast presentations, the simulation lab is equipped to conduct and record

simulated learning experiences. The software to operate both Laerdal SimManTM and SimNewB

is loaded on the two computers in the control room. In addition to faculty-developed scenarios,

20 National League for Nursing simulation scenarios and 11 neonatal cases for the SimNewB

were purchased last year. The control room contains all the equipment (Samsung flat screen

monitors, four DVD Recorders and a Sharp screen monitor) and technology to control the eight

cameras and the sound system for simulation stations. The debriefing room is equipped with a

flat screen monitor and DVD player for reviewing simulations during debriefing. The lab has

eight VitalSimTM manikins (six adults, one child and a baby) with the accompanying removable

body parts and remote control devices. Students practice assessment skills and observe normal

as well as abnormal findings such as breath sounds and vital signs. The lab also has various task

trainers such as blood pressure and IV arms, respiratory and wound trainers, and fundus skill

trainers that allow students to practice assessment and psychomotor skills. In addition, there is

equipment to simulate the patient care setting such as IV pumps, feeding pumps, a PCA pump,

medication and supply carts. Cabinets provide locked storage for additional supplies such as

linens, BP cuffs, syringes, and practice medications. Each lab has a locked medication cart with

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medication administration records coordinated to match identification bracelets on manikins.

Current nursing and health care reference books and journals are available in the labs for student

use.

The renovation project included expanding the sixth floor computer lab (E618) from

18 to 32 computers and a new laser jet printer. Students have access to the Internet and

Blackboard along with educational software such as dosage calculation, breath sounds, case

studies and arterial blood gas analysis programs. In addition to the division’s computer lab in

E618, there are five other open computer labs on campus and one in the Library Resource

Center.

Budget

Full-time salary expenses come out of the general fund of the BOR allocation for the

Connecticut Community Colleges and are controlled by the collective bargaining agreements.

Salaries are determined at the time of hire and are based on rank, education and experience. The

other expenses (OE) budget covers all non-personal services including small equipment and

supplies, accreditation fees, maintenance fees for equipment, and the cost of standardized tests.

Fees paid to guest lecturers and full-time faculty travel expenses (mileage to and from clinical)

are also included in the OE budget. The lab staff prepares and submits a list of necessary lab

supplies and equipment based on continuing needs and faculty requests. Program needs are

discussed with faculty at curriculum meetings and the division budget is prepared by the Nursing

Director. The division is given an OE budget which is used for division and individual program

needs. Unspent funds may be “swept” at the end of the fiscal year to meet college or system

needs. The OE budget has been adequate to meet the needs of the program.

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The clinical faculty budget is determined by the number of clinical faculty members

required for each semester. The number of clinical faculty required is determined by the nursing

director and the course leaders based upon the number of students currently enrolled and clinical

site requirements. The nursing clinical faculty budget has also been supplemented by grant

funds from Waterbury and Saint Mary’s Hospitals through academic year 2008-2009.

Naugatuck Valley

Community College

Nursing Budget

FY 09 FY 10

Full Time Nursing Faculty

$1,009,430.00 $1,019,353.00

Full Time Clinical Supervisor

$ 167,668.00 $ 180,604.00


$ 512,851.54 $ 644,020.00

Other Expenses

$ 28,866.05 $ 32,236.70

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Northwestern Connecticut Community College has adequate resources to ensure the

achievement of its nursing program’s outcomes. The resources are commensurate with the

resources of the college. The college’s resources allow the program to offer a state-of-the-art

learning environment for its nursing students. The Program operates with three linking budgets:

the full-time faculty and staff salary budget, the nursing and allied health division budget, and

the clinical faculty budget. In addition, the college is fortunate to receive several grants specific

to supporting the nursing division program budget. The Connecticut Legislature and Governor’s

Office approve the annual general fund appropriation for the community colleges. The Board of

Regents for the State Colleges and Universities (ConnSCU) approves the distribution of that

appropriation to each of the twelve community colleges, the four state universities and to Charter

Oak State College, the on-line distance learning college for the state.

Salaries for the nursing faculty and staff are determined at time of hire and then

controlled by collective bargaining agreements. Initial salaries are determined based on rank at

hiring, education, and experience.

Each spring semester, the Nursing and Allied Health Division Director receives

budgetary information that includes the operating budget breakdown of allocations and spending

for the previous year and projections for the coming year. After input from nursing faculty and

nursing staff, the Division Director submits requests to the Dean of Academic and Student

Affairs. Program budgets are funded based on available funds and needs. The Dean of

Academic and Student Affairs allocates funding to the nursing program after careful analysis

with the President and Dean of Administration.

202

The number of full- and part-time faculty is determined based on the faculty-to-student

ratios set by the Connecticut State Board of Nursing Regulations and on the clinical site

requirements. NCCC plans to continue enrolling a maximum of 32 new nursing students

annually each January. The table below shows the totals of all funds for years 2010, 2011, 2012.

NCCC manages its college-wide overhead accounts centrally. Divisions are not charged for

telephone, office supplies, maintenance of the facilities, mailings, copying and other

miscellaneous costs. The category of “operating” expenses include nursing laboratory supplies,

new or capital replacement equipment costs, linen, laundry, licensing fees, association fees and

library resource books.

Totals for All Nursing Budget

The NCCC nursing program was established in summer 2010, with the hiring of the

Nursing Division Director. Grant funds were awarded to the college from various resources,

NURSING BUDGET

FY 2010-2011 FY 2011-2012 FY 2012-2013 FY 2013-2014 FY 2014-2015

SALARY & FRINGE -

FT FACULTY 122,638.02 377,455.95 407,001.34 448,473.62

SALARY & FRINGE -

PTL 58,762.83 58,517.53

SALARY & FRINGE -

CLINICAL 29,651.92 162,735.06 291,121.16 432,375.05

SALARY & FRINGE -

STAFF 9,633.65 132,628.36 229,490.61 208,539.93 224,385.90

TOTAL SALARY &

FRINGE 9,633.65 284,918.30 769,681.62 965,425.26 1,163,752.10

OPERATING 42,001.81 314,474.26 22,626.18 36,981.37 16,615.42

TOTAL ALL 51,635.46 599,392.56 792,307.80 1,002,406.63 1,180,367.52

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including federal, state and private funds for the start-up of the program. Currently, the program

is sustained through state funding and from grant and donation funds.

Professional development funds are available to full-time faculty and staff each year.

These funds are appropriated through collective bargaining. The total amount to each college

varies each year.

NCCC houses its nursing program in its new Arts and Science Building. There are two

designated rooms across the hall from each other. One room, 28 ft x 35 ft, houses four adult

patient beds with supporting equipment. The second room, 23 ft x 31 ft, houses infant and child

beds, mannequins and one SimMan Patient Simulator. A mobile control unit is used to facilitate

operation of the simulation mannequin from remote locations. Live streaming to the second

laboratory and to the two lecture halls also located in this building is a useful teaching modality.

Video recording technology is used for debriefing.

The Arts and Sciences Building houses several classrooms and a lecture hall, which can

accommodate 67 students, and has a computer laboratory with a capacity of 24. All of the

teaching rooms in the Arts and Science Building are high-tech classrooms housing Smartboards,

projectors, PCs, DVD players and document cameras.

The nursing laboratory has specifically scheduled labs for each of the four clinical

nursing courses. In addition, 12 hours open laboratory time are provided each week for

supervised student practice. Full-time faculty schedules office hours in the nursing laboratory to

be available for laboratory review. Students must schedule their skill validation testing times

with faculty members. All laboratory equipment and supplies were purchased and in place for

the start of the first semester in January 2011.

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Adequate office space is provided for the Director, nursing faculty and administrative

assistant in the Founder’s Hall faculty office wing. The Director has a private office along side

the other division directors. Each full-time faculty member shares with another full-time faculty

member an office located in the same wing as the Nursing Director. Office resources include two

desks, two computers, two telephones, multiple chairs and two locked file cabinets. Faculty

shares access to computer printers on each faculty floor. Adjunct instructor space is available for

clinical instructors on campus in the Arts and Science Building, Greenwoods Hall and Founder’s

Hall, all of which are a short 5-7 minute walk from the Arts and Science Building. The college

has ample space for all courses supporting the nursing program and there is ample conference

meeting space throughout the campus in various locations in Founder’s Hall, the Learning

Resource Center and Greenwoods Hall.

A full-time secretary has been assigned to the Nursing and Allied Health Director and

faculty. The secretary is in a private office just across from the Director’s office. She is able to

meet the individual needs for the Director and faculty. In addition, the Director attends all

nursing division meetings and gives administrative assistance to this division. There is one

part-time nursing laboratory assistant to support the faculty and student work. The part-time

clinical instructors also participate in the scheduled laboratory days to ensure continuity in

instruction from the classroom to the clinical setting. The division has one nursing program tutor

who works through the College’s Academic Skills Center. This tutor is available specifically for

nursing courses and two tutors are available for help with the supportive academic classes.

There is one designated nursing student advisor in the College’s Admissions Office. This

advisor works with others to hold nursing education information sessions, to meet with

prospective students, to collect and process all nursing applications.

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Additional college support for students and faculty include computer support through a

24-hour help line and live help desk support during business hours. The Director of Distance

Learning is a resource for both faculty and students for their use of Blackboard and ePortfolio.

The library staff provides an educational workshop for each nursing class during the first

semester. They review how to use the electronic databases, other library resources, and review

the process of evaluating websites for their validity and applicability to nursing and healthcare

research.

Learning resources are comprehensive, relevant to the curriculum, current, and accessible

to faculty and students, including those engaged in alternative methods of delivery. Faculty are

involved in decisions related to learning and technology resources. Needed learning/teaching

resources that are specific to the nursing program are discussed and selected at nursing division

meetings and presented by the Nursing and Allied Health Division Director to the Academic

Dean. Purchasing occurs through the nursing operating budget or through grant funds. College-

wide learning and technology resources are available through the Learning Resource Center, the

Academic Support Center, and through educational technology. The Distance Learning

Coordinator is available to students and faculty who need assistance.

The Nursing Division has access to computer assisted software programs and videos,

nursing skills labs that use real-life equipment, and the simulation mannequins and equipment

that use high fidelity simulated learning activities.

Nursing textbooks are selected by consortium committee work. NCCC has faculty on

the CT-CCNP committee that selects the textbooks for the curriculum.

Library

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The Library is located in the Learning Resource Center (LRC) adjacent to Founder’s

Hall. Opened in 2003, the Learning Resource Center provides students with access to a full-

range of library services in a spacious, modern setting. The LRC houses the Library and the

Dorothy Draper Conference Center. The Library is open 57.5 hours a week when classes are in

session and 35 hours during intersession.

The Library has various types of comfortable seating available: individual study carrels,

tables, and casual seating areas. The amount well exceeds the minimum standard of 10% of FTE

enrollment set by the Association of College and Research Libraries. There are 34 student

computer workstations: two of these are solely for searching the Library’s resources. The

Library Lab has a dedicated library space for classroom and group bibliographic instruction.

This space provides classes and students access to 20 new computers, which are fully equipped

with the software and programs needed for high-level instruction. When not reserved for

classroom instruction, the room provides students with an additional open computer lab for

general research. The Library has three C-Pods available to students. The C-Pods facilitate

group study and allow students to work on collaborative projects within a defined space. In

addition, there are five audio-visual workstations; five with small TV/VCR units, one with a

compact disc player. The facility also includes three study rooms reserved for quiet study or

group activities.

The library has five full-time and two part-time staff members. The full-time staff

consists of the Director of Library Services, the Public Services Librarian, the Library

Associate/Public Services, and the Library Associate/Technical Services and the Library

Assistant/Technical Services. The part-time staff consists of two Educational Assistants who

each work an average of nine hours per week. All of the staff works some evening and weekend

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hours to provide consistent levels of service to the College. There is currently one student

worker employed for 10 hours per week. The credentials of the Library staff are exemplary.

Two staff hold Master of Library and Information Science degrees from accredited library

science graduate schools. Two staff hold Bachelor of Science degrees from accredited

institutions. One Educational Assistant holds a Bachelor of Science in Education from an

accredited institution.

The Library’s collection consists of 40,000 print books, 24,000 electronic books, 135

periodicals and newspapers subscriptions, compact discs, audio books, DVDs and videos,

government documents, and microforms. The overall collection reflects the curriculum of the

College and also contains works in all the general areas of study. The reference collection – both

print and electronic - holds the standard sources in many fields of study. The Library is a

depository for Connecticut state government documents, which are arranged by subject and

accessible through the on-line catalog. In addition, the Library provides access to millions of

online full text journal and magazine articles through numerous electronic databases and

reference resources. Students have access to twelve general subject databases, which include

millions of full-text articles from journals and magazines covering a wide range of fields and

professions. All electronic databases are accessible both on campus and remotely.

Nursing-Specific Holdings

Students in the Nursing program have direct access to 2,050 print titles in the Library’s

collection and over 7,000 in the Library’s eBook collection related to their field of study. The

periodical collection includes nine print journals and magazine subscriptions related to their field

of study. Students have access to eight health-sciences related databases, which give them

access to the most respected journals and magazines in the field, including CINAHL with Full

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Text, Health Reference Center Academic, Health Source: Nursing/Academic Edition, Nursing

and Allied Health Collection. The nursing resources are easily accessible to nursing students

through the nursing LibGuide. This online subject guide serves as a “Nursing Gateway” to local,

regional and national resources, including governmental agencies and professional organizations.

The library maintains an archive of older issues for each of the current subscriptions. This

periodical collection is supplemented with licenses to 12 electronic databases; the Library also

provides access to the A.D.A.M. software on all public computers. Finally, the Library

collection currently contains 70 audiovisual materials in both DVD and VHS formats in the areas

of medicine, biology, biochemistry, anatomy and physiology. Additionally, the Library offers

access to streaming videos. Nearly 2,250 videos are available to faculty and students in the areas

of biology, anatomy and physiology, microbiology, health care and treatment, health careers,

nutrition, and public health.

The following book title list is only a sample from the College’s collection.

Nursing-related Print Books:

Bradshaw, Martha & Arlene Lowenstein. (Eds.). (2011). Innovative teaching strategies in

nursing and related health professions. (5th ed.). Boston: Jones and Bartlett.

Campbell, Jacquelyn & Janice Humphreys. (Eds.). Family violence and nursing practice. (2nd

Ed.). New York: Springer.

Cardiovascular care made incredibly visual! (2nd Ed.). (2011). Philadelphia: Lippincott

Williams & Wilkins.

Cherry, Barbara & Susan Jacob. (Eds.). (2011). Contemporary nursing: Issues, trends &

management. (5th Ed.). St. Louis: Elsevier/Mosby.

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Lippincott Williams & Wilkins. (2011). Nursing 2011 psychiatric & mental health drug

handbook. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Meiner, Sue. (Ed.) (2011). Gerontologic nursing. (4th). St. Louis: Elsevier/Mosby.

Rothrock, Jane. (Ed.). (2011). Alexander’s care of the patient in surgery. St.

Louis: Elsevier/Mosby.

Stanley, Joan M. (Ed.). (2011). Advanced practice nursing: Emphasizing common

roles. Philadelphia: F.A. Davis.

Wall, Barbra & Arlene Keeling. (2011). Nurses on the front line: When disaster strikes, 1878-

2010. New York: Springer.

Yoder-Wise, Patricia. (2011). Leading and managing in nursing. (5th ed.). St.


NCCC’s comprehensive nursing-related periodical and database lists include:

Nursing-related Print Periodicals:

American Family Physician

American Nurse Today

CMA Today

Harvard Women’s Health Watch

Health

Journal of Nursing Scholarship

Journal of Rural Health

New England Journal of Medicine

Nursing

Representative Electronic Databases related to Nursing :

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CINAHL with Full Text

Gale Virtual Reference Library

Health and Wellness Resource Center


Health Source: Nursing/Academic Edition

Medline

Nursing and Allied Health Collection

Salem Health

Across the campus the College provides comprehensive computer facilities that are

available to all registered NCCC students. The College offers Windows and Macintosh

computers for utilizing software applications for access to the Internet, word processing, desktop

publishing, spreadsheets, databases, web page authoring, presentations, programming languages,

etc.

There is a Distance Learning (DL) Coordinator who is available to faculty five days per

week during normal working hours. The DL Coordinator is helpful to faculty and students. The

DL Coordinator will work to support activities to ensure learning outcomes for all distance

learning courses can be met.

The Core Nursing courses (NUR* 101, NUR* 102, NUR* 201, NUR* 203, and

NUR*205) are web-enhanced through the Blackboard Vista. The three pharmacology courses,

NUR* 103, NUR* 202 and NUR*204 were offered only as distance learning courses, but are

being brought back into the traditional classroom. This change comes from evaluation and input

from both students and instructors. The courses will continue to be web-enhanced as the other

nursing courses. These web-based or web-enhanced nursing courses have the course shells

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available to students before classes start, which allows students to preview course syllabi and

course overviews. Blackboard Vista is also a tool for faculty and students to communicate. Both

students and faculty may access all of their Blackboard courses through the myCommNet portal.

MyCommNet portal is a system-wide website that networks with all of the Connecticut

Community Colleges and is host to various services for both faculty and students. Blackboard

Vista support is available seven days a week, twenty-four hours per day.

Various non-nursing support courses may also be offered both on ground and through

distance learning format. Students have the option of choosing to take these non-nursing

required courses on campus or through distance learning. There are adequate fiscal, physical,

technological, and learning resources available at NCCC for all student learning outcomes to be

achieved for their distance learning courses.

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The Associate of Science in Nursing Program is part of the Division of Nursing and

Allied Health within the organizational structure of Norwalk Community College. Norwalk

Community College is the second largest of Connecticut’s 12 public, two-year colleges and is a

model for workforce training, educational partnerships, curriculum development and technology

initiatives.

Norwalk Community College and Norwalk State Technical College were both founded in

1961. In 1992, the colleges merged to become Norwalk Community-Technical College. In

October 1999, the Board of Trustees of Connecticut’s Community-Technical Colleges voted to

approve the name format “community college” for all 12 colleges in the Connecticut system. The

change from NCTC to NCC put the focus on “community,” which reflects the college’s mission

to provide lifelong learning opportunities to everyone in our community.

Norwalk Community College is situated in a suburban setting on 30 acres of land with

two 140,000-squarefoot buildings. The East Campus includes general classrooms, library,

computer laboratories, language lab, art classrooms, administrative and faculty offices, a 298-

seat theater, broadcast television studio, Child Development Laboratory School and art gallery.

The West Campus contains the William H. Schwab Center for Information Technology, general

classrooms, Culinary Arts Laboratory and Dining room, engineering technology labs, faculty

offices, Academic Center, the Developmental Studies Center, Extended Studies, and cafeteria.

The West campus also contains the new Center for Science, Health and Wellness. The Center

houses the Nursing and Allied Health, Science, and Exercise Science Departments.

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The college serves 10 towns throughout Southwest Fairfield County. There are

approximately 100 full-time and 240 part-time faculty members. We educate approximately

6,000 full- and part-time students in credit programs and approximately 5,800 in noncredit

programs. There are 40 career and transfer degree programs, including an Honors Program; 27

Certificate programs; as well as professional and Extended Studies programs. The college has

ten academic areas including six academic departments and four divisions. The Nursing Unit is

part of one Division within the college. All division and department heads report to the Provost

and Dean of Academic Affairs.

The nursing program has enjoyed an excellent reputation within the community and

state. The graduates of the program are highly sought after. Three area hospitals, Greenwich,

Norwalk, and Stamford, in the past have provided funding for faculty positions to permit

increased nursing student enrollment and more recently funding for the construction of the

Nursing and Allied Health Simulation Lab.

The year 2008, marked a time of anticipation and excitement as several, long planned,

innovative changes were implemented in the Nursing Program at NCC. Specifically, the

Department implemented the Connecticut Community College Nursing Program (CT-CCNP)

common curriculum, began the process of admitting students every semester, prepared for

increasing enrollment and had a newly appointed Interim Director selected from the faculty

ranks. The CT-CCNP is a 68-credit four semester program. The curricular modifications reflect

a collaboration of the community college faculty of the five original nursing programs over the

timeframe of three years. Amidst these multiple changes and environmental challenges, the focus

on student success never wavered. Commented [PL8]: ? delete this content may not be necessary here.

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The nursing program at Norwalk Community College has demonstrated success over the

past five years in implementing and evaluating the nursing curriculum, receiving adequate

resources to support the program operation, and providing quality education to students enrolled

in the nursing program. This success will continue with the implementation of the current

anticipated curricular modifications of the CT-CCNP.

NCC’s CT-CCNP is the only associate degree program in Southwestern Fairfield County.

Nursing courses are offered on-line, hybrid and on ground; however, all nursing courses are web

enhanced. In an effort to promote lifelong learning, career and professional development, the

CT-CCNP has established comprehensive articulation agreements with area baccalaureate and

master’s nursing programs. In the fall of 2014, Western Connecticut State University began

offering their RN-to-BSN program on the NCC campus.

Many of the student support services including enrollment, counseling, financial aid

are clustered on “Main Street” on the first floor of East Campus. This facilitates students’

movement from course selection with a counselor or academic advisor from the college

Enrollment Services area to Financial Aid and the Business office.

The Tutoring Center and Writing Center are located next to each other on the first floor

of West Campus. The college library is located on the first and second floors of East Campus.

Several open computer labs are available for student use on both the East and West campuses.

Open computer lab times are listed on the Norwalk Community College home page. Also on the

home page are quick links to events, academic programs, the college bookstore, college library,

the academic calendar, course search, public safety guidelines, and a link for transcript requests

(Norwalk Community College web home page: http://www.ncc.commnet.edu.).

Commented [PL9]: delete as we are not discussing the changes in this report

Commented [PL10]: what about Saint Vincents?

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Students’ educational and financial records are in compliance with policies of the College

and within state and federal guidelines. The Registrar’s office follows the standards and policies

of the American Association of Collegiate Registrars and Admissions Officers, Family

Education Rights and Privacy Act (FERPA) (an online link to the FERPA statement is found on

the Norwalk Community College web site (http://www.ncc.commnet.edu/pdf/ferpa.pdf) and the

State of Connecticut’s Records Management Manual. Norwalk Community College is in

compliance with the Higher Education Reauthorization Act and has been approved to participate

in financial assistance programs under the Higher Education Reauthorization Act.

The Office of Disability Services coordinates disability services. Students may apply to

the Office of Disability Services for assistance for securing the necessary accommodations by

providing required documentation. Nursing students have been accommodated by extended

time for testing and provision of a quiet environment for taking exams.

The Norwalk Community College Community Security Department ensures safety on

campus. There is a text messaging Emergency Alert System. MyCommnet Alert is an

emergency notification that delivers critical information to students, faculty and staff of the

Connecticut Community College through text messaging over cellular phones. Students

subscribe to this service through the htt://myCommNet.edu web page. There is a college annual

safety report found on-line.

All enrolled students attending Norwalk Community College are automatically covered

under the School Time Only Accident Insurance Plan. Students may also obtain broad 24-hour

accident and sickness insurance. The college catalog refers students to the NCC business Office,

Room E103 for further information.

Clerical and Support Staff

Commented [PL11]: ? delete from this section

http://www.ncc.commnet.edu/pdf/ferpa.pdf

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The Division of Nursing and Allied Health have adequate clerical and secretarial staff to

meet its needs. One full time Secretary 2 currently manages the secretarial needs of the Director

of the Division of Nursing and Allied Health. In addition, a 17 hour Educational Assistant

assists with the Division’s allied health programs. Secretarial assistance for faculty is available

through Faculty Services located on the first floor of the West Campus. Two copy machines and

office supplies are available in the Faculty Services Office.

The Nursing Division is comprised of a Nursing Director, Department Chair, eight (8)

full-time faculty, three (3) full-time clinical supervisors, two (2) full-time Lab Coordinators and

twenty-five to thirty part-time lab and clinical instructors, two (2) part-time Nursing

Advisor/Counselors, a full-time secretary, a part-time project manager and several part-time

student workers. Student enrollment has expanded exponentially from 27 students in 1969 to 200

students for the academic year 2014-15.

There are two Nursing and Allied Health Counselors/Advisors who work closely with

students from all the programs in the Division. Both counselors/advisors are part time 12 month

positions. The Counselor/Advisors also work with faculty in supporting students with academic

deficiencies. Counselors/Advisors offer group and individual tutoring, peer study groups,

workshops in test-taking skills, time management, stress reduction, nursing process, study skills

and drug calculation as well as advisement with personal and academic problems. Students who

can benefit from these services are identified by faculty referral and student initiative.

The Nursing Division employs two full time laboratory coordinators. One for the skills

lab and the other for simulation lab and part-time laboratory assistance for first semester through

fourth semester nursing students with reinforcement of clinical skills. All nursing faculty teach

in the skills and simulation labs. Each faculty member has a minimum of three office hours per

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week to meet with students. The schedule of office hours is submitted to the Academic Dean at

the beginning of each fall and spring semester. Many nursing faculty provide additional office

hours as needed by students. Clinical instructors refer students who have difficulty with

performance of specific skills through formal lab referrals and a feedback system for

individualized one-on-one remediation. Lab instructors do not evaluate students but maintain the

laboratory functionality.

Library

Norwalk Community College maintains a full service library on campus. The Everett I.L.

Baker Library at NCC occupies a two-story wing of the East building. The main floor houses the

reference collection, journals and newspapers, microfilm/fiche, audio and video tapes, music

CDs, DVDs, as well as the check-out and information area, group study rooms with a full size

model skeleton (gift of the graduating Nursing Class of 2006) and 15 computers in a library

instruction area and a Local Area Network of 25 public access computers, one of which is

enhanced with software to meet ADA requirements.

The library provides a variety of resources that support and supplement the curricula of

the nursing program and College at large as well as serving as a source of personal enrichment

for all users. The library’s website provides NCC students and faculty with access to dozens of

subscription databases and the ability to search the Internet or look up the library’s book and

media collection containing over 65,000 items. The circulating book collection is shelved on the

second floor, along with numerous quiet study carrels.

The library is a member of LIBRIS, a consortium of the twelve Connecticut Community

College Libraries, a resource-sharing network that uses the Endeavor/Voyager system. The

Library also provides access to the academic databases provided by the State Library via

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iCONN. The library is a member of the Connecticut Library Consortium, the American Library

Association, and a member of the OCLC, the international shared library database. The Library

also fully participates in reQuest, the State of Connecticut’s online catalog of Connecticut

Library holdings. With these systems, the library is able to locate materials for patrons via

interlibrary loan or send the student directly to the library owning the material.

The Baker Library offers a variety of nursing, science and general interest subscription

databases via the library’s. (www.ncc.commnet.edu/library). libraries’ websites

(www.ncc.commnet.edu/library). These databases include: CINAHL with headings; Health

Source: Nursing/Academic Edition; Psychology and Behavioral Sciences Collection;

PsychINFO; Health & Wellness Resource Center; Health Reference Center Academic;

MEDLINE and Academic Search Premier; EBSCO Masterfile Premeir; Expanded Academic

ASAP; ADA Nutrition Care Manual, and Lexis/Nexis Academic Universe. The Baker library’s

web site provides subject specific Internet linking to a variety of nursing and allied health web

resources including access to the statewide library database, reQuest. Internet access is available

through desktop computers and a wireless network. The library has web pages at

http://www.ncc.commnet.edu/library/lireq.htm offering links to search engines, Internet

resources, library information, and the online catalog. The catalog offers a complete listing of

items in the campus collection. The Library has also created an electronic collection tool

designed for Nursing students that brings together all resources (print, electronic, video, Internet,

local resources) into one document which may also be used by faculty in their Blackboard Learn

shells.

The library has six full time staff members. There are four professional staff members

and two staff members. The library is in the process of hiring two additional part-time staff

http://www.ncc.commnet.edu/library

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members. The library also hires six additional student workers each semester. The library

collection houses 174,780 books, of that total 108,227 are eBooks. The nursing students have

access to 17 nursing specific journal publications, and an additional 248 journals through the

library databases. The library also carries current and relevant titles in the nursing subject area.

Nursing Central remains one of the main database resources used by the nursing department.

The library carries a large selection of additional databases including CINAHL, Health reference

Center, Health & Wellness Resource Center, and Academic Research Center. NCC library also

has a textbook-on-reserve collection. The nursing faculty notifies the library of its current

textbooks and the library staff place these books on reserve to ensure all the nursing classes’

textbooks are available to students. The library has a computer classroom, a scanner, two copiers

and four printers. There are 57 computers in the library. The students can also use the

anatomically correct embodied plastic skeleton in one of the library’s two study rooms.

The Library provides library instruction on request. First year nursing students attend

nursing focused library instruction early in the first nursing semester. Online one-on-one help

with library questions is offered during the daytime by NCC librarians, via instant messaging,

and after hours through the InfoAnytime service of the Connecticut State Library. The latter

service is also available in Spanish. A faculty member is assigned to the library as a liaison

between the two departments in determining library resource needs for faculty and students. On

a semiannual basis, the faculty member meets with the library staff to review the resources and

discuss the needs of the program for the upcoming year. Current nursing textbooks are in the

reserve section of the library so students have accessibility at all times. The ATI TEAS Study

Guide manual is on reserve in the library to assist prospective students for the required

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admissions test. On a continual basis, faculty are provided with previews of videos, software

programs or new technology from vendors.

The Baker Library staff includes: the Director of Library Services, a Systems Librarian,

two Reference Librarians, a part time evening Reference Librarian, a Cataloger, and 4 Library

Technical Assistants. All librarians have reference responsibilities and all but one teaches

information literacy classes. The Library began a 24/7 online reference services called Info

Anytime sponsored by the Connecticut Library Consortium and the State of Connecticut.

Reference services are available in English and Spanish.

LIBRARY HOURS

Regular Semester Hours:

Monday- Thursday: 8:30 AM - 8:00 PM

Friday: 8:30 AM - 3:00 PM

Saturday: 10:00 AM - 3:00 PM

Sunday: closed

Intersession Hours: Monday- Thursday: 8:30 AM - 4:30 PM

Friday: 8:30 AM - 3:00 PM

Saturday and Sunday closed

Summer Hours:

Monday- Thursday: 8:30 AM - 7:00 PM

Friday: 8:30 AM - 12:00 PM

Saturday and Sunday: closed

Classrooms, Laboratories and Conference Rooms

Physical resources at Norwalk Community College are sufficient and support the nursing

program in meeting program outcomes/student learning outcomes. Norwalk Community

College is easily accessible by two major highways, Route 15 Merritt Parkway and I-95. Bus

service is available locally as well. The campus is divided into the East and West sides. The new

Center for Science, Health and Wellness building, in which the Division of Nursing and Allied

Health resides, is located on the west campus of Norwalk Community College. The Division of

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Nursing and Allied Health occupies nearly the entire first floor of the Center for Science, Health

and Wellness building.

The Division of Nursing and Allied Health at Norwalk Community College is committed

to providing technologically advanced educational programming for its students. The State of

Connecticut, Norwalk Community College Administration and the NCC Foundation and

Community Donors supported the Division by building a state of the art facility. The new state

of the art Center for Science, Health and Wellness opened in the fall of 2012.

Most offices for the Division of Nursing and Allied Health are located on the 1st floor of

the Health, Wellness, and Science Center. Private office space is provided for the Division

Director and Chairperson, and the two advisor/counselors. The nursing faculty members share

two large offices. Each office has six individual work stations that include a desk, chair, personal

computer, and telephone. Locked file cabinets are used for student records, course exams and

grades. The faculty and staff share a printer in each office. All faculty computers run Microsoft

Office 13 and have internet and Connecticut Community College network access via

Commnet.edu. A small conference room is located adjacent to the faculty offices for use when

meeting with students. The conference room houses a Scantron grading machine connected to a

dedicated computer for correction of student exams.

Classrooms for instruction are located throughout the East and West campus of NCC.

All classrooms, conference rooms, and labs feature high-tech instructor stations that allow

instructors and students to incorporate many different types of audio visual materials into a

multimedia learning experience.

There are two nursing skills laboratories where the majority of laboratory skills are taught

and practiced. Each lab has projector capabilities with large screen access for showing students

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skills. Each skill laboratory has five electric hospital beds which can be curtained off to mimic a

patient room. Each lab has one VitalSim mannequin which is available for students to practice

skills and lower level simulations. Each bedside unit has a fully functional headwall with an

aneroid blood pressure unit, suction, oxygen and medical air. Each nursing lab is equipped with

two sinks, a white board and screen, a state of the art teaching station with computer terminal

and monitor. Each of these nursing labs accommodates 16-24 students at a time. An additional

lab, primarily used by the Medical Assistant and Respiratory Therapy programs, can be used for

additional lab space when needed. The laboratories are equipped with video cameras to record

the students while performing skills, permitting play-back and debriefing. Partitions have been

inserted in each lab to provide office space for the lab staff. In the beginning of each semester,

while all levels of students are on campus, labs must be used efficiently to make sure all classes

can be accommodated. Scheduling of the lab facilities is accomplished by the Nursing and

Allied Health Lab Coordinator.

Located next to the nursing labs is a medication room where instructional supplies for

student practice in medication administration are located. A handicap equipped combination

bathroom/shower room is also located adjacent to the skills labs. It provides a realistic

environment for student instruction in activities related to patient hygiene: showering, toileting,

and nurse and patient safety during transfers during these activities. A large supply storage room

provides ample storage for skills lab supplies and equipment. The supply storage room is

equipped with a washer and dryer to launder linens used in the labs.

In additional to the nursing skills labs, the Division of Nursing and Allied Health is

fortunate to have a state-of-the art Simulation lab. The goal for simulation at Norwalk

Community College is to promote patient safety and quality care by providing a state of the art

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simulation facility and services to the Division of Nursing and Allied Health as well as to the

local health care community.

The simulation suite includes six patient bays and two control rooms. Multiple

simulations can be performed simultaneously. Mannequins available are two 3Gs, two SimMan

Classics, one SimBaby, one SimJr. and Noelle, Birthing Fetus and Baby Hal have recently

arrived and have been added to our simulation capabilities. In addition to the use of mannequins,

the faculty have implemented scenarios using standardized patients.

The full sized mannequins are available for students to practice nursing scenarios in a

simulated patient care area. Each bedside unit has a fully functional headwall with an aneroid

blood pressure unit, suction, oxygen and medical air. The simulation lab is equipped with two

sinks, a state of the art teaching station with viewing screen, and 6 computers. The Simulation

Lab is large enough to accommodate 16 to 24 students at one time. Two separate simulations

can be run simultaneously from the control stations at either end of the room. One PYXIS

medication dispensing station and one Omnicell medication dispensing station are used by

Nursing and Allied Health for simulated medication administration. Six computer work station

on-wheels medication carts are used by all nursing courses for medication administration.

Cameras for video recording of simulation sessions are affixed to the ceiling in each bay on

movable tracks. Simulations can be streamed to the four Nursing and Allied Health labs and one

conference room for additional students to observe. The conference room, located across from

the main simulation suite and outside of the Nurse Counselor/Advisor’s offices, is available to

staff and students. It seats approximately 16 people and is used for division meetings,

conferences, Nursing Club meetings, staff development and by students for studying and /or

group activities.

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Tutoring in nursing course material is provided for students by the nursing faculty during

their posted office hours and by appointment. The Nursing and Allied Health Advisors/

Counselors also provide tutoring in nursing care planning, medication dosage calculation, and

test-taking skills. Workshops presented by the Nursing and Allied Health Advisors/counselors

on these topics are also offered to students in NUR101 and NUR 102 at scheduled times

throughout the academic year. In addition, the nursing students have access to the NCC Writing

Center for assistance in writing assigned papers.

There is a computer access room (H110) located within the Division of Nursing and

Allied Health which is used for computerized ATI achievement testing of students. This room is

also used for the administration of theTest of Essential Academic Skills (TEAS) which is an

admission test required for application to the CT-CCNP nursing program. Room reservations,

secured by completing an NCC Room Reservation request form, are required to reserve this

computer lab.

The Division of Nursing and Allied Health at Norwalk Community College is committed

to providing technologically advanced educational programming for its students. NCC has

adequate learning resources and technology that are comprehensive, current, developed with

faculty input and accessible to faculty and students.

College administration and the NCC foundation have supported the Division in obtaining

funds for a state of the art facility. Learning and technology resources that are specifically

needed for the program are discussed at Nursing Division meetings and purchased through the

nursing operating budget, grant funds or through special resources. The NCC Foundation has

been particularly generous with funds for high tech equipment and maintenance. In 2007 a

Capital Campaign Funding began for a new Center for Science, Health and Wellness (CSHW)

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building. The Foundation raised 20 million dollars to support the building of the facility. The

three local hospitals, Greenwich, Stamford and Norwalk, also contributed to the Capital

Campaign Fund in support of the nursing program. A CSHW committee was established in the

NCC Foundation to administer the funds. The committee meets biannually or as needed. Funding

is still available for future projects and/or needs.

College-wide learning and technology resources are available through the Library,

Information Technology, Educational Technology, and Distance Learning departments. The

College offers technical support to the program through the Information Technology department

which is available as a “Help resource” on campus and through the distance learning department,

24/7 via the internet and by request. Faculty have support with college owned lap top computers,

LCD projectors, video monitors, and any additional equipment approved through the Educational

Technology department. In addition, students and faculty on campus and off campus have

access to assistance from the Director of Educational Technology and Distance Learning, and

the Educational Technology Specialist.

In Fiscal Year 2009, the program purchased new nursing skills videos from Elsevier for

student use. Mosby’s Nursing Video Skills series: Basic Skills, Intermediate Skills, and

Advanced Skills cover a wide variety of topics from basic patient hygiene skills to more

advanced nursing skills such as administration of parenteral nutrition and medication

administration via vascular access devices. Students have access to these videos on the

Blackboard Learn course platform. EDGT (Educational Global Technologies Inc.) is a website

available to all NCC nursing students for self-directed study and practice in multiple subjects

related to nursing education. EDGT tutorials to which NCC students have access are: Basic

Principles of Pharmacology, Chart Master: Effective Patient Documentation, Fundamentals: The

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Nursing Process, Management Skills: Effective Delegation, Math Magic for Meds II, Medication

Maestro: Safe Medication Administration, and Strategies for Problem Solving. Access to EDGT

is at no cost to the student, fees for the website are paid via the Division budget. Drug dosage

calculation software programs are available on computers in the Allied Health/Nursing computer

labs to assist students in basic mathematics and dosage calculations as well as web links

imbedded in the Blackboard Learn course platforms.

Nursing Central is a mobile reference resource provided to the NCC nursing students at

no cost. The student downloads the content to their smartphone and can access reference tools in

the clinical setting or wherever they are studying. Nursing Central can also be downloaded to

the student’s personal computer or tablet and accessed on any computer with internet access.

The NCC library pays the annual contract fee that equates to $170 per year per student. Access

to Nursing Central replaces some of the hard copy books that are on the students required book

list. Included on Nursing Central is the Davis’s Drug Guide, Taber’s Medical Dictionary,

Diseases and Disorders, Davis’s Laboratory and Diagnostic Tests, MEDLINE Search, and

MEDLINE Journals. In addition, Nursing Central provides students with free access to Grasp™,

a program that allows students to build decks of flash cards and study them on their mobile

device. Also available to students through Nursing Central is Glimpse™, an in-text lookup tool

that allows the students to instantly see disease, drug, and medical definitions.

Faculty are fully involved in all decisions related to the learning and technological

resources which support the acquisition of student learning outcomes. The Division of Nursing

and Allied Health has access to computer assisted software programs and videos, nursing skills

labs that use real-life equipment, and simulation labs that use high fidelity manikins for

simulated learning activities. Textbook publisher representatives present information on the

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technological features available as part of the selected textbooks at scheduled presentations or

through individual meetings with faculty. The textbook/electronic medical record company

representative participates in the orientation of new students to the resources used at the

beginning of each semester. There is faculty representation from NCC on the statewide

committee that selects the textbooks for the CT-CCNP curriculum, thus selecting the resources

available to students online associated with the text. This is an invaluable resource as content is

updated frequently by the company without cost to the students.

Office Space

The offices of the Division of Nursing and Allied Health are located on the first floor of

the Health Science & Wellness building. The Division office is a suite of offices housing the

Director occupies an individual office. Adjacent is the Nursing Chairperson’s office. The

Secretary 2 and Program Assistant occupy the main office space and include desks, chairs,

computers, photocopier, file cabinets and a student information center. The two part-time

advisors have private offices space located down the hall. This space includes files, a conference

table and bookcases. This room is also used for meetings, tutoring and workshop sessions.

The full time nursing faculty members occupy two large offices near the Division office

suite. Each office has seven desks and has bookcases, file cabinets, computers connected to the

college network, a printer and a large locking closet for storage. The phone system has a voice

mail system. When all seven faculty members have similar office hours on the one mutual class

day each semester, the office becomes congested with little privacy. The sharing of the office

does, however, lend itself to informal dialogue among faculty regarding curriculum and students.

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The lab assistants at NCC have a desk, chairs and a voice mail phone system in an office

space near the main laboratory. All four assistants share the same office with files, two desks,

two computers and two phones.

Health Care Agencies

Community hospitals, extended care facilities, clinics, and doctors' offices that are off

campus provide a wide selection of services for clinical learning. See Appendix Criterion 15 for

a comprehensive overview of clinical facilities. Criterion 8 has provided information related to

clinical sites used in the curriculum.

Program Budget

The budget provided to the College from the Community College System is sufficient to

support the program goals and objectives. Therefore, it meets state regulations.

The administration of Norwalk Community College is committed to providing nursing

education for the community and population it serves. In response to this, the Community

College provides the Division of Nursing and Allied Health adequate budgetary resources to

maintain a high quality, state of the art learning environment. However, in response to budgetary

restrictions throughout the Community College System all requests for technology cannot be

accommodated.

Salary expenses come out of the general fund and are agreed to based upon contractual

and collective bargaining agreements. Each year in June, the Division submits an operating

budget request which is reviewed by the Academic and Administrative Deans. The budget is

approved based upon the needs of the Division. In addition, the Dean of Academic Affairs

approves yearly capital equipment purchases. The following table outlines the program budget

Commented [PL12]: possible delete as this appendix does not exist in this report

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for the past two years. Some figures are approximate because salaries are funded through

various budget accounts.


Nursing Budget

FY 2014 FY2015

Clinical Faculty/ Educational

Assistants

$594,713.33 $602,592.72

$702,359

FT Salaries $866,369.00 $871,674.53

Capital Equipment None None

Operating Expenses $49,132.83 $33,000.00

Grants Revenue $95,928.34 $128,214.00

The Norwalk Community College Foundation also supports Norwalk Community

College in meeting its overall mission. The Foundation conducts campaigns that enable the

College to expand its services, to assist students and to enhance academic instruction. The

Foundation also helps to provide opportunity plus excellence by increasing the resources of the

college and by underwriting programs responsive to the needs of the community. The

Foundation has assisted the Division of Nursing and Allied Health with funding for scholarships,

programming, capital equipment and recruitment. The Norwalk Community College’s Mission

is enhanced by the work of the Foundation.

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Three Rivers Community College apportions adequate fiscal resources to maintain a high

quality, state of the art learning environment to meet nursing program outcomes (student learning

outcomes). The fiscal allocation of funds is equitable and comparable to other programs in the

institution. The nursing program operates with three budgets: the full-time faculty and staff

salary budget, the clinical faculty budget and the other expense (non-personnel) budgets.

Full-time salary expense come out of the general fund as provided through the BOR

CSCU system and are controlled by the collective bargaining agreements. Salaries are

determined at the time of hire and are based on rank, education and experience. In addition, the

college has been the recipient of a grant from one of the local hospitals, Lawrence and Memorial

Hospital an affiliating clinical agency, which provides salary and fringe benefits for one

additional full time faculty position. The clinical faculty budget is funded through the CSCU

system office via a funding methodology that takes into consideration full time faculty workload,

program FTE, and number of courses taught. The clinical funding has been adequate based on

the number of students currently enrolled and the clinical site requirements. The other expense

budget is primarily determined from input from the Dean of Academics, Director of Nursing, and

faculty input. Annually, the Dean of Academics is allocated a budget for the entire division.

Department budgets are funded based on available funds and need. The Dean of Academics

reviews all budget requests and after careful review, allocates resources to all subordinate units.

In 2008, with the inauguration of the fall and spring admission starts and subsequent

increase in student enrollment, two one year appointments were approved by the college

president. At this time there are eight ten tenured track faculty positions and four one (1) one-

Commented [PL13]: just confirming L&M is still funding this position

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year appointments providing 3 2.75 instructors per course. The clinical faculty budget is

determined by the number of clinical faculty members required for each semester. The number

of clinical faculty required is determined by the nursing director and the course leaders based

upon the number of students currently enrolled and clinical site requirements. Below are the

budget figures for the previous and current year. It’s important to note, that TRCC manages

most college-wide overhead accounts centrally. Expenses for telephone, office supplies,

copying, mailing, etc. are not charged to Division or Department budgets.

The nursing laboratory is staffed with one full time educational assistant (EA). Part time

nursing personal need is assessed by the director. If there is an increased need for laboratory

personnel then the Director would present a needs proposal to the Academic Dean. If the

Academic Dean approves, the need proposal would be forwarded to the college’s President for

final approval. It was identified by the faculty that a full time master-prepared nurse would best

fulfill the needs of the students in the laboratory and an individual meeting this requirement is

now in place.

Three Rivers Community

College Nursing Budget

FY 14 FY 15

Full Time Nursing Faculty

Wages & Fringe

$1,311,140.80 $1,182,033.60


Wages & Fringe

$901,980.80 $ 568,257.30

Other Expenses

$20,000.00 $46,872.00

Three Rivers recognizes the importance of seeking private resources in support of its

mission. The Three Rivers’ College Foundation, Inc. (TRCF) is a charitable institution organized

under the laws of the State of Connecticut. While TRCF is legally and fiscally separate from

Commented [PL14]: propose to delete as it contradicts prior paragraph statements

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Three Rivers, its expenditures support college programs and activities. The college also receives

funds from other Federal, State and Private sources.

Professional development funds for faculty are negotiated by the collective bargaining

units and faculty members are notified of the minimum amount to expect yearly for

reimbursement from their bargaining unit. The actual amount available may be more and is

dependent upon the number of faculty members that apply for funds. In the past three years,

additional professional development funds have also been available for the nursing faculty from

the Perkins Grant and through the College Professional Development Committee.

In addition, the learning resources and technology at TRCC are comprehensive, current

and accessible. The learning resources and technology are developed and obtained with college-

wide faculty input through various committees. The nursing faculty provides input into learning

and technology in their representation on college wide academic committees such as the Library

Committee, Web Management Committee, Educational Technology/Distance Learning

Committee, and the General Education Committee.

Computer Assisted Software Programs

The department of nursing engages the student with a variety of technologic learning

modalities both in the classroom and in the clinical setting. The department of nursing utilizes

iClickers purchased for use during classroom presentations. This interactive means of

communication has provided a useful way to engage students in their learning during lecture.

The nursing faculty supports the utilization of personal handheld devices for the purpose of

accessing knowledge in the classroom setting. Handheld devices such as camera phones or

iPods and iPads with camera access are not permitted in lab or classroom settings during exam

review. Clinical settings provide internet access and electronic resources for information on

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health care, institutional, and patient care policies. Students have access to the Electronic

Medical Record (EMR) and facility intranet to learn and collect appropriate information, while

following all HIPAA and hospital policy guidelines.

Unbound Medicine with up to date and relevant resources such as Davis Drug Guide,

Diseases and Disorders, Davis’s Lab and Diagnostic Tests, Tabers Medical Dictionalry and

access to MEDLINE journals is available for all students. The updates are completed prior to the

start of each semester. The current subscription is current until August 2010. The nursing faculty

utilizes Virtual Clinical Excursions in both medical surgical content and in maternal-child

Nursing. The virtual clinical excursions are only available in the lab; the maternal-child is with

purchase of their textbook. Laerdal Micro-Sim is also utilized in the classroom setting to provide

simulated hands on approach to learning. The nursing faculty also supports the use of ePortfolio.

Through a grant, ePortfolio is currently used to show student development of personal

ePortfolios and piloting measuring program outcomes. Faculty members have been assigned as

ePortfolio resources in each level of the nursing programs. Student are utilizing ePortfolio in all

levels of the nursing program, to collect artifacts, reflect on their learning and produce an

electronic portfolio to represent themselves to prospective employers following graduation.

Nursing Skills Laboratories

The new nursing labs are state-of-the-art. As part of the new facilities project, in ----

(year) the Nursing department was given 500,000.00 dollars as a community endowment to

purchase new equipment for all of the instructional spaces. The Nursing department had direct

input on resources, technology and equipment needs from the beginning of the project. The

nursing department receives continued support from the College Foundation to maintain and

Commented [PL15]: I believe VCE is an Elsevier produce and the Durham & Chapman MCH text is an FA DAvis product, please check.

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grow technology in the nursing and simulation laboratory. Funding supports mechanical

maintenance, enhancing and upgrading technology, and educational initiatives.

The nursing skill laboratories are wired with multiple network and internet access

points, cameras, and microphones; both nursing classrooms and the nursing laboratories are

wired for a communication system. In addition to the state-of-the-art communication and

technologically supported classrooms and laboratories, the faculty supports and utilizes high and

low fidelity simulated teaching and learning in both lecture and laboratory experiences. The

simulation lab is equipped to conduct and record simulated learning experiences. The use of

simulation provides the opportunity for students to develop, in a safe environment, critical

thinking, caring, and communication skills, demonstrate holistic care, develop professionalism

and show evidence of safe and competent practice. The nursing faculty and nursing laboratory

staff support the technologies and learning resources of four Laerdal SimMan TM, one Laerdal

3G SimMan TM, one SimNewB, one Sim Essentials, and five VitalSim TM manikins (three

adults, one child and one infant). The faculty utilizes computer software programs and SimPads,

supported by Laerdal and the NLN to run scenarios and create an interactive learning

environment for the students in lecture and during the laboratory curricular component.

The lab contains six Hewlett-Packard 7700 computers. At a minimum, they are

upgraded at the start of each semester, and they receive anti-virus and operating system updates

across the network every night. The nursing laboratory and all of its resources are easily and

readily accessible to the faculty, staff and student. Students utilize the laboratory equipment for

practice assessment skills, for psychomotor skills, and for remediation. A complete Laboratory

Inventory List is kept on hard copy and saved on the shared intranet drive. The students utilize

the nursing laboratory independently or with an assigned laboratory staff member. The

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educational assistant fulltime position, currently held by a Masters prepared registered nurse,

coordinates the use of the nursing laboratories for all levels of the nursing program. In addition,

one full-time Master prepared faculty member coordinates simulation education across the

curriculum as a portion of her assigned workload. The greater part of the technological

competencies falls to this position as the general operator of all technologies and resources in the

laboratory. These positions are supported by two part-time educational assistant positions

Library

The Donald R. Welter Library is available during these operational hours: Monday

through Thursday 8am-6pm and Friday 8:30am-3:00pm. Computer access, current nursing

textbooks and nursing journals are available to the students during the operational hours of the

library. The library can also be accessed by students, staff and faculty via the World Wide Web.

The library is accessible through either through

http://www.threerivers.edu/Div_IT/Library/Library.shtml

The library staff includes a fulltime Director of Library Services and Reference/

Instruction Librarian and three part time Educational Assistants. TRCC is a member of the

Connecticut Library Consortium and also has access to the ICONN databases. TRCC Library

along with the eleven other community colleges is part of the integrated ExLibris Library System

Voyager. The library also receives C-Car Services, which facilitates resource sharing and

interlibrary loan services among libraries in Connecticut. The library has seven quiet study

rooms, one classroom, and one event/meeting room. The library supports seating for one hundred

and fifteen students with three lounge areas. The students have access to thirty two desktop

computers and twenty laptop computers.

http://www.threerivers.edu/Div_IT/Library/Library.shtml

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The library purchases research materials and electronic resources in order to support the

curriculum of the nursing program. Current textbooks are on reserve in the library so that

students have access to the books during operational hours of the college library.

All of the nursing courses are supported with access to the World Wide Web.

MyCommNet provides nursing students and faculty access to their courses, student services and

library services to name a few. The Blackboard Learn Platform provides the student with all

access to course contents. Students, faculty, and staff can communicate through email and blog

postings on discussion boards. Students, faculty, and staff have unlimited access to the course

content, in each course. In Blackboard, students have access to their syllabi, course work, Power

Point presentations, clinical forms and other necessary resources such as course calendars, and

schedules. Online technological support is available to students and faculty twenty four/seven,

for both MyCommNet and Blackboard Learn. Student and faculty can access MyCommNet

through the TRCC website; Blackboard Learn is accessed once the student signs into their

MyCommNet accounts and technological support is readily accessible to them when they are

logged into their account. The college webpage link also directs student to technology support

http://www.trcc.commnet.edu/Div_IT/EducationalTechnology/Student.shtml

The Informational Technology Department adequately supports the faculty, staff and

student in technological support. The Dean of Information Technology Department works

closely with the nursing faculty to assist with the communication media system in the nursing

laboratories and classrooms.

http://www.trcc.commnet.edu/Div_IT/EducationalTechnology/Student.shtml

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CRITERION 16

The faculty selects and evaluates the health agencies used for clinical experiences in terms

of program need. [Regulations, Section 20-90-48 (a) (4); 20-90-50(b)]

20-90-48 (a)

(a) School organization

(4) Planning, selecting, directing, and evaluating of student learning

experiences shall be the responsibility of the faculty. Planning of the clinical

experience, including consideration of the appropriate faculty to student

ratio and use of preceptors for the specific settings being utilized, shall be

done in cooperation with the administrator of nursing service or the

appropriate nursing personnel of cooperating health care entities.

20-90-50(b)

(b) Health care entities utilized by a nursing education program must provide

the range of clinical nursing experiences appropriate to course objectives.


Selection, planning, and evaluation of clinical sites are completed by nursing faculty and

the nursing division directors. This process is approached by each college in a systematic

manner that aligns program needs and community resources.

Each Nursing Director negotiates and creates the necessary contractual agreements with

clinical affiliate agencies in compliance with the State of Connecticut office of the Attorney

General requirements. Clinical contracts are obtained with all affiliating agencies used for

clinical experiences. The contracts are current and specify the expectations and responsibilities

for all parties. Contracts are reviewed annually according to the Systematic Plan for Evaluation

(SPE) and are renewed every three years or as otherwise declared in the contract.

An explanation of the community specific approaches by each college is included below.


The Director of the Division of Nursing and selected faculty participate in identifying

clinical sites suitable for meeting the objectives of the nursing program. Through planned visits

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to clinical sites, the Director and selected faculty have the opportunity to meet with individual

staff and administrators and to tour the facilities. Following these visits, reports and

recommendations are made to the nursing program for approval of the facility for use as a

clinical laboratory experience.

Nursing faculty members select clinical facilities based upon geographic distance,

appropriateness of patient population to meet clinical and course objectives, availability and type

of health care personnel, size of clinical units and presence of other students groups. The

contract signed with each clinical agency clarifies the Board of Examiners for Nursing

regulations defining faculty responsibility for planning, selecting, directing and evaluating

student learning. Clinical coordination meetings are conducted with the affiliating agency to

ensure cooperative planning of clinical experiences and appropriateness of patient populations in

meeting course and clinical objectives. In addition, faculty initiate meetings with nurse

managers to plan patient assignments appropriate for meeting specific clinical objectives.

Evaluation comments by students and faculty at course end are utilized for future

decisions regarding selection of clinical sites and specific patient care units. The Division of

Nursing hosts an annual Interagency Meeting each spring to maintain an ongoing dialogue with

staff from clinical sites. Minutes of these meetings are kept in the nursing office.

In the last year, the Hartford Health Care System has begun to move toward increasing

numbers of BSN nursing students and slowly decreasing numbers of ADN nursing students. The

CT-CCNP at Capital received notification in late December 2014 from the Vice President for

Patient Care Services of Hartford Hospital that the number of clinical units available for ADN

students will be cut in half starting fall 2015 at Hartford Hospital only. Dr. Wilfredo Nieves,

President of Capital and the Foundation Board are all working with the Director of Nursing to

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secure seven additional placement units for freshmen beginning in the fall of 2015. The Program

remains optimistic that sub-acute units will be found to fully accommodate learning outcomes

for freshmen students.


Gateway Community College is privileged to be located in a community with state of

the art health care facilities. The greater New Haven area has a wide variety of health care

environments that allow for nursing students to be exposed to health care in both in-patient and

out-patient institutions. The nursing program is continually seeking and securing new clinical

sites which align to and/or enhance the curriculum, and which expose students to health care

settings within which they may gain employment

The process for selection of new clinical sites involves both faculty and the Nursing

Director. The site is visited by the Nursing Director and a full-time faculty member, who is

often the course leader, because that individual is responsible for organizing student learning in a

specific course. If the site is a specialty area, such as psychiatry or maternity, then the faculty

member with expertise in that area is selected to visit the proposed new clinical site. The nursing

program uses a clinical site evaluation tool which allows for systematic review of a clinical

agency. The tool allows the faculty and the Nursing Director to perform a comprehensive and

consistently applied evaluation of each clinical site to ensure that the site provides learning

opportunities that are appropriate for an entry level nurse in contemporary practice. The clinical

site is evaluated for the geographic location in relation to proximity to the college, the

appropriateness of the patient population to meet the course and clinical objectives, the

availability of opportunities for students to perform psychomotor skills to meet course

objectives, the availability of additional observational experiences, accreditation status, and the

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availability of resources to the student body, including access to library and other reference

materials.

The course leaders and faculty determine which clinical sites are appropriate for each

course. The faculty believe that the practice learning environments support and promote student

learning, so faculty request clinical units where the patient population correlates with the content

being taught in the classroom. For example, the focus of the medical-surgical component of

NUR 102 is surgical nursing, so faculty place students on surgical units for that specific clinical

rotation.

The nursing faculty are committed to ongoing evaluation of all clinical agencies used by

the nursing program. This ongoing evaluation allows the faculty to determine whether the

practice learning environment is meeting the clinical outcomes of the course and is appropriate

for student learning. The faculty evaluate the nurse to patient ratio, the receptiveness of the

nursing staff to students, and the learning opportunities available to students. Clinical sites are a

standing agenda item for team meetings so that faculty have the opportunity to discuss what is

occurring on the assigned clinical units during the semester. The students and clinical faculty

also complete an end-of-semester clinical evaluation tool, so that there is documentation from

both perspectives on how well the clinical unit fulfilled the course clinical outcomes and met the

learning needs of students.

Clinical agencies are also discussed at the monthly Nursing Division meetings. Clinical

site placements are also discussed at the nursing department, nursing curriculum, and Nursing

Advisory Council meetings as part of the systematic review process at GCC. Based upon those

discussions, clinical sites placements may change related to feedback from faculty and/or

students. For example, based upon the negative feedback from the clinical faculty member and

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the students assigned to a long-term care facility in the spring 2015 semester, this site will no

longer be used for clinical rotations. The staffs were not receptive to the students or the faculty,

and learning was therefore negatively affected. In another instance, the nursing program did not

receive maternity placements for the spring 2015 semester at Yale-New Haven Hospital. The

loss of clinical units at this institution required that the course leader contact another institution

where the program had a medical-surgical placement for this course, and request a maternity

placement at the institution in order to fulfill the maternity clinical requirement for all students.

Concerns with clinical agencies are addressed immediately by the assigned faculty member. In

the event that there is a problem in the practice learning environment, the clinical faculty

communicates directly with the clinical nursing staff and course leader. Additionally, the

concerns will be brought to the Unit Manager and the Director of Education at the institution.

Continual or irresolvable problems are brought to the Nursing Director for resolution with the

clinical agency.

The Nursing Advisory Council also serves as a means to resolve clinical concerns.

Representatives of area hospitals are members of the Nursing Advisory Council and play an

active role in addressing student learning needs.

The Nursing Director and faculty have maintained a positive and collaborative

relationship with affiliating clinical agencies since the program’s inception. The agencies have

provided the program with excellent clinical experiences that are varied and meet the clinical

objectives of each course.


Practice learning environments are provided in a variety of health care settings,

including large university affiliated hospitals as well as smaller community hospitals and

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community agencies. The health care agencies selected are those that provide student learning

experiences appropriate to the achievement of established course objectives and program

outcomes (student learning outcomes) and which utilize current best practices and established

health and safety goals. Planning, selecting, directing and evaluating student learning

experiences are the responsibility of the faculty. They have identified the following criteria as

guidelines for selecting clinical sites.

The site facilitates the accomplishment of course and program student learning

outcomes.

The site can accommodate the number of students requiring clinical placement.

The profile and volume of the patient population is adequate to enable student

learning.

The patient population represents the variety of health care problems needed to meet

course student learning outcomes.

The health care personnel are sufficient to support student learning experiences.

The resources are adequate to support student learning.

The distance is within one hour travel time from the college.

The agency personnel support the Associate Degree Philosophy of Nursing.

The agency holds the appropriate accreditation status.

The agency implements current best practices and nationally established

patient health and safety goals.

The selection process includes planned visits and tours by the Clinical Chair, course

leader(s), and faculty members, and consultation with appropriate agency personnel. The faculty

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works cooperatively with agency personnel to plan and discuss student clinical experiences and

provide the agency staff with the course syllabi and clinical objectives each semester. The

faculty consults with staff personnel the day prior to the clinical experience to ensure that the

student’s learning experience is maximized. The agency provides the faculty with information

on new protocols and procedures and information on required orientation programs and in

service education programs.

In 2008, when the number of students admitted to the nursing program was increased

to 125 and the clinical days in the first year were increased from one to two, the faculty pursued

additional sites for student learning. The curriculum minutes demonstrate that the process was

used effectively to acquire additional clinical sites. Evaluation of all clinical agencies used by

NVCC is ongoing as evidenced in the SPE.

Course faculty members meet each semester and evaluate the strengths and weaknesses

of the experiences provided by the agencies and discuss recommendations to improve the student

learning experiences. Faculty members communicate any identified problems or potential

problems to the unit staff, unit manager, the Director of Education, NVCC Course Leader,

Clinical Chair, and /or the Nursing Director when appropriate. Students evaluate all clinical sites

at the end of each semester utilizing the CT-CCNP course evaluation form and the NVCC

“Student Facility Evaluation Form”. Faculty members evaluate the clinical sites using the

“Faculty Facility Evaluation Form” and make recommendations regarding future use of the

facility. The results of the data are presented at curriculum meetings and discussed as part of the

Systematic Plan for Evaluation. After completion of the clinical experience, faculty members

share evaluations of the experience with appropriate personnel of the cooperating agency.

Clinical resources in the central Naugatuck Valley area have been adequate and support

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sufficient numbers and varieties of student learning experiences. The Nursing Director and

faculty maintain a positive and collaborative relationship with affiliating clinical agencies. All

the health care agencies used by NVCC provide the student with the requisite knowledge and

clinical skills needed to prepare entry level registered nurses. Course and program student

learning outcomes are met through the use of the health care agencies currently being utilized.

All facilities used by the NVCC nursing program for clinical practice sites are accredited/

approved by the Joint Commission for Accreditation of Health Care Organizations (JCAHO) and

the State of Connecticut.


Resources, Facilities and Services in support of the Nursing Program at


Northwestern Connecticut Community College has adequate resources to ensure the achievement

of its nursing program’s outcomes. The resources are commensurate with the resources of the

college. The college’s resources allow the program to offer a state-of-the-art learning

environment for its nursing students. The Program operates with three linking budgets: the full-

time faculty and staff salary budget, the nursing and allied health division budget, and the

clinical faculty budget. In addition, the college is fortunate to receive several grants specific to

supporting the nursing division program budget. The Connecticut Legislature and Governor’s

Office approve the annual general fund appropriation for the community colleges. The Board of

Regents for the State Colleges and Universities (ConnSCU) approves the distribution of that

appropriation to each of the twelve community colleges, the four state universities and to Charter

Oak State College, the on-line distance learning college for the state.

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Salaries for the nursing faculty and staff are determined at time of hire and then controlled by

collective bargaining agreements. Initial salaries are determined based on rank at hiring,

education, and experience.

Each spring semester, the Nursing and Allied Health Division Director receives budgetary

information that includes the operating budget breakdown of allocations and spending for the

previous year and projections for the coming year. After input from nursing faculty and nursing

staff, the Division Director submits requests to the Dean of Academic and Student Affairs.

Program budgets are funded based on available funds and needs. The Dean of Academic and

Student Affairs allocates funding to the nursing program after careful analysis with the President

and Dean of Administration.

The number of full- and part-time faculty is determined based on the faculty-to-student ratios set

by the Connecticut State Board of Nursing Regulations and on the clinical site requirements.

NCCC plans to continue enrolling a maximum of 32 new nursing students annually each

January. Table 5.1B shows the totals of all funds for years 2010, 2011, 2012. NCCC manages

its college-wide overhead accounts centrally. Divisions are not charged for telephone, office

supplies, maintenance of the facilities, mailings, copying and other miscellaneous costs. The

category of “operating” expenses include nursing laboratory supplies, new or capital replacement

equipment costs, linen, laundry, licensing fees, association fees and library resource books.

Totals for All Nursing Budget

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The NCCC nursing program was established in summer 2010, with the hiring of the

Nursing Division Director. Grant funds were awarded to the college from various resources,

including federal, state and private funds for the start-up of the program. Currently, the program

is sustained through state funding and from grant and donation funds.

Professional development funds are available to full-time faculty and staff each year.

These funds are appropriated through collective bargaining. The total amount to each college

varies each year.

NCCC houses its nursing program in its new Arts and Science Building. There are two

designated rooms across the hall from each other. One room, 28 ft x 35 ft, houses four adult

patient beds with supporting equipment. The second room, 23 ft x 31 ft, houses infant and child

beds, mannequins and one SimMan Patient Simulator. A mobile control unit is used to facilitate

operation of the simulation mannequin from remote locations. Live streaming to the second

NURSING BUDGET

FY 2010-2011 FY 2011-2012 FY 2012-2013 FY 2013-2014 FY 2014-2015

SALARY & FRINGE -

FT FACULTY 122,638.02 377,455.95 407,001.34 448,473.62

SALARY & FRINGE -

PTL 58,762.83 58,517.53

SALARY & FRINGE -

CLINICAL 29,651.92 162,735.06 291,121.16 432,375.05

SALARY & FRINGE -

STAFF 9,633.65 132,628.36 229,490.61 208,539.93 224,385.90

TOTAL SALARY &

FRINGE 9,633.65 284,918.30 769,681.62 965,425.26 1,163,752.10

OPERATING 42,001.81 314,474.26 22,626.18 36,981.37 16,615.42

TOTAL ALL 51,635.46 599,392.56 792,307.80 1,002,406.63 1,180,367.52

247

laboratory and to the two lecture halls also located in this building is a useful teaching modality.

Video recording technology is used for debriefing.

The Arts and Sciences Building houses several classrooms and a lecture hall, which can

accommodate 67 students, and has a computer laboratory with a capacity of 24. All of the

teaching rooms in the Arts and Science Building are high-tech classrooms housing Smartboards,

projectors, PCs, DVD players and document cameras.

The nursing laboratory has specifically scheduled labs for each of the four clinical

nursing courses. In addition, 12 hours open laboratory time are provided each week for

supervised student practice. Full-time faculty schedules office hours in the nursing laboratory to

be available for laboratory review. Students must schedule their skill validation testing times

with faculty members.

All laboratory equipment and supplies were purchased and in place for the start of the

first semester in January 2011.

Adequate office space is provided for the Director, nursing faculty and administrative

assistant in the Founder’s Hall faculty office wing. The Director has a private office along side

the other division directors. Each full-time faculty member shares with another full-time faculty

member an office located in the same wing as the Nursing Director. Office resources include two

desks, two computers, two telephones, multiple chairs and two locked file cabinets. Faculty

shares access to computer printers on each faculty floor. Adjunct instructor space is available for

clinical instructors on campus in the Arts and Science Building, Greenwoods Hall and Founder’s

Hall, all of which are a short 5-7 minute walk from the Arts and Science Building. The college

has ample space for all courses supporting the nursing program and there is ample conference

248

meeting space throughout the campus in various locations in Founder’s Hall, the Learning

Resource Center and Greenwoods Hall.

A full-time secretary has been assigned to the Nursing and Allied Health Director and

faculty. The secretary is in a private office just across from the Director’s office. She is able to

meet the individual needs for the Director and faculty. In addition, the Director attends all

nursing division meetings and gives administrative assistance to this division. There is one

part-time nursing laboratory assistant to support the faculty and student work. The part-time

clinical instructors also participate in the scheduled laboratory days to ensure continuity in

instruction from the classroom to the clinical setting. The division has one nursing program tutor

who works through the College’s Academic Skills Center. This tutor is available specifically for

nursing courses and two tutors are available for help with the supportive academic classes.

There is one designated nursing student advisor in the College’s Admissions Office. This

advisor works with others to hold nursing education information sessions, to meet with

prospective students, to collect and process all nursing applications.

Additional college support for students and faculty include computer support through a

24-hour help line and live help desk support during business hours. The Director of Distance

Learning is a resource for both faculty and students for their use of Blackboard and ePortfolio.

The library staff provides an educational workshop for each nursing class during the first

semester. They review how to use the electronic databases, other library resources, and review

the process of evaluating websites for their validity and applicability to nursing and healthcare

research.

Learning resources are comprehensive, relevant to the curriculum, current, and accessible

to faculty and students, including those engaged in alternative methods of delivery. Faculty are

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involved in decisions related to learning and technology resources. Needed learning/teaching

resources that are specific to the nursing program are discussed and selected at nursing division

meetings and presented by the Nursing and Allied Health Division Director to the Academic

Dean. Purchasing occurs through the nursing operating budget or through grant funds. College-

wide learning and technology resources are available through the Learning Resource Center, the

Academic Support Center, and through educational technology. The Distance Learning

Coordinator is available to students and faculty who need assistance.

The Nursing Division has access to computer assisted software programs and videos,

nursing skills labs that use real-life equipment, and the simulation mannequins and equipment

that use high fidelity simulated learning activities.

Nursing textbooks are selected by consortium committee work. NCCC has faculty on

the CT-CCNP committee that selects the textbooks for the curriculum.

Library

The Library is located in the Learning Resource Center (LRC) adjacent to Founder’s

Hall. Opened in 2003, the Learning Resource Center provides students with access to a full-

range of library services in a spacious, modern setting. The LRC houses the Library and the

Dorothy Draper Conference Center. The Library is open 57.5 hours a week when classes are in

session and 35 hours during intersession.

The Library has various types of comfortable seating available: individual study carrels,

tables, and casual seating areas. The amount well exceeds the minimum standard of 10% of FTE

enrollment set by the Association of College and Research Libraries. There are 34 student

computer workstations: two of these are solely for searching the Library’s resources. The

Library Lab has a dedicated library space for classroom and group bibliographic instruction.

250

This space provides classes and students access to 20 new computers, which are fully equipped

with the software and programs needed for high-level instruction. When not reserved for

classroom instruction, the room provides students with an additional open computer lab for

general research. The Library has three C-Pods available to students. The C-Pods facilitate

group study and allow students to work on collaborative projects within a defined space. In

addition, there are five audio-visual workstations; five with small TV/VCR units, one with a

compact disc player. The facility also includes three study rooms reserved for quiet study or

group activities.

The library has five full-time and two part-time staff members. The full-time staff

consists of the Director of Library Services, the Public Services Librarian, the Library

Associate/Public Services, and the Library Associate/Technical Services and the Library

Assistant/Technical Services. The part-time staff consists of two Educational Assistants who

each work an average of nine hours per week. All of the staff works some evening and weekend

hours to provide consistent levels of service to the College. There is currently one student

worker employed for 10 hours per week. The credentials of the Library staff are exemplary.

Two staff hold Master of Library and Information Science degrees from accredited library

science graduate schools. Two staff hold Bachelor of Science degrees from accredited

institutions. One Educational Assistant holds a Bachelor of Science in Education from an

accredited institution.

The Library’s collection consists of 40,000 print books, 24,000 electronic books, 135

periodicals and newspapers subscriptions, compact discs, audio books, DVDs and videos,

government documents, and microforms. The overall collection reflects the curriculum of the

College and also contains works in all the general areas of study. The reference collection – both

251

print and electronic - holds the standard sources in many fields of study. The Library is a

depository for Connecticut state government documents, which are arranged by subject and

accessible through the on-line catalog. In addition, the Library provides access to millions of

online full text journal and magazine articles through numerous electronic databases and

reference resources. Students have access to twelve general subject databases, which include

millions of full-text articles from journals and magazines covering a wide range of fields and

professions. All electronic databases are accessible both on campus and remotely.

Nursing-Specific Holdings

Students in the Nursing program have direct access to 2,050 print titles in the Library’s

collection and over 7,000 in the Library’s eBook collection related to their field of study. The

periodical collection includes nine print journals and magazine subscriptions related to their field

of study. Students have access to eight health-sciences related databases, which give them

access to the most respected journals and magazines in the field, including CINAHL with Full

Text, Health Reference Center Academic, Health Source: Nursing/Academic Edition, Nursing

and Allied Health Collection. The nursing resources are easily accessible to nursing students

through the nursing LibGuide. This online subject guide serves as a “Nursing Gateway” to local,

regional and national resources, including governmental agencies and professional organizations.

The library maintains an archive of older issues for each of the current subscriptions. This

periodical collection is supplemented with licenses to 12 electronic databases; the Library also

provides access to the A.D.A.M. software on all public computers. Finally, the Library

collection currently contains 70 audiovisual materials in both DVD and VHS formats in the areas

of medicine, biology, biochemistry, anatomy and physiology. Additionally, the Library offers

access to streaming videos. Nearly 2,250 videos are available to faculty and students in the areas

252

of biology, anatomy and physiology, microbiology, health care and treatment, health careers,

nutrition, and public health.

The following book title list is only a sample from the College’s collection.

Nursing-related Print Books:

Bradshaw, Martha & Arlene Lowenstein. (Eds.). (2011). Innovative teaching strategies

in nursing and related health professions. (5th ed.). Boston: Jones and Bartlett.

Campbell, Jacquelyn & Janice Humphreys. (Eds.). Family violence and nursing practice.

(2nd Ed.). New York: Springer.

Cardiovascular care made incredibly visual! (2nd Ed.). (2011). Philadelphia: Lippincott

Williams & Wilkins.

Cherry, Barbara & Susan Jacob. (Eds.). (2011). Contemporary nursing: Issues, trends &

management. (5th Ed.). St. Louis: Elsevier/Mosby.

Lippincott Williams & Wilkins. (2011). Nursing 2011 psychiatric & mental health drug

handbook. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Meiner, Sue. (Ed.) (2011). Gerontologic nursing. (4th). St. Louis: Elsevier/Mosby.

Rothrock, Jane. (Ed.). (2011). Alexander’s care of the patient in surgery. St.


Stanley, Joan M. (Ed.). (2011). Advanced practice nursing: Emphasizing common

roles. Philadelphia: F.A. Davis.

Wall, Barbra & Arlene Keeling. (2011). Nurses on the front line: When disaster strikes,

1878-2010. New York: Springer.

Yoder-Wise, Patricia. (2011). Leading and managing in nursing. (5th ed.). St.


253

NCCC’s comprehensive nursing-related periodical and database lists include:

Nursing-related Print Periodicals:

American Family Physician

American Nurse Today

CMA Today

Harvard Women’s Health Watch

Health

Journal of Nursing Scholarship

Journal of Rural Health

New England Journal of Medicine

Nursing

Representative Electronic Databases related to Nursing :

CINAHL with Full Text

Gale Virtual Reference Library

Health and Wellness Resource Center


Health Source: Nursing/Academic Edition

Medline

Nursing and Allied Health Collection

Salem Health

Across the campus the College provides comprehensive computer facilities that are

available to all registered NCCC students. The College offers Windows and Macintosh

computers for utilizing software applications for access to the Internet, word processing, desktop

254

publishing, spreadsheets, databases, web page authoring, presentations, programming languages,

etc.

There is a Distance Learning (DL) Coordinator who is available to faculty five days per

week during normal working hours. The DL Coordinator is helpful to faculty and students. The

DL Coordinator will work to support activities to ensure learning outcomes for all distance

learning courses can be met.

The Core Nursing courses (NUR* 101, NUR* 102, NUR* 201, NUR* 203, and

NUR*205) are web-enhanced through the Blackboard Vista. The three pharmacology courses,

NUR* 103, NUR* 202 and NUR*204 were offered only as distance learning courses, but are

being brought back into the traditional classroom. This change comes from evaluation and input

from both students and instructors. The courses will continue to be web-enhanced as the other

nursing courses. These web-based or web-enhanced nursing courses have the course shells

available to students before classes start, which allows students to preview course syllabi and

course overviews. Blackboard Vista is also a tool for faculty and students to communicate. Both

students and faculty may access all of their Blackboard courses through the myCommNet portal.

MyCommNet portal is a system-wide website that networks with all of the Connecticut

Community Colleges and is host to various services for both faculty and students. Blackboard

Vista support is available seven days a week, twenty-four hours per day.

Various non-nursing support courses may also be offered both on ground and through

distance learning format. Students have the option of choosing to take these non-nursing

required courses on campus or through distance learning. There are adequate fiscal, physical,

technological, and learning resources available at NCCC for all student learning outcomes to be

achieved for their distance learning courses.

255


The Chairperson, the Director and nursing faculty participate in identifying clinical sites

suitable for meeting the student learning outcomes of the Nursing Program. Through visits to

clinical sites, the Chair, Director and faculty have the opportunity to meet with staff and

administrators to discuss the potential of the facility as a clinical site. Following these visits,

reports and recommendations are made to the Nursing Division for approval of the facility for

use as a clinical laboratory experience.

Faculty select clinical experiences and facilities based upon a number of criteria which

include: geographic distance, appropriateness of patient population to meet clinical and course

objectives, availability and type of health care personnel and the size and variety of clinical units.

The contract signed (see Appendix V) with each clinical agency clarifies the Board of

Examiners for Nursing’s regulations defining faculty responsibility for planning, selecting,

directing and evaluating student learning. Clinical coordination meetings are conducted with the

affiliating agency to ensure cooperative planning of clinical experiences and appropriateness of

patient populations in meeting course objectives. In addition, faculty initiate meetings with

nursing personnel to plan patient assignments appropriate for meeting specific clinical

objectives. Evaluation comments by students and faculty at the end of each course are used for

future decisions regarding selection of clinical sites and specific patient care units.

All health care agencies used by NCC adequately provide the opportunities for requisite

clinical skills to provide comprehensive experiences that meet individual course learning

outcomes. As can be seen in Criterion 8, clinical experiences are provided in a variety of

settings. All facilities used by NCC are accredited by either the Joint Commission for the

256

Accreditation of Health Care Organizations (JCAHO), or the State of Connecticut. (See Table

17.5).

The Division of Nursing and Allied Health host regular meetings of the Nursing

Advisory Board to maintain an ongoing dialog with leaders in the community who are engaged

in health care agencies/institutions. Minutes of these meetings are kept in the office of the

Director.

Faculty members systematically evaluate all clinical sites on a regular basis. The sites

are evaluated monthly at team and division meetings and also at the end of term through student

and faculty evaluations. The faculty and administration of NCC use a number of methods to

evaluate these clinical sites. These methods are summarized in the sample systematic

evaluation plan (SPE) provided in Appendix A.

Three Rivers Community College:

The practice learning environments utilized by the TRCC Nursing Program represent a

variety of health care settings, including large inner-city teaching hospitals, as well as smaller

community hospitals and community agencies. The healthcare agencies that have been selected

are ones that provide students with learning experiences that support the achievement of course

and program student learning outcomes and utilize current best practices and follow established

health and safety goals. Planning, selecting, directing and evaluating student learning

experiences are the responsibility of the faculty. The following is a list of criteria utilized by

faculty as guidelines when selecting clinical sites:

The site facilitates student learning, development of psychomotor skills and course

learning outcomes.

The site can accommodate the number of students requiring clinical placement.

257

The patient population represents the variety of healthcare problems needed to meet

course learning outcomes and enable student learning.

The health-care personnel are sufficient to support student learning experiences.

The resources are adequate to support student learning.

The agency personnel support the philosophy of associate degree nursing.

The agency holds the appropriate accreditation status.

The agency implements current best practices and nationally established patient health

and safety goals.

As the number of students admitted to the CT-CCNP at TRCC has grown, so has the

need for clinical learning sites. The selection process includes planned visits and tours by the

department director, course leaders, and/ or expert faculty members, along with consultation with

appropriate agency personnel. The faculty works cooperatively with agency personnel to plan

and discuss student clinical experiences and provide the agency staff with the course syllabi and

clinical objectives each semester. The faculty consults with staff personnel prior to the clinical

experience to ensure that student learning experiences are maximized. The agency provides the

faculty with information on new protocols and procedures and required orientation programs and

inservice education programs for faculty and students.

In the fall of 2008, TRCC began to admit students twice per year, increased

enrollment to 96 students per class/ admissions cohort by fall of 2009. During the fall 2015 and

spring 2016 semesters TRCC will decrease enrollment to 80 students per class/admissions cohort

and continue to admit twice per year with 40 students starting the program each semester.

During this same timeframe, clinical days in the first year were increased from one to two. In

order to accommodate this growth, the faculty pursued additional sites for student learning. Two

Commented [PL16]: the highlighted text reflects content

appropriate for the 2010 report. During 2010-15 there were NO increase in clinical hours. You will need to rework if you want

to bring out the Avalon points.

258

sites selected to provide clinical learning for students were Avalon Rehabilitation Center and an

emergency department rotation in an acute-care hospital where we currently had an affiliation.

In addition to increased placement for our students, Avalon was selected for the exposure it

would give students as a potential area of practice to secure a position after graduation.

Curriculum review demonstrates that the process was used effectively to acquire these additional

clinical sites. Evaluation of all clinical agencies used by TRCC is ongoing and is documented in

the SPE.

The Director, with input from the course leaders, determines which sites are appropriate

for each course. TRCC nursing faculty believe that the clinical learning environment should

enhance what is being taught in the classroom and therefore requests clinical units that have

patient populations that correlate with the course learning outcomes and content. Course team

meetings are conducted three times each semester. Evaluation of the strengths and weaknesses of

the clinical experiences provided by the agencies are discussed by full and part time faculty and

recommendations are made to improve the student learning experiences. Course Team Meeting

Minutes reflect these discussions. Faculty members communicate any identified problems or

potential problems to the unit staff, unit manager, the Director of Education, TRCC clinical

liaison, and the Nursing Director when appropriate. Students evaluate all clinical sites at the end

of each semester utilizing the CT-CCNP course evaluation form. Faculty members evaluate the

clinical sites using the Faculty Facility Evaluation Form and make recommendations regarding

suitability of the site for meeting student learning objectives and future use of the facility. The

results of the data are presented at curriculum meetings and discussed as part of the Systematic

Plan for Evaluation (SPE). Annually, during end of the year affiliate meetings, faculty members

share the evaluations of the clinical learning experiences from each site with representatives of

259

cooperating agencies.

260

CRITERION 17

Written contracts with affiliating agencies define the faculty responsibilities to select, guide

and evaluate student learning activities. Contracts are reviewed annually by the nursing

education program and renewed at least every three years. [Regulations: 20-90-

48(b)(1)(2)]

20-90-48(b)(1)(2)

(b) Contractual agreements

(1) There shall be signed contractual agreements between the nursing education program and

cooperating health care entities when the program and the entities are independent.

(2) Contracts shall be developed by the program and shall be reviewed annually by the

cooperating health care entity. Contracts shall be renewed at least every third year.

Clinical contracts are obtained with all affiliating agencies used for clinical experience

using a template approved by the State of Connecticut. The Office of the Dean of

Administration or his/her designee initiates the contract at each of the sites. This contract is then

forwarded to the office of the BOR for approval and then to the Office of the Attorney General

for final review and signature.

The contract signed with each clinical agency clarifies the Connecticut Department of

Public Health’s regulations defining faculty responsibility for planning, selecting, directing and

evaluating learning. All six of the colleges have current contracts that specify the expectations

and responsibilities for all parties, protecting the integrity of the students’ educational

experiences and providing for the safety of patients, students, and faculty. Contracts are

reviewed at each college annually according to the SPE and are renewed every three years or as

otherwise stated. Tables 17.1 to 17.6 list the agency contracts in place for each college.

Appendix V contains the template for clinical contracts with affiliating agencies that is approved

by the State of Connecticut, Office of the Attorney General.

261

Table 17.1 Agency Contracts - Capital Community College

Clinical Agency Contract Period

Courses Using Agency/ Nursing Experiences

Provided Avery Heights/Church

Homes, Inc.

705 New Britain Ave.

Hartford, CT 06106

09/01/2013 – 09/01/2017 NUR 101, Fundamentals of

Nursing

Bristol Hospital, INC

Brewster Rd., P.O. Box 977

Bristol, CT 06011-0977


Nursing

NUR 102, Medical-Surgical

Nursing


Nursing


Nursing

Central Conn. Hlth Alliance,

Inc.

The Hospital of Central Conn.

100 Grand St.

New Britain, CT 06050


Nursing


Nursing


Nursing


Nursing

ECHN

Manchester Memorial

Hospital 71 Haynes Street

Manchester, CT 06040


Nursing


Nursing


Nursing


Nursing

ECHN

Rockville General Hospital 31

Union St.

Vernon, CT 06066


Nursing


Nursing

Hartford Hospital

80 Seymour St.

Hartford, CT 06115


Nursing


Nursing


Nursing


Commented [PL17]: reflects a 4 year period, should it be 3 years according to regs?

262



Provided Nursing

Institute of Living

400 Washington St.

Hartford, CT 06106

09/01/2013 – 09/01/2017

(contract under Htfd. Hosp.)

NUR 203, Psychiatric and


Hebrew Home & Hospital

1 Abrahms Blvd.

W. Hartford, CT 06117


Nursing


Nursing

Hospital for Special Care

2150 Corbin Ave.

New Britain, CT 06053


Nursing


Nursing


Nursing


Nursing

Johnson Memorial Medical

Ctr., Inc.

The Johnson Evergreen Corp.,

Inc.

205 Chestnut Hill Rd.

Stafford Springs, CT 06076


Nursing


Nursing

Johnson Memorial Medical

Ctr., Inc.

Johnson Memorial Hospital,

Inc.

201 Chestnut Hill Rd.

Stafford Springs, CT 06076


Nursing


Nursing

McLean Affiliates, Inc.

75 Great Pond Rd.

Simsbury, CT 06070


Nursing


Nursing

Riverside Health Care Ctr.,

Inc.

745 Main St.

E. Hartford, CT 06108


Nursing


Nursing

Saint Francis Care, Inc.

St. Francis Hospital &

Medical Ctr. includes Mt.

Sinai Campus Rehab Units


Nursing


Nursing

263



Provided 114 Woodland St.

Hartford, CT 06105


Nursing


Nursing

Saint Mary Home

2021 Albany Ave.

West Hartford, CT 06117


Nursing


Nursing

264

17.2 AGENCY CONTRACTS - GATEWAY COMMUNITY COLLEGE

Clinical Agency

Contract Period Courses Using Agency/

Nursing Experiences Provided

Branford Hills Health Care

Center

09/01/13-08/31/16 NUR 101- Fundamentals of Nursing

Griffin Hospital

3/1/15- 2/29/20 NUR 101- Fundamentals of Nursing

NUR 102- Maternity Nursing

NUR 203- Medical-Surgical Nursing

& Psychiatric Nursing

Cornell Scott Hill Health

Center

07/01/14 – 06/30/19 NUR 203- Precepted Experience

Gaylord Hospital 7/01/13-6/30/16 NUR 101- Fundamentals of Nursing



Hospital for Central

Connecticut

05/01/13 – 4/30/16 NUR 102- Maternity Nursing



Mary Wade Home, Inc. 07/01/14-06/30/19 NUR 101- Fundamentals of Nursing

NUR 203- Precepted Experience

Masonicare Healthcare

Center 07/01/14 – 06/30/19

Not being utilized at this time

MidState Medical Center 09/01/14-08/31/19 NUR 102- Maternity Nursing

NUR 201- Medical-Surgical Nursing NUR 203- Medical-Surgical Nursing

State of Connecticut – Department of Mental Health

and Addiction Services

CT Valley Hospital

Connecticut Mental

Health Center

01/1/14 – 12/31/18 NUR 203- Psychiatric Nursing;

Precepted Experiences

Visiting Nurse Association of

South Central Connecticut,

Inc.

07/1/14- 6/30/19 NUR 203- Precepted Experiences

Waterbury Hospital

07/01/08 – 06/30/11

02/1/14- 1/31/17 NUR 102

Yale-New Haven Hospital

York Street Campus

St. Raphael’s

Campus

09/02/12 – 09/02/15 NUR 101- Fundamentals of Nursing NUR 102- Medical-Surgical Nursing NUR 201- Medical-Surgical Nursing NUR 203- Medical-Surgical

265

Clinical Agency

Contract Period Courses Using Agency/

Nursing Experiences Provided

Nursing, Psychiatric Nursing,

Precepted Experiences

266

17.3 AGENCY CONTRACTS – NAUGATUCK VALLEY COMMUNITY COLLEGE

Clinical Agency Contract Period Courses Using Agency/ Nursing

Experiences Provided

Bristol Hospital 9/4/08-8/31/11 NUR 101, Fundamentals of Nursing

The Charlotte Hungerford

Hospital 1/1/09-12/31/12 NUR 101, Fundamentals of Nursing

NUR 102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Endoscopy Center of

Northwest Connecticut

9/1/08-8/31/11 NUR 201, Medical-Surgical Nursing

Gaylord Hospital, Inc. 1/1/08-12/31/10 NUR 203, Medical-Surgical Nursing

Griffin Hospital 1/1/10-12/31/12 NUR 101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Hospital of Central

Connecticut

New Britain Campus

Bradley Memorial Campus

3/1/10-2/28/13 NUR 101, Fundamentals of Nursing NUR 201, Medical-Surgical Nursing

Hospital of Saint Raphael In Process NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

MidState Medical Center 9/1/09-8/31/12 NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

New Milford Hospital 1/1/08-12/31/10 NUR 101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Saint Mary’s Hospital 7/1/10-6/30/13 NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing

Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

State of Connecticut – Department of Mental Health

and Addiction Services

1/1/10-12/31/14 NUR 203, Psychiatric-Mental Health

Nursing

Waterbury Hospital Health

Center

1/1/08-12/31/10 NUR101, Fundamentals of Nursing

NUR 102, Medical-Surgical Nursing

267



Maternity Nursing



Visiting Nurse Services of

Connecticut, Inc.

In Process


VNA Health Care, Inc. 1/1/09-12/31/12 NUR 201, Medical-Surgical Nursing

VNA of Central Connecticut,

Inc.

1/1/09-12/31/12 NUR 201, Medical-Surgical Nursing

268

17.4 AGENCY CONTRACTS

NORTWESTERN CONNECTICUT COMMUNITY COLLEGE



Brooker Memorial 6/15/11-12/31/15 NUR 102

The Charlotte Hungerford

Hospital

1/1/11-12/31/15 NUR 102, 201, 203

Connecticut Children's

Medical Center

7/1/12-12/31/15 NUR 102

Gaylord Hospital

1/1/14-12/31/15 NUR 201, 203

Robert C Geer Memorial

Hospital (Geer)

1/1/11-12/31/15 NUR 101

Hartford Hospital

5/1/13-12/31/15 NUR 102

Litchfield Woods Health

Care Center

1/1/11-12/31/15 NUR 101

McLean Affiliates

1/1/11-12/31/15 NUR 101

New Opportunities, Inc.

6/1/12-12/31/15 NUR 102

St. Mary's Hospital

1/1/11-12/31/15 NUR 102

Sharon Hospital

1/1/11-12/31/15 NUR 102, 201, 203

Waterbury Hospital 1/1/11-12/31/15 NUR 102, 201, 203

269

17. 5 AGENCY CONTRACTS – NORWALK COMMUNITY COLLEGE



Bridgeport Hospital 9/1/2010 – 9/1/2012 NUR 101, NUR 102

Greater Bridgeport Mental

Health

MOU NUR 203

Carolton Chronic &

Convalescent Hospital, Inc.

9/1/2014 – 9/1/2015 NUR 101-Not currently being used

Greenwich Hospital 9/1/2014 – 9/1/2020 NUR 101, NUR 102

Honey Hill Care Center NUR 101 – Not currently being used

Danbury Hospital NUR 102 – Not currently being used


of Fairfield CT INC.

9/1/2014 – 9/1/2020 NUR 101

Nathaniel Witherell 9/1/2012 – 9/1/2017 NUR 101 – Not currently being used

Norwalk Community Health

Center

NUR 201, NUR 203-Not currently being

used

Norwalk Hospital 9/1/2012 – 9/1/2017 NUR 102

Silver Hill Hospital 9/1/2012 – 9/1/2015 NUR 203

St. Vincent’s Medical Center

Behavioral Health Services

9/1/2014 – 9/1/2017 NUR 203

Stamford Hospital 9/1/2012 – 9/1/2017 NUR 102

William & Sally Tandet

Center

NUR 101-Not Currently Being Used

Wilton Meadows

Rehabilitation & Health Care

Center

9/1/2012 – 9/1/2015 NUR 101

Nursing & Home Health Care NUR 201, NUR 203Not- Currently being

used

Waveny Care Center 08/31/2012-

08/31/2017

NUR 101-Not currently being used

270

17.6 AGENCY CONTRACTS – THREE RIVERS COMMUNITY COLLEGE



Avalon Health Care at

Stonebridge 3/1/14 - 2/28/17 NUR101

Connecticut Valley Hospital 1/18/08 to 1/17/11 NUR 203

Center for Hospice Care, SE

CT

4/1/14 - 6/30/17

CT DMHAUS, all sites 1/18/14 - 12/31/99

Bayview Health Care 1/1/14 - 12/31/17

DaVita Dialysis Services 1/18/08 to 1/17/11 NUR 203

Day Kimball Hospital 7/1/14 - 6/30/17 NUR 101

NUR 203

Hospital for Special Care 1/20/13 - 1/19/16 NUR 102

Interim Healthcare of ECT 7/1/14 - 6/30/17 NUR

Lawrence Memorial Hospital 7/1/14 - 6/30/17 NUR 101

NUR 102

NUR 201

NUR 203

Norwich Senior Center 9/1/13 - 8/31/19 NUR

Odd Fellows dba Fairview 1/1/15 - 12/31/18 NUR

Orchard Grove 1/1/15 - 12/31/17 NUR 203

Nachaug Psychiatric Hospital 7/1/08 to 6/30/11 NUR 203

St. Francis Hospital and

Medical Center 7/1/14 - 6/30/17 NUR 101

NUR 102

NUR 201

NUR 203 VNA of SE CT 1/20/13 - 1/19/16 NUR N203

Westview Nursing Care &

Rehab Center 9/1/12 - 8/31/15 NUR 101

William W. Backus Hospital 7/1/14 - 6/30/17 NUR 101

NUR 102

NUR 201

NUR 203 Windham Community

Memorial Hospital

7/1/14 - 6/30/17 NUR 203

Southeastern CT Mental

Health Authority

N203

272

Appendices follow in order as listed on page vi except for the

Nursing Student Handbook which is located in the front pocket

of the report binder.