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SANTA MONICA COLLEGE

ASSOCIATE DEGREE NURSING PROGRAM

SELF-STUDY REPORT

Prepared for Continuing Accreditation

by the

Accreditation Commission for Education of Nursing

September 16-18, 2014

Santa Monica, California

Santa Monica College

2014

Board of Trustees

Dr. Susan Aminoff, Chair

Rob Rader, Vice-Chair

Dr. Nancy Greenstein

Dr. Louise Jaffe

Dr. Margaret Quiñones-Perez

Barry Snell

Dr. Andrew Walzer

Daniel Kolko, Student Trustee, 2014-2015

Superintendent/ President

Dr. Chui L. Tsang

Table of Content

Page

Section One: Executive Summary

General Information

V

Overview of Santa Monica College

1

Overview of the Nursing Program

4

Summary of Standards

5

Conclusions

17

Section Two: Standards 1-5

Standard 1. Mission and Governance

19

Standard 2. Faculty and Staff

40

Standard 3 Students

64

Standard 4 Curriculum

82

Standard 5 Resources

135

Section Three: Outcomes

Standard 6 Outcomes

144

Systematic Evaluation Plan

167

Section 4 Appendix

Santa Monica College Organizational Chart Document A 258 Philosophy of Nursing Program Document B 259 Associate Dean, Health Sciences Job Description Document C 261 Faculty Leader/Assistant Director Job Description Document D 262

Tables Page

Tables for Executive Summary

Chart 1SMC Student Ethnicity from Fall 2009 to Fall 2013 2

Chart 2 Ethnicity of Nursing Students on Census Day for 2013 2

Chart 3 Ethnicity of Nursing Students from Fall 2008 to Spring 2013 4

Chart 4 Age of Nursing Students from Fall 2008 to Spring 2013 5

Table 0.4 Gender of Nursing Students from Fall 2008 to Spring 2013 5

Tables for Standard 1

1A Comparison of Mission Statement of Santa Monica college and the

Philosophy of Nursing Program

19

1B Alignment of Institutional Learning Outcomes, Program Objectives,

and Program Learning Outcomes

22

1C Supporting Goals 24

1D Nurse Administrator and Faculty Assignments on Governing

Institution Committees

26

1 E Policies 37


2A Scholarship Activity Table 44

2B Content Experts 51

2C Faculty Profile 60


3A Location of Student Policies 67

3B Public Access to Nursing Program Information 68

3C Recent Policy Changes 70

3D Student Services 72

3E SMC Loan Default Rate 74

3F Theme of Complaints 78


4A Program Objectives and Level Objectives 87

4B Example of QSEN KSAs Location for Curriculum Introduction and

Emphasis

91

4C for Nursing 17 Pharmacological Aspects of Nursing Success and

Retention Rates

93

4D Nursing 17 Rating of SLO for Spring 2013 94

4E Nursing 17 Rating of SLO for Fall 2013 94

4F Nursing 36 Calculations in Drugs and Solutions Success and

Retention Rates

94

4G Nursing 36 Rating of SLO for Spring 2013 95

4H Nursing 36 Rating of SLO for Fall 2013 95

4I Progression of Objectives for Medical Surgical Nursing Courses 97

4J Example of Nursing 15/15L Nursing Fundamentals Assignments and

Correlation to SLOs

99

4K Interpretation of HESI Exit Scoring 101

4L HESI Score Means on Exit Exam 101

Graph 4.1 HESI Exit Mean Score and HESI Exit National Mean 102

Graph 4.2 Graduating Cohorts Performance in Area of Client Needs 102

Graph 4.3 HESI Graduating Cohorts Performance in Core Values 103

Graph 4.4 HESI Performance and Correlation with Program Objectives 103

Graph 4.5 Graduating Cohorts Performance on NLN Core

Competencies

104

Graph 4.6 Graduating Cohorts Performance & QSEN Competencies 104

Graph 4.7 Graduating Cohorts Performance in Communication 105

Graph 4.8 Graduating Cohorts Performance in Manager of Care 105

Graph 4.9 NCLEX Percentile Rank in Area of Client Needs

Graph 4.91 NCLEX Percentile Rank in Area of Nursing Process

107

107

Graph 4.92 NCLEX Percentile Rank in Area of Human Functioning 108

Graph 4.93 NCLEX Percentile Rank in Area of Wellness-Illness

Continuum

108

4M HESI Exit Score for Liberal Education 110

4N Educational Theory, Interprofessional Collaboration, Research and

Current Standards of Practice across the Curriculum

114

4O KR 20 of Teacher Constructed Tests Administered 121

4P Nursing Course Unit Value and Weekly Student Contact Hours 123

4Q Students Evaluation of Clinical Facilities 128

4R Student Clinical Experiences: Best Practices, National Health and Safety Goals, Standards of Competent Performance across the Nursing Curriculum

131

Standard 5 Resources

5A Comparison of Nursing and Education Budgets 136

5B Grants Awarded to Nursing Program from 2010-2014 137

5C Students’ Responses to Physical Resources Survey 139

5D Faculty Responses to Physical Resources Survey 140

Standard 6 Outcomes

6A First Time Takers Performance on Licensure Exam 149

6B Number of Associate Degrees Awarded 151

Graph 6.1 On Time Completion Rate 152

Graph 6.2 Completion from Program (Late) 153

Graph 6.3 Attrition Rate from Fall 2006 to Fall 2013 154

6C Demographics of Graduate 155

6D Completion of LVNs from fall 2006 to Fall 2013 157

6E Graduate Satisfaction with the Program 159

6F Results of Health Care Facilities Response for New Graduate Survey 162

Section One

EXECUTIVE SUMMARY

General Information

Program Type:

Associate Degree Nursing Program

Purpose of the ACEN Visit

Continuing Approval of the Nursing Unit

Dates of the Visit

September 16 -18, 2014

Name and Address of Governing Organization


1900 Pico Boulevard

Santa Monica, California 90405

Name and Title of the Chief Executive

Dr. Chui L. Tsang

Superintendent/President

Regional Accrediting Body and Accreditation Status

Western Association of Schools and Colleges

March 8 – 11, 2010

Reaffirm accreditation with a requirement for Follow-Up Report

Mailing Address of the Nursing Unit


Health Sciences

1900 Pico Boulevard

Santa Monica, California 90405

Physical Address of the Nursing Unit

Bundy Campus

*3771 South Bundy Drive

Los Angeles, California 90066

*Do not send mail to this address

Name, Credentials and Title of the Nurse Administrator

Ida Maria Danzey, DNP, RN, CNE

Associate Dean, Health Sciences

Telephone 310-434-3458 [email protected]

Name of the State Board of Nursing

California Board of Registered Nursing

Date of Last Review and Action

October 28-29, 2013 Continuing Approval

ACEN Accreditation Standards and Criteria used to prepare the Self-Study

ACEN 2013 Standards

mailto:[email protected]

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Overview - Santa Monica College

Santa Monica College (SMC) is located on a 40-acre campus at 1900 Pico Boulevard in

Santa Monica. Santa Monica College is the only college in the Santa Monica Community

College District. The college opened its doors in 1929 with 153 students and currently has an

enrollment of approximately 33,465 students, 30,000 for credit and 3465 for non-credit. A

seven-member Board of Trustees elected to four-year terms by the residents of Santa Monica

and Malibu governs the college district. There are five satellite centers - one in each direction

from the main campus. The Santa Monica Airport Satellite Campus, located south of the main

campus, opened in 1988 and offers studies in graphic design. The Madison Campus, located

north of the main campus, opened in 1990 as The Center for the Humanities and has been

renovated to accommodate performing arts programs and the performing arts theater, Eli and

Edye Broad Stage. The music department is located on the Madison campus.

The Health Sciences Department, which includes the Associate Degree Nursing Program

and Respiratory Therapy, Continuing and Community Education, Teacher Academy, and Early

Childhood Education are located at the Bundy Campus. The Bundy campus is 10.4 acres and

is the largest of the satellite campuses. In 1975 Emeritus College began offering classes to

people 55 and older. The Emeritus College is located in a four-story building in downtown Santa

Monica. The Academy of Entertainment and Technology, is located east of the main campus

on three and one-half acres, opened in February 1998 and is currently under construction. The

Academy of Entertainment is currently located on the Bundy campus in bungalows. Despite

land and space constraints, the college has continued to grow both in student population and in

its creative and contemporary academic offerings.

The college is currently in the middle of a major modernization program, construction of

Student Services building, construction of the building for the Academy of Entertainment and

completion of the Information Technology building. These projects have been made possible by

Propositions T, S, and U, bond measures approved by residents of Santa Monica and Malibu in

1992, 2000, and 2003 respectively. Each bond was for specific purposes and totaled in excess

of $300 million to improve, upgrade, and modernize the facilities at Santa Monica College.

Santa Monica College has the highest international student population of any community

college in America with representation from over 100 countries. The unduplicated student

headcount is 33,465, however 300,000 are credit students. Eighty percent of the students are

California residences, 11.2% are from foreign countries, and 6.3 % are out-of-state students.

The student population reflects the mission and vision of the college and recognizes the

importance of the global society/world that we live. SMC is also a Hispanic serving institution,

indicating that at least 25% of the student population is Hispanic. Thirty-seven percent of the

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students were Hispanic in Fall 2013. Chart 1 Demographics of Santa Monica College Students

Fall 2009 to Fall 2013. It is interesting to note that the population of the nursing student

population was also 37% on October 15, 2013. The average age of the students at SMC is 24

years. Fifty-two percent of the students are female and 47.7% are male. The college transfers

more students to the University of California system than any other California community

college.

Chart 1 SMC Student Ethnicity from Fall 2009 to Fall 2013

Chart 2 Ethnicity of Nursing Students on Census Day for 2013

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

SMC Student Ethnicity from Fall 2009 to Fall 2013

Fall 2009

Fall 2010

Fall 2011

Fall 2012

Fall 2013

6. 4% 1. 1%

16. 11%

31. 22%

46. 32%

37. 26%

5. 3% 1. 1% African American

American Indian

Filipino

Non-Filipino Asian or PacificIslander

Caucasian

Hispanic

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Santa Monica College was evaluated by an accreditation team from the Western Association

of Schools and Colleges (WASC) in March 2010. The college was granted accreditation with a

Progress Report due October 15, 2010. The Progress Report submitted to the accrediting body

was approved. The self-study developed for the WASC accreditation visit and the WASC

progress report is available at http://www.smc.edu/ACG/Accreditation2010/Pages/default.aspx

As of fall 2013, the college employed 82 administrators and managers, 32 classified

managers, 308 full-time faculty members, 1071 part-time faculty, 427 permanent classified staff,

and 8 confidential.

The nurse administrator is an Associate Dean position at Santa Monica College and reports

to the Vice President of Academic Affairs. The faculty and the nurse administrator participate in

and serve on governing committees. The students are involved in many activities in the

Associated Student Body.

http://www.smc.edu/ACG/Accreditation2010/Pages/default.aspx

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Overview - Nursing Program

The Associate Degree nursing program was established in 1965 and graduated the first

class in 1967. It was first approved by the California Board of Registered Nursing in 1965. The

nursing program received continuing approval from the California Board of Registered Nursing

(BRN) October 2013. The nursing program was first accredited by the National League for

Nursing (NLN) for eight years in 1989 and was last accredited in November 2006 by the

National League for Nursing Accrediting Commission (NLNAC). The nursing program admits 40

generic nursing students each semester. This number does not include the advanced

placement students. Advanced placement students include reentry, transfer, and Licensed

Vocational Nurses. The total potential student population capacity of the program is 160.

The student population in the nursing unit is reflective of the college. Commonly, as many as

10 countries may be represented in each entering class. The nursing student ethnic breakdown

for the past four years is presented in chart 3. Additional demographic data, from Fall 2008 to

Spring 2013, are located in chart 4 (age) and table 0.1 (gender).

Chart 3 Ethnicity of Nursing Students from Fall 2008 to Spring 2013

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%

Ethnicity of Nursing Students from Fall 2008 to Spring 2013

8/1/2012- 7/31/2013

8/1/2011-7/31/2012

8/1/2010 -7/31/2011

8/1/2009 – 7/31/2010

8/1/2008 -7/31/2009

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Chart 4 Age of Nursing Student in Program from Fall 2008 to Spring 2013

Table 0.1 Gender of Nursing Students from Fall 2008 to Spring 2013

8/1/2012-

7/31/2013

8/1/2011-

7/31/2012

8/1/2010 -

7/31/2011

8/1/2009 –

7/31/2010

8/1/2008 -

7/31/2009

Female 77.63% 83.50% 78% 93.40% 79.50%

Male 22.36% 16.50% 22% 6.30% 19.64%

Unknown 0.08%

Santa Monica College operates on a semester system compressed in 16 weeks. Nursing

courses are primarily offered in eight-week modules with support courses (such as sociology,

communication studies, and psychology) offered across the 16-week college semester.

S t a n d a r d 1 : M i s s i o n a n d A d m i n i s t r a t i v e C a p a c i t y

The mission of the nursing education unit reflects the governing organization’s core

values and is congruent with its mission/goals. The governing organization and program

have administrative capacity resulting in effective delivery of the nursing program and

achievement of identified program outcomes.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

7/31/2013

8/1/2012- 8/1/2011-7/31/2012

8/1/2010 -7/31/2011

8/1/2009 –7/31/2010

8/1/2008 -7/31/2009

Age of Nursing Students in Program from Fall 2008 to Spring 2013

≤ 25 yrs

26 yrs to 30 years

31 yrs to 40 yrs

41 yrs to 50 yrs

51 yrs to 60 yrs

≥ 61 yrs

Unknown

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The nursing unit meets this standard because the mission, vision, and institutional learning

outcomes are congruent with the philosophy and program outcomes of the nursing unit. The

philosophy of the nursing program supports the standards of excellence, which includes the

belief that our graduates are caring, competent, and compassionate. The faculty agree that the

mission, vision, and Institutional learning outcomes of the governing institution are congruent

with the philosophy, program objectives, program learning outcomes, and student outcomes of

the nursing unit. The level of achievement was met. The core values are implemented by

facilitating learning that offers students support and guidance throughout the nursing program.

Nursing faculty serve as role models in the classroom, clinical, and community settings.

The overall objectives of the Santa Monica College Nursing Program are identified as

program objectives and are congruent with the goals of the governing institution. The eight core

categories for identifying the competencies are professional behaviors, communication,

assessment, clinical decision-making, caring interventions, teaching and learning, collaboration

and managing care. However, the outcome criteria for the level and course objectives are

written to encompass the competencies of the graduate functioning as a provider of care,

manager of care, and a member in the discipline of nursing. National League for Nursing

Competencies were aligned with the program objectives and level objectives.

The Director of the nursing unit is an administrative position, Associate Dean, Health

Sciences. This is a full-time position, 12 month position and has the responsibility for two

programs, nursing and respiratory therapy. The operation of the nursing unit is 95% of the

administrator’s time and the remaining 5% is for the respiratory therapy program.

Nursing faculty and the nurse administrator participate in the governance of the college by

serving on standing committees, hiring committees, representatives to the Academic Senate,

and Faculty Association. The current Academic Senate President is a full-time faculty in the

nursing unit. The nursing faculty are actively involved in the operation of the nursing unit through

participation in all departmental meetings.

Student Participation in the Governing Unit

Students have been encouraged to attend the curriculum, systematic evaluation, and Health

Sciences/Nursing faculty meetings. Nursing students are encouraged to ask questions and to

share their thoughts relative to the topic of discussion. Professional Role Development has been

used as an incentive to enable students to attend nursing faculty meetings and participate in

community activities. Students are actively involved in the Student Nurse Association (SNA) and

in Associated Student Body organization. Santa Monica College Student Nurses Association

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(SNA) meets as scheduled. Members of the Student Nurses Association plan activities that

benefit the nursing student body and the community such as workshops to improve interviewing

and job acquisition skills, attend state and national SNA conventions, Nurse Week activities,

participate in orientations for incoming students, food and clothes drive, raise money for

Swaziland, etc. The students have fostered the mentoring program that was first piloted in

winter 2006.

The policies of governing institution related to faculty are consistently implemented and are

determined by the faculty contract. The weekly student contact hours (WSCH) for nursing

faculty are more than some faculty at Santa Monica College, because the load factor for the

laboratory component of the courses is 0.75. However, the number of hours allocated for office

hours are fewer because of the weekly contact hours. Nursing is not the only department that

has a load factor of less than 1.00 for some of the course offerings. Some other departments

with a load less than 1.00 are Art, Cosmetology, counseling, dance, entertainment technology,

graphic design, kinesiology/physical education, and some of the music courses. The course

load factor range at Santa Monica College is 0.60-0.875. Full-time faculty are expected to work

30 hours per week.

S t a n d a r d 2 : F a c u l t y a n d S t a f f

Qualified and credentialed faculty are sufficient in number to ensure the achievement of

the student learning outcomes and program outcomes. Sufficient qualified staff are

available to support the nursing education unit.

The nursing unit meets this standard. There are sufficient faculty and staff to support the

program and indirectly foster achievement of student learning outcomes. There are currently six

full-time nursing faculty. One faculty member retired at the end of the Spring semester. There

are 18 part-time faculty teaching, the majority are primarily in the clinical setting. One part-time

faculty member is not counted by the District as part-time because the individual is a full-time

faculty at the college. Full-time faculty teach all of the theory classes, except Nursing 28, as well

as teach in the clinical setting. Nursing 28 Community Based Nursing is taught by a part-time

faculty. The classroom ratio of faculty to students, 1:40, is comparable to other faculty at Santa

Monica College. The ratio of faculty to students in the clinical setting (laboratory) is 1:10.

Full-time faculty have a Master’s degree with a major in nursing. Two full-time faculty have

Doctorate in Nursing Practice. Fourteen of the part-time nursing faculty members (73.68%) hold

a graduate degree with a major in nursing. Five part-time faculty members (26.3%) have a

baccalaureate degree in nursing. One part-time faculty member has a PharmD and instructs

Nursing 17, Pharmacological Aspects of Nursing. One part-time faculty member is enrolled in a

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Master’s program and another part-time faculty is enrolled in a Doctorate program. Three of the

faculty are certified nurse educators, two full-time and one part-time. All of the nursing faculty

meet the minimum qualifications of the California Community College Chancellor’s Office and

are approved by the California Board of Registered Nursing.

Faculty are evaluated regularly by students, and by peers based on the policies and

regulations of the college. There is an opportunity for the nursing unit administrator of the

nursing program to have input in the evaluation process.

The nursing unit will advertise for two faculty positions in 2014 -2015 academic year for the

2015-2016 academic year. Faculty are needed to enhance the progression of the program and

to operate more efficiently.

The nursing unit has a full-time administrative assistant II and an administrative secretary

50% time.

S t a n d a r d 3 : S t u d e n t s

Student policies and services support the achievement of the student learning outcomes

and program outcomes of the nursing education unit.

Policies related to nursing students are congruent with the policies of the college. There are

some policies/requirements pertaining to admission to the nursing program which are not

applicable to other students. Policies unique to the nursing program are the admission

requirements which include grade point average, criminal background checks, drug testing,

health examinations, immunizations, and ability to perform essential tasks. All of these

requirements are published and available to students.

There is a wide range of support services available for students and all are located on the

Santa Monica College Home Page. Representatives from the most commonly used or needed

support services attend the mandatory orientation for incoming students. These representatives

are from Disabled Students Program Services, Financial Aid Office, Counseling, Health

Services, Skills Lab Coordinator, and Ombudsperson Office. Support services are available and

accessible to all students enrolled in Santa Monica College. Financial aid services are

accessible to students and include a variety of strategies to inform and reach out to students.

There has been an increase in students receiving financial aid and more are qualifying for Board

of Governor’s (BOG) waiver. Students have opportunities for orientation to technology and to

the use of the library database.

The governing institution and the nursing unit have consistently made every effort to adhere

to the Educational Code of California, regulations of the California Board of Registered Nursing,

Family Educational Rights and Privacy Act (FERPA), Higher Education Act Title IV. Student

records are secured in locked cabinets. The nursing unit complies with FERPA guidelines.

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Complaints

The Associate Dean tracks complaints of students on an ongoing bases. The number of

complaints has increased. The themes of the complaints are non-supportive learning

environment, dissatisfied with grade, inconsistency in applying policies, and unfair clinical

evaluation.

Students are encouraged to speak to the faculty member to resolve the problem or conflict. If

resolution of the student concern is not possible, student nurses are referred to the Associate

Dean, Health Sciences/Program Director. However, if an agreement cannot be reached the

student is referred to the ombudsperson. Students are informed of the Santa Monica College

ombudspersons’ names and phone extensions. If there is not a resolution and the issue meets

the criteria for an appeal, the student can request a formal hearing.

The nursing program utilizes the grievance process set up by the college. The grievance

can take the form of a grade appeal and dismissal from the program (applicable for certain

programs). The grievance process is in the college catalog and on the website at

http://www.smc.edu/ACG/Documents/Administrative_Regulations/AR_4000_StudentServices.p

df . The process is in the Administrative Regulations 4300 and under article 4344. Since the

last interim report, there have been four grievances taken through all steps of the formal

grievance process, one was a grade appeal and three were for dismissal from the nursing

program. The college grievance committee has upheld all of the decisions made by the nursing

faculty in all of the formal grievances.

S t a n d a r d I V : C u r r i c u l u m a n d I n s t r u c t i o n

The curriculum supports the achievement of the identified student learning outcomes

and program outcomes of the nursing education unit consistent with safe practice in

contemporary healthcare environment.

Curriculum Design

The curriculum of the nursing program is congruent and reflective of the philosophy and

conceptual framework of the program. The conceptual framework and other organizing

principles were used in the curriculum design. Orem’s Self-Care model provided the structure

for sequencing. The self-care requisites were used to sequence the curriculum, universal self-

care requisites, health deviation, and developmental. The focus in the first semester is on the

universal self-care requisite and includes some of the core concepts in nursing in the latter part

of the semester. The second semester focus is on common health deviation, physiologic and

http://www.smc.edu/ACG/Documents/Administrative_Regulations/AR_4000_StudentServices.pdf

http://www.smc.edu/ACG/Documents/Administrative_Regulations/AR_4000_StudentServices.pdf

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psychological (mental health). The third semester focus is on more complex health deviations.

The fourth semester focus is on the developmental, maturational and situational. The areas in

the fourth semester are nursing of children and women’s health, as well as professional role

transition. Some of the other organizing principles use to sequence the curriculum were simple

to complex, normal to abnormal, and wellness to illness.

The nursing unit has added and incorporated a number of contemporary standards in the

nursing program, for example Quality and Safety Education for Nursing (QSEN) prelicensure

competencies. The faculty incorporated the QSEN competencies for prelicensure nursing

students and used the Delphi format to integrate in the program. The knowledge, skills and

attitudes for patient-centered care, teamwork and collaboration, evidenced-based practice,

safety, quality improvement, and informatics have been integrated in the nursing curriculum.

Learning activities related to the QSEN competencies are included in every course. The faculty

have aligned the revised National League for Nursing competencies (2010) with the program

objectives and assist in students achieving the SLOs and the program learning outcomes. Best

practices for simulation learning experiences are incorporated in all simulations. However, it is

not evident that these trends have been integrated in the curriculum because changes have not

been made in the objectives of the course. Changes to the philosophy and program objectives

are considered a major curriculum revision by the BRN. A letter was been sent to the BRN in

June 2013 informing them that a major curriculum revision will be done. . Faculty have voted to

create a concept-based curriculum in Fall 2011.The preparation for the curriculum revision was

initiated in January 2012 with a 2 day workshop for faculty.

The nursing program is designed to provide the students with learning experiences to

acquire the knowledge, skills, and competencies to practice professional nursing. The nursing

courses incorporate teaching strategies to facilitate critical thinking, clinical reasoning, clinical

decision-making and include content to assist in implementing therapeutic interventions.

Reflective journaling is used to facilitate the acquisition of clinical decision-making and

reasoning. Communication is one of the threads in the curriculum and provides an essential

element in contemporary and interdisciplinary nursing practice. Community health concepts are

also part of the curriculum design.

A decision was made to use Health Education Systems Incorporated (HESI) tests, HESI

Mid-Curricular, and HESI RN Exit. NCLEX RN Report produced by Mountain Measurement is

also used to examine the effectiveness of the curriculum. The external tests have assisted in

identifying gaps in the curriculum as well as strengths in the curriculum, and to assist the

students in identifying strengths and areas that need improvement.

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Affiliating Agencies

All agencies utilized by the Santa Monica College nursing program for student clinical

placements have received prior approval by the California Board of Registered Nursing (BRN).

All agencies have signed affiliation agreements or memorandums of understanding. A generic

affiliation agreement is provided to each affiliating agency and modified as required by the

agency. Affiliation Agreements for each clinical agency utilized by the nursing program are

available for review on-site. The large medical centers have their contracts that the district must

sign. The contracts are initiated and renewed by the legal/contract department of the affiliating

agencies. .

Communication with the unit personnel is the ongoing responsibility of the clinical faculty and

occurs daily need when the students are present to facilitate optimal student learning. Nursing

faculty also participate in a more structured way during planning and advisory meetings with

affiliating agency staff.

Obtaining quality clinical placement for the nursing students is becoming increasingly

difficult. Students must complete the required forms and health care clearance mandated by

the facility. In many of the healthcare agencies, faculty members are required to attend an

orientation for the electronic healthcare record that is conducted over a two day period. The

length of time it is taking for the facilities to provide access codes to clinical faculty and students

impact the consistency of students meeting the student learning outcomes. This situation was

mitigated by keeping the students at the same facility in the third semester. This worked well for

two of the clinical facilities that took the longest to process students.

The faculty consider the opportunity for students to experience safe clinical practice of

paramount importance. Opportunities in the clinical setting must be adequate for the students to

utilize current technologies within institutional guidelines in a dynamic, supportive environment.

Faculty and students evaluate each clinical experience at the end of the course.

S t a n d a r d V : R e s o u r c e s

Fiscal, physical, and learning resources are sustainable and sufficient to ensure the

achievement of the student learning outcomes and program outcomes of the nursing

education unit.

The current resources available are adequate for the students to achieve the student

learning outcomes and to assist in facilitating student success.

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Skills Lab Coordinator

One area addressed was the hiring of a Skills Lab Coordinator with grant funds paying a

higher salary. The low salary associated with the Skills Lab Coordinator, a classified position,

has impaired the ability to hire someone. The position remained vacant for a significant period

of time and was deleted. This has also complicated the ability to hire a Skills Lab Coordinator. A

part-time faculty is the Skills Lab Coordinator. The Skills Lab Coordinator has been

instrumental in assisting in promoting and maintaining best practices in implementing best

practices. The utilization of the Skills Lab by students and faculty has increased.

Counselors

A full-time Health Sciences Counselor was hired in Fall 2011, she is entering her fourth year in

the evaluation process. The District continues to fund nineteen hours for a part-time counselor.

Twenty hours of grant funding is also allocated for nursing counselors. The Health Sciences

department has the equivalent of 2.5 FTEs of counseling time.

There are four nursing Counselors available to assist nursing students and prospective nursing

students. In addition there is a designated counselor assigned to the Bundy campus and has

extended hours to accommodate students. The counselors play a major role in the remediation

and retention of nursing students.

Physical Space

The Bundy Campus is currently the largest satellite campus. The structure is a state of the

art building and is an esthetically pleasing learning environment. The classrooms are all smart

classrooms. The programs located at the campus are the Health Sciences, Early Childhood

Education, Workforce Development, and Community Services. Bungalows were placed on the

Bundy campus for The Academy of Entertainment and the department moved into the

bungalows in March 2014.

Full-time nursing faculty have private offices with a computer which is networked to a printer.

There are two areas open for part-time faculty to work. The workroom that is used by most of

the nursing faculty is on the third floor and has two computers, two printers, copier, and

telephone for part-time faculty to use. The other faculty workroom is located on the second

floor. There is a shared conference room for meetings and a seminar room that is used for

classes as well as a meeting room. There is also a multipurpose room that can be used for

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larger meetings or orientation. An Apperson scanner to grade scantrons and provide an item

analysis, is in the workroom on the second and third floor for faculty at the Bundy site.

Skills Lab

The nursing program has acquired new state of the art equipment over the past few years.

Most of the major purchases were done with grant monies, such as Perkins funding for Career

Technical Education (CTE) and Enrollment Grant. Some of the equipment purchased include:

Human Patient Simulator and the Integrated Curriculum that contains scenarios to be used with

the simulator, METIVision, HAL, Nicole (OB) simulator, Intravenous Infusion pump, Pxysis,

barcode, electronic health record (EHR) mobile computer carts numerous videos, DVDs, and

CDROMs, and numerous other supplies and equipment. Students continue to purchase nursing

kits that contain the major supplies that will be needed to practice skills.

Computer Lab

The computer lab is located on the first floor in Student Services. Wi-Fi is available at the

Bundy Campus. A significant number of the students have tablets, computers, and smart

phones. There is one computer lab that has 23 computers for all of the students at the Bundy

site to use. All of these computers have the nursing software loaded, as well as 20 of the

computers in the computer classroom. The students also have access to the electronic

database of the library that can be accessed from any computer. There is currently one study

room in the Student Service area. There are several study areas throughout the building.

Santa Monica College Library has extensive holdings and electronic resources, computer

labs, study areas, and conference rooms. The students also have access to the electronic

database of the library. The nursing unit has allocated some of the funding for references and

books to the library to support the database acquisition of nursing journals. The library is located

on the main campus. However, the nursing library is located at the Bundy Campus in the

computer lab. The majority of all nursing related books are located at this site. The library is well

stocked with current books and references for students. Subscriptions to other nursing journals

are also maintained such as the NLN, Nursing Education Perspectives.

S t a n d a r d V I : O u t c o m e s

Program evaluation demonstrates that students and graduates have achieved the

student learning outcomes, program outcomes, and role-specific graduate competencies

of the nursing education unit.

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The systematic evaluation (SE) plan is ongoing. The SE plan developed by faculty

incorporates the standards and criteria set by the California Board of Registered Nursing (BRN)

and the Accreditation Commission for Education of Nursing (ACEN). The overall goal of the SE

is to maintain, develop, and/or improve the quality of the program to assist the students in

achieving the program objectives and the SLOs and to maintain a contemporary curriculum.

A master calendar is used to implement the evaluation plan (Exhibit). At the first second

Systematic Evaluation Committees meeting of the start of the academic year, an action plan is

developed for the standards /criteria to be evaluated for the year, and faculty volunteer to work

on that standard/criterion.

A systematic evaluation report form is used by faculty to report findings and

recommendations (Exhibit). The findings and recommendations are discussed and a decision is

made regarding the recommendations. Approximately 70% of the decisions made by faculty are

based on the findings of the SE, and requirements of healthcare facilities, institutional

committees, requirements of grants, and emerging issues influence the remaining decisions or

actions taken.

Student success requires ongoing evaluation. The indicators used to measure program

outcomes and the effectiveness of the program include: completion rate of the nursing program,

passing NCLEX on the first attempt, job placement, graduate satisfaction, and employer

satisfaction. Faculty have utilized external testing to assist in evaluating the curriculum, to

identify strengths and areas needing to be strengthen. The external measures include NCLEX

Reports from Mountain Measurement, HESI Mid curricular and HESI RN Exit exams. The data

is aggregated, trended and analyzed.

The faculty perform item analyses for all exams, except quizzes, and document the

reliabilities for all exams and submit to the associate dean. The faculty also utilize a test

blueprint to create the exams and to document what percent of the questions are at the

knowledge, comprehension, application level.

Completion Rate

The cohort percent of graduates completing in 2 years (four semesters) range from 42.5% to

78% (graph 5.1) with the nursing unit’s ELA set as 75%. The data was trended for 14 cohorts.

The students completing the program within five semesters range from 57.5% to 90%. The

expected level of achievement for completion established by the faculty was that 75% of generic

students will complete the program in five semesters. The expected level of achievement (ELA)

for the completion rate was revised, from 80% to 75%, to reflect a more realistic expectation.

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The expected level of achievement, 75%, for students completing the program was attained for

six of 14 cohorts. The completion rate of students by cohort ranges from a high of 90% to a low

of 57.5%. However, the “completion rate” for the past seven academic years ranged from a high

of 83% to a low of 63.3%. The nursing unit has not consistently met this standard.

Attrition

Santa Monica College Nursing Program attrition rate has exceeded the benchmark set by

the BRN and by the nursing faculty at Santa Monica College of 20%. The range of the attrition

rate by cohort was from a low of 10% (December 2011) to a high of 42.5% (June 2012). The

attrition rate exceeded the BRN benchmark of greater than 25% in four of seven cohorts (See

graph 3). The attrition per academic year ranges from a low of 17% (2006-2007) to a high of

35% (2007-2008). A number of factors or rationales for students exiting the program have been

identified. It is significant to note that 31% of students who exited the program identified

financial, personal reasons (high risk pregnancy), and that “nursing was not for them”, were

passing the courses. Sixty-nine per cent of students exiting the program was due to academic

failure. Factors identified that might contribute to the attrition of students were grade point

average (GPA), poor performance on application type test questions, limited support services

for students, number of hours students work per week, limited English proficiency, lack of

preparation for class and clinical by students, and unrealistic view of the rigor of a nursing

program. The high attrition rate has generated great concern by the faculty. Faculty recognize

that the attributes of the learner today are different from the learner of a generation or two

generations ago. A variety of measures have been implemented and assessed to decrease

attrition students. Measures to minimize the attrition rate have been and are being implemented

and the outcome of these interventions will be evaluated. The faculty voted to change the

admission requirements and use the multi-criteria model. This process will be used for

admission to the nursing program effective with the spring 2015 cohort.

The institutional researcher completed a review of the students who enrolled in the program

from fall 2006 through spring 2010. The summary of the findings were in the last statement of

the Report. “Hierarchical logistic regression analyses were completed to identify whether

ethnicity/race, age, and GPA prior to enrolling in the program predicted “Normal Time”

completion for ADN students. The data reveal that being a White student moderately increased

the likelihood of completing the AND program in “Normal Time”. Also, being an older student

(aged 40 or older) decreased the likelihood of “Normal Time” program completion. Lastly, even

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after controlling for the effects of students’ ethnicity and age, students’ science GPA

successfully predicted “Normal Time” completion.”

Performance on NCLEX

The SMC nursing program has exceeded the expected level of achievement for NCLEX pass

rates for first -time takers for the past five years. . The three year Santa Monica NCLEX pass

rate mean for 2011, 2012 and 2013 is 95.068%. The percentage of graduates passing NCLEX

the first time exceeds the three year mean overall national mean of 87.51% for all first time

takers in the United States (US) for 2011, 2012, and 2013. SMC nursing program has met or

exceeded the national NCLEX mean for all graduating cohorts since fall 2007. Successful

completion of the licensure exam (NCLEX-RN) indicates that the graduate has met the

minimum standards required to practice safely as an entry level nurse.

Program Satisfaction

The average for graduates identifying that the education received in the program met or

exceeded their expectations was 90%. Overall, the graduates were satisfied with the program.

The level of achievement was met. However, some areas need to be strengthened. The

students rated the following at ≥83%: knowledge of QSEN competencies, prioritizing, essential

nursing knowledge, utilization of equipment and technology, effective communication,

professional behaviors, ability to think critically in clinical situations, and delegation. The areas

needing to be strengthened include leadership/management development, and facilitation of

role transition, rated at 61% and 51%, respectively. In the area of faculty behaviors that were

helpful graduates identified knowledge and clinical expertise (85% and 75%, respectively).

Faculty behaviors that need to improve were communication (65%) and support (62%). The

nurse administrator and faculty will meet in Fall 2014 to a plan/strategies to improve the

program’s learning environment.

Job Placement

Job Placement is a component of the ongoing systematic evaluation for the nursing program.

Prior to 2008, most of the graduates of the program actually had jobs or job offers prior to their

graduation date. Graduates in Spring 2008 reported that they were having a hard time finding

jobs. The facility liaisons were reporting that the number of job opportunities was decreasing for

new graduates of ADN programs. Some factors impacting the hiring of new graduates from

ADN programs include the following: hospitals in the area pursuing Magnet status and require

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BSN for new graduates; low vacancy rate for nurses in the facilities; fewer nurses retiring;

nurses who previously working part-time are now working full-time; decreased hospital beds; the

interpretation of the Institute of Medicine (IOM) recommendation that by 2020, 80% of nurses

should be at the baccalaureate degree level; and the number of health insured had declined and

the number of under-insured people increased.

The March 2013 data was combined and the findings indicate that 62 (69.66%) of the

graduates had jobs within one year of graduating from the program and 27 (30%) did not have

jobs within a year of graduation. The California data published January 2014 indicate that the

job placement rate was 59.3% and SMC new graduate job placement rate was 69.66%.

Forty-one percent of the graduates had a job as a Registered Nurse within 3 months, 48%

within 6 months, fifty-nine percent within 9 months and 86% within one year. California Institute

for Nursing and Health Care (CINHC) findings for new graduates in 2012 were 54%. Job

placement for new graduates is a faculty concern. The faculty and nurse administrator are

encouraging students to pursue the Bachelor’s degree in nursing as soon as they graduate

through the collaborative with CSUDH. Perhaps pursuing the BSN could be counted as part of

the job placement outcome.

The nursing unit has met the ACEN standards. There are areas of the nursing unit that need

to be enhanced and/or strengthened.

Strengths

The nursing unit maintains articulation agreements with the California State University

(CSU) System, the collaborative partner is CSU Dominquez Hills. SMC also has an

agreement with Arizona State University and encourages students to pursue the

baccalaureate degree at their earliest opportunity.

NCLEX first time taker licensure exam pass rates

Faculty knowledge and clinical expertise in assigned area(s)

The remediation process and services available for students is a strength of the

program.

Supervised Tutorials were created for all of the medical-surgical courses (includes

Nursing 10 and 15). However, Supervised Tutorials for Nursing 20, 30, and 35 have

been cancelled numerous times because of low enrollments (fewer than 10 students). It

is not clear whether the activities to support students have been effective or whether the

characteristics of the learner are the issue.

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Opportunities are present at the college to engage in workshops regarding pedagogy

and the retention of students through the Center for Teaching Excellence (CTE)

throughout the academic year and in summer session.

Areas to Strengthen

A major curriculum revision is needed. The faculty will develop a philosophy and its

component parts, organizing framework, and program objectives by the end of fall 2014.

The action plan to move forward will be created by the end of fall 2014.

Implement multi-criteria model this fall. Admission requirements changed to an overall

GPA of 2.7 for all college course work, only one repeat of any science course, and

enforce GPA of 2.7 in prerequisite science courses, microbiology, physiology, anatomy

and will use the multi-criteria model to assign points for each of the eight areas.

The nursing unit has created a number of significant documents in the nursing program,

however the consistency with the implementation is deficient. Consider setting a date

and enforcing timely submission of Test Blueprint, Faculty Accountability Worksheet,

Test Reliability forms.

Gather data from students and faculty regarding a supportive learning environment. The

perception of students and faculty are not the same in this area. Utilize Dr. Clarks

assessment tools related to incivility in nursing education to provide data on the learning

environment.

Evaluate the effectiveness of the remediation activities for students who have failed in

the program.

Operationalize the systematic evaluation in a more efficient manner. Examine the plan

for redundancy. The relationship of systematic evaluation to a program self-study report

might be enhanced by professional development for faculty. The nurse administrator will

recommend that all full-time faculty attend an ACEN Self-Study Forum in the next two

years.

Section Two

STANDARD 1

Mission and Administrative Capacity

The mission of the nursing education unit reflects the governing

organization’s core values and is congruent with its mission/goals.

The governing organization and program have administrative

capacity resulting in effective delivery of the nursing program and

achievement of identified program outcomes.

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1.1 Mission / philosophy and program outcomes of the nursing education unit are

congruent with the core values and mission /goals of the governing organization.

Expected Level of Achievement: The Mission / philosophy and program outcomes of the nursing

education unit are congruent with the core values and mission /goals that of SMC and comply

with the BRN regulations.

Santa Monica College Nursing Unit meets this standard.

The mission and vision of the college and the philosophy of the nursing program are congruent

(table 1A). The program objectives and program student learning outcomes are congruent with

the institutional learning outcomes (table 1B & 1C). The program student learning outcomes are

aligned with the institutional learning outcome (ILO) which is, “obtain the knowledge and

academic skills necessary to access, evaluate, and interpret ideas, images, and information

critically in order to communicate effectively, reach conclusions, and solve problems.” Program

objectives are congruent with all of the institutional learning outcomes.

The overall goal of the Santa Monica College Nursing Program is to prepare Associate Degree

nurses to function as caring, competent, and compassionate practitioners at an entry level of

professional nursing across a variety of care settings. The nursing program is designed to

provide the student with learning experiences to acquire the knowledge, skills, and

competencies to practice professional nursing.

At the completion of the nursing program the graduate is prepared to take the national licensing

exam for nurses (NCLEX-RN) in order to acquire a Registered Nurse license. Successful

completion of the licensing exam allows the graduate to practice as a Registered Nurse. The

graduate of this program will be able to work with and provide care for patients of diverse

groups in a global community.

Table 1A Comparison of Mission Statement of Santa Monica College and the Philosophy of Nursing

Program

Mission Statement of Santa Monica College http://www.smc.edu/ACG/Pages/Mission-Vision-Goals.aspx

Santa Monica College Nursing Program Philosophy

Santa Monica College provides a safe and inclusive learning environment that encourages personal and intellectual exploration, and

The faculty believe that support services should be available and accessible to students.

http://www.smc.edu/ACG/Pages/Mission-Vision-Goals.aspx


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challenges and supports students in achieving their educational goals.

Students learn to contribute to the global community as they develop an understanding of their relationship to the world’s social, cultural, political, economic, technological, and natural environments.

Faculty accept the responsibility for establishing and maintaining a learning environment that will broaden the students’ awareness and appreciation of the uniqueness of others.

Santa Monica College provides open and affordable access to high quality associate degree and certificate achievement programs and participates in partnerships with other colleges and universities to facilitate access to baccalaureate and higher degrees.

The nursing program at Santa Monica College is designed to produce an Associate Degree Nurse who is caring, competent and compassionate.

The College’s programs and services assist students in the development of skills needed to succeed in college, prepare students for careers and transfer, and nurture a lifetime commitment to learning.

Faculty uphold and promote the belief that learning is a process that continues throughout the lifespan. The student learner is given the responsibility for actively participating in the educational experiences provided.

Santa Monica College serves the world’s diverse communities that embrace the exchange of ideas in an open, caring community of learners, and that recognize the critical importance of each individual’s contribution to the achievement of the college’s vision.

Students enter the Santa Monica College Program from diverse backgrounds. They are recognized as unique in their culture, experiences, values, sexual orientation, economic status, attitudes, motivation, learning styles and learning potential. The nursing program at Santa Monica College is designed to produce an Associate Degree Nurse who is caring, competent and compassionate. Inherent components of the caring environment include support of both the Nurses’ Code of Ethics, National League for Nursing (NLN) Core competencies, and the Patient’s Bill of Rights. Nursing has the capacity to create caring environments and render compassionate care that acknowledges the uniqueness of each individual.

Vision and Core Values of SMC NLN Competencies for Graduates of Associate Degree Programs

SMC will be a leader and innovator in student learning and achievement and will prepare and empower students to excel in their academic and professional success in an evolving global environment. As a community committed to open dialogue and the free exchange of ideas, SMC will foster its core values: knowledge, intellectual inquiry, research-based planning and evaluation, academic integrity, ethical behavior, democratic processes, communication and collegiality, global awareness, and sustainability.

Human Flourishing Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings. Nursing Judgment Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Professional Identity Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidenced-based practice, caring, advocacy, and



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safe, quality care for diverse patients within a family and community context. Spirit of Inquiry Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities.

SMC will be a leader and innovator in student learning and achievement and will prepare and empower students to excel in their academic and professional success in an evolving global environment. As a community committed to open dialogue and the free exchange of ideas, SMC will foster its core values: knowledge, intellectual inquiry, research-based planning and evaluation, academic integrity, ethical behavior, democratic processes, communication and collegiality, global awareness, and sustainability.

Human Flourishing Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings. Nursing Judgment Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Professional Identity Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidenced-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context. Spirit of Inquiry Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities.



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Table 1B Alignment of Institutional Learning Outcomes, Program Objectives, and Program Learning Outcomes

Institutional Learning Outcomes Program Objectives/Goals Program Learning Outcomes

Personal Attributes

Acquire the self-confidence and self-discipline to pursue their intellectual curiosities with integrity in both their personal and professional lives.

Maintain accountability for own nursing practice within the profession’s ethical and legal framework. Serve as a role model to members of the nursing team by fostering high standards of nursing practice. Assume responsibility for self-development and continual learning.

Analytic & Communication Skills

Obtain the knowledge and academic skills necessary to access, evaluate, and interpret ideas, images, and information critically in order to communicate effectively, reach conclusions, and solve problems.

Utilize critical thinking and the nursing process to formulate and maintain individualized, compassionate care for a group of patients. Collaborate with members of the health team to provide a caring and compassionate environment conducive to assisting in the fulfillment of health care needs. Utilize therapeutic communication to assist patients, families, and/or significant others in adapting or coping with life experiences. Communicate changes in health status that interfere with the patient’s ability to maintain or achieve optimal health.

Acknowledge the influence of nursing research on nursing practice. Utilize appropriate channels of communication to accomplish goals related to delivery of patient care. Coordinate and establish nursing care priorities

Have entry level nursing knowledge to provide care to clients across the developmental life span as assessed by successful completion of the nursing curriculum. Be able to perform therapeutic nursing interventions when providing nursing care as assessed by satisfactory performance in the clinical practice setting in the Professional Role Transition course. Have the knowledge they need to pass the NCLEX Board exam as assessed by meeting or exceeding the national mean on the licensure exam on the first attempt.

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Institutional Learning Outcomes Program Objectives/Goals Program Learning Outcomes

Applied Social Knowledge and Values

Respect the inter-relatedness of the global environment, engage with diverse peoples, and acknowledge the significance of their daily actions relative to broader issues and events.

Advocate for individual patient needs and for system changes to improve health care delivery. Assist nursing personnel to develop and enhance nursing care skills. Develop and implement an individualized teaching plan that will promote and/or maintain optimal health

Applied Knowledge and Valuation of the Physical World

Take responsibility for their own impact on the earth by living a sustainable and ethical life style.

Assume responsibility for self-development and continual learning.

Authentic Engagement

Demonstrate a level of engagement in the subject matter that enables and motivates the integration of acquired knowledge and skills beyond the classroom.

Maintain accountability for own nursing practice within the profession’s ethical and legal framework. Serve as a role model to members of the nursing team by fostering high standards of nursing practice. Assume responsibility for self-development and continual learning.

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Table 1C Supporting Goals

Supporting Goals

Innovative and Responsive Academic Environment Continuously develop curricular programs, learning strategies, and services to meet the evolving needs of students and the community.

Nursing faculty have incorporated contemporary trends in the program such as QSEN (Quality and Safety Education for Nurses) competencies for pre-licensure nursing students. Use of mid to high fidelity simulators to provide instruction, and iclickers. Student –centered classroom activities. Planning the development of a concept-based curriculum

Supportive Learning Environment Provide access to comprehensive student learning resources such as library, tutoring, and technology. Provide access to comprehensive and innovative student support services such as admissions, counseling, assessment, outreach, and financial aid.

The faculty believe that support services should be available and accessible to students. Support services include but are not limited to educational advisement, tutoring, assessment of skills and learning disabilities, remediation of basic skills, financial aid, health services, and psychological services. Faculty refer students to appropriate resources to facilitate student success. It is the student’s responsibility to follow through or make an informed decision regarding the utilization of appropriate resources. Students should also assess and evaluate their support system(s), and develop strategies to achieve successful completion of the program. Financial support is provided in the form of an emergency fund was also for students in the program which began in 2006. Scholarship for Disadvantage Students (HRSA) in the amount of $41,200 was also acquired for 2011-2012.

Stable Fiscal Environment Respond to dynamic fiscal conditions through ongoing evaluation and reallocation of existing resources and the development of new resources.

Total Grant Funding: 2006-2014 = 4,734,474 Funding Source ADN Enrollment Growth (State Chancellor’s Office) $1,381,282 ADN to MSN Grant (State Chancellor’s Office) $150,000 Community Based Job Training Grant (DOL/ETA) $1,393,442 Fostering Student Success Grant (Governor’s 15% WIA) $1,091,942 Nursing Equipment Grant (State Chancellor’s Office) $73,795

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Supporting Goals

Readiness Activities, Referral, and Counseling for two Career Technical Education Programs (SMC Basic Skills Initiative/State BSI funding) $37,550 RN Specialty Grant (Governor’s 15% WIA) $222,015 Scholarship for Disadvantaged Students (HRSA) $33,000 VTEA/CTEA Allocations (SMC CTE Committee/State VTEA funds) ?

Sustainable Physical Environment Apply sustainable practices to maintain and enhance the College’s facilities and infrastructure, including grounds, buildings, and technology.

Sustainable practices are implemented and utilized in the learning environment.

Supportive Collegial Environment Employ decision-making and communication processes that respect the diverse needs of the entire College community.

Faculty uphold and promote the belief that learning is a process that continues throughout the lifespan. The student learner is given the responsibility to actively participate in the educational experiences provided. Students are considered to be mature individuals capable of becoming increasingly self directed, responsible and accountable for their own actions and decisions. Cultural competency is a component in the nursing curriculum. Students attend annual multi-cultural workshops sponsored by several of the ethnic nursing organizations: i.e., Council of Black Nurses and the Hispanic Nurses Associations.

1. 2 The governing organization and nursing education unit ensure representation of

the nurse administrator and nursing faculty in governance activities; opportunities

exist for student representation in governance activities.

Expected level of achievement: The nurse administrator and nursing faculty participate in

governance committees and activities; there are opportunities for nursing students to participate

in governing activities.


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The administrator and 66% (n=4) of the full-time faculty participate in the governance of

SMC. There has been an increase in the number of full-time faculty representation in the

governance activities of the governing organization since 2008 (from 3 to 4 full-time faculty).

The current Academic Senate President is a nursing faculty and is also on several committees

associated with the position. Faculty have participated in the following governance

committees/activities: Personnel Policies, Career Technical Education, Faculty and Classified

hiring committees, Faculty Evaluation (first and second year evaluation of probationary faculty),

Faculty Association representative, Academic Senate representative, and Student Affairs.

Full-time faculty and an administrator are responsible for the nursing unit’s ongoing

governance activities. All full-time faculty and the administrator actively participate in the

governance and the objectives of the nursing unit. The committees in the nursing unit are

Curriculum, Systematic Evaluation, Student Affairs, and Health Sciences / Nursing. The

meetings are conducted three to four times a month. One hundred percent of the full-time

faculty participate in the attainment of the objectives of the nursing unit. Review of the nursing

unit minutes shows 10 part-time faculty have participated in meetings during the academic year.

Part-time faculty primarily participate in the nursing unit’s faculty meetings and in the level

semester meetings with the Lead Instructors. Three part-time faculty participated in the ad hoc

faculty mentoring committee during the 2010-2011 academic year and have been actively

engaged in working on policies, and systematic evaluation activities such as graduate surveys.

Table1D Nurse Administrator and Faculty Assignments on Governing Institution Committees

Nurse Administrator & Faculty Member

Name of Committee(s) for Governing Organization

2010-2011 2011-2012 2012-2013 2013-2014

Ida Danzey Student Affairs Faculty Evaluation Academic Deans Faculty and Classified Hiring (FT/PT)

Personnel Policies Academic Deans Hiring Faculty and Classified Hiring (FT/PT)

Career Technical Education Academic Deans Hiring Chair Faculty and Classified Hiring (FT/PT)

Curriculum Nursing Hiring 1st year Evaluation Academic Deans Chair Faculty and Classified Hiring (FT/PT)

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2010-2011 2011-2012 2012-2013 2013-2014

Adler, Eve Academic Senate Chair, Academic Senate Equity and Diversity committee Chair, Academic Senate Executive committee DPAC budget committee DPAC Academic President Elect

President, Academic Senate Chair, Academic Senate Executive committee DPAC budget committee Vice chair, DPAC committee Institutional Effectiveness committee Student Success and Support Committee Student Equity Report committee Co-chair, Santa Monica College 2016 Accreditation committee

Angel, Vini

Department Chairs and Coordinators Instructional Chairs Career Technical Education Committee Faculty Leader Health Sciences/ Assistant Director Nursing Program


Department Chairs and Coordinators Instructional Chairs Career Technical Education Committee Ad Hoc Nursing Student Affairs Committee


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2010-2011 2011-2012 2012-2013 2013-2014

Faculty Hiring Committees (FT/PT)

Faculty Hiring Committees (FT/PT) Faculty Evaluation Committees Interviewer Rater for Personnel Commission: Health Services RN Position

Faculty Leader Health Sciences/ Assistant Director Nursing Program Faculty Hiring Committees (FT/PT) Faculty Evaluation Committees

Faculty Hiring Committees (FT/PT) Faculty Evaluation Committees

Farber, Georgia

Academic Senator for Health Sciences Department DSPS Faculty Evaluation Committee Faculty Hiring Committees

Academic Senator for Health Sciences Department SMC- Department of Mental Health Education and Employment Conference Committee Faculty Hiring Committees

Academic Senator for Health Sciences Department Nursing Faculty Hiring Committees

Academic Senator for Health Sciences Department Student Affairs Judicial Review Panel DSPS Program Review Committee Nursing Department First Year Faculty Evaluation Committee Faculty Hiring Committees

Thiercof, Holly

Faculty Association Hiring Committee

Faculty Association

Faculty Association Curriculum

Faculty Association Hiring Committee

Williams, Eric

Respiratory Faculty Hiring Committee

Faculty Association

Nursing Faculty Hiring Faculty Association Counseling Hiring Committee

Nursing Faculty Hiring Faculty Association

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Students have the opportunity to participate in governance activities. The Student Nurse

Association (SNA) is an active organization and works with the Associated Student Body (ASB)

via the organizational structure to secure funding to attend statewide and national meetings of

the SNA. The organization has participated in a number of activities sponsored by ASB, such as

Club Row, and Inter-Club Council. Students enrolled in the program were surveyed, sixty-eight

students (n=68) responded to the anonymous survey resulting in a response rate of 55%.

Seventy-one percent (n=48) of students responding to the survey reported participation in the

nursing unit and/or campus activities. Forty-eight students reported participation in the nursing

unit or in campus-wide activities which represents an overall nursing student participation rate of

at least 39% when adjusted for non-responders to the survey. This exceeded the established

expected level of achievement of 20% of the students participating .

Standard 1.3 Communities of interest have input into program processes and decision-

making.

Expected level of achievement: Communities of interest have input in the program processes

and decision-making. The SNA, Nursing Program Advisory Board, clinical affiliates, transfer

institutions of higher education, Board of Trustees, and the General Advisory Board have input

into program processes and decision-making.


Faculty used ACEN’s definition of communities of interest as “persons, groups, agencies,

and/or organizations that influence the mission, services, and outcomes of the nursing unit.”

The Nursing Program Advisory Board meets once a year. The Associate Dean sets the meeting

date and time based on input from the invitees. Members are representative of the program’s

clinical affiliates, nurse educators, transfer institutions of higher education for the nursing

program graduates, SMC nursing students, and other interested community constituents.

Advisory Board members review program outcomes and share ideas for improvement. It is

important to note that attendance at the Advisory meetings has declined significantly since

2008.

The meetings typically include updates to the affiliates about current status and changes in

contracts/grants, skills lab improvements, NCLEX-RN licensing exam pass rates, and results of

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the graduate surveys. The affiliating agencies provide news of changes in policies, safety

goals, hiring practices, strengths and areas of concern regarding new graduates. Comments

from the Advisory Committee indicate that the clinical agencies are impressed with our students

as practitioners.

The attendees discuss timely issues about nursing practice, industry trends, and how the

nursing program can meet the needs of the affiliating agencies and the industry in general. For

example, in the fall 2010 meeting the affiliating agencies discussed changes in hiring practices

and the necessity for graduates to demonstrate “soft skills” during interviews. Employers

shared the significance of faculty letters of recommendation, and specifically, the importance of

including specific details of the graduates’ abilities to the new hire selection process. In

response, the Student Nurse Association provided a seminar on resume preparation and

interview skills and this content was included in the capstone course (Nursing 50 Professional

Role Transition). The employers also emphasized the necessity for students to provide a

portfolio of their best work to potential employers. The students now start their portfolios in the

first course (Nursing 10 Fundamental Skills) and accumulate documents that demonstrate their

strengths and accomplishments as they progress in the program. Additionally, Quality and

Safety Education for Nurses (QSEN) competencies were discussed with the Advisory Board

and representatives endorsed the news that the nursing program now emphasizes QSEN

competencies, reflecting the most recent concerns and trends of industry.

Another venue where communities of interest have input into the nursing program is at the

mandatory meetings held by the affiliating agencies. Information is exchanged at these annual

or semi-annual meetings attended by the nurse administrator and faculty. Advisory Board

meeting attendance by the affiliating agencies has declined since the establishment of the

mandatory affiliating agency meetings. The decline in Advisory Board meeting attendance may

be because much of the same information is now shared at the mandatory affiliating agencies’

meetings. The affiliating agencies’ meetings have become the primary venue for sharing

information and discussing issues.

Communities of interest are informed of and provide input into curriculum changes. The

SMC nursing program shares a strong, reciprocal relationship with the affiliated programs.

Faculty continue to evaluate input received from the affiliates and assess the need to alter

and/or expand aspects of the nursing program. Faculty considered strategies to increase

Advisory Board meeting participation, which includes implementing an alternative format to the

on-site meeting, for example conducting the meetings in a web-based format. Program

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graduates could be invited to attend Advisory Board meetings, to encourage more input into the

program from the Alumni Association.

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1.4 Partnerships exist that promote excellence in nursing education, enhance the

profession, and benefit the community.

Expected level of achievement: Partnerships, informal and formal, enhance the learning

environment, nursing profession, and the community.


The faculty used ACEN’s definition of partnership, which is “an agreement between a nursing

education unit/governing organization and an outside agent/agency to accomplish specific

objectives and goals over a period of time.” A service-academia partnership with the Kaiser

Permanente Foundation and Santa Monica College was established from 2009-2011 with the

objective of bridging the student nurse preparation-practice gap. Selected Kaiser staff nurses, a

professional educational consultant and the project manager participated in a two-day training

facilitated by a SMC full-time faculty member in order to achieve the competencies needed to

become assistant instructors. Faculty approval forms were submitted to the BRN and both were

approved as assistant instructors in the area of medical-surgical and geriatric nursing. One

clinical section of N20L and one section of N30L participated in the partnership. A Kaiser staff

RN was paired with a SMC clinical instructor resulting in a 1:5 instructor to student ratio in the

clinical setting. As a result, students were provided with more opportunities to perform

therapeutic interventions in the clinical setting, develop clinical reasoning skills, and participate

in learning activities that addressed the six pre-licensure Quality and Safety Education for

Nurses (QSEN) competencies. The assistant instructors assigned to the SMC nursing program

and the project manager from Kaiser also participated in nursing faculty meetings and played a

key role in integrating the QSEN competencies across the nursing curriculum and self-reflective

journaling based on the work of Christine Tanner. The relevance of the QSEN competencies

led to the incorporation of the QSEN competencies throughout the nursing curriculum the

following semester.

Kaiser Permanente Medical Center West Los Angeles also sponsors a paid summer nurse

internship program for SMC nursing students selected to participate in the program. The nurse

internship program has been in existence for the past 10 years. An average of 5 SMC nursing

students is selected to participate in the internship program after being interviewed by the

Kaiser Permanente staff and nurse educator.

Students engage in clinical activities which benefit the community. In Fall 2011 Nursing 30L

(Intermediate Med-Surg Lab) students participated in a disaster drill in partnership with

Southern California Hospital of Culver City, previously known as Brotman Medical Center.

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Students in N25L (Psychiatric Mental Health Nursing) assigned to the Exodus Urgent Care

Center created teaching materials for clients to read while waiting for their appointments.

Students in Nursing 28 (Community-Based Nursing) participate in Meeting Every Need with

Dignity (MEND) which includes such activities as assembling groceries for needy families and

assisting with free clothing for needy families.

The Student Nurse Association is actively involved in communal and global partnerships.

Activities include the collection of food donations for local food banks, clothing drives, toy drives,

and collection of donations which amounted to over $2500 for the Swaziland “AIDS in Africa”

project. A faculty member has also involved students in her Chair of Excellence grant project

with nursing students in Thailand, Laos, and India via Facebook.

In 2008 nursing graduates began reporting they were having difficulty finding jobs, and

facility liaisons reported that the number of job opportunities was declining. In addition, fewer

recruiters came to the student sponsored recruitment workshops. All clinical partners were

surveyed and it was determined that advanced EKG classes and ACLS classes would increase

the job marketability of new graduates. Grant funding was used to offer these classes to new

graduates and registered nurses in the community.

Articulation agreements exist between Mount Saint Mary’s College, California State

University Dominguez Hills, and Arizona State University for students to enroll in these

programs to earn their BSN. Students who meet eligibility requirements can concurrently enroll

in the California State University Dominguez Hills RN-BSN program. A concurrent enrollment

program is also being pursued with Arizona State University.

Nursing faculty and nursing students are actively involved in partnerships which promote

excellence in nursing education, enhance the profession, and benefit the community. Nursing

faculty and student participation in these partnerships are consistent with the mission statement

of Santa Monica College. The mission statement of SMC states: “Santa Monica College

provides a safe and inclusive learning environment that encourages personal and intellectual

exploration, and challenges and supports students in achieving their educational goals.

Students learn to contribute to the global community as they develop an understanding of their

relationship to diverse social, cultural, political, economic, technological, and natural

environments. The College recognizes the critical importance of each individual's contribution to

the achievement of this mission.” The faculty will continue to explore funding for partnerships

with clinical facilities to facilitate transition into practice and increase opportunities for job

placement of graduates of the SMC nursing program.

1.5 Nursing education unit is administered by a nurse who holds a graduate degree

with a major in nursing.

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1.6 The nurse administrator is experientially qualified, meets governing organization

and state requirements, and is oriented and mentored to the role.

Expected level of achievement: The nursing administrator is educationally, experientially

qualified, and meets the state requirements to administer the program.

Santa Monica College Nursing Unit meets these standards.

The nurse administrator of the program is academically and experientially qualified to be the

Director of the nursing program. The Director received a Doctorate of Nursing Practice degree

from Case Western Reserve University in the educational track in January 2008. The nurse

administrator has a Master of Science degree in Nursing with a focus on parent-child nursing

education and an optional area of education. The Director is a Certified Nurse Educator

(CNE).The curriculum vita for the Director is located in the appendix. The Director has served

as the President of the California Organization of Associate Degree Nursing Directors (COADN)

for four years (2006-2010).

Experientially, the nurse administrator has served as Director of the Associate Degree

Nursing Program since 2003. The nurse administrator was Assistant Director of the nursing

program from 1998 to June 2002 and has been a nurse educator in professional nursing

programs since 1977. The Administrator’s current supervisory experiences include providing

support and guidance to six full-time faculty, nineteen part-time faculty and six classified

employees.

The nurse administrator meets the California Board of Registered Nursing criteria and

received BRN approval for the Director of the nursing program. Senior administrators and

nursing faculty agree that the nurse administrator is qualified for the position.

The official title for the Director position at Santa Monica College is Associate Dean, Health

Sciences, a 100% administrative position with authority and responsibility for development and

administration of the Associate Degree Nursing Program and the Respiratory Therapy

Partnership Program offered at Santa Monica College. This administrative position reports to

the Vice President of Academic Affairs (see organizational chart in appendix). Approximately

95% of the administrator’s time is devoted to the nursing program with the remaining 5%

allocated to the Respiratory Therapy program and allied health courses. The job description for

this position was developed with faculty and administrative input and is located in the

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appendices with all other relevant job descriptions. The organizational chart for the nursing

program is located in the appendices.

1.7 When present, nursing program coordinators and/or faculty who assist with

program administration are academically and experientially qualified.

Expected level of achievement: The assistant director of the program is academically and

experientially qualified and approved by the state (BRN).


The Assistant Director is educationally and experientially qualified for the position. The

assistant director has a Doctorate of Nursing Practice in the educational track (2008), a Master

of Science in Nursing, and is a Certified Nurse Educator. The curriculum vitae is in the

appendix. Experientially the Assistant Director has been teaching in the nursing program for

twenty years. The current Assistant Director assumed this position in summer 2010 and meets

the minimum qualifications set by the BRN. The qualifications of the BRN are a master's or

higher degree from an accredited college or university which includes course work in nursing,

education or administration; two years’ experience teaching in a pre- or post-licensure registered

nursing program and one year continuous, full-time or its equivalent experience providing direct

patient care as a registered nurse. The assistant director was approved by the BRN in June 2010.

The Assistant Director is also the Faculty Leader of the Health Sciences Department and is

elected for a minimum term of four years. The job description of Assistant Director/Faculty

Leader is located in the Nursing Faculty Handbook. The Assistant Director/Faculty Leader is

assigned 20% reassigned time which translates to six hours/week for 18 weeks (108 hours) in

the fall and spring semesters and 20% of a non-teaching intersession load (36 hours) during the

winter and summer sessions to perform the duties of the role. Since summer 2010 the projects

and assignments of Assistant Director/Faculty Leader have included chairing the Nursing

Curriculum committee, writing the Perkins Grant proposals and reports, coordinating and editing

the 6-year Program Review Report for Health Sciences, assisting with the BRN self-study

report, coordinating/performing faculty peer evaluations, approving updated course outlines for

all courses offered by the Health Sciences department in the online CurricUNET system

(outcome of Program Review in 2011), coordinating the recruitment and selection of a full-time

respiratory therapy and a full-time nursing instructor in 2011 and 2012, and interviewing part-

time faculty with the Associate Dean/Director during winter and summer sessions. The Faculty

Leader prepared the annual SMC Program Review (May 2014).

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1.8 The nurse administrator has authority and responsibility for development and

administration of the program and has adequate time and resources to fulfill the role

responsibilities.

Expected level of achievement: The nurse administrator has sufficient time and the authority

and responsibility for the development and administration of the program.


The nurse administrator of the program has the title Associate Dean, a 100% administrative

position, and has authority and responsibility for development and administration of the

Associate Degree Nursing Program and the Respiratory Therapy Partnership Program offered

at Santa Monica College. The organizational chart for the nursing unit is located in Appendix.

The nursing administrator has facilitated the preparation of two self-studies, BRN continuing

approval (Fall 2013), Accreditation Commission for Education of Nursing (ACEN) for Fall 2014

(national accrediting body), and assisted in the preparation of Program Review for the Nursing

Program (six year review). Annual Reports are also prepared for the BRN, ACEN, and the

National League for Nursing (NLN) by the nurse administrator.

The nurse administrator facilitates the ongoing systematic evaluation plan, currently chairs

the Systematic Evaluation Committee and Health Sciences/ADN meetings and is responsible

for scheduling and arranging clinical placements. The nurse administrator also schedules the

courses for each semester and inputs the data in Integrated School Information System (ISIS).

The Administrative Assistant ll and the administrative secretary support the nurse

administrator by fulfilling their roles and responsibilities in their job description. The duties

include: preparing the necessary documents for clinical affiliations, communicating with the

clinical agencies, submitting clinical requests (electronically and written), ordering supplies, etc.

1.9 The nurse administrator has the authority to prepare and administer the program

budget with faculty input.

Expected level of achievement: The nurse administrator prepares and administers the program

budget with input from faculty.


The nurse administrator has the authority to allocate the allotted discretionary budget for the

nursing program. Every March the discretionary budget request is submitted to the nurse

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administrator to determine how the amount of money will be allocated to the selected object

codes. The nurse administrator returns the request with modifications to the budget (if needed).

The object codes include books and supplies, contracted services and other operating

expenses, and non-capitalized equipment new equipment. Monies can be transferred from one

object code to another using the process and necessary forms to the Dean Academic Affairs

and fiscal services. The amount allocated to the departments is determined by the Dean and

based on previous allocations. Faculty are able to request the purchase of CDs, reference

books, software, etc. Gases and cylinders (tanks), and leases are included in this budget.

The nurse administrator is responsible for the budget for grants, also known as restricted

funds. The detailed budget submitted for the grants is established and executed to meet the

needs and objectives of the grant.

1.10: Policies for nursing faculty are comprehensive, provide for the welfare of faculty

and staff, and are consistent with those of the governing organization; differences are

justified by the goals and outcomes of the nursing education unit.

Expected level of achievement: The policies of Santa Monica College pertaining to faculty are

consistent for faculty at the college.


All of the policies of the nursing education unit are comprehensive, provide for the welfare

of faculty and staff, and are consistent with those of the governing organization or justified by

the goals and outcomes of Santa Monica. At Santa Monica College the Faculty Association

(FA), California School Employees Association (CSEA) and Board of Trustees are the three

bodies that create governing rules which impact faculty who are employed by the college. The

Board of Trustees establishes general policies governing the operations of the college. The

categories of the board policies are general provisions for all college personnel, academic

personnel, classified personnel, academic administrators, classified administrators and

managers, and confidential employees. Personnel policies can be found at

http://www.smc.edu/ACG/Documents/Board_Policy_Manual/BP_3000_Human_Resources.pdf.

Administrative Regulations pertaining to personnel policies can be found at

http://www.smc.edu/ACG/Documents/Administrative_Regulations/AR_3000_Human%20Resour

ces%2011-13.pdf. The administrative regulations are consistent with the contractual agreement

negotiated by the bargaining units, California Education Code, and national compliance

requirements.

http://www.smc.edu/ACG/Documents/Board_Policy_Manual/BP_3000_Human_Resources.pdf

http://www.smc.edu/ACG/Documents/Administrative_Regulations/AR_3000_Human%20Resources%2011-13.pdf

http://www.smc.edu/ACG/Documents/Administrative_Regulations/AR_3000_Human%20Resources%2011-13.pdf

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Table1E Policies

Name of Policy Consistent Inconsistent

Non-Discrimination in Employment X

Health Examinations X*

Diversity X

Workplace and Campus Violence X

Equal Employment Opportunity X

Diversity X

Citizen Complaints Against District Personnel X

Personnel Records X

Reassignment X

Conferences, Workshops and Meetings Attendance

X

Classification of Academic Personnel X

Recruitment and Selection of Faculty X

Evaluation X

Compensation X

Sabbaticals X

Retirement Policy X

Resignation X

Personnel Reduction X

Disciplinary action and Release of Contract Employees

X

Temporary Faculty X

*Clinical agencies require annual tuberculin skin tests (District requirement is every 4 years)

Faculty are governed by a contractual agreement negotiated every three years among the

faculty bargaining unit (Faculty Association), the classified employees bargaining unit (CSEA)

and administration. The agreement specifies the rights and responsibilities of the concerned

parties and describes the expectations of both parties. Personnel policies apply equally to all

academic (certificated) employees. Personnel policies include non-discrimination, faculty

appointment and hiring, academic rank, grievance procedures, promotion, salary and benefits,

tenure, rights and responsibilities, termination, and workload. The benefits provided to faculty

and staff convey concern and appreciation for the welfare of faculty and staff. Each faculty

member receives a copy of the negotiated contract, following its ratification. An academic

personnel manager within the Department of Human Resources responds readily to faculty

inquiries regarding personnel policies.

Part-time nursing faculty have the opportunity to acquire associate faculty status. The

purpose of associate faculty status is to provide an assurance of a position for the subsequent

semester. A part-time faculty is eligible for associate faculty status after working five

consecutive semesters for the District and maintains a satisfactory peer evaluation. A

department cannot have more than 60% of the part-time faculty with associate faculty status.

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Sixty-one percent of the part-time nursing faculty have associate faculty status with two part-

time faculty eligible for associate faculty status.

The Health Sciences department does not have a Department Chair because there is an

administrator designated for the department. There are currently two departments that are

headed by an administrator, Health Sciences and the Library. These two departments have a

Faculty Leader. The faculty leader is elected to the position to meet some of the role and

responsibilities that are assumed by a department chair. A review of the faculty contract states

that the faculty leaders for Health Sciences and Library have 20% reassigned time per week

and exist in lieu of a Department Chair. Department Chairs do not have the same amount of

release time because the reassigned time or release time for the department chair is based on

the size of the department.

A review of faculty contract, load factor, workload of clinical faculty, reassigned time for

faculty leader/assistant director, and job description for the director and faculty leader/assistant

director have taken place by faculty as a component of ongoing systematic evaluation.

However, the perception of equity by the nursing faculty is different. Some of the areas

perceived to be inequitable are amount of release time for the faculty leader of Health Sciences,

and the load factor for nursing clinical labs.

Previously, load factor was cited as an area where the nursing unit’s policies were not

consistent with the governing organization. Load factors have been assigned to classes with

the assumption that the weekly hours assigned to the teacher are equal to the weekly student

contact hours. Exceptions to this general rule are located on the load factor list (Agreement

between Santa Monica Community College District and Santa Monica College Faculty

Association, August 24, 2010 to August 19, 2013, Appendix H. List of Courses and Load

Factors).

A Course Load Factor Review Committee was created by the Vice President for Academic

Affairs to make recommendations considering the load factor for any course. The nursing unit

met with the Load Factor Review Committee to make recommendations to increase the clinical

laboratory load factor for nursing faculty from 0.75 to 1.00. Some factors considered when this

issue came up for discussion were the fiscal impact and the impact on students in the learning

environment. If faculty had an eight hour clinical rotation for two days, there would be a need to

have two nursing instructors. The load for full-time faculty would be met in two days, and there

would be the need to increase the number of part-time faculty.

A request for increased reassigned time for Health Sciences faculty leader/assistant director

nursing program by the Faculty Association in fall 2012 was denied. The decision of the Load

Factor Review Committee was to increase the load factor for nursing clinical laboratory

component. The recommendation was denied by the governing organization.

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A full-time faculty load is 15 lecture hours equivalents (LHE). The LHE is calculated based

on the weekly teaching hours times the load factor. Faculty assigned to Disabled Students

Programs and Service (DSPS), programs, library, Learning Resource Center, counseling, etc.

have a load factor of 0.5. The nursing unit is not the only program or course with classes with a

load factor less than 1.0.

The number of office hours per week for full-time faculty is determined by the number of

weekly teaching hours (WTH). For example, a faculty member teaching 15 WTH would need to

schedule 4 hours/week for office hours and a faculty member teaching 18 WTH would need to

have 3 office hours per week. Nursing faculty weekly office hours are less than faculty with 15

WTH.

1.11 Distance education, when utilized, is congruent with the mission of the governing

organization and the mission/philosophy of the nursing education unit.

Expected Level of Achievement: The mission of the governing organization is congruent with

distance education provided in the nursing unit.


The mission and philosophy of Distance Education are the same as Santa Monica College’s.

Nursing courses offered online are congruent with the mission and philosophy of the nursing

unit. The courses offered via distance education must meet the same requirements as courses

offered onground and are expected to have the same rigor. There is one nursing course offered

online and many general education and science courses that are part of the nursing curriculum

offered online. It is significant to note that the laboratory component of the science courses must

be taken onground.

Section Two

STANDARD 2

Faculty and Staff

Qualified and credentialed faculty are sufficient in number to

ensure the achievement of the student learning outcomes and

program outcomes. Sufficient qualified staff are available to

support the nursing education unit.

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2.1 Full-time faculty hold a minimum of a graduate degree with a major in nursing.

Full and part-time faculty include those individuals teaching and/or evaluating students

in classroom, clinical, or laboratory settings.

Expected level of achievement: All full-time faculty will have a minimum of a graduate degree

with a major in nursing. Santa Monica College Nursing Unit meets this standard.


There are six full-time faculty in the nursing unit and all have a minimum of a Master’s Degree in

Nursing. Two faculty members have a Doctorate of Nursing Practice degree. Two full-time

faculty members are certified by the California Board of Registered Nursing as Clinical Nurse

Specialists. One full-time faculty member is an Advanced Practice Nurse – Nurse Practitioner.

The Director, Assistant Director, and two faculty members have achieved Certified Nurse

Educator certification.

2.2 Part-time faculty hold a minimum of a baccalaureate degree with a major in nursing;

a minimum of 50% of the part-time faculty also hold a graduate degree with a major in

nursing.

Expected level of achievement: 70% of part-time faculty will hold a Master’s Degree in Nursing

and 30% will hold a minimum of a baccalaureate degree in nursing.


Fourteen of the part-time nursing faculty members (73.68%) hold a graduate degree with a

major in nursing. Five part-time faculty members (26.3%) have a baccalaureate degree in

nursing. One part-time faculty member has a PharmD and instructs Nursing 17,

Pharmacological Aspects of Nursing. The department currently has nineteen part-time faculty

members. However, one of the part-time faculty is not counted as part-time by the District

because they are employed in another area of the college full-time.

2.3 Faculty (full- and part-time) credentials meet governing organization and state

requirements.

Expected level of achievement: Faculty credentials and educational level meet the governing

organization and California Board of Registered Nursing (BRN) requirements.

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Full-time and part-time faculty credentials meet requirements of Santa Monica College,

California Community College Chancellor’s Office (CCCCO), and the California Board of

Registered Nursing (BRN). The minimum qualifications identified by the CCCCO for nursing

instructor is a Master’s in Nursing or Bachelor’s in Nursing and a Master’s in Health Education

or Health Science or the equivalent or the minimum qualifications as set by the Board of

Registered Nursing, whichever is higher. The minimum requirements for a clinical instructor are

a Bachelor’s Degree and two years of nursing experience, or an associate degree and six years

of nursing experience. Nursing faculty must meet the standards for employment by the College

and the California Community College Chancellor’s Office and are approved by the BRN before

they are given a teaching assignment in theory or laboratory. All nursing faculty are approved by

the BRN. All full-time faculty are approved as nursing instructors, twelve of the part-time nursing

faculty are approved as nursing instructors, and seven of the part-time faculty are approved as

assistant instructors. The BRN faculty approval identifies the area that the faculty can teach;

medical-surgical, obstetrics, psychiatric, children, and geriatrics. Twenty-two faculty (full-time

and part-time) are approved medical-surgical and geriatrics and three faculty are approved for

their specialty area, psychiatric and children (pediatrics). Faculty Approvals will be in the

evidence room and faculty transcripts are located in Human Resources.

Standard 2.4 Preceptors, when utilized, are academically and experientially qualified

oriented, mentored, and monitored, and have clearly documented roles and

responsibilities.

Expected level of achievement: Preceptors meet the BRN requirements (title 16, California

Code of Regulations 1426.1) and are oriented, mentored, monitored and provided written

description of roles and responsibilities, and objectives.


The preceptorship course, Nursing 50/50L- Professional Role Transition, is designed to

assist the nursing student (preceptee) in making the transition to the role of staff nurse. It

provides a realistic view of the roles and responsibilities of the nurse in providing care to a group

of patients, and an opportunity to observe and apply delegation skills, leadership, and

management skills. Nursing 50/50L is the capstone course in the nursing unit. The BRN

requirements for preceptors are to: hold an active clear license; be clinically competent; have

completed preceptor orientation within the hospital or by the nursing faculty liaison; be

employed with a minimum of one year on the assigned unit and have a minimum of two years of

nursing experience; be assigned to perform patient care and not working in a charge nurse role.

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The faculty communicate these qualifications to the facility liaison to ensure compliance with

BRN regulations.

Clinical facility liaisons recommend nurses who are willing to precept students and have

attended the preceptor workshop needed to be a preceptor for new graduates. The facilities

provide preceptor workshops. On rare occasions when a potential preceptor has not attended

the facility preceptor workshop, the lead faculty of the course has provided the necessary two

hour workshop. A brief survey of qualifications is given to the identified preceptor shortly after

confirming the name of the preceptor. Facility nurses with experience are assigned to serve as

preceptors for SMC students.

Santa Monica College nursing faculty believe that the three major roles of the preceptor are

teacher/coach, facilitator, and role model. A brief description of the roles of the preceptor is

provided. Teaching and coaching is a skill that is used to develop an individual to a maximum

state of functioning. It involves a collaborative relationship that promotes achieving desired

learning outcomes. The role of the teacher/coach is to create an environment for learning and

trust, demonstrate skills and communication techniques, allow preceptee to reflect on

experiences and perform self-evaluation, and include the preceptee in as much “on the job”

decision making as possible by having other members of the team direct their questions and/or

concerns to the preceptee.

The facilitator assists the preceptee in choosing their own direction in learning and facilitates

the best conditions to achieve learning outcomes. A facilitator allows for real life situations to

assist in problem solving, and clinical reasoning. The role of facilitator allows the student to

develop their learning objectives for the experience, be supportive and approachable,

coordinate assignments and tasks to facilitate acquisition of knowledge and skills, schedule on

going meetings to offer direction, guidance, and structure for learning and be sensitive to

cultural differences.

Role modeling involves a process of learning professional behaviors without making

mistakes from trial and errors of others (Bandura, 1977). It involves being humanistic and allows

the preceptee to learn new behaviors from observing others in a variety of situations. The role

as a role model fosters collaboration with other health care providers in a professional manner

to meet the health care needs of assigned patients, demonstrate safe and effective care

delivery, be responsible and accountable for one’s own action, illustrate compassion, and

respect for all patients, and advocate for patients and the nursing profession.

All clinical faculty assigned to teach Nursing 50L contact and meet with the preceptors in

person prior to the start of the clinical rotation to provide an orientation. Preceptors are oriented

to the policies and procedures of the course by the faculty. This orientation allows the preceptor

an opportunity to ask questions and initiates the mentoring experience. Preceptors are

monitored weekly for compliance with course regulations, gather input regarding the students’

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performance, clarify issues, and to answer questions regarding student performance. The

preceptor must review the Preceptor Handbook and Nursing 50/50L course syllabus. The

faculty is responsible for preparing the mid-point and final evaluations of the student with input

from the preceptor. Faculty are responsible for the evaluations of the student. Evaluations of the

preceptor are completed by the faculty at the end of the course. At the completion of the

preceptorship course, faculty members meet with preceptors to discuss their experiences.

The high demand for and limited number of available preceptors in clinical facilities may

require a future change in implementation of the preceptorship course. The nursing unit is

currently monitoring the availability of preceptors. One option would be for faculty to teach

preceptorship as a clinical course with assigned faculty on the units. Records of preceptors are

maintained on file and in accordance with ACEN guidelines.

2.5 The number of full-time faculty is sufficient to ensure that the student learning

outcomes and program outcomes are achieved.

Expected level of achievement: The number of full-time faculty will be sufficient to ensure that

the student learning outcomes and program outcomes are achieved.


The six full-time faculty facilitate the achievement of student learning outcomes and

program outcomes. Although full-time faculty have continuous responsibilities and time

demands, full-time faculty ensure that the lecture and clinical courses meet the high

standards of the nursing unit in order to achieve the student learning and program

objectives. Full-time faculty serve as lead instructors for the course(s) and ensure that

the part-time faculty are implementing the course curriculum. Faculty attend weekly

meetings, participate in systematic evaluation, and teach lecture and clinical. Other

activities in which full-time faculty engage to support meeting program outcomes

include: developing program goals and objectives, participating in faculty orientation and

periodic evaluations, participating in curriculum planning; considering how content area

taught fits into total curriculum plan, scheduling time to meet with students for evaluation

and counseling purposes, assisting in development of program policies and procedures,

participating in planning, organizing, implementing and evaluating the nursing unit,

participating in decision-making regarding the direction and nature of the nursing unit,

facilitating consistent student participation in the program as defined in Title 16 CCR

Section 1428, and facilitating and ensuring individual/collective faculty compliance with

specified regulations governing continuing approval of the program (BRN Statement on

Faculty).

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Two full-time faculty have release time. One has 60% reassigned time as Academic

Senate President and the other faculty is receiving 20% release time for the Assistant

Director/Faculty Leader. The third full-time faculty is split 50% the nursing unit and 50%

with Disabled Student Program Services.

The nursing unit has been approved to hire two full-time nursing faculty for 2014-2015

academic year to enhance achievement of the program outcomes and continue to improve

student learning outcomes.

2.6 Faculty (full- and part-time) maintain expertise in their areas of responsibility, and

their performances reflects scholarship and evidence-based teaching and clinical

practices.

Expected level of achievement: Faculty maintain expertise in area (s) of responsibility and

performance reflects scholarship and evidence-based teaching and clinical practice.


All faculty maintain an active program of professional development and are engaged in the

process of promoting student attainment of core competencies of nursing practice. All faculty

maintain continuous BRN approval to teach in their assigned courses. The faculty decided to

use the ACEN definition of Scholarship. Scholarship is defined as activities that facilitate the

enhancement of expertise and achievement of the goals and outcomes of the nursing education

unit. This may include, but are not limited to: application of knowledge, teaching, service,

practice, and research. The following table identifies the faculty scholarly activity.

Table 2A Scholarship Activity

Faculty Name Scholarly Activities

Aberbook, Vicki 2008 AWHONN (Association of Women's Health, Obstetric and Neonatal Nurses) Perinatal Nursing Course 25 CEUs 2012 Curriculum Update, Linda Caputi 2012 University of North Carolina Medical/Surgical Refresher Course 100 CEUs 2012 University of California, San Francisco Gerontology/Geriatrics 30 CEUs 2012 Alzheimers Dementia 10 hours

Adler, Eve 2013 - 2014 Simms/Mann Institute for Education and Community Development Awarded a fellowship to bring attention to the importance of early childhood development through research and education. Worked with students in N40 (Nursing of Children) to explore manifestations of empathy in caregivers of children 0-3 years of age. 2011- 2014 St. John’s Health Center Chair of Excellence in Nursing Grant for the Global Nursing Project

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Worked with nursing students from Santa Monica College and from nursing programs in Thailand, Laos, and India to explore the experience of being a nursing student and the impact of nursing in local communities. In collaboration with the SMC Student Nurse Association developed the Integrative Health Workshop Series to introduce students to integrative healing modalities that can be used in conjunction with allopathic medicine. 2013 Yoga Teacher Certification, RYT-200, Loyola Marymount University, Yoga and the Healing Sciences Study and certification in the healing science of yoga and its use in integrative healing modalities.

Angel, Vini 2006-2007 Doctor of Nursing Practice Thesis: “A Pilot Study to Investigate the Effect of a Simulation Experience on the Cognitive Learning Outcomes of Nursing Students” 2006-2007 Presented Instructor Orientation and Training on SimMan for Diabetic Ketoacidosis scenario for Nursing 20L Instructors 2006-2007 Health Sciences Faculty Association Representative 2006-2007 Developed clinical evaluation scenarios and critical thinking questions for faculty flex day February 5, 2007 2006-2007 Mentor for new full-time faculty member 2006-present Paper Screening for Human Resources/Health Services RN position, Peer Evaluation Part-time Nursing Instructor, Hiring Committee for Tenure Track Nursing position 2007-2009 Health Sciences Faculty Association Representative Facilitated Diabetic Ketoacidosis High Fidelity Simulation scenario for Institutional Flex Day March 4, 2008 Converted Nursing 20 to an on-line course Attended @One Podcasting Course January 16-18, 2008 Participated in Webinar Series with Jeff Borden 6-20-08 .Next tour, mini orientation 6-27-08 Student Retention 7-18-08 Engagement Strategies for Teaching Online 7-25-08 Plagiarism and Cheating 2008-2009 eCertification: Teaching Online 2009-2010 Academic Liaison for Kaiser Permanente-SMC Clinical Teaching Assistant Collaborative 2009-2010 Mentor CSULA MSN Student 2010-2014 Faculty Leader, Health Sciences/Assistant Director, Nursing Program Committee Chair: Nursing Curriculum Committee, Systematic Evaluation Committee Faculty Chair: FT Respiratory Therapy Instructor Hiring Committee Part-time Faculty Interviews with Associate Dean, Health Sciences Faculty Advisor: Nursing Student Pinning Ceremony Committee Perkins IV –Submitted Application for Program Expansion/ Improvement Funds Part-time and Full-time Faculty Evaluations Web Editor: SMC Nursing Student Handbook 2010-2011 Presenter: QSEN Competencies for Adjunct Nursing Faculty

https://www.linkedin.com/search?search=&keywords=Yoga+and+the+Healing+Sciences&sortCriteria=R&keepFacets=true&trk=prof-edu-field_of_study

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2010-2011 Faculty Liaison for Kaiser Permanente Service-Academia Collaborative 2010-2011 National League for Nursing Certification: Certified Nurse Educator (CNE) 2010-2011 Professional Development Nurse Squared Training Educating Nurses: A Call for Radical Transformation by Patricia Benner “At Risk” online training 2011-2012 Panel Evaluation: RT Faculty Year1 2011-2012 Recipient: Santa Monica College Foundation, Margin of Excellence Grant 2011-2012 Interview Rater for Health Services RN position 2011-2012 Podium Presentation: “Issues and Trends in Simulation” 2011-2012 Institutional Flex Day Presentation: “There’s an App for That!” 2011-2012 Professional Development “Working as a Team” training NIH Stroke Certification A 2012-2013 Career Day at Kaiser Permanente West LA 2012-2013 Professional Development Technology Classes Egan Team Board Training iPad Training—Basic and Advanced LED panel, Creston Control Station METI MUSE webinar Concept-based Nursing Curriculum webinar Teaching in a Concept-based Nursing Curriculum webinar 2013-2014 Peer Evaluation: RT Faculty Year 3 2013-2014 Annual Program Review Report 2013-2014 Career Day at Kaiser Permanente West LA 2013-2014 Professional Development Grading with Rubrics Webinar (Pearson) Pyxis Carefusion Training

Bregman, Marcy

2012 Clinical Faculty Academy /Healthy Workforce Initiative (HWI) thru Golden West College 2012 Initiating and assisting coordinating Adv. M/S nursing students from SMC and WCU to help out at medical aid stations along the race route for the L.A. Marathon 2012 ATI Item Writing Workshop 2012 American Association of Colleges of Nursing/ Debriefing Techniques in Simulation Educational Activities 2013 Exhibit Chair (as Board Member of the SFVAACN) of Annual Spring Symposium; coordinating, advising, mapping and scheduling multiple Vendors for our Exhibit Hall

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Duli, Lorraine Clinical Nurse Educator for the Transplant Surgical Sub-specialties ICU at RRUCLA. Responsible for the training and education of new grad nurses into the critical care unit. Attended 15th Annual Research and Evidence Based Practice Conference at RRUCLA in April 2014. Completed a two day Simulation Instructor Course at RRUCLA on 2/20 and 2/21/14. Attended the Continuous Renal Replacement Therapy Course 6/2014. Participated in a wet lab for CRRT at RRUCLA in 6/14. Completed the Covidien ETCO2 monitoring online course 6/2014. Instructor for the Transplant/Surgical Specialties ICU Annual Skills Day- 10 four hour classes 2/14-3/14.

Estrella, Donna Current Concepts in Pediatric Emergency Nursing I & II, Maria O’Rouke – Maria O’Rourke- Professional Role Cohort 19, a 3-day series of intensive learning sessions designed to deepen and broaden our understanding of the role of the professional, which will serve as the foundation for strengthening the culture of professional practice at UCLA.

Georgia Farber

Clinical Nurse Specialist in Adult Psychiatric and Mental Health Certification (ANCC) Clinical Nurse Specialist License #3970, California Board of Registered Nursing Psychological Disabilities Specialist/Counselor, SMC DSPS (1995-present) Member, APNA (American Psychiatric Nurses Association) Multiple Peer Evaluations for Part-time Nursing Instructors and numerous hiring committees for Tenure Track Nursing positions Academic Senate, Health Sciences Department Representative,1998-present SMC Judicial Affairs Hearing Appeals Committee 2013-present 2011 Organizing Committee and presenter at SMC/Los Angeles County-Department of Mental Health Joint Conference on Education and Employment “Meeting the Support Needs of College Students Diagnosed with Mental Illness” 2013 Best Practices in Campus Threat Assessment Conference - Santa Monica College 2013 Depression and Anxiety 4 hours 2013 Psychopharmacology: A Comprehensive Review 20 hours 2013 HIV/AIDS: A Comprehensive Review 12 hours 2013 Aging and Long Term Care, Part 1: Overview of Aging, Living Environments and Health Issues 6 hours 2013 Aging and Long Term Care, Part 2: Memory Disorders, Depression, End of Life Care 4 hours 2013 Aging and Long Term Care, Part 3: Emotional Burden, Family Caregivers, DNR, and Communication with the Elderly 4 hours. 2013 DSM-5 A Comprehensive Review 16 hours 2013 Privacy and HIPAA Training 1 hour 2013 Universal Precautions 1 hour 2013 Blood borne Pathogen Awareness 1 hour 2013 Advocacy for Mental Health Reform 1 CEU

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2012 Nursing Curriculum Workshop 10 CEUs 2011 Suicide Education and Awareness 3 hours 2011 Designing and Developing Simulations 2 CEUs 2011 Debriefing and Guided Reflection 2 CEUs 2011 Guidelines for Simulation Research 2 CEUs 2011 American Psychiatric Nurses Association 25th Annual Conference 22 CEUs 2009 Evidence-based Approaches to Treating Depression 1.5 CEUs 2009 Key Concepts in Bipolar Disorder Diagnosis and Management for the Psychiatric-Mental Health Nurse 1.5 CEUs 2009 American Psychiatric Nurses Association 23rd Annual Conference 26.50 CEUs 2009 Psychiatric Mental Health Nursing: Best Practices at Point of Care 6 CEUs

Friedman, Marvin

Maintaining a current knowledge base in pharmaceutical care by attending meetings and reading literature. Continue to practice as a pharmacist and maintain a multi-disciplinary approach to patient care by coordinating care with nursing staff, physicians, and other prescribers. Directly involved in development and implementation of an electronic health record that incorporates the latest research information to provide medication order checks. Constantly updating my knowledge base of the latest innovations in automation to decrease the risk of medication errors. Class discussion includes pharmacology material but also incorporates the latest information in pharmaceutical care as well as minimizing the risk of medication errors.

Godawa, Kimberly

Work 24 hours week in the CCU. Preceptor: one student from MSMC and one from SMC (96 hours each) this spring. In process of completing the “Mandatory skills competency class” 7/16 (5 hours) to demonstrate current competency in clinical skills and updates on current EBP policy changes (i.e. Infection control standards, vasoactive drip guidelines). Interim Director of education at St. Johns August, 2013. During that time, I created the curriculum for the New Graduate Program, coordinated all speakers, and taught 5 classes. This was a 5-week program).

Islas, Veronica Full time staff on Step down Unit. Responsible for independently utilizing the nursing process to safely, therapeutically and efficiently care for a group of patients based on policies & procedures. Deliver individualized quality patient care through a coordinated team approach with physicians, multiple disciplines, departments and patients’ family. Precept nursing students, precept newly hired nurses (novice and experienced). Relief charge nurse, Pain Resource Nurse Representative and co-facilitator (audit pain documentation, provide feedback to the staff, develop projects to improve pain management). City of Hope Pain training in 09/2009,

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Edited and co-facilitated first pain training to the Kaiser Permanente southern region “Pain Busters at Work”. UBT-Unit Base Team member (work with leadership and management to meet goals and standards through project development and implementation) Certifications: Public Health Certificate, Basic Life support, Advance Cardiac Life support, Electrocardiogram reading, Cardiopulmonary Resuscitation, HIV counselor 2001-2005, California Basic Healthcare Worker 1999, NIH Stroke Scale certified by AACME 2012 Accepted to Mount St. Mary’s College for Fall 2014 MSN educator track.

Lee, Alice RRUCLA Liver Transplant ICU ANI 36 Hour/Week 5/2014 End Tidal CO2 Monitoring 10/2013 Liver Symposium

Leon, Linda LA Workforce Development Office Advisory Board CSUDH College of Business Successful Women Seminar been on the speaker panel; CSUDH College of Business External Education Program. been on the speaker panel I Maintained the continuing education requirement of 75 contact hours for certification as an Advanced Practice Nurse (Med-Surg, CNS)

Lopez, Gloria Full-time employment in Student Health Services at Santa Monica College: administration of vaccines & OTC medications, rendering emergency care & First Aid to adults & children all over campus & in the Student Health Office, one-on-one & classroom Health Education instruction, coordinating Risk Prevention Workshops, collaborating with L.A. County Public Health Department with Mass Vaccination Clinics & Communicable Disease Investigation & follow-up, attendance in at least 50 Continuing Education Unit courses yearly: Communicable Disease, Cultural Competencies in the Delivery Health Care, Advanced Cardiac Life Support, Pharmacology Updates, Critical Care/Trauma Symposium, Health Services Association Workshops dealing with Student Wellness & Illness

McDonald, Joycelyn

Enrolled in and completed 19 units in the Doctorate in Organizational Leadership Program at Pepperdine University.

Short, Anntippia NLN Nursing Education Summit, 2012; NCSBN Test Development and Item Writing, summer 2013; UCSF Academic Geriatric Resource Center Online Curriculum in Geriatrics and Gerontology, summer 2013; Member of International Nursing Association for Clinical Simulation and Learning (have contributed to their blog); Co-authored book chapter on health care ministry in underserved city areas (currently with publisher); Currently volunteer as a nurse for a free clinic in the Watts area of Los Angeles.

Smith, Dora NLN Nursing Education Summit, 2010. Inpatient Obstetric Review,2011 (13.5hrs). AWHONN Perinatal Nursing, 2010 (25hrs) and 2012 (25hr). Care Connect, UCLA, 20013 (16hrs).

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Member of Curriculum Committee, Systematic Evaluation Committee and Health Science Nursing Committee. Completed 30 continuing education units in Geriatric Nursing, 2014. Organized and administered scholarships to students who were enrolled in the Nursing Program at Santa Monica College 2011-2013.

Thiercof, Holly Awarded St. John’s Health Center Chair of Excellence in Nursing grant for Simulation (September 2009 to September 2011). The focus was utilizing a non- threatening environment for students to simulate patient care. Coordinated an interdisciplinary Simulation Conference with the Health Sciences Department for Respiratory Therapy and Nursing. Attends NLN Summit Conferences for current teaching practices in Education. Maintains membership in the California Association for Nurse Practitioners in order to keep current with therapies as well as patient education.

Dr. Eric Williams, 2006-2007

2008 – 2009 2009-2010

2012-2013 2014

Doctor of Nursing Practice Degree Thesis: Measuring Cultural Competence Among Nursing Students Member of the American Nurses Association Second Vice President of National Black Nurses Association Full time Faculty Evaluation Committee Hiring committee for a Full Time Tenure tract position Attended NBNA Convention

Featured on CNN: A nursing Professor rejoices , Regarding Health Care Reform Member of the American Nurses Association Faculty Association Member Second Vice President of National Black Nurses Association Full time Faculty Evaluation Committee Attended NBNA Convention

Member of the American Nurses Association Attended the So California Multicultural conference Attended the National League for Nursing conference Faculty Association Member Professional Development: Nurse Squared Training, Educating Nurses “ A Call for Radical Transformation by Patricia Benner Panel Evaluation member for the RT full time Faculty Attended NBNA Convention Faculty Association Member Attended the National Black Nurses Conference Awarded the NBNA Trailblazer Award Member of the American Nurses Association Successfully passed the Certified Nurse Educator Exam Member of the American Nurses Association, Assembly for Men in Nursing, Sigma Theta Tau First vice President, National Black Nurses Association Keynote Speaker: Navigating Change “The IOM Report “ Attended the So. California Multicultural conference Participated in the First Lady Initiatives, A screening project

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Attended the American Assembly for Men in Nursing conference Faculty Leader, Health Sciences/Assistant Director, Nursing Program Committee Chair, Curriculum Part time faculty Interviews with the Associate Dean, Health Sciences Advisor : Nursing Students Pinning Ceremony Committee Professional Development Attended the National Black Nurses Conference Black Expo , San Diego, Committee Member Mentorship of Nursing Students: Lead Director , A collaboration with the California Institute for Nursing, the Wellness Foundation and the Council of Black Nurses Member of the American Nurses Association, Assembly for Men in Nursing, Member, Sigma Theta Tau Clinical Evaluation in Nursing: Best Practices (6 CEUs)

Wise, Joyce 30 hr review of general Med/Surg clinical practice including skills demonstration, Active Counseling Service – Wise Choice Counseling and Life Coaching, Member of the American Association of Christian Counseling since 2008 Member - Sigma Theta Tau

The nursing unit must have at least one content expert in each area of nursing, one instructor

may qualify for more than one area. The required areas are interpreted as geriatric, medical-

surgical, mental health/psychiatric, obstetric, and pediatric nursing. A content expert is defined

by Title 16, California Code of Regulations (CCR) 1425 (f) as an instructor who has the

responsibility to review and monitor the program’s entire curricular and shall include at least one

qualified instructor in each of the areas of nursing. A content expert shall be an Instructor and

shall have one of the following a master’s degree in the designated nursing area or a master’s

degree that is not in the designated nursing area and additional education, clinical experience in

the designated area and national certification.

Content experts are responsible for the integration and implementation of the curriculum in

their respective areas of expertise by creation and oversight of syllabi, theory and clinical

objectives and student learning activities, textbook recommendations and evaluation methods in

medical surgical course content. The content areas are geriatrics, medical-surgical, mental

health/psychiatric nursing, obstetrics, and pediatrics.

Table 2B Content Experts

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Faculty Current Education Related to Content Expertise Other Certifications/ Supporting Experience Teaching Experience/Course Taught

Dr. Vini Angel, Medical-Surgical

ACLS Recertification (6 CEUs) NIH Stroke Certification (2 CEUs) Clinical Evaluation in Nursing: Best Practices (6 CEUs) Avoiding Errors Associated With Insulin Therapy ( 1 CEU) FT Nursing Instructor Santa Monica College 1995-Present Teaching Introductory and Advanced Med-Surgical Courses for 18 years

Eve Adler, Pediatrics

Children: Our future generation 2009 (8 CEUs)Fellowship and Community College Think Tank participant FT Nursing Instructor Santa Monica College 1998-Present Teaching Pediatric Courses for 15 years Simms/Mann Institute for Education and Community Development Awarded a fellowship to bring attention to the importance of early childhood development through research and education. February, 2013 – February, 2014

Vickie Aberbook Obstetrics

AWHONN Perinatal Nursing ( 30 CEUs) Breast and Beyond Breastfeeding Trainer Course (30 hours) FT Nursing Instructor Santa Monica College Spring 2013-present Teaching Women’s Health Course Employed as Labor and Delivery Nurse for 32 Years BRN Certified Perinatal CNS for more than 32 years

Georgia Farber Psychiatric- Mental Health

Depression and Anxiety 4 hours Psychopharmacology: A Comprehensive Review 20 hours DSM-5 A Comprehensive Review 16 hours Advocacy for Mental Health Reform 1 CEU Suicide Education and Awareness 3 hours Evidence-based Approaches to Treating Depression 1.5 CEUs Key Concepts in Bipolar Disorder Diagnosis and Management for the Psychiatric-Mental Health Nurse 1.5 CEUs Psychiatric Mental Health Nursing: Best Practices at Point of Care 6 CEUs Advocacy for Mental Health Reform (1 CEU) Suicide Education and Awareness (3 CEUs) Evidence-based Approaches to Treating Depression (l.5 CEUs) Key Concepts in Bipolar Disorder Diagnosis and Management for the Mental Health Nurse (1.5 CEUs) Psychiatric Mental Health Nursing: Best Practices at Point of Care (6 CEUs) FT Nursing Instructor Santa Monica College 1995-Present Teaching Psychiatric-Mental Health Course for 19 years CNS in Adult Psychiatric and Mental Health (ANCC certification)

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Dr. Eric Williams Geriatrics

Clinical Evaluation in Nursing: Best Practices (6 CEUs) FT Nursing Instructor Santa Monica College 2001-Present Teaching medical surgical and fundamentals courses with integrated gerontology content for 12 years

Dr. Vini Angel, Medical-Surgical

ACLS Recertification (6 CEUs) NIH Stroke Certification (2 CEUs) Clinical Evaluation in Nursing: Best Practices (6 CEUs) Avoiding Errors Associated With Insulin Therapy ( 1 CEU) FT Nursing Instructor Santa Monica College 1995-Present Teaching Introductory and Advanced Med-Surgical Courses for 18 years

Eve Adler, Pediatrics

Children: Our future generation 2009 (8 CEUs)Fellowship and Community College Think Tank participant FT Nursing Instructor Santa Monica College 1998-Present Teaching Pediatric Courses for 15 years Simms/Mann Institute for Education and Community Development Awarded a fellowship to bring attention to the importance of early childhood development through research and education. February, 2013 – February, 2014

Vickie Aberbook Obstetrics

AWHONN Perinatal Nursing ( 30 CEUs) Breast and Beyond Breastfeeding Trainer Course (30 hours) FT Nursing Instructor Santa Monica College Spring 2013-present Teaching Women’s Health Course Employed as Labor and Delivery Nurse for 32 Years BRN Certified Perinatal CNS for more than 32 years

Georgia Farber Psychiatric- Mental Health

Depression and Anxiety 4 hours Psychopharmacology: A Comprehensive Review 20 hours DSM-5 A Comprehensive Review 16 hours Advocacy for Mental Health Reform 1 CEU Suicide Education and Awareness 3 hours Evidence-based Approaches to Treating Depression 1.5 CEUs Key Concepts in Bipolar Disorder Diagnosis and Management for the Psychiatric-Mental Health Nurse 1.5 CEUs Psychiatric Mental Health Nursing: Best Practices at Point of Care 6 CEUs Advocacy for Mental Health Reform (1 CEU) Suicide Education and Awareness (3 CEUs) Evidence-based Approaches to Treating Depression (l.5 CEUs) Key Concepts in Bipolar Disorder Diagnosis and Management for the Mental Health Nurse (1.5 CEUs)

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Psychiatric Mental Health Nursing: Best Practices at Point of Care (6 CEUs) FT Nursing Instructor Santa Monica College 1995-Present Teaching Psychiatric-Mental Health Course for 19 years CNS in Adult Psychiatric and Mental Health (ANCC certification)

Dr. Eric Williams Geriatrics

Clinical Evaluation in Nursing: Best Practices (6 CEUs) FT Nursing Instructor Santa Monica College 2001-Present Teaching medical surgical and fundamentals courses with integrated gerontology content for 12 years

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2.7 The number, utilization, and credentials of staff and non-nurse faculty within the

nursing education unit are sufficient to achieve the program goals and outcomes.

Expected level of achievement: The number, utilization, and credentials of staff and non-nurse

faculty are sufficient to achieve the program goals and outcomes.


The number, utilization, and credentials of staff and non-nurse faculty are sufficient to

achieve the program goals and outcomes. In 2011 a full-time Health Sciences counselor was

hired and assigned to the nursing unit and continued to receive an additional 19 counseling

hours per week funded by the counseling department. Two additional counselors work a total of

20 hours per week. The counseling faculty is equivalent to 2.5 FTE.

Clerical support is currently one full-time administrative assistant and a permanent administrative

secretary assigned to work 50% for the nursing unit. Student workers have also been employed to

assist with tasks such as answering the phone, copying materials, and limited filing.

2.8 Faculty (full- and part-time) are oriented and mentored in their areas of

responsibility.

Expected level of achievement: Faculty are oriented and mentored in their area of responsibility.


The nurse administrator and faculty leader decide which full-time faculty member will be a

mentor to the new full-time tenure track nursing instructor. The criteria used to select the mentor

are academic experience, educational level, and leadership ability. The new hire is also

provided an orientation to Santa Monica College for two days and provided a SMC Faculty

Handbook. Mentoring involves participation by all of the constituents, part-time and full-time

faculty and the administrator of the nursing unit. Faculty development workshops are being

offered in an ongoing manner by the college. An orientation checklist is in the Faculty Handbook

and available in the evidence room.

Mentoring of Part-time Faculty

The Lead Instructor of the course will assume responsibility for orienting and monitoring

of new faculty.

A faculty member will be designated to assume responsibility for initiating and monitoring

orientation of new faculty.

Orientation of new faculty to the Health Sciences web page, email, eCompanion (course

website), and the process for add/drop and posting grades can be done in the “media

center”.

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Part-time faculty will confirm that they have read the Faculty Handbook, Nursing Student

Handbook, and have completed the 4 Faculty-Nursing Clinical Faculty – Online Training

on www.ca-hwi.org. These forms are required and collected.

All new part-time faculty meet with Human Resources for a review of benefits..

The department will allow faculty (full-time and part-time) to use flex time to meet prior to

the beginning of clinical rotation to discuss the course and at the end of clinical rotation

with the Lead Instructor for debriefing/improvement. The part-time faculty can use flex

time to orient to the facility.

All faculty will meet during the departmental flex day of each semester to review

documentation of needs improvement and statements of concern to ensure that

documentation meets the needs of the students and the nursing unit. The associate

dean will lead this discussion/tutorial for part-time faculty.

Nursing Unit Administrator

New part-time faculty who requests a mentor (in addition to the Lead Instructor) will be

assigned a mentor by the Associate Dean.

Associate Dean will provide lead instructors with the name and contact information of all

part-time faculty in his or her course six weeks prior to the beginning of clinical.

Associate Dean will provide all faculty with their clinical locations and contact persons at

least 4 weeks prior to the beginning of clinical to allow ample time for site orientation and

requirements.

Associate Dean will provide each new part-time faculty member with a current

orientation checklist and instructions.

Lead Instructors

Lead instructors will arrange to meet with clinical part-time faculty 4 to 6 weeks prior to

the beginning of clinical.

Lead instructors will send updates as needed regarding lab days, simulation, etc. to all

team members. Updates will include any schedule changes, instructions, and when the

lead will be available to answer questions, etc.

Lead instructors will communicate with the entire team at the end of the clinical course

for wrap-up, debriefing, and suggestions for the next course

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Part-time Faculty

Part-time faculty must obtain and use a Santa Monica College email address and check

email on a weekly basis.

Part-time faculty will download and read the Faculty Handbook and Nursing Student

Handbook.

Part-time faculty will notify their lead instructors as soon as they have been assigned to

a team (lead instructors contact information can be obtained from the Administrative

Assistant).

New part-time faculty will schedule an appointment with Skills Lab Coordinator for

orientation to the skills lab and simulation.

Part-time faculty must have access to a computer and printer.

Part-time faculty will send a weekly update (use template) email to Lead Instructor to

inform him/her of progress/problems/issues in the clinical group.

2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates

competencies that are consistent with program goals and outcomes.

Expected level of achievement: Faculty evaluations are conducted according to the faculty

contract, policies of the governing organization to assess the competencies of the faculty.


Faculty are systematically evaluated by students through program online surveys, by peer

and panel evaluations, and by students through Human Resources evaluation, and program

graduate surveys. Program graduates also evaluate overall faculty performance.

Faculty are evaluated based on the policies, guidelines set by the contract and Human

Resources regarding evaluation. Faculty are evaluated formally and informally. There are three

categories for faculty evaluation and a process for evaluation of each category. The categories

are probationary tenured track, tenured faculty, and part-time faculty. The formal process for

evaluating faculty is in the Administrative Regulations and the faculty contract. Full-time

Probationary faculty are evaluated every year for four years. In evaluating probationary faculty,

Santa Monica College expects all faculty members to meet the following specific standards in

the performance of their duties (§87664): provide effective instruction, observe all state, local,

regulations, and policies and District contractual obligations, participate in professional and

College activities, and maintain and improve professional and subject matter competency. The

link for information regarding the formal process can be found at

http://www.smc.edu/HumanResources/HumanResourcesDepartment/Documents/Fac%20Assoc

%20Agreement,%20MOUs/FA%20Agreement%202010-2013/Article%207A-

Evaluation%20of%20Probationary%20Faculty.pdf. Full-time nursing tenured faculty are

http://www.smc.edu/HumanResources/HumanResourcesDepartment/Documents/Fac%20Assoc%20Agreement,%20MOUs/FA%20Agreement%202010-2013/Article%207A-Evaluation%20of%20Probationary%20Faculty.pdf



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evaluated every three years. At least once every nine years, the evaluation must be conducted

by a panel. In the intervening years, the evaluation will be conducted by the department chair,

faculty leader or designee, unless the Evaluatee requests a panel. This policy can be reviewed

at

http://www.smc.edu/HumanResources/HumanResourcesDepartment/Documents/Fac%20Assoc

%20Agreement,%20MOUs/FA%20Agreement%202010-2013/Article%207A-

Evaluation%20of%20Probationary%20Faculty.pdf. Faculty are required to submit a self

evaluation as part of the evaluation process. Part-time faculty are evaluated once every four

semesters of employment. It is recommended that part-time faculty be evaluated during the first

semester of employment. Human Resources send out a list of part-time faculty who need to be

evaluated at the beginning of each academic year to the Department Chair/Faculty Leader. All

student evaluations are done during the last quarter of each Fall and Spring semester for full-

time tenured faculty, probationary faculty and part-time faculty. Faculty who are teaching an 8

week assignment are evaluated by students during the last two weeks of the course. Faculty

Observation Form and Faculty Professionalism Form are used for all faculty and will be part of

the evidence. The health sciences counselor is completing her third year of the probationary

period and one nursing faculty is entering her second year as probationary faculty.

Program graduates also evaluate overall faculty performance.

The informal evaluation of all nursing faculty is at the end of each course via student

evaluation of the theory and clinical satisfaction evaluations. The findings are compiled in a

booklet titled semester and year Student Evaluation Results. Faculty review the findings and

complete the Faculty Accountability Worksheet. Faculty are provided an opportunity to improve

their performance. There has been one faculty who resigned due to receiving a needs

improvement evaluation.

It has been challenging for full-time nursing faculty to evaluate part-time faculty since some

of the clinical days are at the same time. However, the District has provided an opportunity to

use substitutes for faculty who need to evaluate full-time or part-time faculty.

Faculty are systematically evaluated by students through program online surveys, by peer and

panel evaluations, and by students through Human Resources evaluation.

2.10 Faculty (full- and part-time) engage in ongoing development and receive support

for instructional and distance technologies.

Expected level of achievement: All faculty are provided and receive support regarding

instructional and distance technologies.





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Each on-ground course uses an organizational supported platform (course website) called

eCompanion to post syllabi, lectures, grades, activities and assignments. The governing

organization frequently offers support classes as well as online orientation to distance education

programs through the media center. The support services are available 24/7. The only course

currently offered via distance education is Pharmacological Aspects of Nursing (Nursing 17).

Students have the option of choosing to take the course online or onsite. The nursing faculty

have not taught online (hybrid) courses since 2010. A grant allowed several of the nursing

faculty to develop and teach nursing theory courses online however faculty decided that it was

not sustainable to maintain an online and an on-ground program with the available resources.

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Table 2C Faculty Profile

-Faculty Name

FT/PT Date of Initial Appointment

Rank Bachelor’s Degree Credential

Institution Granting Degree

Graduate Degree

Areas of Clinical Expertise

Academic Teaching (T) and Other Areas of Responsibility (O)

Aberbook, Victoria

FT 2013 Instructor BSN 1981 Creighton University

MN 1985 UCLA

MS, O, G N35, N45, N16

N35L, N45L, N16L

Adler, Eve FT 1998 Instructor BS 1981 New York University

MA 1986 New York University

C, MS, G N40, N35, N16, N60

N40L N35L N16L

Angel, Vini FT 1995 Instructor BSN 1980 Azusa Pacific University

MSN 1989 Azusa Pacific University DNP 2008 Case Western University

MS, G, Psych/MH

N20, N35

N20L, N35L

Bregman, Marcy

PT 2000 Instructor Glendale Community College ADN 1970 BSN 1986

University of New York Regents Program

MSN 1996 Cal State University Dominguez Hills

MS, G N35L

Duli, Lorraine

PT 1999 Instructor St. Elizabeth’s School of Nursing – Diploma 1987 BSN – 1996

California State University Dominguez Hills

MSN 1999 Cal State University Long Beach

MS, G N50L

Estrella, Donna

PT 2010 Assistant Instructor

BSN 2006 Mount Saint Mary’s College

C N40L

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-Faculty Name




Graduate Degree



Farber, Georgia

FT 1995 Instructor BSN 1978 Mount Saint Mary’s College

MN 1987 UCLA

Psych/MH N25 N25L

Godawa, Kimberly

PT 2006 Instructor College of DuPage 1982 BSN 1983

Northern Illinois University

MSN 2010 Cal State University LA

MS, G N10L N15L

Galaraga, Estelita

PT 2009 Instructor BSN 1967 University of St. Tomas, Phillipines

MN UCLA 1985

MS, G N20L

Islas, Veronica


BSN 2006 Mount St. Mary’s College

MS, G N30L

Lee, Alice PT 2011 Instructor BSN 2000 University of Southern California

MSN 2005 Cal State University Long Beach

MS, G N30L N35L

Leon, Diann Linda

PT 2008 Instructor BSN 1965 University of Utah

MSN 1973Cal State University LAs

MS, G Simulation Laboratory

Lopez, Gloria

PT 1984 Instructor LA Trade Technical College ADN 1972 BSN 1976

California State University Los Angeles

MSN 1987 Azusa Pacific University

MS, G N36

Mayorga, Arlyn


Mount St. Mary’s College ADN 2000 BSN 2010

Cal State University Dominquez Hills

MS, G N10L N15L N20L

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-Faculty Name




Graduate Degree



McDonald, Joycelyn

PT 2009 Instructor Mount Saint Mary’s College ADN BSN 2010

Mount Saint Mary’s College

MSN 2010 Mount Saint Mary’s College

MS, G N28 N30L N35L

Penaflorida, Dinah

PT Instructor BSN 1969 Silliman University

MSN 1994 Azusa Pacific University

MS, G, C N20L N15L

Peters, Hazel

PT 2013 Instructor BSN Cal State University Dominquez Hills

MSN 2011 Cal State University Dominquez Hills

MS, G N10 N15

Risinger, Lois Ann

PT 2002 Instructor BSN 1963 Mount Saint Mary’s College


Psych/MH N25L

Short, Anntippia

PT 2008 Instructor BSN 1977 Williams Jewell College

MSN 1984 University of Mississippi

MS, G N10 N15

N900 Simulation Laboratory

Smith, Dora PT 2006 Instructor Compton College ADN 1975 BSN 2006

Cal State University Dominquez Hills

MS, O N10L N45L

Stovall, Kita PT 2012 Instructor El Camino College ADN 2000 BSN 2008

University of Phoenix

MSN 2011 University of Phoenix

MS, G, Psych/MH

N25L N30L

Soshnik, Rita Marie ()


SMC 1974 ADN BSN 1982

Cal State University Dominguez Hills

MS, G N20L

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-Faculty Name




Graduate Degree



Thiercof, Holly

FT 2005 Instructor BSN 1994 Cal State University Los Angeles


MS, G N10 N15 N28 N30

N10L N15L N30L

Williams, Eric

FT 2001 Instructor BSN 1986 William Carey University

MSN 1991 University of Southern Alabama DNP 2007 Case Western University

MS, G N16 N30 N50

N30L N50L N16L

Wise, Joyce PT 2011 Instructor BSN 1979 Azusa Pacific University

MSN 2002 University of Phoenix

MS, G, C, Psych/MH

N25L N40L N35L

Friedman, Marvin

PT 1979 BA 1975 PharmD 1979

N17

Battaglia, Lisa

PT 2005 Counselor MA O Counselor

Rayford, Valencia

PT 2003 Counselor MA O Counselor

Robinson, Janet

FT 2011 Counselor MS Cal State University Long Beach

O Counselor

Yee, Stephanie

PT 2007 Counselor MS Cal State University Northridge

O Counselor

Section Two

STANDARD 3

Students

Student policies and services support the achievement of

the student learning outcomes and program outcomes of

the nursing education unit.

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3.1 Policies for nursing students are congruent with those of the governing

organization, publically accessible, non-discriminatory, and consistently applied;

differences are justified by the student learning outcomes and program outcomes.

Expected Level of Achievement: 95% of Policies for nursing students are congruent with those

of the governing organization, publicly accessible, non-discriminatory, and consistently

applied; differences are justified by the student learning outcomes and program outcomes.

Santa Monica College Nursing unit meets this standard.

The nursing faculty believe that all policies for nursing students are either congruent with

those of the governing organization or differences are justified by the student learning outcomes

and program outcomes. All policies are publically accessible, non-discriminatory, and

consistently applied. Policies are available electronically on the SMC and the Nursing Program

websites. Written policies are located in the Nursing Student Handbook, SMC catalogue and

SMC Schedule of Classes. Policies were reviewed and differences between SMC policies and

Nursing Department policies were noted. Justified policy differences exist in admission

requirements, matriculation, course repetition, dismissal, grading, and clinical lab dress code.

Admissions Policies

Students may enroll at Santa Monica College if they graduated from high school, or are 18

years of age or older, or are 16 years of age or older and have passed the California High

School Proficiency Examination. Santa Monica College is committed to equal opportunity in all

of its academic programs and is in compliance with Equal Opportunity standards as required by

Federal and State laws and District policy. Unless specifically exempted by statute or regulation,

all SMC courses are open to enrollment by any person who has been admitted to the college

and meets the course prerequisites. Assessment in English and math are mandatory for first-

time college students enrolling in more than six units during the first semester, and for

continuing students (after the first semester) who have not completed the assessment process.

There are no requirements related to health status, criminal background checks, or drug use

screening. There are also no requirements related to entrance exams, GPA, prerequisite

courses, or possession of a valid social security number. Students on disqualification or

probation status from another college will be limited to a maximum unit load.

The nursing program’s admissions policies differ from the governing organization.

Admission to the Nursing Program is open to persons regardless of sex, age, marital status,

disability, ethnic group, religion or national origin. The program admission requirements are in

compliance with the California Community Colleges Chancellor’s Office. Program admission

requirements are utilized to enhance student success in the program. Differences are justified

65 | P a g e

based on attrition rates and retention concerns. Additionally, policy differences are justified by

the need for students to meet the requirements of the clinical affiliation sites including; negative

criminal background and drug screening checks, required immunizations, current CPR card,

malpractice insurance requirements, and proof of legal residency status (for the VA only). Due

to concern for high attrition rates, the California State Legislature passed Assembly Bill 1559

that allows for a multi-criteria screening process for admission to nursing programs. The

program faculty recently approved the components of a multi-criteria admissions process that

will begin in Fall 2014.

Currently program applicants must complete the following admission requirements that differ

from the governing organization. The required prerequisite courses are English 1, Anatomy 1,

Physiology 3, and Microbiology 1. Students must have a 12th grade or higher reading level.

Students applying for advanced placement or LVN to RN career ladder must complete Nursing

19 with a C grade or better. Applicants must have a cumulative GPA of 2.5 for all college

course work, and be in good standing status at SMC. No lower than a C grade must be earned

in Anatomy 1, Physiology 3, and Microbiology 1. The overall grade average of the 3 science

courses must constitute a 2.5 or higher GPA. Additionally, only one of the three science

prerequisite courses can be repeated, this includes repetition after a failing grade or course

withdrawal (grade of W). The applicant must pass a nursing admission exam (NLN-PAX), meet

minimum qualifications for essential functions and provide health clearance, and have a

negative criminal background check and drug testing test. Proof of a valid social security

number is a mandatory requirement for the application by examination. .

Matriculation and Articulation

The governing institution offers students the choice to seek academic counseling from a

variety of counseling programs. Transferable courses are articulated to either or both CSU and

UC. The majority of courses do not require concurrent enrollment in another course or require

that both courses are passed in order to receive credit for either.

Nursing counselors support nursing students with matriculation and articulation needs.

Nursing program courses are articulated to the CSU nursing major transfer requirements. State

Assembly Bill 1295 addresses articulation between the Associate Degree in Nursing and

transfer requirements to a CSU nursing program. Most of the nursing program courses are

sequential and must be taken concurrently with the associated lab (clinical) course. Students

must pass both theory and lab components to advance to next course in sequence. This

difference is justified because the BRN requires that courses with lab components must be

taken concurrently.

Course Repetition

The governing institution allows up to two course repetitions in the case of an earned grade

of W, D or F. The first repeat does not require authorization. The second course repeat

66 | P a g e

requires approval by a counselor. A nursing student may repeat only one course in the program

curriculum. If a second course is not passed, the student may request reentry by exception to

the faculty student affairs committee.

Student Code of Conduct

Both the students at the governing institution and the nursing program are subject to the

same district authority and specific administrative regulation AR 4410, the Student Conduct

Code.

FERPA

Employees of both the governing organization and the nursing program must comply with

FERPA regulations. Discussion of compliance with FERPA regulations is found in Standard 3.5.

Dismissal

The Administrative Regulation 4344 Students Dismissed from a Program as a Result of

Unsafe Performance. The programs addressed in this regulation include (but not limited to):

Education/Early Childhood Education, Cosmetology, Nursing and Respiratory Therapy. The

process includes three levels of intervention.

Nursing students cannot progress in the nursing program for the following reasons: a

final grade of “NP” (no pass), “D”, or “F” in any required course in the nursing curriculum, failure

to show a consistent pattern of satisfactory behavior in the clinical setting or failure to meet

course objectives, behavior inconsistent with the American Nurses Association Code of Ethics,

failure to comply with established college, nursing program, and/or clinical facility regulations

and requirements, and dishonesty (refer to the SMC Honor Code and Code of Academic

Conduct). Nursing students can request readmission by exception. Students who are dismissed

for unsafe performance are not allowed readmission to the program.

Grading

The governing institution allows students who meet the required criteria to receive Pass/No

Pass grades in place of letter grades. Grade scales are determined by faculty discretion.

Nursing courses must be taken for a letter grade with the exception of lab (clinical) courses

and Nursing 16 Physical Assessment which are graded Pass/No Pass. Faculty in the nursing

program use a uniform grade scale with 75% needed for a “C” or passing grade. The same-

numbered theory and lab courses are considered companion courses. Students must pass

both the theory and concurrent lab course or receive a failing (“D” or “NP”) grade in both.

Dress Code

The governing institution does not enforce a dress code. Nursing students must comply with

the uniform dress code while participating in clinical lab experiences. The dress code is clearly

defined in the Nursing Student Handbook. The dress code is discussed and exhibited at the

New Student Orientation. Clinical lab instructors review the dress code with their students. The

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code is consistently applied to all clinical labs with the exception of Nursing 25L, Psychiatric

Nursing and Nursing 28, Community Nursing. The Nursing Student Handbook clearly

delineates appropriate and non-appropriate “street dress” attire for N25L. The N25L dress

code is discussed in lecture prior to the first clinical day, is posted on the eCompanion, and is

written in the N25L syllabus. The N25L lead instructor emails the students at least one week

before the course begins to remind them to prepare for the non-uniform dress requirements.

Table 3A Location of Student Policies

Policy SMC Website

SMC Catalog (Hard copy and electronic)

SMC Schedule of Classes (Hard copy and electronic)

Nursing Student Handbook (Hard copy and electronic)

ADN Brochure (Hard copy and electronic)

Non-discrimination

X X X X

Selection and Admission

X X X X

Matriculation X X X X

Course Repetition

X X X X

Code of Conduct X X X X

FERPA X X X X

Dismissal X X X X

Grading X X (P/NP) X

Health Requirements

X

Dress Code X

3.2 Public information is accurate, clear, consistent, and accessible, including the

program’s accreditation status and the ACEN contact information.

Expected level of achievement: Public information is accurate, clear, consistent, and accessible,

including the program’s accreditation status and the ACEN contact information.


Electronic and written sources of public information from the Nursing Program were reviewed

for accuracy, clarity, consistency and accessibility. The reviewed sources included the Nursing

Student Handbook, the Nursing Program website, and the Nursing Program brochures.

Following the review, sources were amended to correct the ACEN and the California BRN

contact information. Accreditation status can be found on the Nursing Department website, in

the Nursing Student Handbook (electronic and hard copies), on program brochures, and on the

Information Session flyers. Information intended to inform the public is accurate, clear,

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consistent, and accessible, including the program’s accreditation status and the ACEN contact

information.

Table 3B Public Access to Nursing Program Information

Information Nursing Program Website Nursing Program Brochures http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/Brochure%20UpdatedAug_2013.pdf

Nursing Student Handbook http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing%20Student%20Handbook%202013-2015%20revision%203.10.14%20format.pdf

Non Discrimination Policy http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/--Major-Preparation.aspx

x

Admission Requirements and Application Process

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/--Major-Preparation.aspx http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/--Application-Procedures.aspx

x

Advanced Placement http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/Admission-Process.aspx

x Page 80

Transfer and Challenge X x Pages 83-85

Prerequisites to Courses X x

Health Requirements, Vaccines and Immunizations

Page 97

Essential Functions http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/--Major-Preparation.aspx

Pages 86-87

Sequence of Required Nursing Courses

x

Student Evaluation/Grading

Pages 59-65

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/Brochure%20UpdatedAug_2013.pdf









http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing%20Student%20Handbook%202013-2015%20revision%203.10.14%20format.pdf











http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/--Major-Preparation.aspx








http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/--Application-Procedures.aspx





http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/Admission-Process.aspx








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Remediation for Readiness/Retention and Re-admission

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/AlgorithmforNursingProgramEntry.pdf http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/AlgorithmforInterventionandRetention.pdf

Pages 76-82

Withdrawal/Dismissal/ Readmission

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/AlgorithmforRe-entry.pdf

Pages 72-73, 81-82

Grievance/Complaints, and Appeals Procedures

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/05-Grievance_Procedures.pdf

Pages 28-29

Graduation Requirements x

BRN Continuing Approval and ACEN Accreditation Status and Contact Information

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/default.aspx

x Page 2

FERPA Pages 31-35

3.3 Changes in policies, procedures, and program information are clearly and

consistently communicated to students in a timely manner.

Expected level of achievement: Changes in policies, procedures, and program information are

clearly and consistently communicated to students in a timely manner.

Santa Monica College nursing unit meets this standard.

Changes in policies, procedures, and program information are clearly and consistently

communicated to students in a timely manner. Policy changes are communicated to students

in a variety of ways. Copies of revisions and/or new policies are posted on the department

website, distributed to each student through the student handbook (hard copy revised as

needed, preferably every other year, and accessible online), noted in updated program

brochures, posted on the department bulletin boards in the nursing unit, made available to

counselors who disseminate the information in counseling sessions, announced by instructors in

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/AlgorithmforNursingProgramEntry.pdf





http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Nursing_Documents/AlgorithmforInterventionandRetention.pdf




















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class, posted to course eCompanion website and course syllabi when appropriate, and sent by

email blasts to all students enrolled in the program.

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Table 3C Recent Policy Changes

Recent Policy Changes

Method of Communication to Students

Must have SMC Nursing patch on lab coat worn to clinical setting

Added to Student Handbook. Discussed in lecture and lab courses.

Social Media Policy developed by students and faculty

Added to Student Handbook. Posted on course eCompanion websites. Discussed in lecture and lab courses

FERPA Release Form (new), must be signed by student when requesting a letter of recommendation

Added to Student Handbook. Clerical staff informed students when requests for letters were made.

Changes in affiliating hospital policies requiring drug testing and annual flu vaccinations for students in clinical lab.

Students notified by email blast and in new student orientation. Posted on Nursing Program website

Change in nursing program admissions process, temporarily suspended accepting applications until waitlisted students were admitted.

Shared by nursing counselors in information sessions for potential applicants. Posted on Nursing Program website. http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Pages/--Application-Procedures.aspx Nursing counselor notified the general counselors by email and by announcement in counseling meeting. General counselors disseminated information to students seeking academic advisement for nursing major.

3.4 Student services are commensurate with the needs of the nursing students,

including those receiving instruction using alternative methods of delivery.

Expected level of achievement: Student services are commensurate with the needs of nursing

students, including those receiving instruction using alternative methods of delivery.

Santa Monica College Nursing unit meets this standard.



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The governing organization and the nursing program offer a variety of services to

accommodate the diverse student population. Students are informed of available services

through publications, orientations, posters, and electronically through the extensive SMC

website and Corsair Connect (the individual student self-service portal). Support services are

administered by qualified individuals. Job descriptions which include minimum qualifications are

on file in the Human Resources Office. The nursing program counselors, faculty, administrator,

and staff refer nursing students to appropriate support services when needs are identified.

Based on findings from an online anonymous survey of students, eighty percent of students

felt that student services were commensurate with their needs, including those receiving

instruction using alternative methods of delivery. The majority of students ranked student

services as either good or excellent in meeting their needs. Ranked highest by the respondents

were the nursing program counseling services, the Nursing Skills lab, Admissions and Records,

and Health Services. Nursing students are informed about available support services at the

New Student Orientation. The information is also posted on the SMC website and the Nursing

Program website and is written in the SMC Catalogue and Schedule of Classes. The SMC

website is the most comprehensive resource for student service descriptions, locations and

contact information.

Student Services offered by the governing organization include: Admissions and Records,

Financial Aid, one-time emergency funding, scholarships, Tutoring Centers, on-campus and

online library access, DSPS services, student computer labs, online courses, online and

telephonic technology help-line, and related online technology requirements. SMC offers free

shuttle bus services to students who need to travel between the main campus and the satellite

campuses. The shuttle schedule is posted online. Students with disabilities may see DSPS

counselors and learning specialists for accommodations. Students with identified needs are

authorized to take their nursing course exams in the proctoring room with extended test time.

These students also receive extended test time for the computer-based exams (NLN-PAX and

HESI) which are proctored in the High Tech Center Computer Lab. The High Tech Training

Center Specialists evaluate students with disabilities for technology access needs, and provide

appropriate adaptive technology. The High Tech Specialists also offer support to faculty to

assure that methods of instruction are accessible to students with alternative media learning

needs.

The nursing program currently offers one online course, Nursing 17, Pharmacological

Aspects of Nursing. Online classes differ from on-campus classes only in their delivery method.

Students can access information about SMC online classes at http://smconline.org/ . This

http://smconline.org/

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comprehensive site supports the online student with information and links to services including

admissions, course options, student services, tech requirements and a demo course. Online

students are eligible to utilize all SMC student services. The following services are accessible

online: Admissions and Records, Financial Aid, Distance Education Help Desk, Nursing

Counselors, Online Academic Counseling, International Student Center Support, Library, Book

Store, and DSPS.

Table 3D Student Services

Listing of Available Governing Organization and Nursing Program Student Services by Location

Identification of Student Services Personnel by Areas of Responsibility

Nursing Skills Lab (Bundy) Anntippia Short, Linda Leon

Nursing Counselors (Bundy) Janet Robinson, Valencia Rayford, Lisa Battaglia, Stephanie Yee

Nursing Library and Computer Lab (Bundy) Katherine Muller, Dean

Financial Aid Services (main campus) Steve Myrow, Dean

E-companion and Distance Education Help Desk, available through online portal and via email

Julie Yarrish, Director

DSPS (main campus) Nathalie Laille, Coordinator

Library (Bundy campus and main campus) Mona Martin, Dean

Transportation, parking/ shuttle service (all campuses) George Prather, Director

Health Services (main campus) Gloria Lopez, Coordinator

Psychological Services (main campus) Sandra Rowe, Coordinator

Veteran’s Center (main campus) Linda Sinclair, Coordinator

International Students Center (main campus) Kelley Brayton, Dean

Police (main campus) Albert Vasquez, Dean

Admissions & Records (main campus) Angela Munoz, Supervisor

Scholarships (main campus) Marcia Fierro

Ombudspersons (main campus) Tina Feiger, Lucy Kluckhohn

Bookstore (main campus, Bundy campus, and online) David Dever, Manager

Career Services Center (main campus) Vicky Rothman, Coordinator

EOPS Nick Mata, Director

3.5 Student educational records are in compliance with the policies of the governing

organization and state and federal guidelines.

Expected level of achievement: Student educational records are in compliance with the policies

of the governing organization and state and federal guidelines.


http://www.smc.edu/EnrollmentDevelopment/Admissions

http://www.smc.edu/EnrollmentDevelopment/Scholarships

74 | P a g e

SMC and the nursing program maintain student educational records in compliance with the

policies of the governing organization and state and federal guidelines. The governing

institution meets and exceeds the standards set by federal guidelines, and adheres to the state

guidelines set in the California Education Code. SMC Administrative Regulation (AR 4135)

addresses each standard required by FERPA. The governing institution has clear and thorough

Administrative Regulations related to records. SMC has online FERPA training for faculty/staff

and students. Administrators must complete FERPA training annually.

The Nursing program maintains student records according to SMC, state and federal

guidelines. Nursing student files contain the student’s nursing program application, proof of

immunizations, CPR, malpractice insurance, transcripts, correspondence, and course related

documents i.e.; evaluations, statements of concern, and letters of recommendation. The

student files are kept in a locked cabinet in the nursing counselor’s office. Faculty and

permanent clerical personnel have access to the files. The completed student health evaluation

forms were previously kept in the Health Services office. The health evaluation forms are now

maintained in the nursing program, but are not included in the student file. The health

evaluation forms are stored in a separate locked file with access limited to the nurse

administrator and the full-time Health Sciences Counselor. Student data is also located in an

electronic database, with access limited to the Director of the nursing program, nursing

counselors, and permanent clerical staff. Only the Director can view the nursing students’

criminal background and drug testing results. FERPA Standards were reviewed by comparing

the required standards, which include: Student Rights; annual notification of FERPA; access to

education records (within 45 days of request by federal law); amendment of educational

records; disclosure of education records. The student rights are access to education records,

have records amended, right to a formal hearing if request denied, control over the disclosure of

personally identifiable information from the records, to file a complaint with the Department of

Education, and to waive rights in writing. This information can be found in Administration

Regulation 4135, http://www.smc.edu/EnrollmentDevelopment/Admissions/Pages/FERPA.aspx

http://www.smc.edu/EnrollmentDevelopment/Admissions/Documents/FERPA_PARENTS.pdf,

and http://www.smc.edu/CollegeCatalog/Pages/default.aspx under Student Privacy Rights.

As a result of the 1/2013 review of Standard 3.5, the program initiated changes to record

storage and release of records to students in order to be congruent with the governing

organization. Archived students’ files are kept in a locked room, in locked cabinets. Previously

clinical lab assignments were posted on a bulletin board and on the front desk of the nursing

unit. The names of students were publically visible. This practice was discontinued. Students

http://www.smc.edu/EnrollmentDevelopment/Admissions/Pages/FERPA.aspx

http://www.smc.edu/EnrollmentDevelopment/Admissions/Documents/FERPA_PARENTS.pdf

http://www.smc.edu/CollegeCatalog/Pages/default.aspx

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requesting letters of reference must now complete a Reference Request / FERPA Release

form, which is kept on file in a binder in Health Sciences. Students are provided with requested

copies of their files or evaluations within 15 days, and are charged $0.20/page in compliance

with administrative regulations.

3.6 Compliance with the Higher Education Reauthorization Act Title IV eligibility and

certification requirements is maintained, including default rates and the results of

financial or compliance audits.

Expected level of achievement: The financial aid office complies with the standards set by the

Higher Education Reauthorization Act Title IV.

Santa Monica College meets this standard.

The College is in compliance with the Higher Education Reauthorization Act Title IV triad.

“First, an institution must be accredited by an accrediting agency determined to be a reputable

judge of academic quality by the Secretary of Education. Second, a college or university must

be licensed or approved to do business in the state where it is located. And third, the

Department must determine that the institution has both the administrative capability to manage

the federal program funds, and the financial responsibility to ensure that it is financially stable

and will not suddenly close, to the detriment of students or taxpayers.”

(http://schoolgrantsfor.com/institutional-eligibility-participate-federal-student-aid-programs.html)

Table 3E Default Rate for Santa Monica College

Fiscal Year Rate Type Numerator Denominator Rate Process Date

2011 2 Year Official

20 363 5.5 7/27/2013

2011 2 Year Draft 20 367 5.4 2/23/2013

2011 3 Year draft 42 363 11.5 1/11/2014

2010 2 Year Official

32 281 11.3 8/4/2012

2010 2 Year Draft 31 282 10.9 2/11/2012

2010 3 Year official 48 280 17.1 7/28/2013

3.6.1 A written, comprehensive student loan repayment program addressing student

loan information, counseling, monitoring, and cooperation with lenders is available.

http://schoolgrantsfor.com/institutional-eligibility-participate-federal-student-aid-programs.html

76 | P a g e

3.6.2 Students are informed of their ethical responsibilities regarding financial

assistance.

3.6.3 Financial aid records are maintained in compliance with the policies of the

governing organization, state, and federal guidelines.

Expected level of achievement: The financial aid office complies with the standards set by the

federal, state, and governing requirements and implements best practices related to financial

aid services.


Santa Monica College’s (SMC) website contains a link that provides students with

information about financial aid opportunities and eligibility requirements:

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/default.aspx. The Financial Aid

website at SMC provides comprehensive information for students about the resources available

to them: http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Financial-Aid-

Information.aspx . The website includes a current issue of the Financial Aid Newsletter; a

financial aid orientation for students; the Financial Aid Handbook; a discussion of the types of

grants available to students; requirement to received aid; information o the Federal Stafford

Loan program and Federal Plus Loan. In addition, students can find forms, deadlines

submission of applications, frequently asked questions, appeal process if financial aid is denied,

and links to appropriate agencies and calculators.

The Financial Aid Office is committed to students making ethical and informed decisions

when applying for loans. The philosophy of the Financial Aid Program is to have students apply

for loans after other resources have been exhausted. Each student has a loan entrance

interview in which a staff member provides the student with essential repayment and deferment

information regarding the loan. Loan recipients are also required to have a loan exit interview

each academic year to ensure that student borrowers are fully informed about loan repayment

and deferment issues. The Family Educational Rights and Privacy Act (FERPA) of 1974

protects the privacy of a student’s education records by placing limits on who may have access

to the records, what information may be shared or disclosed, and how that information may be

used. Information about FERPA can be found on the college website at the following link:

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/FERPA.aspx. Santa Monica College

complies with FERPA and has strict policies and procedures in place governing student records.

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/default.aspx

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Financial-Aid-Information.aspx

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Financial-Aid-Information.aspx

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/FERPA.aspx

77 | P a g e

In general, the College does not permit access to a student’s records or disclose information to

anyone (including a student’s parents) without the student’s written consent.

Santa Monica College informs students of their ethical responsibilities regarding financial

assistance in the consumer information section of The Financial Aid website

(http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Section-8.aspx) Included is

information for students who withdraw from all classes before the 60% point and may owe part

of the federal aid received (also known as Title IV funds) back to the Federal Government, and

students that fail to return all “unearned” Federal Aid which will be reported to the Department of

Education as an overpayment. Students reported as owing an “overpayment” are not eligible to

receive Federal Aid at any school. Additional information about student Rights and

Responsibilities in relationship to financial aid is available at the following link,

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Rights-and-Responsibilities.aspx.

There are a number of links on the Financial Aid website which provide information to assist

students in making the best decisions regarding financial aid. One of the links to illustrate this

point is Financial Aid: The Student Guide. The Student Guide is the most comprehensive

resource on student financial aid from the US Department of Education. It covers the

Department's major aid programs, including Pell Grant, Stafford Loan, and Federal Work-Study.

In an attempt to decrease the number of student loan defaults and lower the level of student

loan indebtedness, Santa Monica College (SMC) adheres to the following student loan policy:

“While SMC believes that student loans are an integral part of the federal aid programs, we are

deeply concerned about student loan default and high student loan indebtedness. Therefore,

whenever possible, we will encourage students to select work-study or off- campus employment

instead of student loans. In addition, we will encourage students to borrow as little as possible at

the community college level where educational costs are lower than at four-year colleges and

universities.” This information is located on the Santa Monica College website, in the Financial

Aid Handbook for students,

(http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Financial-Aid-Handbook.aspx)

As part of SMC's Default Management Plan, loan recipients are required to participate in a Loan

Entrance Workshop each year that they request a student loan.

This standard required follow-up in spring 2013 and indicated that the website was very

robust with a consumer information link that is comprehensive. A review of the financial aid

website; correspondence with the Associate Dean, Financial Aid and Scholarships; and a

comparison of SMC’s compliance with Higher Education Reauthorization Act Title IV eligibility

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Section-8.aspx

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Rights-and-Responsibilities.aspx

http://www.studentaid.ed.gov/students/publications/student_guide/index.html

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Financial-Aid-Handbook.aspx

78 | P a g e

standards for institutions indicated that the college met the eligibility requirements for Higher

Education Reauthorization Act Title IV.

Standard 3.7 Records reflect that program complaints and grievances receive due

process and include evidence of resolution.

Expected level of achievement: 100% of the documented complaints and grievances receive

due process and include evidence of resolution.


ACEN’s definition of complaints is used by the nursing program. Complaints and grievances

are defined by ACEN as a formal allegation against a party or program usually expressed in a

written signed statement. A grievance is a wrong or hardship suffered and the grounds for a

complaint; the formal expression of a grievance is a complaint. The record of student complaints

must include all complaints filed during the time period since the last accreditation review.

A review of formal complaints made by students is performed by the Associate Dean and

Assistant Director with intent to resolve the issues within the department. A formal complaint is

defined as a written complaint by student, patients, and staff of affiliating agencies. The

Associate Dean maintains the documentation of the complaints in the office. The Associate

Dean will contact the person(s) making the complaint to gather more information and to

determine how the individual would like to proceed to resolve the matter. The Associate Dean

initiates a meeting with the involved parties. The meetings can be with each party involved

separately and then jointly to hear the issues and agree on strategies that are to be

implemented.

The process recommended for students to address their concerns and/or problems is

discussed in the Nursing Student Handbook located at

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Forms/AllItems.as

px. The process recommends starting with the instructor, then the Associate Dean, and then the

Campus Ombudspersons. The Nursing Student Handbook provides the names of the

Ombudsperson, phone number, and the website for additional contact information and the role

of the Ombudsperson. The students are also directed to the Student Grievance Procedures and

policies at www.academicsenate.com and /or www.smc.edu/disciplinarian. Access to the

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Forms/AllItems.aspx

http://www.smc.edu/AcademicPrograms/HealthSciences/Nursing/Documents/Forms/AllItems.aspx

http://www.academicsenate.com/

http://www.smc.edu/disciplinarian

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Administrative Regulation 4344 describes the policy and procedure for Students Dismissed for a

Program as a Result of Unsafe Performance is in the Nursing Student Handbook and located on

the college website. Grievances related to grade appeals are referred to the Dean of Admission

and to the Dean of Student Affairs/Disciplinarian if student wants to appeal dismissal from the

program for unsafe clinical performance.

SMC and the nursing faculty recognize the importance of due process. There are two areas

of misconduct for nursing students, academic and disciplinary, and the requirements for due

process are not the same. Grades and clinical performance are considered academic

misconduct. Students failing to comply with codes of conduct, such as SMC Honor Code or the

regulations of the healthcare facilities and standards of care are the examples of disciplinary

misconduct. Due process for academic misconduct requires that a student is informed of his

deficiencies and the timeline for improvement. Students who have exhibited behaviors

associated with disciplinary misconduct must be informed of the inappropriate behavior and the

rule or policy violated. The student is provided the opportunity to speak on his own behalf and

provide an explanation Most complaints confronted by the nursing program are academic and

the major determinant is whether the decision was arbitrary, bad faith, or capricious. The faculty

perceive the description of due process used at the college to be consistent with ACEN’s

definition of due process. ACEN’s definition of due process is a defined decision-making

procedure that is disciplined and analytical in which relevant standards are applied by a properly

constituted and authorized body using a method that is based on published rules of procedure

and is free of improper influence.

The themes of the student complaints include: failure to comply with policies set by faculty,

student performance, non-supportive learning environment, unprofessional communication,

cheating, dissatisfaction with grade; dismissal appeal, and failure to modify or mitigate

circumstances when circumstance is beyond student control. The list of complaints and

grievances from Spring 2007 to present will be in the Academic Episode Binder for review by

the site visitors.

Table 3F Theme of Complaints

Dissatisfaction with Grade

Learning Environment

Unprofessional Behavior

Violation of Honor Code

Miscellaneous

2006-2007

0 1 0 0 0

2007 -2008

0 1 0 0 0

2008-2009

0 1 0 2 2

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2009-2010

2 1 0 1 3

2010 2011

1 3 1 0 0

2011 -2012

0 0 0 2 0

2012 -2013

1 1 0 1 2

2013 -2014

1 1 0 1 3

Strategies implemented to decrease the number of complaints have included asking the

involved parties to reflect on their initial responses and to identify how the statement could be

reframed. The Associate Dean has used a communication from a student, who withdrew from

the program, redacted identifying information and asked faculty to respond to several questions.

Articles and bibliographies have been made available to faculty related to a supportive learning

environment, clinical evaluation, academic freedom, and incivility. Faculty were receptive to the

articles, however, ongoing evaluations will assist in determining whether evidenced based

practices are being sustained.

Recently, a meeting was held with a clinical group and the faculty every two weeks to

monitor progress and to discuss the learning environment from the perspective of the student.

This was a very reassuring and learning experience for the students, faculty, and the Associate

Dean.

Many of the complaints could have been avoided if faculty had utilized effective

communication strategies, realistic expectations for the level of the student, adhered to policies

of the department, and recognized behaviors associated with anxiety. Faculty agreed that staff

need to follow policies established or make a recommendation to change the policy, and

communicate effectively.

Standard 3.8: Orientation to technology is provided, and technological support is

available to student.

Expected level of achievement: Orientation to technology is provided and technological support

is available to students, including those receiving instruction using alternative methods of

delivery.


Orientation to technology is provided to all students and support is available 24/7. In all

nursing courses, technology is used to post grades, and share additional learning

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materials/activities through eCompanion. eCompanion is a tool to develop and deliver a web-

based supplement to onground course/materials. eCompanion allows faculty to make lectures

available, post PowerPoints, conduct online practice tests, guide students to Internet resources,

share documents and hold class discussions outside the classroom. This platform allows for

faculty to communicate with students via email and provide early alerts to student’s

experiencing difficulty in the course. Students and instructors can access their eCompanion

from any web browser.

Another use of technology to improve student learning outcomes in the nursing program is I-

clickers. As a teaching methodology, this form of technology engages students in active learning

which provides immediate feedback and aid in increasing student participation. Students learn

through the use of I-clickers in a non-threatening manner. I – clickers is introduced to students

in Nursing 10 Nursing Skills and instructions on use is given at that time. Subsequent courses

may utilize I–Clickers as a form of technology to improve critical thinking and test taking skills.

Students utilize PrepU, via computer access, to practice sample questions specific to course

content and allows students to evaluate learning based upon completion of each assigned

practice test. An orientation to this software is given in the first semester of the nursing program.

Emphasis has been placed on incorporating high–fidelity patient simulators to actively

engage students in their learning and to provide a student-centered learning environment. The

simulation environment is a controlled environment, free of distraction and interruption. Students

can practice clinical judgment, problem solve, and multiple ways of thinking, without fear of

making a mistake. Students work in small groups (4-5) assuming different roles, promoting the

type of teamwork and collaboration expected in the clinical setting. Each simulation setting is

followed by a period of debriefing and reflection which is considered a best practice in

simulation. All students receive an orientation to the simulator prior to each simulation

experience every semester. Students debrief and evaluate the simulation experience following

each session.

Technology in the clinical setting is addressed during the clinical orientation, and includes

documentation, medication administration through scanning bar codes and using the Pyxis.

Facilities require that students are oriented by faculty or the nurse educator prior to providing

patient care. Each clinical facility has twenty-four hour technical support to deal with issues

beyond the student and faculty control.

Wireless and computer access are available on the main campus as well as the Bundy

campus where the nursing program is located. The student computer lab is located on the first

floor of the Bundy Campus. Students are able to utilize the web to prepare for lecture and

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clinical courses, gain access to eCompanion, and complete course and clinical assignments.

Computers are also available in the Skills Lab. The computers are on mobile stands to allow

students to integrate the use of electronic health records at the “patient’s” bedside and

“administer medications” using scanners for barcoded medication. Students have access to all

library technological services available through the Internet. In Nursing 10 Nursing Skills,

students are introduced to online web-based library database. Students are informed of library

workshops (held monthly) to orient students to library database resources. The college

maintains a High Tech Center to offer support in the utilization and access of software for

students needing accommodations. Technological support is given to all students whether they

are taking a class onground or online.

Standard 3.9 Information related to technology requirements and policies specific to

distance education are accurate, clear, consistent, and accessible.

Expected Level of Achievement: Eighty percent of the students will confirm that information

related to technology requirements are accurate, clear, consistent, and accessible.


Santa Monica College embraces the use of distant technology as an instructional tool. Online

education provides a convenient opportunity for self-motivated students to pursue their

educational goals. The online courses are referred to SMCOnline. These courses are offered

using the platform called eCollege. This is designed for students interested in pursuing their

education over the Internet. SMCOnline has proven to be an excellent option for students who,

due to time and location constraints, may not otherwise be able to attend courses. SMCOnline

offers a vast number of courses in a host of disciplines. Online student support services parallel

those provided on campus, as well as 24/7 technical support.

The following resources are available to student who chose to take online courses at Santa

Monica: Corsair Connect, online counseling, student email, eCompanion Login, faculty

homepages and student computer labs. The students are also able to have their computers

tested via the Browser Test. A tutorial titled Navigating Your Online Course is available to all

students who enroll in online courses. This tutorial contains information regarding the following:

System Requirements ( Windows, Mac, IPad, screen resolution)

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Browser requirements ( Mobile sites and nature apps)

Feature requirements ( Windows users, Mac Os users, Exam Guard users)

Email accounts

Avoiding inactivity timeouts

Satellite and Wireless internet connections

Wireless router/connections

24 hours/7 days a week assistance at [email protected]

SMC policies are applicable to all students taking courses at the college regardless of

delivery method. All policies can be accessed by students taking courses through distance

education. The policies are accurate, clear, consistent and accessible at www.smconline.edu

mailto:[email protected]

http://www.smconline.edu/

Section Two

STANDARD 4

Curriculum

The curriculum supports the achievement of the identified

student learning outcomes and program outcomes of the

nursing education unit consistent with safe practice in

contemporary healthcare environments.

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4.1 The curriculum incorporates established professional standards, guidelines, and

competencies, and has clearly articulated student learning outcomes and program

outcomes consistent with contemporary practice.

Expected level of achievement: The nursing unit has clearly articulated student learning

outcomes and program outcomes which incorporate established professional standards,

guidelines, and competencies.


The purpose of the Santa Monica College Nursing Program is to prepare Associate Degree

nurses to function as caring, competent, and compassionate practitioners at an entry level of

professional nursing and across a variety of care settings. The graduate of this program will be

able to work with and provide care for patients of diverse groups in a multicultural community.

The Santa Monica College Nursing Program has established the following competency based

objectives as outcome criteria for the graduate based on the NLN Core Components and

Competencies for graduates of Associate Degree programs.

Role as a Provider of Care

Utilize critical thinking and the nursing process to formulate and maintain individualized,

compassionate care for a group of patients.

Collaborate with members of the health team to provide a caring and compassionate

environment conducive to assisting in the fulfillment of health care needs.

Develop and implement an individualized teaching plan that will promote and/or maintain

optimal health.

Utilize therapeutic communication to assist patients, families, and/or significant others in

adapting or coping with life experiences.

Communicate changes in health status that interfere with the patient’s ability to maintain

or achieve optimal health.

Role as a Manager of Care

Coordinate and establish nursing care priorities

Assist nursing personnel to develop and enhance nursing care skills.

Utilize appropriate channels of communication to accomplish goals related to delivery of

patient care.

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Advocate for individual patient needs and for system changes to improve health care

delivery.

Role as a Member within the Discipline of Nursing

Maintain accountability for own nursing practice within the profession’s ethical and legal

framework.

Serve as a role model to members of the nursing team by fostering high standards of

nursing practice.


Acknowledge the influence of nursing research on nursing practice.

The curriculum of the nursing program is congruent and reflective of the philosophy and

conceptual framework of the program and the program objectives. Orem’s Self-Care model is

used to design and implement the curriculum. This is reflected in the level objectives, course

objectives. The conceptual framework and other organizing principles such as wellness-illness,

normal to abnormal, simple to complex, vertical and horizontal threads were used in the

curriculum design. Orem’s Self-Care model provided the structure for sequencing. The self-

care requisites were used to sequence the courses. There are three types of self-care

requisites, universal self-care requisites, health deviations, and developmental self-care

requisites. The focus in the first semester is on the universal self-care requisite and includes

some of the core concepts in nursing in the latter part of the semester. The second semester

focus is on common physiologic and psychiatric health deviations, and community assessment.

The third semester focus is on more complex multi-system health deviations. The fourth

semester focus is on the developmental self-care requisites, maturational and/or situational. The

areas in the fourth semester also include nursing of children and the childbearing family as well

as professional role transition. Another organizing framework used is the vertical and horizontal

threads of the curriculum. The vertical threads are communication, health promotion, and

leadership. The vertical threads increase in depth throughout the curriculum. The horizontal

threads provide breadth and are viewed as unifying themes. The horizontal threads are

geriatrics and the nursing process.

The program objectives of the Santa Monica College Nursing Program are identified as

terminal objectives and are consistent with the goals of the governing institution. The level

objectives were established based on a simple to complex progression and culminate in the

program’s terminal objectives. The Santa Monica College nursing unit’s level objectives were

established to assist the student in achieving competencies based upon the roles of the

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professional nurse identified in the nursing unit’s philosophy and are congruent with the national

competencies determined by the National League for Nursing.

The National League for Nursing (NLN) revised the competencies for graduates of nursing

programs by type in 2010. The competencies for graduates of associate degree programs are

human flourishing, nursing judgment, professional identity, spirit of inquiry. The definition of the

competencies are as follows: “human flourishing is to “advocate for patients and families in

ways that promote their self-determination, integrity, and ongoing growth as human beings;”

Nursing judgment is the ability to make judgments in practice, substantiated with evidence, that

integrate nursing science in the provisions of safe, quality care and promote the health of

patients within a family and community context”. Professional identity is the implementation of

“one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an

evolving identity as a nurse committed to evidenced-based practice, caring, advocacy, and safe,

quality care for diverse patients within a family and community context.” Spirit of inquiry

examines the evidence that underlies clinical nursing practice to challenge the status quo,

question underlying assumptions, and offer new insights to improve the quality of care for

patients, families, and communities.” Inherent in the competencies are the core values that are

embedded in the competencies, they are caring, diversity, ethics, excellence, holism, integrity,

and patient-centeredness. These values are part of the nursing philosophy and program

objectives, and student learning outcomes.

The faculty incorporated the QSEN competencies for prelicensure nursing students and used

the Delphi format to integrate in the program. The knowledge, skills and attitudes for patient-

centered care, teamwork and collaboration, evidenced-based practice, safety, quality

improvement, and informatics have been integrated in the nursing curriculum.

Level objectives are expected to be achieved at the end of the semester and are

representative of theory and clinical objectives. Clinical evaluation tools serve as a mechanism

to evaluate each student’s acquisition of level objectives. The clinical evaluation tool contains

specific objectives relative to the role of caregiver, manager of care, and member within the

discipline of nursing.

The program objectives were developed by the faculty and are in compliance with the

content requirement of the California Board of Registered Nursing (BRN) CCR 1426. Table 4A

Program Objectives and Level Objectives depicts the program design using the program

objectives, level of objectives, and NLN competencies for ADN graduates. The level objectives

increase in complexity and include the core values of the competencies, critical thinking,

communication, therapeutic interventions, professional values, and core competencies.

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QSEN competencies knowledge, skills, and attitudes (KSAs) are integrated in the nursing

curriculum. Faculty identified the course the KSAs would be introduced and the course the

KSAs would be emphasized. Table 4B provides an example of the distribution of the KSAs for

patient-centered care. Classroom and clinical assignments have been identified for each QSEN

competency. One of the faculty collaborated with a clinical partner and developed the clinical

activity template (CAT) to complete selected QSEN KSAs. The faculty use the definitions

developed by the scholars leading the project:

Patient-centered care: Recognize the patient or designee as the source of control and

full partner in providing compassionate and coordinated care based on respect for

patient’s preferences, values, and needs.

Teamwork and collaboration: Function effectively within nursing and inter-professional

teams, fostering open communication, mutual respect, and shared decision-making to

achieve quality patient care.

Safety: Minimizes risk of harm to patients and providers through both system

effectiveness and individual performance.

Evidenced-based practice: Integrate best current evidence with clinical expertise and

patient/family preferences and values for delivery of optimal health care.

Quality Improvement: Use data to monitor the outcomes of care processes and use

improvement methods to design and test changes to continuously improve the quality

and safety of health care systems.

Informatics: Use information and technology to communicate, manage knowledge,

mitigate error, and support decision-making.

Faculty have added to the curriculum as national standards, core competencies, and other

best practices have changed or become known. The addition of the QSEN competencies and

the NLN core competencies to the curriculum have reached the point that the congruency of the

student learning outcomes and course objectives related to this content are not as evident. For

example, the QSEN competencies for pre-licensure programs were incorporated in all of the

nursing courses. However, if the student learning outcomes and program objectives were

reviewed you would not see QSEN competencies. The changes that have occurred relate to

best practices, QSEN competencies, changes in core competencies (NLN), etc. and are in the

course syllabus and relevant assignments are identified. A major curriculum revision is needed

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and the work commenced in January 2012 with a two day workshop by a respected national

educator.

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Table 4A Program Objectives and Level Objectives

Role as Provider of Care

Program Objectives Level I Objectives (end of semester 1)

Level II Objectives (end of semester 2)

Level III Objectives (end of semester 3)

Level IV Objectives (end of semester 4)

Utilize critical thinking and the nursing process to formulate and maintain individualized, compassionate care for a group of patients. NLN Competency: Nursing Judgment

Develop competency in basic nursing skills reflecting awareness of critical elements and the integration of universal factors that are appropriately applicable. Apply the nursing process and components of critical thinking abilities when implementing therapeutic nursing interventions for patients with self-care requisites.

Demonstrate critical thinking skills when implementing therapeutic nursing interventions while providing care for patients with selected health deviations. Correctly employ each component of the nursing process in theory, clinical, and written assignments. Perform therapeutic nursing interventions in a respectful, empathetic, and caring manner, which reflect consideration of multi-cultural variables.

Develop and implement individualized plans of care for patients with multi-system health deviations. Assess the appropriateness of therapeutic nursing interventions based on individual patients’ health deviations.

Utilize critical thinking skills and the nursing process to implement therapeutic interventions that will assist in meeting the therapeutic self-care demand, self-care requisites, health deviation, and developmental needs, for a group of patients with multi-system deficits.

Collaborate with members of the health team to provide a caring and compassionate environment conducive to assisting in the fulfillment of health care needs. NLN Competency: Human Flourishing

Incorporate behaviors of caring and respect during the provision of basic nursing care for patients with self-care requisites.

Predict nursing assistance required for the patient with selected health deviations using an analytical approach.

Collaborate with staff to organize care, establish goals and intervene when utilizing established technology and standards of care to manage patients.

Collaborate with members of the health care team to ensure a caring environment conducive to promoting optimal health

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Program Objectives Level I Objectives (end of semester 1)

Level II Objectives (end of semester 2)

Level III Objectives (end of semester 3)

Level IV Objectives (end of semester 4)

Develop and implement an individualized teaching plan that will promote and/or maintain optimal health. NLN Competency: Human Flourishing & Spirit of Inquiry

Utilize teaching principles to promote and maintain optimal health by implementing existing teaching plans. Apply the nursing process and components of critical thinking abilities when implementing therapeutic nursing interventions for patients with self-care requisites.

Integrate patient education consistently to provide assistance for the patient and immediate support system. Perform therapeutic nursing interventions in a respectful, empathetic, and caring manner, which reflect consideration of multi-cultural variables.

Develop and implement individualized teaching plans for patient and/or family that will promote or maintain optimal health.

Develop and implement teaching plans that assist in promoting and maintaining health across the life span.

Utilize therapeutic communication to assist patients, families, and/or significant others in adapting or coping with life experiences. NLN Competency: Human Flourishing

Utilize therapeutic communication when interacting with patients and colleagues.

Promote self-care by integration of effective communication strategies in nursing practice.

Utilize therapeutic communication to interact with patients, families, significant others, and members of the health care team. Evaluate the effectiveness of therapeutic use of self with patients, facilities, significant others, and health team members.

Utilize therapeutic communication to facilitate adaptation of patients, families or significant others to maturational and situational stressors.

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Role as Manager of Care

Program Objectives Level I Objectives Level II Objectives Level III Objectives Level IV Objectives

Coordinate and establish nursing care priorities NLN Competency: Human Flourishing

Complete assignments within the allotted time frame.

Prioritize and manage nursing assistance for patients with selected health deviations.

Assess the effectiveness of delegation by health team members in a variety of care settings.

Demonstrate ability to delegate aspects of care to licensed and/or Unlicensed personnel.

Assist nursing personnel to develop and enhance nursing care skills. NLN Competency: Personal & Professional Development

Comply with established nursing standards and protocols.

Interact with members of the multi-disciplinary health care team.

Delegate aspects of care to appropriate members of the team.

Supervise and evaluate the nursing care provided by members of the health care team.

Utilize appropriate channels of communication to accomplish goals related to delivery of patient care. NLN Competency: Personal & Professional Development

Participate in the self-evaluation process and identify strategies that will assist in development.

Communicate effectively through appropriate channels to achieve stated goals in the health care setting.

Collaborate with members of a multi-disciplinary team and/or ancillary personnel to facilitate delivery of health care.

Function within the organizational framework to initiate change(s) that will improve health care delivery.

Advocate for individual patient needs and for system changes to improve health care delivery. NLN Competency: Human Flourishing & Spirit of Inquiry

Identify and discuss circumstances that require patient advocacy.

Act as a patient advocate by recognizing and reporting concerns regarding quality of care, and ethical or legal dilemmas encountered in practice.

Act as a patient advocate by recognizing and reporting concerns regarding quality of care, and ethical or legal dilemmas encountered in practice.

Advocate for individual patient needs and for system changes to improve health care delivery.

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Member within Discipline

Program Objectives Level I Objectives Level II Objectives Level III Objectives Level IV Objectives

Maintain accountability for own nursing practice within the profession’s ethical and legal framework. NLN Competency: Personal & Professional Development

Participate in self-evaluation of clinical performance and initiate corrective action in areas that need improvement. Functions within the profession ethical and legal framework.

Critique performance and incorporate suggestions for improving nursing practice.

Discuss ethical and legal issues related to patients with multi-system failure.

Demonstrate accountability for own nursing practice within the ethical and legal framework of the profession.

Serve as a role model to members of the nursing team by fostering high standards of nursing practice. NLN Competency: Personal & Professional Development

Practice clinical behaviors reflective of a professional nurse.

Display behaviors, which reflect an awareness of issues of contemporary health care and the managed care environment.

Discuss allocation of resources in the current health care environment and predict the impact on health care delivery.

Serve as a role model to members of the nursing team by fostering high standards of nursing practice.

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Table 4B Example of QSEN KSAs Location for Curriculum Introduction and Emphasis

PreLicensure Nursing Competencies Curricular Introduction Curricular Emphasis

Patient Centered Care Beg Inter Adv Beg Inter Adv

Knowledge

Integrate understanding of multiple dimensions of patient centered care:

Patient/family/community preferences, values; X N10 X

coordination and integration of care; X N15 X N35

information, communication, and education; X N15 X

physical comfort and emotional support; X N10 X N20

involvement of family and friends; X N10 X N30

transition and continuity X N28 X N50

Describe how diverse cultural, ethnic and social backgrounds function as sources of patient, family, and community values X N15 X N30 X

Demonstrate comprehensive understanding of the concepts of pain and suffering, including physiologic models of pain and comfort. X N10 X N30

Examine how the safety, quality and cost effectiveness of health care can be improved through the active involvement of patients and families X N30 X 50

Examine common barriers to active involvement of patients in their own health care processes X N30 X N30

Describe strategies to empower patients or families in all aspects of the health care process X N30 X N30

Explore ethical and legal implications of patient-centered care X N10 X N25

Describe the limits and boundaries of therapeutic patient-centered care X N10 X N50

Discuss principles of effective communication X N10 X N20

Describe basic principles of consensus building and conflict resolution X N20 X 50

Examine nursing roles in assuring coordination, integration, and continuity of care X N20 X 50

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Standard 4.2 The student learning outcomes are used to organize the curriculum, guide

the delivery of instruction, direct learning activities, and evaluate student progress.

Expected level of achievement: The student learning outcomes are used to organize the

curriculum, guide the delivery of instruction, direct learning activities, and evaluate student

progress.

Santa Monica College Nursing Unit meets this standard

The program objectives, level objectives, and course objectives are used to evaluate student

progress, identify areas of the curriculum that need to be strengthened, and influence the of

delivery of instruction. Program objectives reflect the knowledge, skills and attitudes of a student

who completes the program. Student learning outcomes are the knowledge, skills, and attitudes

at the end of a course or program. The progression of student learning outcomes in the medical-

surgical courses is in table 4I.

A variety of measures are used to evaluate the students achievement of learning outcomes,

the measures include exams in the course, performance on course assignments, success in the

course (a grade of “C” or better), and course retention (students who remain in the course until

the end). Santa Monica College (SMC) also utilizes an online SLO (Student Learning Outcome)

assessment process. The chair or faculty leader of each department enters the faculty

developed SLOs online in ISIS for each course. At the end of each course, the faculty teaching

the course inputs in their online portal whether the SLO was met, not met, or not assessed, for

each student enrolled in the course. The assessment of course level SLOs is essential to SMC

in three ways. 1) The assessment provides information not captured by grades. Grades are a

summation of the many assessments that instructors employ to measure a variety of skills and

behaviors. SLOs, on the other hand, assess more discrete competencies that may, when taken

together, form a grade. Consequently, SLOs answer the question of why a student earned the

grade he earned while also testifying to the knowledge, skills or attitudes achieved at the end of

the course. 2) Departments and programs have access to data on student success, including

not only how many students succeed but also succeed on what dimensions and under what

conditions. 3) SMC can track student development on a variety of core competencies and tie

student development to the actual experiences students have on our campus.

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The faculty reviewed the success rate in each nursing course in 2010 academic year and

noted that the lowest success rate at that time was Nursing 17 (Pharmacologic Aspects of

Nursing and Nursing 36 (Calculations in Drugs and Solutions) in preparation for the Program

Review Report for Nursing. The faculty made a recommendation for the establishment of

prerequisites for Nursing 17 and Nursing 36. The Program Review committee concurred with

the recommendation. The process required to have a prerequisite was initiated.

Each of the 22 courses offered in the nursing program (includes theory and clinical lab

courses) have a minimum of two student learning outcomes (SLOs) per course (see Appendix).

The nursing program assesses SLOs every semester for all courses. The faculty reviewed the

success rate in each nursing course in the 2010-2011 academic year and noted that the lowest

success rate at that time was Nursing 17 (Pharmacologic Aspects of Nursing and Nursing 36

(Calculations in Drugs and Solutions) in preparation for the Program Review Report for Nursing.

The faculty made a recommendation for the establishment of prerequisites for Nursing 17 and

Nursing 36. The Program Review committee concurred with the recommendation. The process

required to have a prerequisite was initiated.

. The nursing faculty reviewed all SLO results for spring 2013 and fall 2013 and focused

on the SLOs from Nursing 36 and Nursing 17 for discussion and improvement. Nursing 17

(Pharmacologic Aspects of Nursing) produced the lowest mastery rates for spring 2013 and fall

2013. Nursing 36 produced low mastery rates for fall 2013. The only course currently offered

online in the nursing program is Nursing 17. On-line mastery of SLOs for Nursing 17 was lower

than the on-ground SLO mastery for Spring 2013 and Fall 2013.

Table4C for Nursing 17 Pharmacological Aspects of Nursing Success and Retention Rates

Semester Total Students Success % Retention %

Fall 2010 111 60 70

Spring 2011 133 64 73

Fall 2011 124 59 69

Spring 2012 108 63 72

Fall 2012 118 64 73

Spring 2013 119 52 61

Fall 2013 107 41 56

Spring 2014 90 50 63

Pharmacologic Aspects of Nursing Student Learning Outcomes

SLO 1552 Recognize the various classes of drugs used in modern medicine. As assessed by:

Score of 75% or greater on the objective exams and quizzes

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SLO 1553 After review of anatomy and physiology, explain how drugs exert their effects, the

major indication for drug use, routes of administration, expected and adverse drug effects,

precautions and contraindications. As assessed by: Score of 75% or greater on the objective

exams and quizzes.

Table 4D Nursing 17 Rating of SLO for Spring 2013

Nursing 17 Spring 2013 Category

SLO 1552 Total # Assessed

SLO 1552 % Success


SLO 1553 % Success

Overall 72 86 72 86

Online 18 67 18 67

On ground 54 93 54 93

Table 4E Nursing 17 Rating of SLO for Fall 2013

Nursing 17 Fall 2013 Category


SLO 1552 % Success


SLO 1553 % Success

Overall 60 73 60 73

Online 19 68 19 68

On ground 41 76 41 76

Table 4F Nursing 36 Calculations in Drugs and Solutions Success and Retention Rates

Semester Total Students Success % Retention %

Fall 2010 95 74 82

Spring 2011 93 75 83

Fall 2011 83 69 80

Spring 2012 89 72 87

Fall 2012 81 77 80

Spring 2013 72 78 88

Fall 2013 71 59 73

Spring 2014 48 63 81

Nursing 36 Calculations in Drugs and Solutions Student Learning Outcomes

SLO 1554 Calculate conversions from one unit of measure to another in each of the systems of

measurement and identify their equivalents. As assessed by: Score of 75% or better on

quizzes.

SLO 1555 Utilize the systems of measurements and methods of computing safe and accurate

medical dosages. As assessed by: Score of 75% or greater on the comprehensive final exam.

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Table 4G Nursing 36 Rating of SLO for Spring 2013

Nursing 36 Spring 2013 Category


SLO 1554 % Success


SLO 1555 % Success

Overall 66 91 66 91

Online 0 0 0 0

On ground 65 92 65 92

Table 4H Nursing 36 Rating of SLO for Fall 2013

Nursing 36 Fall 2013 Category


SLO 1554 % Success


SLO 1555 % Success

Overall 18 78 18 78

Online 0 0 0 0

On ground 18 78 18 78

Fall 2013 demonstrated a significant decrease in SLO mastery for Nursing 36. Both courses

were taught by the same instructor.

The SLOs which produced the lowest mastery rates were the two nursing courses which

may be taken prior to admission to the nursing program and were courses

that did not have any pre-requisite or advisory courses: Nursing 17 (Pharmacologic Aspects of

Nursing) and Nursing 36 (Drug Dosage Calculations). As a result, SMC Institutional Research

performed a Skills Pre-requisite Validation Study to determine if Anatomy 1 and/or Physiology 3

showed a statistically significant difference in success rates for Nursing 17 and met additional

criteria for pre-requisite courses. Based upon the results of this study, the college Curriculum

Committee approved Physiology 3 as a pre-requisite course for Nursing 17 in spring 2014. The

nursing program will continue to assess if the addition of Physiology 3 as a pre-requisite course

positively impacts SLO mastery and course retention/success rates when implemented in fall

2014. A request was made to Institutional Research in spring 2014 to study which math course

should be listed as an advisory for Nursing 36 in order to improve mastery of course SLOs.

In addition, the nursing program mapped all nursing course SLOs to Institutional Learning

Outcome 5 (ILO5)--Authentic Engagement: Demonstrate a level of engagement in the subject

matter that enables and motivates the integration of acquired knowledge and skills beyond the

classroom. All nursing courses were mapped to ILO5.4, Professional Relevance, in the ISIS

online portal for SLOs: Demonstrate a level of engagement in the subject matter that enables

and motivates the integration of acquired knowledge and skills beyond the classroom.

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An example of the correlation of course assignments and SLOs for Nursing 15/15L are in

table 4J. The assignments across the curriculum will be part of the Evidence exhibit.

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Table 4I Progression of Objectives for Medical Surgical Nursing Courses

Nursing 20/20L (Introduction) Nursing 30/30L (Intermediate) Nursing 35/35L (Advanced)

Analyze multiple factors that influence acid-base and electrolyte states and develop nursing interventions to restore homeostasis. Discuss the required nursing assistance for clients, including the older adult, experiencing selected health deviations. Explain the purpose and nursing implications for commonly performed laboratory and diagnostic tests used to assess acid-base imbalances and electrolyte imbalances; disorders of the endocrine and musculoskeletal systems; and in diagnosis of peripheral vascular disease. Utilize critical thinking and effective communication to rationally resolve problems related to direct client care.

Utilize the Orem Self-Care Model as a framework to develop nursing system designs for adults with health deviation involving the following: gastrointestinal tract – absorption and elimination liver, biliary tract and pancreas, immune and auto-immune system, hematological system renal system, oncological, female reproductive system. Integrate principles of effective communication in all facets of nursing practice, including the multi-disciplinary health care team. Apply critical thinking to predict nursing assistance required for the patient/client with selected health deviation. Discuss behaviors that illustrate knowledge of the professional responsibilities of the beginning manager of nursing care. Evaluate the role of the nurse in disease prevention, health promotion and health maintenance for adults and older adults.

Assess the self-care requisites of patients with health deviations of the cardiovascular, neurosensory and respiratory systems and the burn injury patient. Design a plan of care that facilitates acquisition and maintenance of optimal health for a patient with alteration of the cardiovascular, neurosensory and respiratory systems and the burn injury patient. Discuss the impact of multi-system failure on patients with selected health deviations. Differentiate the nursing interventions required to promote and maintain optimal health of the adult and older adult with health deviations of the neurosensory, cardiovascular and respiratory systems and the burn injury patient. Develop teaching plans that will assist in meeting the self-care requisites of the patient to promote and maintain optimal health. Discuss behaviors that illustrate knowledge of professional responsibility inherent to principles of delegation. Discuss the importance of communicating through appropriate channels to effectively achieve goals in the health care setting.

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Nursing 20/20L (Introduction) Nursing 30/30L (Intermediate) Nursing 35/35L (Advanced)

Utilize the nursing process and Orem’s self-care model as an organizational framework to promote self-care for clients with selected medical-surgical health deviations. Implement and evaluate nursing care for clients, including the older adult, with electrolyte, acid-base and endocrine imbalances; and musculoskeletal, hypertensive, peripheral vascular and sensory health deviations. Utilize a decision-making framework to organize and prioritize a plan of care. Demonstrate accurate and respectful verbal and written communication in the health care setting and nurse-client relationship. Demonstrate safety and competence in performance of selected psychomotor skills.

Develop a nursing plan of care for adults and older adults with health deviation involving the following: gastrointestinal tract – absorption and elimination, liver, biliary tract and pancreas, immune and auto-immune system, hematological system, renal system, oncological female reproductive system. Predict nursing assistance required for the patient/client by applying critical thinking and analyzing collected data. Communicate effectively orally and in writing during clinical practice with the patient, family, and multi-disciplinary health care team. Demonstrate behaviors which reflect knowledge of the professional responsibilities of the beginning manager of care. Apply nursing techniques of disease prevention, health promotion and health maintenance for adults and older adults. Perform learned behaviors that integrate the role of the professional nurse into practice and leadership situations. Perform all course related behaviors satisfactorily based on established critical criteria.

Assess the self-care requisites of patients with health deviations of the cardiovascular, neurosensory and respiratory systems. Design a plan of care that facilitates acquisition and maintenance of optimal health for a patient with alteration of the cardiovascular, neurosensory and respiratory systems. Utilize the nursing process and critical thinking in implementing the care of patients with multi-system failure. Implement a plan of care that facilitates acquisition and maintenance of optimal health for a patient with alteration of the cardiovascular, neurosensory and respiratory systems. Evaluate the results of care provided to patients with alterations of the cardiovascular neurosensory and respiratory systems. Utilize the appropriate chain of command to discuss concerns relative to patient care.

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Table 4J Example of Nursing 15/15L Nursing Fundamentals Assignments and Correlation to SLOs

Program Objectives

Course Objective(s) Assignment


Nursing 15 Nursing Fundamentals

Identify principles and standards of safe practice when providing patient/client care, including the administration of medications, oxygen, fluids and the performance of technical skills. Discuss attributes that define professional nursing and the scope of nursing practice.

Softwarefornurses scenario assignments related to course health deviations (until fall 2013) PrepU NCLEX questions Optional: Professional Role Development Project

Utilize critical thinking and the nursing process to formulate and maintain individualized, compassionate care for a group of patients. Acknowledge the influence of nursing research on nursing practice. Communicate changes in health status that interfere with the patient’s ability to maintain or achieve optimal health.

Nursing 15L Nursing Fundamentals Lab

Apply concepts of critical thinking when planning strategies to promote and maintain health Develop physical assessment skills in order to perform a complete a head to toe-assessment

Nursing Grand Rounds (long-form Nursing Care Plan) with Patient Teaching Short Care Plan Simulation: Basic Skills and Post op Gastrectomy Patient QSEN Competencies Learning Activities/Reflective Journaling* Safety-Medication Error Informatics- Describe pro and con of change of shift report Teamwork and Collaboration-SBAR Quality Improvement- Pressure Ulcer audit Patient Centered Care- Locate patient preferences in the medical record Evidenced Based Practice- Research foley catheter insertion practices *Reflective journaling using Tanner’s (2006) Clinical Judgment Model

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4.3 The curriculum is developed by the faculty and regularly reviewed to ensure

integrity, rigor, and currency.

Expected level of achievement: The curriculum is developed by the faculty and regularly

reviewed to ensure integrity, rigor, and currency.


Evaluation of the curriculum is ongoing and is used to revise the curriculum as well as to

maintain and develop aspects of the curriculum. The faculty utilize internal and external

measures to evaluate the curriculum. The internal measures are student evaluation, graduate

surveys, and evaluation by faculty. The external measures used to evaluate the curriculum are

student performance on HESI Mid curricular and Exit tests, graduate performance on NCLEX,

graduate satisfaction survey, and evaluation by healthcare partners (Advisory Committee).

Faculty developed general guidelines to promote consistency in implementation of the

curriculum. Specific guidelines were also developed by the lead instructor in each clinical

nursing course to promote consistency among clinical faculty.

The systematic evaluation process incorporates the use of external data to assist in

evaluating the student learning outcomes and program objectives in addition to the exams in

class. The data assist the faculty in determining the areas that need to be strengthen and areas

of strength. Data obtained from external testing are used to assess the effectiveness of the

student’s academic progress. The customized mid-curricular (HESI-MC) is administered at the

end of the first year and the HESI exit exam is administered at the end of the program (capstone

course). Faculty review and discuss data from both HESI-MC and the HESI exit exams to

identify strengths and weaknesses in the nursing curriculum as part of the systematic evaluation

plan. Standards of competent performances are leveled in the curriculum in order for the

graduate to achieve the program objectives.

The external measures have indicated areas that need to be strengthened. Some of the

areas are communication, psychosocial integrity, geriatrics, therapeutic communication, and

manager of care. Faculty have made changes in the course assignments to foster more

effective communication, professional values, and leadership. The data from the HESI Exit

exam have provided indicators of curriculum strength and areas that need to be strengthen.

The HESI Exit Exam is supposed to predict a student’s performance on the NCLEX if they

were to take it now without any additional preparation. The interpretation of the students’ score

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is listed in the following table. The faculty agreed to modify the acceptable score for the nursing

unit. The acceptable performance for the students is 800.

Table 4K Interpretation of HESI Exit Scoring

HESI Scoring Interval HESI Performance Level SMC Performance Level

≥ 950 Recommended Performance Recommended Performance

900 – 949

850 -899 Acceptable Performance Acceptable Performance

800 -849 Below acceptable Performance

750 -799 Below Acceptable

700 -749 Needs further Preparation Need Further Preparation

650 -699

≤ 649

The mean scores on the HESI Exit have increased and for four semesters out of seven have

exceeded the national mean from fall 2009 to fall 2013. The faculty started allocating points

towards the course grade based on students’ performance on the HESI Exit in 2008. The

performance on the exam started to increase overall at that time. The mean for the graduating

cohort was met each semester except for the spring 2013 cohort.

Table 4L_HESI Score Means on Exit Exam

Graduating Cohort

Number of Students

Mean Score of Class

National Score

Number of Students ≥850 Acceptable Performance

Number of Students ≥800 & < 850 Below Acceptable Performance

Number of Students < 800 Below Acceptable Performance

Fall 2013 26 878 856 14 5 7

Spring 2013 33 741 847

6 6 21

Fall 2012 22 837 847 11 5 6

Spring 2012 32 854.13 853

17 4 11

Fall 2011 32 821.38 853 13 5 14

Spring 2011

26 827.08 840 13 2 11

Fall 2010 36 824 840 20 3 13

Spring 2010

34 830.32 823 16 6 2

Fall 2009 46 848 823 22 14 10

Students scored less than 800 in the NLN competency areas of professional identity except

for spring 2012, Human flourishing except for fall 2012 and fall 2010, and the Spirit of Inquiry 2

out of 2 cohorts therapeutic communication, management of care psychosocial integrity,

collaborating /managing care, quality improvement, geriatrics stress & coping, communication,

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effective communication scope of practice, manager of care, interprofessional communication.

Conversations regarding strategies to improve these areas have occurred but strategies have

not been implemented.

Graph 4.1 HESI Exit Mean Score and HESI Exit National Mean

Graph 4.2 Graduating Cohorts Performance in Area of Client Needs

848

830.32824 827.08

821.38

854.13

836.73

741

878

856847 847

853 853840 840

823 823

650

700

750

800

850

900

Fall2009

Spring2010

Fall2010

Spring2011

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

HESI Exit Mean & HESI National Mean

Mean Score

National Score

0

200

400

600

800

1000

1200

HESI Exit Client Needs Performance

Fall 2009

Spring 2010

Fall 2010

Spring 2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

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Graph 4.3 HESI Graduating Cohorts Performance in Core Values

Graph 4.4 HESI Performance and Correlation with Program Objectives

849 835 830 827 824 842 833 741 878

788

722

845

711

768 773805

666

877

854 845 825 841 817 851 837748

880

0

100

200

300

400

500

600

700

800

900

1000

Fall2009

Spring2010

Fall2010

Spring2011

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

Critical Thinking

Therp Communications

Therp Nsg Intvn

SMCLevel

918 811 737 786 906 976 961 874 1008

848 830 817 828 827 856 838 741 881

858 784 801 772 7701011 756

686852

789698 641 765 781

853866

738

1012

849774 839 755 788

772797

719

848848

833 828 828 824852

832741

874918

841 737 781 850890

924

874

1064

Fall2009

Spring2010

Fall2010

Spring2011

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

HESI Exit and Correlation with Program Objectives

Ethics

Critical Thinking

Communication

Member of Profession

Manager of Care

Provider of Care

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Graph 4.5 Graduating Cohorts Performance on NLN Core Competencies

Graph 4.6 Graduating Cohorts Performance & QSEN Competencies

722 845 711 764 799 815 672 878

835 830 827 824 842 832741

878

845 825 841 817 851 838748

880

780 785 785 794 824 777

669

8850

653 885

0

867 695

757

866

Spring2010

Fall 2010 Spring2011



Fall 2013

HESI Exit NLN Core Competencies

Spirit of Inquiry

Professional Identity

Nursing Practice

Nursing Judgment

Human Flourishing

829 790 852 830 774 811 834 831 829 831

825 825 824 824 839 737 922 825 826 828

826 779 830 827 756 781 811 829 825 829

822 779 831 821 791 909 886 822 823 825

854 814 866 854 772 940 1011 854 858 856

833 754 854 837 798961 751 836 836 828

738 687742 742 728

874 739 741 740 737

880859

898 879856

1008 804 874 880 882

HESI Exit QSEN Competencies

Fall 2013

Spring 2013

Fall 2012

Spring 2012

Fall 2011

Spring 2011

Fall 2010

Spring 2010

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Graph_4.7 Graduating Cohorts Performance in Communication

Graph 4.8 Graduating Cohorts Performance in Manager of Care

788 722 845 711 768 773 805 666 877865 765 767 879

849

774

839

754788 780

805

717

855

0

100

200

300

400

500

600

700

800

900

1000

Fall2009

Spring2010

Fall2010

Spring2011

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

HESI Exit: Communication

Therp Communications

Communication

Communication

InterprofessionalCommunication

SMC

0

200

400

600

800

1000

1200

Fall2009

Spring2010

Fall2010

Spring2011

Fall2011

Spring2012

Fall2012

Spring2013

Fall2013

HESI Exit: Manager of Care

Mgmt of Care

Manager of Care

Collaboration/Managing Care

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The NCLEX Program Reports were one of the measures used to evaluate the effectiveness

of students’ progress towards achieving the student learning outcomes. Interpreting the data for

the report is important. “The percentile ranks are based on the median performance of

graduates in each content area. The percentile ranks compare the median performance of your

graduates with that of graduates in the comparison group.” All of the comparisons were done

with graduates (national) from similar programs.

A review of the percentile rankings indicates that the typical graduate of SMC nursing

program scored in the middle of the all content areas, except for two areas in each report. The

content dimensions identified were client needs, nursing process, health alterations, human

functioning, wellness-illness continuum, stages of maturity and stress, adaptation, and coping,

comfort, rest, activity, mobility and reproductive.

Graduates performance in 2010 exceeded the 50th percentile in all areas except

psychosocial integrity (45th) in April 2010-March 2011 and exceeded the 50th percentile in April

2011-March 2012 except for basic care and comfort (46th). The typical SMC graduates’

performance was greater than or equal to 45 of other graduates and less than 55 of other

graduates. The highest percentile was in safety and infection control, 76th , in April 2010-March

2011 and in April 2011-March 2012, pharmacological and parenteral therapies were 73rd, and in

April 2012-March 2013 the safety & infection control, protective functions, endocrine/metabolic,

health maintenance, health restoration acute/simple, health restoration acute/complex, natal,

lifespan.

The students’ performance on NCLEX is average in most areas, but there are some areas of

concern such as health promotion, psychosocial integrity, basic comfort and care, growth and

development, and gastrointestinal. There were several areas that did not provide percentile

ranking because there was not enough data. The NCLEX Test reports provide valuable data

regarding the graduates’ performance on client needs, human functioning, nursing process,

health alterations, wellness-illness continuum, stages of maturity, stress, adaptation, and

coping. However, the NCLEX Reports do not provide information regarding critical thinking,

QSEN competencies, NLN competencies. Therefore, there is a need to continue to use other

processes to assist us in evaluating the effectiveness of delivery of instruction, and direct

learning activities. The graduates’ performance on the NCLEX RN exam validates that the

student learning outcomes have been achieved. The following graphs 4.9 to 4.93 depict the

data of the students’ performance in the areas identified by NCLEX (client needs, nursing

process, human functioning, etc.).

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Graph 4.9 NCLEX Percentile Rank in Area of Client Needs

Graph 4.91 NCLEX Percentile Rank in Area of Nursing Process

53 76 59 45 56 56 66 55

64 6956 57

46

73 6753

6571

60 59 61 5865 65

0

10

20

30

40

50

60

70

80

Percentile

NCLEX Percentile Rank : Client Needs

Apr 2010-Mar 2011

Apr 2011 Mar 2012

Apr 2012 - Mar 2013

67

5653

6164

50

67

55 53

6368

55

6966 67

0

10

20

30

40

50

60

70

80

Percentile

NCLEX Percentile Rank: Nursing Process

Apr 2010-Mar 2011

Apr 2011 Mar 2012

Apr 2012 - Mar 2013

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Graph 4.92 NCLEX Percentile Rank in Area of Human Functioning

Graph 4.93 NCLEX Percentile Rank in Area of Wellness-Illness Continuum

67 64 55 60 59 62 54 56

70

51

70

51 4961

51

64

76

52

45

70

6368

5753

0

10

20

30

40

50

60

70

80

Percentile

NCLEX Percentile Rank: Human Functioning

Apr 2010-Mar 2011

Apr 2011 Mar 2012

Apr 2012 - Mar 2013

61 63 6758

48

64 67 636073 71 71

0

10

20

30

40

50

60

70

80

HealthPromotion

HealthMaintenance

HealthRestoration

Acute/Simple

HealthRestoration

Acute/Complex

Percentile

NCLEX Report Percentile Rank: Wellness-Illness Continuum

Apr 2010-Mar 2011

Apr 2011 Mar 2012

Apr 2012 - Mar 2013

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4.4 The curriculum includes general education courses that enhance professional

nursing knowledge and practice.

Expected level of achievement: The curriculum includes general education courses that

enhance professional nursing knowledge and practice.


The foundation courses assist in implementing the philosophy of the nursing program. The

philosophy of the nursing program defines man as a bio-psychosocial and spiritual being. The

foundation courses facilitate integration of these concepts. Thirty one units (44%) of the nursing

curriculum are from the social sciences, life sciences, behavioral sciences, and general

education courses.

The curriculum includes the following general education courses: English 1, Communication

Studies 35 (Interpersonal Communication) or Communications Studies 11 (Elements of Public

Speaking), Psychology 19 (Lifespan Human Development), Sociology 1 (Introduction to

Sociology), Social Science Group A, (i.e. Economics 15, Political Science 1). Communication is

essential in daily interactions on one-to-one level, small group settings, and especially important

in patient education. Nurses not only care for a patient but the family and the community.

Nurses are responsible to interact on a verbal and observe on a nonverbal level. These skills

are explored through Communication Studies. Psychology 19 provides the nursing student with

an understanding of growth and development from birth to end of life. Students are also

introduced to the relationship of the individual with their family, the culture, and socioeconomic

factors. Nursing students deal with patients during an illness but there is more to a person than

just a physical process. This includes emotional, social, and intellectual development throughout

the lifespan. Sociology 1 introduces the student to cultural development, social structure, and

social stratification especially in relationship to race and ethnicity, and gender-and social

change. Political Science analyzes the institutional governments in California as well as U.S.

National governments. Nursing has a long history with social issues including the part they play

in the changing health care policies as it affects not only themselves but their patients and

access to health care.

The general education courses prepares a student to have a solid grounding in liberal arts

subjects (in addition to their major) so that they are better prepared as critical thinkers and able

to adapt to change. The liberal arts education also prepares the student for higher education at

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a university. The HESI Exit also measures the students liberal art education. The students

mean score exceeded 800 in all cohorts except Spring 2013.

Table 4M HESI Exit Score for Liberal Education

Fall 2009

Spring 2010

Fall 2010

Spring 2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

Fall 2013

848 833 828 828 824 852 832 740 874

4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may

also include experiences from regional, national, or global perspectives.

Expected level of achievement: The curriculum includes cultural, ethnic, and socially diverse

concepts and experiences from regional, national, or global perspectives.


The California Board of Nursing requires that cultural diversity be a content area taught in the

curriculum of all nursing programs. In addition to this, the Joint Commission on Accreditation of

Healthcare Organizations (JCAHO) assesses all nurses for cultural competency. The SMC

Nursing program would like to enhance the cultural diversity thread in the nursing curriculum so

when students graduate from the nursing program they will meet both of these requirements.

Nursing 60, Multicultural Aspects of Healthcare in which cultural influences and implications for

healthcare are explored is a course that fulfills the global citizenship requirement for graduation.

During the first semester in the Nursing Program students meet the following objectives in

Nursing 10, Nursing Skills, along with an assignment, and Nursing 15, Fundamentals of

Nursing.

N10 Cross Cultural Influences Objectives

1. Describe your own values and how values affect behaviors and beliefs.

2. Acknowledge heterogeneity within groups of ethnic elders.

3. Assess clients’ acculturation, education and income.

4. Recognize cultural and religious beliefs, practices, life experiences and their influence.

5. Discuss family and support systems, roles, attitudes, and their influence on care.

N15 Cross Cultural Influences Objectives

1. Discuss the relationship of spirituality to health and illness.

2. Incorporate cross cultural needs and influences when utilizing the nursing process.

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3. Integrate cultural and religious beliefs, practices, life experiences and acculturation into

the plan of care.

Each year, nursing students have the option of attending the Southern California Multicultural

Council of Nursing workshop. The Council represents nurses from the National Hispanic, Black,

Asian Pacific Islanders, Philippines and Korean Associations Annually, 50 nursing students or

more enrolled in nursing courses attend the annual workshop. This annual event offers 6

contact hours for continuing education and a wealth of knowledge regarding culture, ethnicity,

and socially diverse concepts in nursing. Past titles of workshops were: Multicultural Aspects of

Pharmacology, Multicultural Implications and Cardiovascular Nursing, Cancer and Multicultural

influences. Worldviews of belief systems, ethnic and society influences are explored. Students

are introduced to interventions and strategies to improve patient care outcomes of a variety of

cultures. Many of the presenters are diverse health care providers and offer their experiences

in American as well as their country of birth.

As recipient of the Chair of Excellence (2011 to 2014), the Nursing Program developed the

Global Nursing Project. The project began in 2011 as a collaboration with the Nurse Advisor

Project, a Non-governmental organization (NGO) in Vientiane, LAO and Thailand. In 2013, the

project expanded to include RML College of Nursing in New Delhi, India. The goal has been to

enhance the cultural competency skills of nursing students at SMC, Thailand, Laos, and India.

The work done in the Global Nursing Project collaborative enhanced student’s knowledge of

how cultural competence and global citizenship are integrated roles in their chosen field of study

as well as emphasized service learning as a component of professionalism.

The three year grant encompassed work with healthcare staff, especially the public health

department, hospital directors, nursing program directors, nursing students, and medical

students at all participating institutions. The collaboration included:

Ongoing research and the creation of tools and strategies in the nursing program at

Santa Monica College and the nursing program in Thailand related to cultural diversity,

cultural competence, and global citizenship.

Collaboration on teaching strategies in which students can learn to conduct community

assessments to identify needs of their respective communities and develop interventions

that can be implemented in both.

Facilitation of nursing students to work on health related projects to gain a better

understanding of how culture and environment affect health in their respective

communities.

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Participation of the Santa Monica College Student Nurse Association that promoted

student engagement, collegiality, and global awareness about the field of nursing.

The establishment of a website documenting the activities of the grant.

(https://www.facebook.com/pages/Global-Nursing-Project-Santa-Monica-

College/387038224643264

https://www.facebook.com/pages/Global-Nursing-Project-Santa-Monica-College/387038224643264

https://www.facebook.com/pages/Global-Nursing-Project-Santa-Monica-College/387038224643264

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4.6 The curriculum and instructional processes reflect educational theory,

interprofessional collaboration, research, and current standards of practice.

Expected level of achievement: The curriculum and instructional processes reflect educational

theory, interdisciplinary collaboration, research, and best practice standards while allowing for

innovation, flexibility, and technological advances.


A survey of faculty (full-time and part-time) was performed in spring 2014 to identify how

each course in the nursing curriculum and instructional processes reflected current educational

theory, interprofessional collaboration, research and current standards of practice. Table ___

summarizes the findings and demonstrates that the nursing courses reflect a broad variety of

educational theories, interprofessional collaboration, research, and current standards of

practice.

Based upon the low response rate from part-time faculty to the ACEN 4.6 survey, as well as

individual faculty questions about the data requested, it was inferred that the nursing program

lacked a common set of definitions for this standard. The full-time faculty subsequently adopted

the following definitions for the following terms in order to provide structure and consistency for

implementation of educational theory, interprofessional collaboration, research, and current

standards of practice in the curriculum and instructional processes:

Educational Theory: A set of integrated principles and constructs which describe, explain or

predict best practices in teaching and learning.

Interprofessional Collaboration: Sharing of information among two or more health

professionals working together as a team with a common purpose and mutual respect (ACEN

2013 Accreditation Manual Glossary).

Research: Evidence-based actions, processes, or methodologies that are grounded in and

flow from the translation of substantive and current research (adapted from the ACEN 2013

Accreditation Manual Glossary).

Current Standards of Practice: A set of the most recent guidelines approved by nationally

recognized nursing and healthcare organizations for use in the development and evaluation of

the nursing curriculum (adapted from the ACEN 2013 Accreditation Manual Glossary).

The recommendation was made for lead instructors to communicate these definitions to

clinical faculty during the fall 2014 pre-affiliation meetings.

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Table 4N Educational Theory, Interprofessional Collaboration, Research and Current Standards of Practice across the Curriculum

Component

Theory/Clinical Course

Evidence

Educational Theory

N10/N10L

Simple to complex starting with learning basic skills, nursing process including OREM and QSEN. Small groups and individual assignments utilize reflective journaling, critical thinking, and nursing process. Bandura’s Social Cognitive theory proposes that learners gain knowledge through direct observation and imitating of behaviors. Moral and social behavior is learned this way. Additionally, the Adult Learning theory of Knowles is also utilized in building on the learner’s knowledge of previously learned subjects. Course objectives /assignments are discussed in pre-conference and students are required to compile plans of action. Post-conference and weekly reflections (written observations about all seen) are compiled and feedback is provided by instructor weekly.

N15L

Students incorporate concepts of professional role development through the assessment of leadership styles, awareness of unique patient teaching needs and opportunities, and self assessment of communication abilities.

N10 and N15 seminar, skills lab and simulation

Knowles says that adult learners are goal and relevancy oriented who want to be respected for what they bring to learning experience. Learning experiences in seminar and lab are directly linked to caring for a patient in a clinical setting. Case studies are used extensively and students are asked to plan and prioritize. Relevant skills are practiced and simulation moves from less complex to more complex. Questions and discussions are encouraged.

N 36 Adult Learning Theory (Knowles): Adults are concerned with relevancy. The rationale for why safe drug dosage calculation is important to nursing practice and examples from clinical practice is provided throughout the course.

N17 Adult Learning Theory: New material presented in an academic environment is applied at the patient care level. Adults are motivated to learn by both extrinsic and intrinsic motivators. Relate pharmacology to how it applies to nursing practice.

N20

iclicker response system with NCLEX style questions for each unit in N20 encourage active learning and prompt feedback (Chickering and Gamson,1991). Virtual Learning Environments: Students are assigned to do online NCLEX style questions in Prep U prior to each unit exam to foster a deep approach to learning (Tate et al., 1998).

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Component


Evidence

Discussion and Question strategies facilitate the development of critical thinking and decision-making. Case-based learning: Ten case studies are utilized in N20 to apply theories and didactic content (Tomey, 2003). Discussion and Question Strategies facilitate the development of critical thinking and decision-making. Group Paper about a patient care dilemma

Educational Theory

N 25/25L Group Papers

N 28

Adult Learning Theory (Problem-based, collaborative learning): Home health Simulation and class exercise on listening. Each student picks a partner and one person talks as the other person listens for 30 seconds. Then the listener pulls out their phone and pretends to talk on their phone as the talker continues their story for 30 seconds. Finally the listener holds piece of paper in front of their face as the talker continues their story for 30 seconds.

N30

Adult Learning Theory: Students complete case studies and summarize important points and give important aspects of patient care needed.

N30L

Adult Learning Theory. Past clinical experiences and application of psychomotor skills with emphasis on patient teaching.

N35

Ed Theory – Knowles (1980) Learners actively participate in their own learning experience. Utilized various means of group experience, group projects, group discussion, one minute group papers and group exercises. Learners also contribute to quiz questions based upon group learning exercises.

Educational Theory

N35

Critical thinking exercises based on various QSEN items students are assigned presented and discussed during post conference with Socratic moderation referencing on theoretical concepts learned in the classroom

N35L

Tanner/Benner (1985) – Phenomenology concept elucidated by students utilizing case studies where various levels of meaning of the phenomenon pertaining to the patient experience is extracted. Exemplified by Concept Mapping.

N35L

Enhanced healthcare team collaboration focus on how nurses act as patient advocates for a smoother effective transition for impending complicated discharges by coordinating a meeting between involved services (i.e., physician (s), nursing, physical and respiratory therapy, dietary and/or social services). Addressed in the clinical setting and implications discussed more fully during post-conference.

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Component


Evidence

N35L

5 Rights of Delegation exercise in clinical with students serving in roles of team leader and team member.

N40/N40L

Working with children with Special Needs: Students learn strategies for teaching children with special needs in the clinical setting.

N45/N45L

Knowles (1980) Learners actively participate in their own learning experience. Utilized various means of group experience, group projects, group discussion, one minute group papers and group exercises. Learners also contribute to quiz questions based upon group learning exercises.

N50

Theories regarding principles of types of leadership styles are discussed. Case Studies are integrated and students are to identify conflict resolution. Application of the Nursing process is integrated throughout the course

N50L Students utilize principles of self efficacy in caring for groups of clients. Students identify a problem in the clinical setting and complete a group project based upon change theory. Students apply QSEN to the identified problem.

Interprofessional Collaboration

N10/N15 N15L

N10 – Interprofessional collaboration is introduced in this first course in the healthcare setting by identifying the different disciplines in the facility. N15 – The students collaborate in the hospital with the dietician to discuss the care of different patient populations i.e., Patients with DM and HTN. Students ask questions regarding medication administration with the pharmacists. Although they cannot take orders they practice in the simulation lab and are present when the physicians make rounds. In the hospital setting they are present for interdisciplinary rounds on their patient as part of the team. Physical and Respiratory therapy are part of the healthcare team that the students work with. They give report on their findings in post-conference. Collaboration with the Veteran’s Hospital of Greater Los Angeles Flu Clinic. Students were able to administer 80 intramuscular flu vaccines to veterans

N15L

Have asked the respiratory therapy department to collaborate on a video: “What RTs Wish Nurses Knew about Oxygen Therapy” for nursing students studying oxygenation.

N17

Course is taught by a pharmacist with direct contact with prescribers and nurse. (Example: What can occur within the healthcare system that can lead to medication errors and what are some system solutions.)

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Component


Evidence

Interprofessional Collaboration

N20L

A full-time nursing faculty, a part-time pharmacy faculty, and academic computing staff collaborated to create a barcode medication administration system utilizing the VISTA electronic health record. Students utilize BCMA during simulation and skills practice which simulates industry standards.

N25L Identify the roles and responsibilities of the members of the interdisciplinary treatment team in assigned psychiatric clinical settings.

N28 Home Health Simulation – At one point the nurse in the simulation needs to call the doctor and report their assessments using SBAR

N30 During each case study, student must apply interventions by other health care professionals and nurses role in communication

N30L Simulation on Gastrointestinal Bleeding and anaphylaxis in Nursing 30L. Student work in a variety of roles. Also, students must report and utilize SBAR in the clinical environment.

N35 Respiratory – invited RRT to speak about ventilators and vent settings.

N40L During the clinical experience in the role as manager of patient care students are evaluated on their ability to establish a therapeutic working relationship with the pediatric client, family members, significant others, and the health care team.

N45L Interdisciplinary rounds including lactation specialist

N50 Therapeutic communication with unlicensed assistive personnel is a major focus. Students apply knowledge regarding errors in communication and problem resolution. Role playing exercises serve as a method for critiquing best behaviors of a professional nurse.

N50L Students give report and interact with other professionals during the shift under the supervision of their preceptor.

Research N10/N15

Updated Research is included in the new textbook Fundamentals of Nursing in each chapter under Evidence- based Practice along with websites for update information and in eCompanion under the webliography tab. Discuss the importance of evidence based practice (EBP) as being the standard in all care provided. In pre-and post-conference, one area of patient care weekly and how EBP is utilized is discussed. The students are required to find the policies of the hospital and discuss how EBP affects them. For example, the rationale of heparin injections only given in the abdomen are based on EBP studies found and posted on the UCLA website.

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Component


Evidence

Skills Lab

Researched and compiled best practice standards for the use of simulation for distribution to faculty. Currently researching the use of simulation for remediation.

N36 Principles of safe medication administration practices.

N 17 The latest information in healthcare research is presented including the latest guidelines in the treatment of hyperlipidemia. Collaboration has begun on a study of implementing bar code medication technology with a student nursing program.

N20L Utilize best practices in teaching and learning in N20L by using Tanner’s (2006) Clinical Judgment Model for reflective journaling as a component of the six assigned QSEN learning activities.

N20L Orem self-care theory is integrated with nursing process in the long-form nursing care plan. Students provide scientific rationale for physician and nursing orders

N28

Medication reconciliation – students read EBP article on medication reconciliation and then interview a client and complete a medication reconciliation form for a client while at the same time educate the client on the medications they are taking.

N35L EBP for CVC dressing change. QSEN assignment on “Workarounds

N40

Group Project: In a group of 3 members choose one of the selected topics. Create a 10-15 minute presentation. The presentation should include the discussion of current research related to the topic.

N45

Healthy people 2020 – Decreasing childhood obesity and illness via the promotion of exclusive breastfeeding for at least 6 month (AAP).

N50

Evidence-based practice is integrated in a group project that focuses on the process of change. Evaluation of the pros and cons based upon the literature are explored.

N 50L Students utilize scientific principles in providing patient care.

Current Standards of Practice

Skills Lab

Review current standards of practice for teaching nursing skills in the lab. A recent example was CDC and other recommendations on whether to aspirate when performing an IM injection.

Skills Lab

Also joined the International Nursing Association for Clinical Simulation in order to keep up with current trends in simulation.

N17

Information is presented on recent changes in treatment guidelines. An example is the presentation related to the overuse of antimicrobial agents.

N20L Students go to the CDC website to research the EBP bundle for prevention of CAUTI.

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Component


Evidence

N20L

Students utilize the CDC guidelines for prevention of intravascular peripheral catheter related infections.

N20L N20L

EBP for fall prevention incorporated into plan of care. Utilize best practices in teaching and learning in N20L clinical by using Tanner’s (2006) Clinical Judgment Model for reflective journaling as a component of the six assigned QSEN learning activities.

N25/N25L

2013 Behavioral Health Care National Patient Safety Goals

N25/N25L QSEN

N25/N25L ANA, ISPN, and APNA (2007). Psychiatric/ Mental Health Nursing: Scope and Standards of Practice

N28

National Institute of health Healthy People 2020 Affordable Healthcare Act

N30

Utilization of websites to reflect current standards of practice and the textbook which is the latest edition

N30L

Students identify professional roles in nursing practice, scope of practice, and safe effective treatment

N35L Learning opportunities on how to improve on patient safety collectively discussed during post-conference and related to National Patient Safety Goals

N40L

QSEN activity: “Cultivating Safety in Hand off Communication.” Students review the “30 second Head to Toe Tool,” developed by Debbie Popovich. This article and tool review elements included in hand off communication in current practice. After reading the article, students observe staff and participate in receiving change of shift report, discuss the discrepancies noted, and suggest strategies to improve change of shift report.

Current Standards of Practice

N45L N50

Evidence based practices regarding second stage labor process. Evidence based practice regarding use of Betadine vs. Hexacloradine for surgical and vaginal preps. The California BRN and American Nurses Association web sites are explored regarding Standards of Care and Scope of Practice. These principles are explored in simulated case studies. Students are able to discuss implications for patient safety.

N50L

Students apply the RN scope of practice in caring for groups of patients. Principles of delegation are integrated throughout the nursing 50L course.

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4.7 Evaluation methodologies are varied, reflect established professional and practice

competencies, and measure the achievement of the student learning outcomes.

Expected level of Achievement: Evaluation methodologies are varied, reflect established

professional and practice competencies, and measure the achievement of student learning and

program outcomes.


The student learning outcomes for each course are directly aligned with the mission goals of

the program and the college. The components of the course assist to make up the syllabi of

each of the courses. The methodologies used to evaluate the learning outcome for students are

the NCLEX-RN Test Reports, HESI Exams, item analyses, reflective journaling, Prep-U, and

Quality Safety Education in Nursing (QSEN).

Students receive formative and summative evaluations in each course. This is documented

by mid-point evaluations and final evaluations. However, both formal and informal feedback is

provided on an ongoing basis.

The faculty set standards to increase the effectiveness of the evaluation tools used in the

theory component of each course. Standards were set to determine the effectiveness of tests,

and rubrics were developed by faculty to evaluate care plans and other written assignments.

Item analysis of all tests, except for quizzes, is a requirement for most of the nursing courses.

The faculty determined that the reliability of the multiple choice tests should be Kuder

Richardson (KR) 20) of ≥ 0.60 and at least 50% of the test items should be written at the

application level. Tests with a reliability < 0.60 are critiqued and revised to increase the KR 20.

The faculty model the exam using the NCLEX-RN blue print. The purpose of blueprint is to

determine congruency among the test-items and the course student learning outcomes. Faculty

use exams to evaluate the knowledge and clinical reasoning of the student related to the

content area. The test blue print is a map which connects content and outcome to the test

items. Upon grading the exams, and item analysis is performed on each exam. The item

analysis will provide the reliability of the exam by using the coefficient KR-20, mean score,

comparison of high group performance with low group performance, biserial discrimination of

0.40 or greater, percent of class who selected the correct answer. The range of the reliability of

the tests is depicted in table below.

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Table 4O KR 20 of Teacher Constructed Tests Administered

Fall 2010 Spring 2011



Nursing 10 0.49 – 0.84

ND 0.53 - 0.76 0.48 – 0.63 0.20 - 0.30 0.35 -0.68

Nursing 15 0.39 - 0.45 0.39 – 0.45 0.17 – 0.52 0.47 - 0.60 0.256-0.51 0.55 – 0.60

Nursing 20 ND ND 0.20 – 0.77 0.20 – 0.67 ND 0.54 – 0.73

Nursing 25 0.16 – 0.89

-0.254 -0.551

0.314 – 0.613

0.110 – 0.480

0.478 – 0.773

-0.214 – 0.677

Nursing 30 ND ND 0.36 -0.67 0.37 – 0.53 0.18 – 0.70

Nursing 35 ND 0.084 0.521

0.591 – 0.672

0.177 – 0.548

0.377 – 0.628

0.293 -0.630

Nursing 40 0.492 – 0.617

0.159 -0.501

0.19 -0.594 0.641 – 0.751

0.34 – 0.442

0.556 – 0.724

The nursing courses in the program include objectives, description of the course evaluation

methodology, assignments and distribution of points. There are twenty two nursing courses in

the required curriculum of the nursing program. The faculty create their syllabi based on the

course outline of record, expectations, grading, course assignments, guidelines for the course,

administration of exams, etc. Reflective journaling is one used by students to assess their

clinical performance, psychomotor skills, and affective behaviors. Reflective journaling assist

faculty in examining the students’ clinical thinking and reasoning. In addition, reflective

journaling and portfolio’s support self-assessment and demonstrate higher-level of thinking.

Reflective journaling is used in Nursing 10/10L, 15/15L, 20/20L, 30/30L, and 35/35L. Nursing

50 uses portfolio as a form of evaluation

The next form of evaluation methodology is PREP U. Prep U is a web-based program. The

program is a database of questions, which can be assigned by faculty according to the students’

level. The students are assigned a certain number of questions weekly and are given points for

completing all of the questions no matter how many they get correct. Faculty can determine the

competency level of the student for this content area. Quality Safety Education for Nursing

(QSEN) assignments are utilized to assist the students in achieving the learning outcomes. The

QSEN competencies offer an opportunity for the faculty to evaluate students’ competencies in

the areas of safety, informatics, teamwork and collaboration, quality improvement, patient

centered care and evidence-based practice.

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Overall the student learning outcomes are in alignment with the mission and goals of the

program and the college. The methodologies used to assess the student learning are

appropriate and reflect established practices and professional standards.

The faculty utilize standardized structure for the course outlines and clinical evaluation tools.

Faculty agreed upon the essential content to be included in the course syllabus. The course

outline includes the following elements: title of course, number of units, prerequisites,

corequisites, course description, course objectives, theoretical or clinical objectives, teaching

strategies, methods of evaluation, and grading scale. The grading scale in the nursing unit is

100% - 92% = A, 91% - 83% = B, 82% - 75% = C, 74% - 70% =D, below 69% = F. The student

handbook identifies the lowest number for the grade Each course has a syllabus/course pack

that includes: course objectives/competencies, evaluation tools, grading criteria, assignments,

expectations, and teaching methodologies.

4.8 The length of time and the credit hours required for program completion are

congruent with the attainment of identified student learning outcomes and program

outcomes and consistent with the policies of the governing organization, state and

national standards, and best practices.

Expected level of achievement: The length of time and the credit hours required for program

completion are congruent with the attainment of identified student learning outcomes and

program outcomes and consistent with the policies of the governing organization, state and

national standards, and best practices.


The curriculum in the nursing program is in compliance with the minimum requirements of

the California Board of Registered Nursing (BRN). According to the criteria set by the BRN, Title

16 CCR 1426, the nursing curriculum must have at least 58 units and must include the following

courses in the curriculum: art and science of nursing must have at least 36 units, 18 semester

units for nursing theory and 18 semester units for clinical practice; six semester units of

communication skills which must include oral, written, and group communication; minimum of at

least sixteen semester units of natural and behavioral sciences, anatomy, physiology, and

microbiology (related natural sciences) and psychology, sociology, or cultural anthropology. The

total units in the nursing curriculum are 71 semester units/credits, 40 units (56%) are nursing

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courses and 31 (44%) are from the social sciences, life sciences, behavioral sciences, and

general education courses. The nursing theory units total 21.5 units and the clinical practice

units total 18.5 units. The related natural, behavioral, and social sciences total 19 units and

communication totals 6 units. The nursing curriculum is in compliance with the BRN criteria for

a prelicensure program. The nursing program is designed to be completed in two years upon

admission to the program, and is comparable to other ADN programs in California.

The student must complete 50% of the major at Santa Monica College and fulfill SMC general

education (GE) requirements in order to receive the Associate Degree from Santa Monica

College.

The Santa Monica College Associate Degree Nursing Program utilizes the semester unit

formula set by the California Community College Chancellor’s Office (CCCCO) and is consistent

with the criteria established by the BRN. One hour of instruction in theory each week

throughout a semester, based on 18 weeks for a semester, equals one unit, a 1:1credit to

contact ratio. Three hours of clinical practice each week throughout a semester equals one unit,

a 1:3 credit hour ratio for clinical/laboratory. Santa Monica College functions on an 18 week

semester system that incorporates one week of faculty “flex” activities. Formal academic

sessions occur in a compressed calendar format of 16 weeks. Although formal instruction is

offered over 16 weeks, each designated class hour is extended in increments of minutes to

include and collectively represent the 18 weeks of instruction for the semester. The following

table identifies the number of units for each nursing course and the computed weekly student

contact hours for the course.

Table 4P Nursing Course Unit Value and Weekly Student Contact Hours

First Semester Courses (Level 1) = 9 Units Second Semester (Level 2) = 12 Units

Nursing 10 Nursing Skills 2 units = 4.6 WSCH

Nursing 20 Introduction to Medical-Surgical Nursing 2 units = 4.6 WSCH

Nursing 10L Nursing Skills Lab 2 units = 14.6 WSCH

Nursing 20L Introduction to Medical-Surgical Lab 2 units = 14.6 WSCH

Nursing 15 Nursing Fundamentals 2 units =4.6 WSCH

Nursing 25 Psychiatric–Mental Health Nursing 1.5 units =3.3 WSCH

Nursing 15L Nursing Fundamentals Lab 2 units = 14.6 WSCH

Nursing 25L Psychiatric Mental Health Nursing Lab 1.5 units = 10.3 WSCH

Nursing 36 Calculations in Drugs and Solutions 1 Unit = 2.05 WSCH

Nursing 28 Community Based Nursing Practice 1 unit (0.5 lecture =1.125 and 0.5 Lab=3.375) = 4.625 WSCH

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Nursing 16 Physical Assessment = 1 unit (0.5 lecture = 1.25 and 0.5 Lab = 3.375)= 4.625 WSCH

Nursing 17 Pharmacological Aspects of Nursing 3 Units = 3.05 WSCH

Third Semester Courses (Level 3) = 10 Units Fourth Semester Courses (Level 4) =9 Units

Nursing 30 Intermediate Med –Surg 2.5 units = 5.625 WSCH

Nursing 40 Nursing of Children* 5 week rotation) 1.5 units=5.6 WSCH

Nursing 30L Intermediate Med –Surg Lab = 2.5 units =17 WSCH

Nursing 40L Nursing of Children Lab* 1.5 units = 16.2 WSCH

Nursing 35 Advanced Med-Surg 2.5 units =5.625 WSCH

Nursing 45 Women’s Health Care* 1.5 units=5.6 WSCH

Nursing 35L Advanced Med-Surg Lab 2.5 units = 17 WSCH

Nursing 45L Women’s Health Care Lab* 1.5 units = 16.2 WSCH

Nursing 50 Professional Role Transition** 1 unit = 2.9 WSCH

Nursing 50L Professional Role Transition Lab** 2 units = 18.2 WSCH

Total Nursing Units = 40 units *5 week rotation **6 week rotation

4.9 Practice learning environments support the achievement of student learning

outcomes and program outcomes.

Expected level of achievement: Practice learning environments support the achievement of

student learning outcomes and program outcomes.

Clinical agencies are specifically selected to provide the experiences necessary to meet

course and clinical objectives (student learning outcomes). When a clinical experience in a

facility is contemplated, the faculty will visit the facility using the evaluation of clinical sites to

ascertain the appropriateness of the experiences provided. Factors considered include

adequate client census, appropriate acuity and diversity of client population and sufficient

professional staff. Clinical facilities are selected by the faculty based on the quality and

availability of learning experiences consistent with the mission, philosophy and goals of the

nursing program. The facilities that are utilized include a broad range of settings including acute

care medical centers that are public and private. Excellent clinical facilities are available within a

few miles of the college. Two affiliating medical centers have achieved “magnet” status and the

others are on the magnet journey. Facilities utilized include long term care centers, psychiatric

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facilities, community health agencies and outpatient clinics. The clinical laboratory is provided

concurrently with theory so that the student has the opportunity to apply theory to clinical

practice.

Faculty have been actively involved in choosing which units in a specific facility will best

provide the required experiences to meet clinical course objectives. However, the opportunity to

select the units has become more difficult due to the number of schools utilizing the same

facilities and the suspension of beds in the facilities. In previous years the nurse administrator

would circulate a form to the faculty to select their choice of the clinical facilities and units,

however, the clinical facilities are determining the units that students can use for the clinical

experience. Opportunities in the clinical setting must be adequate for the students to utilize

current technologies within institutional guidelines in a dynamic, supportive environment. The

faculty ensure that the opportunity for students to experience safe clinical practice. If an

instructor perceives that the learning environment in clinical is of concern, the lead instructor

and the nurse administrator are notified. When possible the situation will be mitigated.

The faculty are responsible for planning and conducting teaching and learning activities to

meet clinical objectives, and evaluating the adequacy and effectiveness of the program facilities

in achieving the program’s objectives/outcomes. Each nursing course has written measurable

clinical objectives to facilitate knowledge and skill sets in a variety of clinical settings. All theory

and clinical instruction is concurrent. Nursing faculty are required to identify clinical objectives

daily on the assignment sheet. Assignment sheets and objectives are posted in a designated

place that does not violate HIPAA regulations and is accessible to all staff members involved in

patient care. The staff and students are aware of the expectations for the clinical experiences

and student learning outcomes. The responsibilities of clinical faculty include:

Openly communicate with students and colleagues

Work effectively with traditional and nontraditional students

Remain accessible to students either before and after clinical sessions

Demonstrate a willingness and commitment to responsibilities and accountability to the

nursing program and college

Participate in professional organizations within the fields of nursing and/or education

and share activities with students

Evaluate common clinical assignments such as teaching plans, nursing grand rounds,

QSEN reflective journaling and care plans.

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Faculty and students evaluate each clinical experience at the end of the course to provide

input regarding the attainment of clinical objectives and the learning environment. Students use

a computerized survey tool and may express their thoughts about the learning environment. A

summation of this data is supplied to the faculty within the following semester after completion.

In this survey, data concerning the number of clients available to meet clinical objectives,

learning opportunities, staff ability to serve as role models and sufficient resources are

evaluated by the learner. In Fall 2012, due to a glitch in the transition to a new online survey, no

data was obtained for the clinical agencies. Table 4R illustrates that students agree that

clinical facilities are adequate in meeting learning outcomes. Spring 2013 semester additional

questions were added to the survey tool to obtain more data relative to clinical facilities. Only

one semester of data is available for the last eight questions for this report.

These evaluations are reviewed by faculty and discussed at faculty meetings with immediate

consideration given to any identified areas of deficiency. Several affiliating facilities conduct

additional evaluations and obtain feedback from students. Clinical instructors receive informal

evaluations of the site throughout the course in post conference, direct observation or individual

comments from the students to the instructor. Any problems identified through these informal

means are brought to the attention of the nurse manager of the unit, lead instructor, or nursing

unit administrator.

Obtaining quality clinical placement for the nursing students is becoming increasingly

difficult. One of the affiliating agencies notified the nursing program that preference will be

given to BSN programs and programs in which students score in the top 25% on the NCLEX

exam for first-time takers. Although SMC is not a BSN program the graduates score in the top

25% on the NCLEX exam. Effective Fall 2013, one facility did not renew the contract that

expires October 31, 2013. This failure to renew the contract impacted clinical placement in OB

and Medical-Surgical for fall 2103. The rationale provided by the institution was that we did not

fit into the strategic plan of the institution. Another clinical agency has decreased the number of

students from 100 to thirty per year, which is equivalent to the loss of seven clinical sections

within an academic year. This reduction was due to lack of resources to process (livescan) the

volume of students for clinical placements.

Students must complete the required forms and health care clearance mandated by the

facility. In many of the healthcare agencies, faculty members are required to attend an

orientation for the electronic healthcare record that is conducted over a two day period. The

length of time it is taking for the facilities to provide access codes to clinical faculty and students

was impacting the consistency of students meeting the student learning outcomes. This

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situation was mitigated by keeping the students at the same facility in the third semester. This

worked well for two of the clinical facilities that took the longest to process students.

Orientation of faculty and students is required prior to the beginning of the clinical rotation.

Facility information is given to faculty by the Administrative Assistant 6 to 8 weeks prior to the

start of the clinical experience. Students must complete the required facility forms prior to

starting the clinical experience and at the end of the semester. All faculty are required to

contact the facility at least four weeks prior to the beginning of the clinical experience. This

allows the faculty member to ascertain information regarding any changes within the facility or

those changes that are unit specific. New facility/agency updates are shared by faculty with the

Associate Dean and other members during our scheduled meetings. Faculty and students are

subject to all policies and procedures, rules and regulations stipulated by the agency.

The advisory committee /affiliation meetings allow the facility representative to share

facility/agency updates.

In summation, securing clinical placements is becoming more difficult. Faculty have taken an

active role in exploring new possible clinical facilities including acute care and community

options and providing contact information to the department. The decreasing or suspension of

hospital beds and competition from other nursing programs impacts the ability to secure clinical

sites. The nursing program has not secured any new facilities that impacted another school of

nursing negatively or prevented a school from getting their assigned units. Faculty anticipate the

need for adjustments in clinical schedules will continue to present a challenge for clinical

placements in the future.

The majority of the students meet the student learning outcomes for the clinical portion of the

course. In addition to the students’ evaluation, low failure rate associated with clinical, 15

students over a six year period, and the data submitted by faculty regarding the achievement of

selected SLOs for the clinical courses since Fall 2011.

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Table 4Q Students Evaluation of Clinical Facilities

Survey for Clinical Facilities

Spring 2008

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Fall 2010

Spring 2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

The number of patients/clients in the clinical setting was sufficient to meet course objectives 93% 98% 93% 92% 91% 95% 98% 95% 99% ND 97%

The range of major health problems represented in the patient/client population was sufficient to meet course objectives 93% 99% 94% 96% 94% 97% 99% 96% 97% ND 95%

The variety of learning opportunities was sufficient to meet course objectives 89% 99% 93% 91% 91% 97% 94% 96% 97% ND 95%

The staff provide positive role models 97% 95% 89% 86 85% 98% 88% 93% 92% ND 92%

There were sufficient resources (personnel and supplies) available 88% 96% 93% 90% 91% 93% 85% 94% 90% ND 93%

The attitude of the staff on the unit contributed to a supportive learning environment 88% 97% 90% 87% 89% 90% 97% 91% 90% ND 95%

The clinical agency consistently provides adequate learning

Survey revised 98%

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Survey for Clinical Facilities

Spring 2008

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Fall 2010

Spring 2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

opportunities to meet course objectives

Students are encouraged to participate as a part of the interdisciplinary team in this setting 96%

Staff at this agency role model current standards of nursing practice 93%

Staff at the agency treat students in a collegial manner 93%

Staff at this agency role model current standards of practice 93%

Students have ample opportunity to practice communication skills in this setting 97%

Adequate space was available for post-conferences 93%

This agency/unit is recommended for clinical practice in the future 98%

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4.10 Students participate in clinical experiences that are evidence-based and reflect

contemporary practice and nationally established patient health and safety goals.

Expected level of achievement: Students participate in clinical experiences that are evidence-

based and reflect contemporary practice and nationally established patient health and safety

goals.


Current best practices, standards of competent performance and nationally established patient

health and safety goals are reflected in all courses with student clinical lab experiences.

Clinical activity templates and clinical learning activities reflect QSEN competencies are

integrated across all courses with a clinical component. National Patient Safety Goals (2013)

are integrated in the nursing fundamentals, medical-surgical and specialty clinical courses (see

table 4S). A new clinical agency faculty survey was added during spring 2013 which includes

the following evaluative statement, “Staff at this agency role model current standards of nursing

practice.”

Faculty will continue to review national patient safety goals, QSEN assignments, and clinical

learning activities annually to validate student clinical experiences reflect current best practices,

standards of competent performance, and nationally established patient health and safety goals.

Faculty will also explore additional EBP “Bundles” that may be applicable to their courses.

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Table 4R Student Clinical Experiences: Best Practices, National Health and Safety Goals, Standards of Competent Performance across the

Nursing Curriculum

Level I Level I Level II Level II Level II

Nursing 10/10L Fundamentals

Nursing 15/15L Fundamentals

Nursing 20/20L Intro Med-Surg

Nursing 25/25L Psych Nursing 16 Physical Assessment

2013 Long Term Care National Patient Safety Goals

2013 Hospital National Patient Safety Goals


2013 Behavioral Health Care National Patient Safety Goals

CDC Guidelines – Universal Precautions, protection from blood borne pathogens

CDC Guidelines – Standard Precautions, protection from blood borne pathogens

Standardized Hand Off Communication “SBAR”

QSEN—CDC Guidelines for Prevention of CAUTI

NPSG 07.01.01 - handwashing

CDC Guidelines--Handwashing

CDC Guidelines—Infection Control

QSEN --CDC Guidelines for the Prevention of Intravascular Catheter-Related Infections

QI—Exemplars vary BCMA/EHR in THR Simulation

JNC 7 Guidelines for HTN Management

Level II Level III Level III Level IV Level IV

Nursing 28 Community-Based Nursing

Nursing 30/30L Intermediate Med-Surg

Nursing 35/35L Advanced Med-Surg

Nursing 40/40L Pediatrics Nursing 45/45L Obstetrics

Healthy People 2020


2013 Hospital National Patient Safety Goal



Medication Reconciliation CDC Guidelines—Prevention of Nosocomial Infection

CDC Guidelines for Prevention of Central Line Infections

QSEN—Accuracy of Report Using a Standardized Tool

Healthy People 2020 – increasing exclusive breastfeeding rates

CDC Guidelines—Blood Transfusion Safety

BCMA/EHR in CHF Simulation

CDC Guidelines—Immunization Schedule

QSEN – Evidence Based Practice 1)Second Stage Pushing 2)Newborn skin to skin contact (“Golden Hour”)

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QSEN—Avoiding Workarounds in Healthcare

CDC – Breastfeeding with Hepatitis B, Hepatitis C guidelines

ACLS Algorithms for Treatment of Cardiac Dysrhythmias

Level IV

Nursing 50/50L Preceptorship


CDPH Nurse-to-Patient Staffing Ratio Regulations

QSEN: Using Behavior Change Theory to Implement Quality Improvement

NCSBN: Five Rights of Delegation

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4.11 Written agreements for clinical practice agencies are current, specify expectations

for all parties, and ensure the protection of students.

Expected level of achievement: Written agreements for clinical practice agencies are current,

specify expectations for all parties, and ensure the protection of students.


Santa Monica College has current written agreements with all of the clinical agencies utilized

by the nursing program. All of the affiliating agencies used by Santa Monica College were

approved by the BRN prior to utilization and visited by faculty prior to initiating an agreement.

Each clinical site approval form (EDP-P- 08) and agreements/contracts are maintained in the

Health Sciences Department. Santa Monica College has maintained the currency of its

contracts with affiliating agencies. Two new affiliating agreements have been acquired within the

past two years. Optimistic People in a Caring Atmosphere (OPICA), was obtained to meet the

clinical objectives in the Nursing 28 Community Health Nursing course and St. Vincent Medical

Center (October 2013) for medical surgical rotation. A sample blank clinical agreement

between the District and the facility is available as an attachment.

All affiliation agreements between each agency and Santa Monica College outline specific

details relative to the responsibilities of the college district and the healthcare facility/agency.

Several of the agencies will use contracts issued by their contract department and the college

will sign their contract. For example, Los Angeles County Department of Health Services and

Kaiser Foundation Hospitals have their own contract. As a matter of fact most of the healthcare

facilities are initiating the contracts from their legal departments. The contracts identify the

responsibility of the college, nursing instructors, requirements students must meet and the

responsibilities of the facility. The District maintains adequate malpractice insurance for its

instructors to protect the district from claims arising through the performance of its agreements.

The District requires that students maintain malpractice coverage throughout the term of their

participation in the nursing program. The facilities require compliance with HIPAA, completion

of background screening, drug testing, students must have health insurance, and “course work

physical requirements” in addition to the healthcare requirements. Two of the facilities require

livescan (fingerprinting) clearance prior to the students being able to attend clinical.

Most acute care facilities adhere to the California mandated staffing ratios. The staffing

patterns of each facility are not influenced by the presence of nursing students on the units or in

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the clinical areas. For example, each healthcare facility/agency retains the ultimate

responsibility for the provision of patient care in its facilities. Provision for continuing

communication between the facility and the program are ongoing. Clinical facilities and faculty

are invited to share updates and or concerns relative to changes at the facility and within the

college/nursing program.

In many of the healthcare agencies, faculty members are required to attend an orientation

prior to the start of the clinical rotation. Several of the facilities require completion of modules by

students and faculty and faculty completion of a clinical competency exam and practice. The

clinical faculty is then responsible for orientation of students to the facility. Students must

complete the required forms and health care clearance mandated by the facility. The

administrative assistant maintains currency of the documents and forms with input from faculty.

All students must complete the required forms prior to starting the clinical experience. All clinical

facilities mandate that health care records are submitted and maintained on file at the college.

Orientation of faculty and students is required prior to the beginning of the clinical rotation. All

faculty are required to contact the facility at least four weeks prior to the beginning of the clinical

experience. Faculty and students are subject to all policies and procedures, rules and

regulations stipulated by the agency.

4.12 Learning activities, instructional materials, and evaluation methods are

appropriate for all delivery formats and consistent with the student learning outcomes.

Expected level of achievement: Learning activities, instructional materials, and evaluation

methods are appropriate for the delivery format and consistent with student learning outcomes.


The Curriculum Committee at Santa Monica College requires that all courses, whether

offered onground or on online must have the same evaluation methods, learning activities,

instructional materials, and the same student learning outcomes. The documents that are

submitted for an update or a new course are the same regardless of delivery method.

Section Two

STANDARD 5

Resources

Fiscal, physical, and learning resources are sustainable

and sufficient to ensure the achievement of the student

learning outcomes and program outcomes of the nursing

education unit.

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5.1 Fiscal resources are sustainable, sufficient to ensure the achievement of the

student learning outcomes and program outcomes, and commensurate with the

resources of the governing organization.

Expected level of achievement: Fiscal resources are sustainable and sufficient to ensure

achievement of the program outcomes and student learning outcomes and are comparable to

the resources of the governing organization.


The fiscal resources provided to the nursing unit allow the program to meet the student

learning outcomes and program outcomes. The majority of the budget is allocated to faculty

salary and benefits. The faculty (full-time and part-time) are compensated based on nursing

experience, teaching experience, and degrees earned. Additional part-time faculty have been

hired to coordinate and assist in the Skills Laboratory. Support staff, administrative assistant II

(100%) and administrative secretary (50%) are currently sufficient to meet the needs of the

nursing unit. The budget for the full-time counselor in Health Sciences and one of the part-time

counselors, (19 hours/week) is part of the Counseling budget for the District. Funding for the

counselors does not come out of the Health Sciences budget. There are two additional

counselors who are employed ten hours a week and paid out of the Nursing Enrollment Growth

and Retention Grant.

There are professional development funds available for faculty and staff to attend

conferences and for a portion of the expenditures to be reimbursed. Speakers have been

brought to the campus addressing pedagogy, innovative strategies to use in the classroom.

Opportunities for faculty to strengthen computer skills are also available.

The memberships for NLN, ACEN, California Organization of Associate Degree Nursing

Directors (COADN), the BRN Continuing Education Provider fee are paid out of the District

membership budget and are not reflected in the department’s budget. The memberships are

identified district wide in June for the upcoming academic year.

The budget category for contracted services and other operating expenses totals $8844. The

expenditures from this category include laundry and cleaning, software licensing, rent and

leases, etc. Although, money is allotted for equipment maintenance ($600 -$459), the amount is

not adequate for the maintenance of mid to high fidelity simulators and equipment such as the

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IV simulator, Metivision, and pxysis. Maintenance (warranty) cost of the mid to high fidelity

simulators range from $9000 to $13,000/year.

Community colleges in California had a fiscal crisis from 2008 to 2010. However, Santa

Monica College did not furlough, cut, or reduce faculty and staff. The crisis provided us with an

opportunity to work more efficiently. This was operationalized by the Dean of Instruction

monitoring the fill rate for the classes. Course offerings in the winter session were reduced and

limits of five units per student for enrollment in winter and summer sessions were implemented.

The resources provided to the students in the program foster the achievement of student

learning outcomes. The students are able to practice in a learning environment with state of the

art equipment that simulates the clinical environment. The library resources are available to

students enrolled in the program 24/7.

The issue of sustainability is important for the institution. The idea of having common or

shared areas for students and faculty is one way of minimizing replication of the same areas,

such as a workroom, computer lab, eating area, etc. One of the overarching themes identified

by Program Review Committee for the college is sustaining technology, software updates, and

warranties for computers and other technological equipment.

The department budgets and expenditures for nursing and education departments for the

past four years are identified in table 5A. The department budgets do not reflect the grant

budgets, or the fees for the nursing unit’s membership in organizations (NLN), accrediting

agency’s annual fee (ACEN), other memberships, etc.

The nursing budget exceeded the budget for education by 50.9%, 52.7%, and 54% in the

following years 2012-2013, 2011-2012, and 2010-2011, respectively. The cost of the nursing

program is double the cost of the education program. The fiscal resources are comparable to

other areas of the governing institution.

Table 5A Comparison of Nursing and Education Budgets

Academic Salaries

Teaching Teaching Hourly Non-Teaching Non-Teaching Hourly

2012-2013

Nursing $652,164 $382,381 $166,549 $7,573

Education $344,121 $259,288 $39,638 $0

2011-2012

Nursing $629,839 $393,380 $178,156 $13,964

Education $418,724 $211,171 $37,091 $0

2010-2011

Nursing $576,906 $359,208 $155,706 $24,355

Education $419,912 $172,488 $36,719 $0

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Academic Salaries

Teaching Teaching Hourly Non-Teaching Non-Teaching Hourly

2009-2010

Nursing $653,043 $458,193 $142,706 $43,211

Education $438,151 $181,381 $36,719 $0

Non-Academic Salaries (Non-Instructional)

2012-2013 2011-2012 2010-2011 2009-2010

Nursing $58,589 $55,608 $55,608 $55,608

Education $10,317 $9,484 $8,623 $0

The nursing program has also received funding from the District’s Perkins funds, and from

the California Community College Chancellor’s Office (table 5B).

Table 5B Grants Awarded to Nursing Program from 2010-2014

Enrollment Growth for Associate Degree Nursing (RN) Programs

2010-1011 2011-2012 2012-2013 2013-2014 Total

$160,937 $160,937 $118,187 $221,000 $661,061

Health Resources and Services Administration (HRSA)

2009-2010 2010-2011 2011-2012 Total

$6,931 ------------- $41,674 $48,605

VTEA Allocations (SMC CTE Committee/State VTEA Perkins Funds)

2010-1011 2011-2012 2012-2013 2013-2014 Total

$3,000 $17,887 $3,066 $22,088 $46,041

Allied Health Grant 2009-2010

ADN-MSN Grant 2009-2010

Specialty Grant 2009-2011

$153,920 $222,015

5.2 Physical resources are sufficient to ensure the achievement of the nursing

education unit outcomes, and meet the needs of the faculty, staff, and students.

Expected level of achievement: Physical resources meet the needs of the faculty, staff, and

students and are sufficient to ensure the achievements of the nursing unit outcomes.


The physical resources are sufficient to ensure the achievement of the nursing unit’s

program outcomes and the needs of the faculty, staff and students. Physical resources

predominantly used by the nursing unit include the Skills Lab and Simulation Room (aka HPS

room). The Human Patient Simulator (HPS) is used by the Respiratory Therapy program based

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on room reservation which is sufficient for both nursing and respiratory therapy. There are four

Egan Board classrooms on the 4th floor. Faculty attended training sessions scheduled through

the media center prior to using the classrooms. There is a large technology enhanced room on

the first floor of the Bundy Campus that is available for incoming orientation classes,

conferences, and/or workshops. Offices have been provided for all full-time faculty, nursing

counselors, and the skills lab coordinator. Full-time and part-time nursing faculty utilize the

faculty workroom which includes 2 copiers, 2 fax machines, 4 computers, and an Apperson

grading machine. Table and chairs are readily available. Free Wi-Fi access for students who

have laptops and mobile devices and the availability of 23 computers on the first floor learning

lab and a computer classroom meet the technology needs of students. Additional changes have

occurred in the physical facility such as larger desks in all of the classrooms. Room 335 has

33% large desks and Room 328 has 78% large desks.

The Library space was an area of concern when the last evaluation (2008-2009) of physical

facilities was done. Faculty realized that the students were not aware of the vast library online

resources/databases that were available to them. Students are encouraged to use the online

resources/databases that are available to them. Students are encouraged to use the online

resources/databases for a critical thinking project and a journal search in N10, Fundamental

Skills. In Fundamentals of Nursing the students have a QSEN assignment for Evidenced-Based

Practice which involves the use of the library. Faculty agreed that this information would be

conveyed to the students along with a demonstration of how to access the databases. Several

online databases are unique to nursing, OVID (nursing journals), CINAHL Plus with full text, and

Nursing Resources. The website location is:

http://www.smc/AcademicAffairs/Library/Pages?Library-Databases.aspxdata.

The Nursing Unit and Health Sciences department is on the 3rd floor on the Bundy Campus.

The physical space and appearance of the facility is sufficient for the nursing program. An open

reception area, staffed by an administrative assistant for the Nursing Unit is shared with Early

Childhood Education also staffed by an administrative secretary. This provides a friendly

entrance to the department. The nursing students utilize several shared spaces at the Bundy

campus including: lecture classrooms with internet access and a smart cart, study areas on

each floor, first floor computer lab/satellite nursing library, 3rd floor conference room (available

by reservation), and a vending machine area with a microwave oven, tables and chairs located

inside and outside of the facility. Beginning mid spring 2013, a variety of food trucks became

available from 11am – 2pm.

http://www.smc/AcademicAffairs/Library/Pages?Library-Databases.aspxdata

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A survey conducted in 2014 of the students indicated that the following items were available

in the existing space to meet the needs of the students. There were fifty-six responses to the

survey. Overall the students strongly agree or agree the physical resources support the program

with 86.4% of the students either strongly agree or agree that the online library resources

support the purposes of the program. Some of the comments from the 2008 survey of the

students referred to the extra “stuff” in the skills lab (bedside tables, etc.). Some of the bedside

tables were moved to make the lab more efficient. Another comment related to the desks being

too close for test taking when there were 50 students in a class. We now enroll 40 students

instead of 50 which decrease the number of students testing at one time. The students are

satisfied with the availability of the skills lab hours. The HPS room was too small for twelve

students. The skills lab coordinator places five students at a time during simulation.

Table 5C Students’ Responses to Physical Resources Survey

Strongly Agree

Agree Disagree Strongly Agree

N/A

Classrooms 45.5% 45.5% 7.6% 1.5% 0.0%

Skills Lab 59.7% 38.8% 1.5% 0.0% 0.0%

Bundy Campus Student Computer Lab

39.4%

43.9%

9.1%

3.0%

4.5%

Bundy Campus Satellite Nursing Library

36.9%

43.1%

9.2%

0.0%

10.8%

Online Library Resources

36.4%

50% 9.1%

0.0%

4.5%

Bundy Campus Study Area

26.9% 43.3% 20.9% 7.5% 1.5%

Students identified physical space areas they would like to be added. The majority of requests

were related to more areas available for closed room study sessions, more private study areas,

more group study areas, and a cafeteria.

A survey conducted in 2014 of the faculty and staff (13 responses) showed the majority of

faculty and staff strongly agreed or agreed that the physical space in the classrooms, skills lab,

and nursing conference room were adequate. Only 72% of faculty rated the Bundy Campus

Satellite Nursing Library as adequate in the 2008 survey, however 100% strongly agreed or

agreed in the 2014 survey. The physical space of the skills lab and classrooms were of most

concern in the 2008 survey but 100% of the faculty strongly agreed or agreed in the 2014

survey. A major concern was the number of students (50) in the previous survey.

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Table 5D Faculty Responses to Physical Resources Survey

Strongly Agree %

Agree % Disagree % Strongly Disagree %

N/A %

FT PT FT PT FT PT FT PT FT PT

Classrooms 50%

66.7% 33.3% 33.3% 16.7% 0.0% 0.0% 0.0% 0.0% 0.0%

Skills Lab 33.3% 83.3% 66.7% 16.7% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Bundy Campus Student Computer Lab

33.3% 50.0% 50.0% 33.3% 0.0% 0.0% 0.0% 0.0% 16.7% 16.7%

Bundy Campus Satellite Nursing Library

33.3% 66.7% 66.7% 33.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Online Library Resources

16.7% 83.3% 83.3% 0.0% 0.0% 16.7% 0.0% 0.0% 0.0% 0.0%

Bundy Campus Study Area

16.7% 66.7% 66.7% 16.7% 16.7% 0.0% 0.0% 0.0% 0.0% 16.7%

Nursing Conference Room (3rd floor)

16.7% 66.7% 83.3% 16.7% 0.0% 0.0% 0.0% 0.0% 0.0% 16.7%

Faculty and Staff Offices

50.0% 66.7% 50.0% 16.7% 0.0% 0.0% 0.0% 0.0% 0.0% 16.7%

Faculty and Staff Workroom

33.3% 66.7% 66.7% 33.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Faculty identified physical space areas they would like have added. One comment was “it’s

adequate now”. Other comments identified the need to have only large desks in Bundy 335

since left handed students have difficulty writing on desks designed for right handed people (i.e.

the smaller desks in Bundy 335), need private spaces for the part-time faculty to work, perform

evaluations, etc., and maybe a conference room for student groups who are working on

projects.

Standard 5.3 Learning resources and technology are selected with faculty input and are

comprehensive, current, and accessible to faculty and students.

Expected level of achievement: Learning resources and technology are comprehensive, current,

and accessible to students and faculty and are selected with input from the faculty.

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Based on the findings of the most recent survey, the SMC Nursing Program has exceeded

previously established expected level of achievements set for learning resources being current,

comprehensive, accessible, and available. The collection of learning resources for Santa

Monica College Nursing Unit is available and accessible to students in three locations: a book

selection in the on-site library on the first floor of the Bundy Campus, in the Skills Laboratory,

and in web-based formats.

Santa Monica College Libraries

Santa Monica College has a large library on the Main Campus. “The Santa Monica College

Library is committed to providing quality service and an excellent collection of materials to

support the mission, goals, educational, and research needs of students, staff, faculty,

administration, and community users and in support of the College's diverse curriculum. The

Library is open to all Santa Monica College students and staff. The mission of the Santa Monica

College Library is to achieve excellence in the provision and promotion of information services

to meet the teaching and learning needs of the College.”

(http://www.smc.edu/AcademicAffairs/Library/Pages/Library-Mission-Statement.aspx). There is

a smaller library at the Bundy Campus which includes a collection of books that can be used by

nursing students. The books at the Bundy Campus library are sent from the Main Campus

library per faculty request. In addition, librarians at the Main Campus distribute a list of updated

and discontinued books for nursing faculty to review.

Instructional Supplies

The Nursing Skills Lab has a variety of instructional supplies utilized by faculty and students

in the nursing unit. These instructional items consist of mannequins, simulators, high fidelity

simulators, a complete comprehensive video library, copies of the current textbooks used in the

medical surgical courses, computer access, and physical equipment for practice of skills. A lot

of the media resources are older and have been supplemented with internet access and use of

free videos. There are approximately 15 to 20 open lab hours per week. Grant funds have been

used for the purchase of equipment and instructional supplies. Some equipment has been

purchased from the instructional supply budget. Student purchase a nursing kit at the beginning

of the program. Some of the supplies are repackaged and reused. Preventative maintenance

visits and warranties for the equipment have been costly. The biggest challenge for the nursing

unit has been the maintenance and repair of equipment.

http://www.smc.edu/AcademicAffairs/Library/Pages/Library-Mission-Statement.aspx

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Software licensing and the Centralized Clinical Placement System (CCPS) is paid from the

nursing unit discretionary budget. CCPS is used by several of the clinical agencies in order to

request and confirm clinical placement.

Satisfaction with Learning Resources

The current survey was revised to include feedback about additional resources in the Skills

Laboratory. The revised Learning Resources Survey was emailed to all faculty, staff, and

students in April 2014.

The survey was completed by sixty five participants: six full time nursing faculty, six part-time

nursing faculty, 51 students, and one staff member. The majority of the responses to the survey

were from students in the first semester of the SMC Nursing program enrolled in Nursing 10 or

Nursing 15. More than 96% of the respondents agreed to strongly agreed that the learning

resources in the SMC nursing program were current and comprehensive (96.8%), and that the

learning resources in the SMC nursing program are accessible and available (96.8%). 86.7% of

the respondents agreed to strongly agreed that there were mechanisms in place which provide

annual opportunity for input into the procurement of learning resources. Respondents were also

surveyed about the adequacy of a list of learning resources. The resources that were rated

highest (agree to strongly agree) were mannequins (96.8%), hospital beds (96.7%), human

patient simulators (91.9%), and skills lab support staff: Fall/Spring (91.8%). The resources

with the lowest ratings (agree to strongly agree) were: skills lab support staff in winter/summer

(57.4%), electronic health record (62.3), equipment maintenance and repair (72.6%), and

barcoding medication simulator (73.7%). Respondents were asked to specify any learning

resources that they would like to see added to the SMC nursing program. In reviewing the

twenty two responses the themes most identified were barcoding medication, and simulated

dosage administration.

5.4 Fiscal, physical, technological, and learning resources are sufficient to meet the

needs of the faculty and students engaged in alternative methods of delivery.

Expected level of achievement: Faculty and students participating in alternative methods of

delivery have sufficient fiscal, physical, technological and learning resources.


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Santa Monica College has a robust distance education program. There is a Distance

Education Committee and the minutes of the committee are posted on the website. The

committee is addressing issues related to maintaining the integrity of the learning environment,

certification for faculty who teach online, modifying some of the technology in the classroom,

providing webinars for faculty. The resources are sufficient to meet the needs of faculty and

students.

Section Three

STANDARD 6

Outcomes

Program evaluation demonstrates that students and

graduates have achieved the student learning outcomes,

program outcomes, and role-specific graduate

competencies of the nursing education unit.

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6.1 The systematic plan for evaluation of the nursing education unit emphasizes the

ongoing assessment and evaluation of each of the following:

Student learning outcomes;

Program outcomes;

Role-specific graduate competencies; and

The ACEN Standards.

The systematic plan of evaluation contains specific, measurable expected levels of

achievement; frequency of assessment; appropriate assessment methods; and a

minimum of three years of data for each component within the plan.**

Expected level of achievement: The systematic evaluation contains all of the elements required

by ACEN.


Systematic evaluation (SE) is one of the most significant elements of the nursing program.

The overall goal of SE for the nursing unit is to provide evidence needed to influence decisions

by faculty to maintain and or improve the quality of the program. SE assists students in

achieving the program outcomes and the student learning outcomes. The systematic evaluation

plan (SEP) is the vehicle that provides structure to the process. Faculty define SEP as a written

document that reflects the process of ongoing comprehensive assessment of the program’s

components. The SEP developed by faculty incorporates the standards and criteria set by the

California Board of Registered Nursing (BRN), the Accreditation Commission for Education in

Nursing (ACEN), and the requirements of the governing institution. These requirements include

program objectives, student learning outcomes, and role-specific graduate competencies. The

program evaluation, known to the faculty as systematic evaluation plan, has been revised to

incorporate the ACEN 2013 standards for Associate Degree programs. The revision of the SEP

also reflects the BRN 2010 revised regulations. The SEP has measurable expected level of

achievement for each ACEN standard, identifies frequency of evaluation, and method of

evaluation.

The governing institution also requires evaluation of student learning outcomes (SLOs),

course success rates and retention rates. Additional program components such as support

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services, faculty, counselors, sufficient learning resources, physical space, clinical affiliating

agencies, and fiscal support to the program, are included in the systematic evaluation.

A master calendar is used to implement the SEP (Exhibit) over a five year period. Standards

and criteria identified in the master calendar are selected for the current academic year at the

first meeting of the Systematic Evaluation Committee. An action plan is developed for the

standards /criteria to be evaluated for the year at the first meeting of the academic year for the

Systematic Evaluation Committee. Faculty volunteer or are assigned to work on that standard or

criterion.

A systematic evaluation report form is used by faculty to report findings and

recommendations for each standard under review. The purpose of this form is to document that

the component was evaluated and findings shared with faculty. The tools used are also

attached to the report. The components of the systematic evaluation report contain the standard

being evaluated, expected level of achievement, method of assessment, tools used to evaluate

component, findings, implication of findings, and recommendation. The form was revised in

November 2013 to include follow-up, and a date for follow-up, if needed. The findings and

recommendations are discussed and a decision is made regarding the recommendations.

Approximately 70% of the decisions made by faculty are based on the findings of the SE. Input

from student evaluations, healthcare facilities, institutional committees, requirements of grants,

and emerging issues influence the remaining decisions or actions.

The assessment of the program starts with the course evaluations. Students complete the

following evaluations at the end of each course: lecture courses, lecture instructor evaluation,

student evaluation of clinical agency, student evaluation of clinical instructor, Skills Lab, and

environmental survey. Nursing faculty also evaluate the clinical agency. The surveys are placed

on a server by the Information Technology team at Santa Monica College. The students are

able to print a confirmation that the evaluations have been completed, and the confirmation of

the evaluation is presented to the course instructor the day of the final. The faculty do not have

access to the link nor can the faculty determine which student made the comments. This

anonymity was a very important component for the students. The faculty reviewed and revised

the course evaluation forms in 2011-2012.

The administrative assistant goes to the link on the website at the end of each semester to

download the data and then sends the data to reprographics to print and bind the document.

The evaluation data document is titled with the appropriate semester and year and distributed to

faculty. The faculty are to review the course evaluations and to complete the Faculty

Accountability Worksheet for the course(s) they are teaching and/or have a clinical assignment

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each semester. This form and process were initiated in October 2007 and revised in November

2012. The purpose of the faculty accountability review is to hold each other accountable for his

performance and improvement, to promote continual self-evaluation, to demonstrate systematic

improvement in clinical and teaching skills, and to identify best practices. The worksheet has

four areas to address: strengths and best practices, summary of concerns/ issues identified by

students, instructor discussion of identified concerns/issues, and an action plan to address

concerns/issues. The Faculty Accountability Worksheet will be reviewed by the faculty as a

whole. Faculty must agree with the action plan.

Student Learning Outcomes (SLOs) are evaluated by faculty when grades are submitted for

the theory course and for the clinical course at the end of each course. The college requires the

evaluation of two SLOs each time the course is offered. The nursing curriculum includes

contemporary practices such as Quality and Safety Education for Nurses (QSEN) prelicensure

competencies, National League for Nursing (NLN) competencies (2010) for graduates of

associate degree nursing programs. Course success and retention rates are reviewed at the

beginning of the following semester.

The faculty use external measures to assess the program outcomes/ effectiveness of the

program, areas that need strengthening, and identify gaps in the curriculum. The external

resources include: HESI Mid-Curricular (at the end of the first year), HESI RN Exit (at the end of

the program), and the NCLEX Program Reports-Mountain Measurement Inc. The HESI MC and

HESI RN Exit are assessed in July and in January. The NCLEX Reports are done quarterly and

now also includes annually since 2011.

Evaluations of faculty are completed by students at the end of each course (including clinical

faculty), and distributed to faculty in January and August. Faculty evaluations (Peer) are

determined by Faculty Association and initiated by Human Resources based on the contract

and status of the faculty member (see standard 2.9). Classified employees are evaluated

annually, and /or every three years depending on the findings of the evaluation. Classified

evaluations are influenced by the California School Employees Association-Chapter 36.

6.2 Evaluation findings are aggregated and trended by program option, location, and

date of completion and are sufficient to inform program decision-making for the

maintenance and improvement of the student learning outcomes and the program

outcomes.

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Expected level of achievement: Faculty will agree that systematic evaluation is used to improve

the nursing program. 100% of the required elements are included in the systematic evaluation

plan

.


Program outcomes are essential components of the SEP to measure program effectiveness.

Program outcomes are measurable indicators faculty use to evaluate whether the program is

achieving the mission and goals. The indicators include completion rates, licensure pass rates,

job placement rates, program student satisfaction, employer satisfaction with graduates, and

attrition rates. The data are trended, aggregated and analyzed. Changes are generally made for

the following semester if the courses have not started.

Evaluation data are aggregated and trended by program generic students, LVN to ADN,

admission cohort, and date of completion. The findings are generally sufficient to influence

decision-making regarding the need to improve, maintain, or revise student learning outcomes,

and policies of the nursing unit. There are several examples of the data being used to make

changes in the program. The most recent change was a revision of several course assignments

in Fall 2013 by a nursing instructor in Nursing 50 Professional Role Transition based on student

performance on the HESI RN Exit exam in Spring 2013. The HESI Exit exam score is a

predictor of the student NCLEX success without any additional preparation for the NCLEX

exam. The mean score for the Fall 2013 cohort was 741 and represented the lowest

performance level for several cohorts. The mean score has not been that low since Fall 2007.

The performance level indicated that 45% (N=15) of the class needed further preparation.

Students have received points for HESI Exit based on their performance on the exam. The point

distribution changed in Fall 2013 and was clearly stated in the course syllabus. The acceptable

SMC performance level is ≥ 800.

Another example of using trended data and findings to improve program outcomes,

especially, completion rate occurred in fall 2012. Faculty voted to change the admission criteria

and to use the multi-criteria model for admission to the program. The multi-criteria model is

based on Assembly Bill 1559 (2007) and all elements of the criteria must be used. The criteria

must include the following: academic degrees or diplomas, relevant certificates, grade-point

average in relevant coursework; any relevant work or volunteer experience, life experiences or

special circumstances of an applicant; proficiency or advanced level coursework in languages

other than English; number of repetitions of prerequisite courses; performance on an approved

diagnostic assessment tool before, during, or after the multi-criteria screening process. Faculty

148 | P a g e

did not add additional criteria. Fall 2014 applications to the program and subsequent admission

will be based on the new criteria.

The Test Plan Blueprint and Test Reliability forms were also revised based on data from the

external exams and the changes in the NCLEX blueprint in 2010 and 2013, respectively. The

test blueprint changes made were reflective of the changes to the NCLEX exam. The changes

included the percentage of questions related to the client needs, physiological integrity, etc.

Identification of the number of questions on each exam related to communication, leadership,

geriatrics and nutrition was added to the test reliability form. A review of the test reliability forms

submitted indicated that there were not many questions on these content areas on the course

exams and might be an explanation for the low mean scores in these areas on the HESI exams

(graphs 4.7, 4.8 in standard 4.3).

6.3 Evaluation findings are shared with communities of interest.

Expected level of achievement: Evaluation findings are shared with communities of interest

annually at affiliating agency meetings, regional healthcare meetings, and via written annual

reports.


Program outcomes -- licensure pass rates, job placement, program satisfaction, employer

satisfaction, and completion rates -- are discussed and shared at advisory meetings, at

affiliating agency meetings, with prospective students, with the General Advisory Board, and

with the SMC community, including the Board of Trustees via annual reporting. A report is

prepared by the nurse administrator for the vice president of Academic Affairs and disseminated

to the Board of Trustees and the General Advisory Board. The nurse administrator has

presented data regarding the program three times, most recently in November 2013.

Information is also shared with California State University Dominquez Hills, our collaborative

partner for students, and graduates to pursue the BSN. Access to the graduation rates,

licensure pass rate, and accrediting information regarding the nursing program are posted on

the SMC website, http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Consumer-

Information-and-Policies.aspx

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Consumer-Information-and-Policies.aspx

http://www.smc.edu/EnrollmentDevelopment/FinAid/Pages/Consumer-Information-and-Policies.aspx

149 | P a g e

6.41 Performance on licensure exam: The program’s three-year mean for the licensure

exam pass rate will be at or above the national mean for the same three-year period.

Expected level of achievement: The annual pass rate for first time takers will meet or exceed the

national mean on the licensure exam.


There are two program student learning outcomes related to performance on NCLEX, students

will: have the knowledge they need to pass the NCLEX Board exam as assessed by meeting or

exceeding the national mean on the licensure exam on the first attempt, have entry level nursing

knowledge to provide care to clients across the developmental life span, as assessed by

successful completion of the nursing curriculum.

The standard set by the accrediting agency, ACEN, for the licensure the program’s three

year mean pass rate for first-time takers must be equal to or exceed the national mean for the

same time period. The three year Santa Monica NCLEX pass rate mean for 2011, 2012 and

2013 is 95.068%. The percentage of graduates passing NCLEX the first time exceeds the three

year mean overall national mean of 87.51% for all first time takers in the United States (US) for

2011, 2012, and 2013. SMC nursing program has met or exceeded the national NCLEX mean

for all graduating cohorts since fall 2007. Successful completion of the licensure exam (NCLEX-

RN) indicates that the graduate has met the minimum standards required to practice safely as

an entry level nurse. The results of the licensure pass rate and the national mean score overall

and for ADN programs are identified in table 6A. Information received from the BRN regarding

the fall 2013 graduates indicates that only one graduate has taken the NCLEX RN exam.

Table 6A First Time Taker Performance on Licensure Exam by Cohort

Graduation Cohort

# of Graduates

Passed Failed % Passed

% Failed National Mean on NCLEX *

National Mean on NCLEX for ADN*

Fall 2013 Not available

83.04%

81.43%

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Spring 2013 **

33

26

5

84.84%

15.15%

Fall 2012 22 22 0 100% 90.87%

89.95% Spring 2012 32 30 1 97% 3%

Fall 2011 32 29 2 93.5% 6.5% 87.89%

86.99% Spring 2011 26 25 0 100%

Fall 2010+ 36 34 1 97.14% 2.86% 87.41%

86.44% Spring 2010 34 32 2 94.12% 5.88%

Fall 2009 46 44 2 95.65% 4.35% 88.42%

87.61% Spring 2009 31 31 0 100%

Fall 2008 34 32 0 100% 86.7%

86.2% Spring 2008 27 23 2 92% 8%

*Represents January 1 to December 31 +Increase in difficulty of NCLEX ** The difficulty of the NCLEX RN exam changed from -0.16 logit to 0.00 April 2013

6.4.2 Program completion: Expected levels of achievement for program completion are

determined by the faculty and reflect student demographics and program options.

Expected level of achievement: 75% of the students admitted to the program will graduate from

the program.

Santa Monica College Nursing Unit met the level of achievement, 75%, for this standard in six

out of eight cohorts.

The nursing program admits generic students twice a year, in fall and Spring semesters. The

admission of advanced placement students is also available for LVNs and transfer students on

space availability and successful completion of the bridge course. There are three options

available in California community colleges for students to complete the nursing program. The

options are meeting the requirements to receive the Associate Degree in Nursing; completion of

the nursing curriculum (certificate); and the Licensed Vocational Nurse 30 unit option. Nursing

students completing the program usually receive the Associate of Arts (AA) degree, however an

Associate of Science (AS) degree will be awarded, effective June 2014. Students who do not

receive the AA are eligible to take the licensure exam provided they have completed the

courses that are part of the Total Curriculum Plan on file with the BRN. The number of degrees

awarded from Fall 2007 to Spring 2013 is 390 (Table 6B). Only three students have opted not to

receive the AA degree since 2007, two received the certificate of completion and one selected

the 30 unit option. The graduates of the nursing program are diverse and are representative of

the students enrolled in Santa Monica College.

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Table 6B Number of AA Degrees Awarded

8/1/2007 – 7/31/2008

8/1/2008 -7/31/2009

8/1/2009 – 7/31/2010

8/1/2010 -7/31/2011

8/1/2011 -7/31/2012

8/1/2012 -7/31/2013

# of Graduates 65 66 80 62 64 55

# of AA Degrees

65 66 79 61 64 55

# of Certificates

0 0 1 1 0 0

Generic On time

34 34 60 53 44 43

Advanced Placement (LVN)

15

10

13

0

1

1

30 Unit option* 0 0 0 1 0 0

Readmitted 16 22 7 8 19 11

The nursing faculty used ACEN’s definition of program completion rate, the number of

students who complete the program within 150% of the stated program length beginning with

enrollment in the first nursing course. The completion rates for graduate cohorts were

aggregated, trended, and analyzed for admission cohorts from Spring 2005 to Fall 2010 to

determine the on time completion (2 years), completion in five semesters, and attrition rate in

the program. The review was designed to look at each admission cohort. The faculty define on

time completion rate as a student completing five semesters, and for students completing the

program on time (BRN definition). The cohort percent of graduates completing in 2 years (four

semesters) range from 42.5% to 78% (graph 5.1) with the nursing unit’s ELA set as 75%. The

data was trended for 14 cohorts. The students completing the program within five semesters

range from 57.5% to 90%. The expected level of achievement for completion established by the

faculty was that 75% of generic students will complete the program in five semesters. The

expected level of achievement (ELA) for the completion rate was revised, from 80% to 75%, to

reflect a more realistic expectation. The expected level of achievement, 75%, for students

completing the program was attained for six of 14 cohorts. The completion rate of students by

cohort ranges from a high of 90% to a low of 57.5%. However, the “completion rate” for the past

seven academic years ranged from a high of 83% to a low of 63.3% (see graph 5.2). A number

of strategies have been implemented to increase the student retention.

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Graph 6.1 On Time Completion Rate

The cohorts with the most students who met the cut score on the first take of the admission

assessment test had a higher completion rate than cohorts who had a number of students who

had to go through readiness activities and retest (admission test). Allowing more than 10% of

students who had to retest in an admission cohort was probably not the most strategic action.

However, the interpretation of Senate Bill 1309, permitted the use of preadmission assessment

in ADN nursing programs, was that students had to return to their original position on the waitlist

once readiness was completed.

74.00%

47.40%

55.00%

35.00%37.50%

61.00%

78%

59.00%

70%

46.00%

60%

50.00%

42.50%

65%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%OnTime Completion (2 Years)

Completion Rate

153 | P a g e

Graph 6.2 Completion Rate from Program

Attrition rate is defined as the total number of generic students dropped or disqualified who

were scheduled to complete the program between August 1 of a given year and July 31 of the

following year, divided by the total number of generic students enrolled who were scheduled to

complete during the same time period (BRN definition).

The range of the attrition rate by cohort was from a low of 10% (December 2011) to a high of

42.5% (June 2012). The attrition rate exceeded the BRN benchmark of greater than 25% in four

of seven cohorts (See graph 3). The attrition per academic year ranges from a low of 17%

(2006-2007) to a high of 35% (2007-2008). A number of factors or rationales for students exiting

the program have been identified. It is significant to note that 31% of students who exited the

program identified financial, personal reasons (high risk pregnancy), and that “nursing was not

for them”, were passing the courses. Sixty-nine per cent of students exiting the program was

due to academic failure. On-time completion rate for students with a foreign residence status

was 46.9% (number in cohort was 32) compared to California residential students of 58.1%.The

attrition rate for the program is higher than the cumulative statewide attrition rate.

87.00%

78.90%

62.50%

67.60%65.60%

72.00%

85%

67.80%

76%

61.60%

90%

57.50%

75.00%

58%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Completion Rate in 5 Semesters

CompletionRate in 5Semesters

154 | P a g e

Graph 6.3 Attrition Rate Fall 2006 to Fall 2013

The retention and attrition of the nursing students are areas of concern for the nursing

faculty. The support services for the students have increased significantly since 2007 for the

students enrolled in the program. A number of strategies have been implemented to improve the

success of students in the program. Some of the strategies are early alert, Supervised Tutorial

courses for all medical-surgical courses, identification of at-risk students, remediation plans for

students identified as high risk, remediation activities for students who fail a nursing course,

intrusive counseling, anxiety and stress reduction strategies, test-taking strategies for nursing

students, and creation of a special section of Counseling 20 (Student Success Seminar) for

students interested in nursing and respiratory therapy, and other allied health programs.

Counseling 20 is designed to assist students with some of the skills and attitudes (self-efficacy)

needed to successfully complete college. Supervised Tutorials were created for all of the

medical-surgical courses (includes Nursing 10 and 15). However, Supervised Tutorials for

Nursing 20, 30, and 35 have been cancelled numerous times because of low enrollments (fewer

than 10 students). It is not clear whether the activities to support students have been effective

or whether the characteristics of the learner are the issue. In Summer 2012, two students did

not return to the program after successfully completing the first year because of finances.

12.80%

21.10%

37.50%

32.40%34.40%

27.70%

15%

32.70%

24%

38.50%

10%

42.50%

37.5%

25%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

Attrition Rate

Attrition Rate

155 | P a g e

Following a systematic evaluation report on completion and attrition of students, faculty

decided that a merit based process needed to be considered for admitting students to the

program. In Spring 2013 faculty voted to pursue using the multi-criteria admission model as the

admission criteria for students to the program. The Institutional Research Office was contacted

to view and analyze the data to assist the faculty in determining how the admission criteria

should be weighed.

A request was submitted to the Institutional Researcher to assist in identifying the best

predictors and/ or indicators for success in the nursing program in December 2012 or January

2013. The findings were shared with faculty at the end of the Spring 2013 semester. There were

324 students who entered the first nursing course in the program, Nursing 10, from Fall 2006

through Spring 2010. The purpose of the study was to identify the characteristics of the students

who completed the program in two academic years and those who completed within three

academic years. The data reveal that ethnicity, age, previous science GPA and previous

English GPA “successfully predict whether nursing students complete on time”. However, when

the research analyst did a hierarchical logistic regression analyses of the four variables to

predict success only three,-- ethnicity, age, and previous science GPA,-- had a statistical

significance (p of < 0.05). This report will be part of the evidence available for site visitors. The

conclusion, “students who had higher science GPAs before entering the ADN Program were

more likely to complete the program in “Normal time” when compared to students who had

lower science GPAs”.

The on-time completion rate for the LVN to ADN’s (RN) is higher than that of the generic

student (table 6D) and is reflective of the motivation of these students to achieve their

professional goals for advancement of their education in their chosen careers. The on-time

completion rate for LVNs from 2006 to the present average 86.95% and the pass rate on

NCLEX average is 97.8%, only one LVN has failed the NCLEX exam during this period.

Table 6C Demographics of Graduates

Age of Graduates

8/1/2007 – 7/31/2008

8/1/2008 -7/31/2009

8/1/2009 – 7/31/2010

8/1/2010 -7/31/2011

8/1/2011 -7/31/2012

8/1/2012 -7/31/2013

≤ 25 years 19 (29.2%) 15 (22.72%)

22 (27.5%) 16 (25.8%) 21 (32.8%) 18 (33.33%)

26 years to 30 years

17 (26.2%) 22 (33.3%) 18 (22.5%) 18 (29 13 (20.3% 16 (29.62%)


18 (27.7%) 16 (24.2%) 25 (31.25%)

21 (33.87%)

21 (32.8%) 12 (22.2%)

156 | P a g e


9 (13.8%) 12 (18.18%)

15 (18.75%)

6 (9.67%) 8 (14.8% 6 (11.11%)


2 (3.1%) 1 (1.5%) 0 1 (1.6%) 1 (1.56%) 2 (3.70%)

≥ 61 years 0 0 0 0 0

Ethnicity

8/1/2007 – 7/31/2008

8/1/2008 -7/31/2009

8/1/2009 – 7/31/2010

8/1/2010 -7/31/2011

8/1/2011 -7/31/2012

8/1/2012 -7/31/2013

African American

2 (3.07%) 6 (9.09%) 7 (8.75%) 3 (4.8%) 8 (12.5%) 1 (1.85%)

American Indian

2 (3.07%) 1 (1.5%) 2 (2.5%) 1 (1.6%) 1 (1.56%) 1 (1.85%)

Filipino 10 (15.38%)

10 (15.15%)

7 (8.75%) 7 (11.3%) 7 (10.9%) 5 (9.25%

Non-Filipino Asian or Pacific Islander

7 (10.76%) 11 (16.66%)

17 (21.25%)

12 (19.4%) 17 (26.56%)

1 (1.85%)

Caucasian 23 (35.38%)

24 (36.36%)

32 (40%) 27* (43.5%)

23 (35.93%)

21 (38.88%)

Hispanic 18 (27.69%)

9 (13.63%) 10 (12.5%) 12 (19.4%) 7 (10.93%) 10 (18.5%

Other 3 (4.61%) 5 (7.57%) 3 (3.75%) 6 (11.1%)

Unknown 2 (2.5%) 1 (1.56%) 1 (1.85%)

Total # of Graduates

66 80 62 64 54

Gender of Graduates

8/1/2007 – 7/31/2008

8/1/2008 -7/31/2009

8/1/2009 – 7/31/2010

8/1/2010 -7/31/2011

8/1/2011 -7/31/2012

8/1/2012 -7/31/2013

Female 54 (83%) 53 (80.30%)

67 (83.75%

52 (83.87%)

58 (90.62%)

49 (90.74%)

Male 11 (17%) 13 (19.7%) 13 (16.25%)

10 (16.13%)

6 (9.375%) 5 (9.25%)

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Table 6D Completion of LVNs from Fall 2006 to Fall 2013

Semester Admitted to Program

Semester Graduated

# of LVNs Admitted

# of LVNs Completing on Time

# of LVNs Readmitted

# of LVN Completing Late

Attrition Total # of All LVNs Completing

Passed NCLEX First Time

Fall 2006 Fall 2007 4 4 2** 1 1 5 5 = 100%

Spring 2007

Spring 2008 12

11

0

0

1

11

10 = 90.9%

Fall 2007 Fall 2008 12 9 3 2 1 11 11= 100%

Spring 2008

Spring 2009 1

1

1 = 100%

Fall 2008 Fall 2009 12 12 - 12 12 = 100%

Spring 2009

Spring 2010 1

1

2

1

1

2

2 =100%

Fall 2009 Fall 2010 0 0 1 1 0

Spring 2010

Spring 2011 1*

1*

1*

1 = 100%

Fall 2010 Fall 2011 2 1 1 1 1 = 100%

Spring 2011

Spring 2012 0

0

0

0

0

0

Fall 2011 Fall 2012 1 1 1 1 0 2 2 = 100%

Spring 2012

Spring 2013 0

0

0

0

0

0

0

Fall 2012 Fall 2013 0 0 0 0 0 0 0

Total # LVNs 46 40 9 5 6 46 45 =97.8%

*30 unit option

** previous cohort

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6.4.3 Graduate program satisfaction: Qualitative and quantitative measures address

graduates six to twelve months post-graduation.

Expected level of achievement: 85% of the graduates will be satisfied with the program.


Program satisfaction is defined as the perceptions of graduates and employers achievement

of the learning outcomes and competencies and the effectiveness of the program. One of the

strategies used from 2008 to 2011 was to have students complete the graduate survey at the

end of the graduation semester. Prior to Spring 2011 graduate surveys were done shortly

before the students completed the nursing program via Survey Monkey. This method allowed us

to capture at least 50% to 100% of the cohort. The response rate from the graduates was low

because we did not have their personal email address (used college’s email address), mail

returned undeliverable, and phone numbers did not work. The Director and Assistant Director

attended the Spring 2011 National League for Nursing Accrediting Commission (currently

known as ACEN) Self-Study Forum. According to the information presented we realized that

obtaining data regarding program satisfaction, while still in the program, was not an acceptable

method to gather information from the graduate. This information was conveyed to the faculty

and resulted in modification of how data would be collected.

The nursing program has utilized several strategies to receive input regarding several of the

program outcomes that should be measured six to nine months following program completion.

A database that includes student’s cell phone numbers, personal email addresses has allowed

us to have contact with the student’s for a longer period of time. Therefore, some of the program

satisfaction data presented in the Self-Study is reflective of the students’ completion of the

evaluation shortly before graduation, and 6 to 9 months after graduation. It is interesting that the

students’ perceptions of the program were fairly consistent with the graduates’ perceptions of

the program.

The average for graduates identifying that the education received in the program met or

exceeded their expectations was 90%. Overall, the graduates were satisfied with the program.

The level of achievement was met. However, some areas need to be strengthened (table 6E

summary of findings). The nurse administrator eliminated names of the faculty to focus on the

statements graduates made, rather than those of the faculty. The students rated the following at

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≥83%: knowledge of QSEN competencies, prioritizing, essential nursing knowledge, utilization

of equipment and technology, effective communication, professional behaviors, ability to think

critically in clinical situations, and delegation. The areas needing to be strengthened include

leadership/management development, and facilitation of role transition, rated at 61% and 51%,

respectively. The students wanted the preceptorship to be longer. This suggestion will be

considered in the curriculum revision. In the area of faculty behaviors that were helpful

graduates identified knowledge and clinical expertise (85% and 75%, respectively). Faculty

behaviors that need to improve were communication (65%) and support (62%). The nurse

administrator and faculty will meet in Fall 2014 to a plan/strategies to improve the program’s

learning environment.

Graduates also responded to the following question, “Would you recommend the SMC

Nursing program?” Eighty percent responded positively and 22% responded negatively. The

students who said no explained the no response because the clinical facilities are not hiring

ADN graduates. The concerns identified in the survey were organized using the following

themes: non-supportive learning environment, professional behaviors, and quality of instruction.

The number of graduates pursuing BSN”s has increased, 83.3% of the graduates are planning

to go back to school.

Table 6EGraduates’ Satisfaction with the Program

2. The education you acquired regarding the Quality and Safety Education for Nurses (QSEN) pre-licensure competencies.

Exceeded expectations & Met expectations

Response Percent Response Count

Patient centered care 90% 65

Safety 95% 68

Quality Improvement 90% 65

Evidenced Based Practice 89% 64

Informatics 85% 61

Teamwork and Collaboration 89% 64

3. The education you acquired regarding essential nursing knowledge (i.e. disease entities and nursing interventions, drugs, IV therapy, commonly prescribed treatments, appropriate nursing care, leadership functions appropriate to the entry level staff nurse).

96% 70

4. The education you acquired in the utilization of equipment and technology in a clinical setting.

83% 60

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5. The education you acquired related to effective communication (i.e. with team members, physicians and supervisors, patients, and family)

86% 62

6. The education you acquired related to professional behaviors (i.e. punctuality and attendance, attitude and demeanor, ethics and accountability).

98% 73

7. The education you acquired fostered the ability to think critically in clinical situations.

94% 67

8. The education you acquired prepared me to prioritize my nursing care.

90% 65

9. The education you acquired prepared me to delegate to members of the nursing team.

85% 61

6.4.4 Employer program satisfaction: Qualitative and quantitative measures address

employer satisfaction with graduate preparation for entry-level positions six to twelve

months post-graduation.

Expected level of achievement: 85% of the employers will be satisfied with the new graduates’

entry level performance six to twelve months after employment.


The Nursing Program Advisory Board consists of the affiliating agencies and or partners,

medical centers, clinics, educational institutions such as California State University Dominquez

Hills (CSUDH), and community programs) where SMC nursing students complete clinical lab

experiences, and other interested community agencies. In addition, Nursing Program faculty

and administrators are encouraged to attend. Advisory Board meetings are held each year

May or October depending on the selection by the members. Meeting dates are determined by

the Associate Dean, after receiving input from the constituents and invitations are sent to all

parties.

The meetings proceed with the Nursing Program offering updates to the affiliates about

current status, changes in contracts/grants, skills lab improvements, results of the NCLEX-RN

licensing exam, and employer surveys of the graduate. The affiliating programs provide news of

changes in policies, safety goals, hiring practices, and other needs. Affiliating agency

161 | P a g e

representatives, SMC administrators, and faculty engage in lively and productive discussions

about how the nursing program can address the needs of the affiliating agencies and the

industry in general. In the Fall 2010 meeting, the affiliating agencies discussed changes in

hiring practices and the importance of graduates use of “soft skills” during the interview. They

shared the importance of faculty letters of recommendation with specific details of the

graduates’ abilities. The nursing program response to this information was to establish new

guidelines for letters of recommendation. The Student Nurse Association now provides

seminars on resume preparation, portfolio development, and interview skills. The affiliating

agencies were pleased with the nursing programs emphasis on QSEN competencies ,which

include patient-centered care, teamwork and collaboration, evidenced-based practice, quality

improvement, safety, and informatics. These competencies reflect the most recent concerns

and trends of industry.

Attendance of the affiliating agencies to the Advisory Committee has declined and their

participation in the job fairs sponsored by SMC Student Nurses Association (SNA) has

decreased significantly. Representatives from the clinical agencies were not present at the last

fair but there were five representatives from the baccalaureate programs and vendors for

NCLEX review programs. Factors that might be responsible for the changes include the reality

that the affiliating agencies have instituted mandatory meetings for affiliating faculty, have low

vacancy rates (2%-4%), have changes in strategic planning, have decreased bed capacity,

changes in the economy, and not as many new graduates have been hired due to the downturn

in the economy. Attendance to Advisory meetings is an area of concern for a number of

community colleges. An outcome of poor attendance by constituents of the Advisory committee

has been Health Workforce Initiative (HWI) instituting Regional Advisory Meetings. The regional

advisory meetings started October 2012 and the last one was held in November 2013. Minutes

of the regional meetings will be available as evidence. A survey conducted by HWI of the

hospitals in the region indicated that the clinical agencies could not attend all of the schools’

advisory meetings. Based on the findings of the survey HWI initiated the regional meeting

format.

Information previously disseminated and discussed at the Advisory Board meetings, is now

shared with the nursing program at the meetings held by each affiliating program. The

exchange of information is the same, but the location is different.

Limited quantitative data are available from the affiliating agencies. Hard copies and links to

online surveys have been sent to the facility liaison for input and the responses have been

limited. However, the nursing program is the only ADN program at several of the clinical

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agencies, such as Ronald Reagan UCLA (RR UCLA), Veterans Administration Greater Los

Angeles (VAGLA), Southern California of Culver City (previously known as Brotman Medical

Center), and Cedars Sinai Medical Center (until May 2013). The faculty believe this is an

indication of the value of the program to our partners.

The last written response received from the affiliating agencies was in November 2013. The

quantitative data related to employer satisfaction with new graduate performance has been

limited. The employer survey was revised in April 2013. The survey was emailed to the liaison

in May. There were no responses to the survey. In October 2013 faculty took cards with the link

to the survey and hard copies of the survey to the clinical agencies and distributed to preceptors

and charge nurses. There were 13 responses to the recent survey, November 2013.

The response to the question, “are you satisfied with the new graduate”, was 92.3%. In 2010 the

response to this same question was 71.4%, and in 2009 the response was 100%.

The November 2013 survey of rated the graduate’s performance greater than 85% in the

following areas: problem-solving, operation of equipment, flexibility, receptive to feedback, use

of electronic/medical record indicated the graduate’ performance, work collaboratively,

maintaining patient safety, professionalism, infection control, medication administration, IV

therapy, commonly prescribed interventions, and communication. The areas that were rated

less than 50% include: priority setting, delegation, and time management. The results from 2009

and 2010 are in table 6E.

Table 6F Results of Health Care Facilities Response to New Graduate Survey

Rate the new graduates based upon performance as an entry-level staff nurse in the following areas:


Exceeded/Met Exceeded/Met

Decision-making 85.8% (6) 100% (3)

Priority setting 85.7% (6) 100% (4)

Clinical skills 85.8% (6) 100% (4)

Problem-solving 85.8% (6) 100% (4)

Standards of Care 83.3% (3) 100% (4)

Communication 85.8% (6) 100% (4)

Written communication & documentation 85.7% (6) 100% (3)

Operation of equipment 104.2% (4) 100% (3)

Leadership functions appropriate to the entry-level staff nurse 85.8% (6) 100% (4)

Ability to problem solve & apply nursing process as an entry level nurse 85.8% (6) 100% (4)

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Flexibility & receptivity 57.1% (4) 100% (4)


Disease entities 85.7% (6) 100% (3)

Pharmacology 83.4% (5) 100% (3)

Lab values 83.4% (5) 100% (3)

IV Therapy 66.6% (6) 100% (3)

Commonly prescribed interventions 83.3% (5) 100% (3)

Documentation 83.4% (5) 100% (3)

Rate the new graduate's verbal communication skills with: Exceeded/Met Exceeded/Met

Team members 100% (7) 100% (4)

Physicians & supervisors 100% (6) 100% (3)

Patients & family 100% (7) 100% (4)


Are you satisfied with the new graduate?

Yes No Yes No

71.4% (5) 28.6% (2) 100% (4) 0%

Faculty are exploring strategies to increase responses from affiliating agencies to the new

graduate survey. One suggestion that was recommended involved passing out 3”x 5” cards to

charge nurses, preceptors, unit managers, and the facility liaison with the location of the website

for the online survey and monitor weekly until the deadline for survey completion. Currently, the

link to the survey is sent to the facility liaison, and the responses are not adequate. It is believed

that by using the cards we might get a better response rate. In addition to the cards, hard copies

of the survey will also be distributed to charge nurses and preceptors of new graduates. The

faculty implemented this approach in fall for the December 2012 graduating class and the June

2013 graduating class. Another suggestion is to conduct focus groups at each facility to get

feedback regarding the new graduates.

SMC Program Review Committee recommended that we continue to reach out to members

of the Advisory board and utilize alternative formats for the meetings. It was suggested that

perhaps having a web-based advisory meeting using California Community College Confer

(CCCConfer), might yield more participants. This strategy has not been utilized.

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6.4.5 Job placement rates: Expected levels of achievement are determined by the

faculty and are addressed through quantified measures six to twelve months post-

graduation.

Expected level of achievement: The job placement rate will meet or exceed the statewide job

placement rate for new graduates.

Santa Monica College Nursing Unit met the expected level of achievement for this standard.

The level of achievement is slightly higher (69.66%) than the statewide job placement rate

(59.3%).

Job Placement is a component of the ongoing systematic evaluation for the nursing program.

Prior to 2008, most of the graduates of the program actually had jobs or job offers prior to their

graduation date. Graduates in Spring 2008 reported that they were having a hard time finding

jobs. The facility liaisons were reporting that the number of job opportunities was decreasing for

new graduates of ADN programs. Some factors impacting the hiring of new graduates from

ADN programs include the following: hospitals in the area pursuing Magnet status and require

BSN for new graduates; low vacancy rate for nurses in the facilities; fewer nurses retiring;

nurses who previously working part-time are now working full-time; decreased hospital beds; the

interpretation of the Institute of Medicine (IOM) recommendation that by 2020, 80% of nurses

should be at the baccalaureate degree level; and the number of health insured had declined and

the number of under-insured people increased.

Faculty observed that fewer recruiters came to the recruitment workshops and to the

Advisory meetings. In Spring 2011, a survey link to Survey Monkey was sent to SMC graduates

who completed the program from 2006 to Spring 2010 via email. The purpose of the survey was

to determine whether the graduates were able to get jobs as registered nurses, and how long it

was taking to become employed. Ninety-three SMC graduates responded to the survey,

representing classes from Spring 2006 to Spring 2010. The findings from the survey in Spring

2011 indicated that graduates are getting jobs but it is taking them a longer time. Fifty-four

percent of the graduates had jobs within 3 months of graduation, seventy-three percent had a

job within six months, and eighty-six percent had a job within 9 months. A statewide survey by

California Institute for Nursing & Health Care (CINHC) findings for new graduates was 57%.

A survey via Survey Monkey was done in February 2012 to determine the job placement

rate for the graduates in Fall 2010 and Spring 2011. The link to the survey was sent to the

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graduates via email. A total of 36 (58%) graduates, out of a possible 62, responded to the

survey. Only 24 of the respondents answered the question regarding employment as a

Registered Nurse. Forty-one percent of the graduates had a job as a Registered Nurse within 3

months, forty-eight percent within 6 months, fifty-nine percent within 9 months and eighty-six

percent within one year. CINHC findings for new graduates in 2012 were 54%.

There were 18 graduate responses from the March 2013 survey, however, the cohorts

represented Spring 2008 through Spring 2010. The target cohort was Spring 2012. The survey

link was sent again in June 2013, to increase the target cohort, and received 74 responses. A

review of the ISP numbers indicated that there was some duplication and 6 responses were

deleted. The March 2013 data was combined and the findings indicate that 62 (69.66%) of the

graduates had jobs within one year of graduating from the program and 27 (30%) did not have

jobs within a year of graduation. Although the response rate to the surveys is low, the findings

are consistent with the national and statewide findings regarding jobs for the new graduates.

Based on the job placement findings, a recommendation was made for faculty to revise the

expected level of achievement to, “the job placement rate for new graduates will meet or exceed

the statewide mean for new graduates. The recommendation was made and the expected level

of achievement was changed.

The trend, new graduates taking longer to get a job, is a local, state, and national issue. The

factors for the decline in the hiring of new graduates are similar, but the impact is slightly

different by regions. The job placement rate for new graduates was reviewed nationally,

statewide, and graduates of the SMC program. Two organizations have conducted surveys to

determine the job placement rate of new graduates, National Student Nurse Association

(NSNA) and California Institute of Nursing and Health Care (CINHC). NSNA has conducted a

national survey of new graduates since Spring 2008 to Spring 2012 and CINHC has conducted

a statewide survey for the past three years.

The national surveys (2011) were generated done three to four months after Spring

graduations. The findings indicate that 64% (N 2331) of the new graduates were employed

within four months of graduation, a 10% increase from the 2010 survey. The findings also

indicate that there was a slightly higher percent of baccalaureate graduates, 68%, acquiring jobs

compared to the associate degree nurses, 61%.

The findings from the CINHC statewide survey of graduates from April 2010 to August 2011

indicated that 57% of new graduates had employment as a Registered Nurse with 70% and

71% attaining employment within 3 months of graduation. However, the percent of new

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graduates from baccalaureate programs being employed as Registered Nurses was 62%

compared to the 58% associate degree employed as Registered Nurses.

According to the NSNA the 2013 job placement for new graduates in the Western region is

55%, however in California’s the job placement rate is 47%. The California data published

January 2014 indicate that the job placement rate was 59.3% and SMC new graduate job

placement rate was 69.66%.

Section Three

Systematic

Evaluation Plan

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Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 1: Mission and Administrative Capacity

The mission of the nursing education unit reflects the governing organization’s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes.

1.1: Mission / philosophy and program outcomes of the nursing education unit are congruent with the core values and mission /goals that of the governing organization. Expected Level of Achievement: The Mission / philosophy and program outcomes of the nursing education unit are congruent with the core values and mission /goals that of SMC and comply with the BRN regulations.

RESULTS

Actions Resulting From Analysis of the Data

Documented in Faculty Minutes

Component

Time & Frequency of Assessment

Person Responsible

Assessment

Method

Report of the Data: Including actual level of achievement

Develop Maintain Revise

The mission/philosophy and program outcomes of the nursing education unit and of the governing organization.

Every Five (5) years and /or with every institutional revision or program revision May 2009 December 2016

Faculty Compare & analyze mission/ philosophy, institutional learning outcomes with the nursing program’s philosophy and program outcomes

January 2014 The mission, vision and institutional learning outcomes of the governing organization were revised in March 2012. An additional institutional learning outcome was added. Although the philosophy of the nursing unit and the program objectives have not been revised since 2005 the ILOs, mission and core values are congruent. Modifications to the philosophy and program objectives require a major curriculum revision. A letter was submitted to the BRN for a major curriculum revision. However, due to a change in the timing of the continuing approval visit from the BRN, the curriculum revision was placed on hold. The attached document demonstrates the alignment of the governing institution and the nursing unit. Date November 2011 The faculty agree that the mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. Findings: The mission and vision of the college and the philosophy of the nursing program is congruent (see Table 1). The program objectives and program student learning outcomes are congruent with the institutional learning outcomes (see Table 2). All of the program students learning outcomes are currently aligned with the institutional learning outcome, “obtain the knowledge and academic skills necessary to access, evaluate, and interpret ideas, images, and information critically in order to communicate

Follow up with the recommendation in fall 2014 when revising the philosophy, program objectives, and program learning outcomes. Review and revise the philosophy, to reflect similar wordings of the document with the governing organization Continue to monitor as scheduled.

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effectively, reach conclusions, and solve problems.” However, program objectives are congruent with all of the institutional learning outcomes. Location: SE Report dated November 2011

Philosophy & program outcomes/objectives of the nursing unit

Every five (5) years and /or with program or governing institution revision December 2016

Faculty Review & discuss beliefs. Review of NLN ADN competencies

BRN 1426 required elements for the philosophy: man, health-illness continuum, environment

Every five (5) years or with program governing institution revision December 2016

Faculty Review philosophy to identify elements

The philosophy of the nursing unit defines man, environment, health-illness continuum. The faculty identifies the teaching-learning principles in relation to students and faculty. The importance of support services in sustaining a supportive learning environment.

Continue to monitor as scheduled

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1. 2 The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in governance activities; opportunities exist for student representation in governance activities. BRN1428a Student participation in nursing unit committees Expected Level of Achievement: The nursing administrator, faculty, and students are represented in governing activities

RESULTS



Component


Person Responsible

Assessment Method

Report of the Data: Including actual Level of Achievement


BRN 1424c Organizational chart identifies the relationship of the program to the institution & to clinical agencies

Every even year and /or with each institutional change

Analyze organizational chart

The organizational chart of the nursing unit illustrates the relationship of the program to SMC, however the clinical/affiliating agencies were not identified in the organizational chart.

The organizational chart was revised to illustrate the relationship of clinical agencies to the institution in October 2013.

Faculty & administrator participation on college committees, faculty active on nursing unit committees

Every 2 years May 2013

Faculty Review Minutes on SMC website Survey of faculty pertaining to participation in college committees

5/13/11 Findings: One hundred percent of the full-time faculty participate in the attainment of the objectives of the nursing unit. The administrator and 66% (n=4) of the full-time faculty participate in the governance of SMC. Review of the nursing unit minutes show 10 adjunct faculty have participated in meetings during the academic year. There are currently 123 students enrolled in the nursing program. Sixty-eight students (n=68) responded to an anonymous survey resulting in a response rate of 55%. Seventy-one percent (n=48) of students responding to the survey reported participation in the nursing unit and/or campus activities (see attached table). Analysis of findings: All full-time faculty and the administrator actively participating in the governance and objectives of the nursing unit. There has been an increase in the number of full-time faculty representation in the governance activities of the governing organization since 2008 (from 3 to 4 full-time faculty). Relatively few full-time faculty (n=6) and an administrator carry the load of the nursing unit’s ongoing governance activities. Adjunct faculty primarily participate in the nursing unit’s faculty meetings and in the level semester meetings with the Lead Instructors. Three adjunct faculty have participated in the ad hoc faculty mentoring committee during the 2010-2011 academic year. Forty-eight students reported participation in the nursing unit or in campus wide activities which represents an overall nursing student participation rate of at least 39% when adjusted for non-responders to the survey. This exceeds the established benchmark of 20%. Location: SE Report dated 5/31/2011

Faculty will continue to be involved in the college and nursing unit’s committees. Encourage students to participate in the nursing club and community benefits and attend faculty meetings.

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2/27/08

Mission & Governance: Faculty, administrator, and students participate in governance as defined by the governing organization and nursing education unit. One hundred percent of the full-time faculty participate in the attainment of the objectives of the nursing unit. The administrator and 43% (n= 3) of the full-time faculty participate in the governance of SMC. Eighty-six students responded to an anonymous survey that was distributed to the on-ground and on-line nursing classes via the course instructors. Only 1 on-line class (N25) responded to the survey and none (n=9) of these students reported participation in nursing program activities or campus clubs/organizations. Among the on-ground nursing courses 65% (n=50) of the students reported participation in the nursing program and/or campus activities (see attached table). All full-time faculty are actively participating in the attainment of the objectives of the nursing unit. Increasing faculty participation in the governance of SMC could be beneficial to the nursing unit. The on-ground nursing students are actively involved in the nursing program and/or campus activities. Location: SE Report dated 2/27/2008

Faculty will continue to be engaged in college wide committees and the committees of the nursing unit. Encourage to continue to be engaged in ASB, SNA, and community activities.

Student participation in ASB and SNA


Attendance at ASB meetings

Trustworthiness consistency in meeting criteria to receive ASB funding

June 2013 Associated Students and Interclub Council

All Santa Monica College students have multiple opportunities to participate in college governance through membership in the Associated Students (AS) and Interclub Council (ICC). The AS functions as a governing structure and umbrella organization for all students of the college. AS officers are elected annually and conduct monthly meetings that address student concerns. All officially recognized college clubs participate in the Inter-Club Council, a sub unit of the AS, through appointed representatives. The ICC’s primary responsibility is the approval and distribution of funds for club activities. Santa Monica College Student Nurse Association Club

The Santa Monica College Student Nurse Association (SMC SNA) Club is a local chapter of the National Student Nurses’ Association (www.nsna.org) and has been an officially recognized college club for several decades. Some members of the SMC SNA have also held membership in the national and state Student Nurses’ Association. Representatives from SMC SNA attend monthly faculty meetings, provide a monthly report of the activities of the club, and give their feedback about student experiences in the nursing program. SMC SNA has participated in many aspects of the nursing program in leading by example to create a community of politically

Continue to encourage students to participate in SNA, ASB, and ICC clubs and in the nursing unit.

http://www.nsna.org/

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conscious and socially aware nursing students. SMC SNA fosters the transition of student nurse to professional nurse through the development of leadership, collegiality, activism, global awareness, and advocacy. SMC SNA supports scholarly activity, service learning and mentorship to influence nursing education and nursing care in the community. SMC SNA members have actively been involved in the nursing unit operations. Some of their activities include: attendance at Advisory Committee meetings, Club Row events to promote the nursing department to perspective students, health promotion activities on and off campus, participation in New Student Orientations, hosting Leadership Luncheons, providing Disaster Training workshops, New Grad Workshops, and creating Specialty Showcase Workshops that highlight the myriad of opportunities available to nurses. Location: SE Report for June 2013

BRN1428a Student participation in nursing unit committees


Attendance at department meetings Review of professional role development policy & reports

Trustworthiness consistency through periodic review of student participation

Participation in Unit Meetings All students in the nursing program are invited to all scheduled meetings conducted by the nursing unit (departmental, nursing, curriculum, and self-study). Students may speak to any agenda item and are encouraged to participate in the discussions. As a result of student participation in nursing unit meetings, students have directly influenced decisions regarding the format and frequency of nursing care plans; the frequency of medication administration, selection and retention of specific clinical facilities, Nursing Student Handbook revisions, policies regarding the use of technology in the clinical setting, the social media policy, and uniform standards. Student nurses often offer suggestions and strategies to promote cohesiveness in the nursing program. Course Evaluations

Another way for students to voice their opinions about the nursing program is through course evaluations. Students are required to complete course evaluations in every nursing course. Faculty individually and collectively review course evaluations (theory and clinical) and identify major student concerns. Faculty then use an accountability action plan to discuss student evaluations, best practices, and areas to be strengthened. The accountability action plan is developed by each faculty member based upon student’s

comments and presented for discussion and approval prior to implementation.

Continue to involve students in policy making

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1.3 Communities of interest have input into program processes and decision making. Expected Level of Achievement: The healthcare community have input in the planning and decision-making of the nursing unit. The SNA, Nursing Program Advisory Board, clinical affiliates, transfer institutions of higher education, Board of Trustees, and the General Advisory Board have input into program processes and decision-making.

RESULTS

Actions Resulting From Analysis of the Data Documented in

Faculty Minutes

Component Time &

Frequency of Assessment

Person Responsible

Assessment Method



Affiliating Agencies Advisory Committee CSUDH Mt. Saint Mary’s

Q 3 Years May 2015

Faculty 5/23/12 Findings: The Nursing Program Advisory Board meets once per year.

Members are representative of the program’s clinical affiliates, nurse educators, and other interested community agencies. This membership includes the most common employers and transfer institutions of higher education for the nursing program graduates. Advisory board members review program outcomes and share ideas for improvement. The Associate Dean sets the yearly meeting date with input from the invitees. The meetings typically include updates to the affiliates about current status and changes in contracts/grants, skills lab improvements, NCLEX-RN licensing exam pass rates, and results of the graduate student surveys. The affiliating programs provide news of changes in policies, safety goals, hiring practices, and other needs. The attendees discuss timely issues regarding nursing practice, industry trends, and how the nursing program can address the needs of the affiliated programs and the industry in general. For example, in the fall 2010 meeting the affiliated programs discussed changes in hiring practices and the necessity for graduates to demonstrate “soft skills” during interviews. Employers shared the significance of faculty letters of recommendation, and specifically the importance of including specific details of the graduates’ abilities to the new hire selection process. In response to this information, the nursing program established new guidelines for letters of recommendation. The Student Nursing Association provided a seminar on resume preparation and interview skills and this content is also included in the capstone course (Nursing 50). The employers also emphasized the necessity for students to provide a portfolio of their best work to potential employers. The students now start their portfolios in the first course (Nursing 10) and accumulate documents that demonstrate their strengths and accomplishments. Additionally, QSEN competencies were discussed with the Advisory Board and representatives endorsed the news that the nursing program now emphasizes QSEN competencies, reflecting the most recent concerns and trends of industry. Another venue where communities of interest have input into the nursing program is at the mandatory meetings held by the affiliating agencies.

Consider ways to increase Advisory Board meeting participation, such as implementing an alternative format to the on-site meeting in the form of an electronic conference. Also program graduates could be invited to attend Advisory Board meetings. Encourage more input into the program from the Alumni Association.

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Information is exchanged at these annual or semi-annual meetings attended by program faculty. Advisory Board meeting attendance by the affiliated programs has declined. This may largely be due to the establishment of these mandatory affiliating agency meetings where much of the same information exchanged at the Advisory Board meetings takes place. During the preceptorship class (NURSING 50), students are matched with staff nurses in various agencies, and faculty receive direct feedback about how well the students perform in meeting graduate nursing responsibilities. Planning for the preceptorship is time consuming, but agencies continue to provide preceptors, even with the extra work involved. The support shown through participation in the preceptor program signals that the agencies are interested in having our students at their facilities and that they wish to be of help to the program and the students. Comments from the Advisory Committee indicate that agencies are impressed with our students as practitioners and are therefore willing to commit the extra time involved in placement with preceptors.

Location: Se Report 5/23/12

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1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Expected Level of Achievement: Partnerships, informal and formal, enhance the learning environment, nursing profession, and the community.

RESULTS



Componen

t


Person Responsibl

e

Assessment Method



Externship program Affiliating Agencies, CSUDH

Q 3 years Spring 2015

Faculty Date presented to faculty: 5/11/12 Findings: A service-academia partnership with the Kaiser Permanente Foundation and Santa Monica College was established from 2009-2011 with the objective of bridging the student nurse preparation-practice gap. Selected Kaiser staff nurses, a professional educational consultant and the project manager participated in a two-day training facilitated by a SMC full-time faculty member in order to achieve the competencies needed to become clinical teaching assistants. One clinical section of N20L and one section of N30L participated in the partnership. A Kaiser staff RN was paired with a SMC clinical instructor resulting in a 1:5 instructor to student ratio in the clinical setting. As a result, students were provided with more opportunities to perform more therapeutic interventions in the clinical setting, develop clinical reasoning skills, and participate in learning activities that addressed the six pre-licensure QSEN competencies. The clinical teaching assistants assigned to the SMC nursing program and the project manager from Kaiser also participated in nursing faculty meetings and played a key role in integrating the QSEN competencies across the nursing curriculum and self-reflective journaling based on the work of Christine Tanner. Kaiser Permanente Medical Center West Los Angeles also sponsors a paid summer nurse internship program for SMC nursing students selected to participate in the program. The nurse internship program has been in existence for the past 10 years. An average of 5 SMC nursing students is selected to participate in the internship program after being interviewed by Kaiser Permanente staff and nurse educator. Clinical activities have engaged students in activities which benefit the community. In the fall of 2011 one section of Nursing 30L participated in a disaster drill in partnership with Brotman Medical Center. Students in N25L assigned to the Exodus recovery program at Brotman have created teaching materials clients can read while waiting for their appointments. Students in Nursing 28 have participated in Meeting Every Need with Dignity (MEND) which included such activities as assembling groceries for needy families and assisting with free clothing for needy families. The Student Nurses Association has been actively involved in partnerships in the community and globally. Activities include the collection of food donations for local food banks, a clothing drive, a toy drive, and the collection of donations which amounted to over $2500 for the Swaziland “AIDS in Africa” project. A faculty member has also involved students in her Chair of Excellence grant project with Thailand schools of nursing using Facebook.

Continue to explore funding for partnerships with clinical facilities to facilitate transition into practice and increase opportunities for job placement of graduates of the SMC nursing program. Maintain current partnerships and explore new grants and partnerships which promote transition into practice and increase opportunities for job placement for graduates of the SMC nursing program.

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In 2008 nursing graduates began reporting they were having a hard time finding jobs and facility liaisons were reporting the number of job opportunities was declining. It was also noted fewer recruiters came to the student sponsored recruitment workshops. All clinical partners were surveyed and it was determined advanced EKG classes and ACLS classes would increase the job marketability of new graduates. Grant funding was used to offer these classes to new graduates and registered nurses in the community. Articulation agreements exist between Mount Saint Mary’s College. Collaborative with California State University Dominguez Hills for students to enroll in these programs to earn their BSN degrees. Students who meet eligibility requirements can concurrently enroll in the California State University Dominguez Hills RN-BSN program and SMC Nursing program and or participate while on waitlist. The mission statement of SMC states: “Santa Monica College provides a safe and inclusive learning environment that encourages personal and intellectual exploration, and challenges and supports students in achieving their educational goals. Students learn to contribute to the global community as they develop an understanding of their relationship to diverse social, cultural, political, economic, technological, and natural environments. The College recognizes the critical importance of each individual's contribution to the achievement of this mission.” Implications of findings: Nursing faculty and nursing students are actively involved in partnerships which promote excellence in nursing education, enhance the profession, and benefit the community. Nursing faculty and student participation in these partnerships are consistent with the mission statement of Santa Monica College. Location: SE Report 5/11/12

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1.5 Nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing. 1.6 The nurse administrator is experientially qualified, meets governing organization and state requirements, and is oriented and mentored to the role. 1.7 When present, nursing program coordinators and/or faculty who assist with program administration are academically and experientially qualified. 1.8 The nurse administrator has authority and responsibility for development and administration of the program and has adequate time and resources to fulfill the role responsibilities. Expected Level of Achievement: The nursing administrator is educationally, experientially qualified, meets the state requirements to administer the program, and has the authority and responsibility for the development and administration of the program. The assistant director of the program is academically and experientially qualified and approved by the state (BRN).

RESULTS



Component

Time & Frequency

of Assessmen

t

Person Responsib

le

Assessment Method


Develop

Maintain

Revise

Education of nurse administrator BRN1424(e), BRN1425(a) BRN requirements for Director of Nursing Program Job description-Administrator of nursing unit Curriculum Vitae of Administrator Workload of Administrator Release time of nurse administrator

Every 4 years or when a change occurs May 2015

Administrator

Analyze job description of administrator of nursing unit; compare this with criteria of BRN & ACEN Analyze qualifications of Administrator of nursing unit; compare this with criteria of BRN & ACEN Compare with BRN regulations Self-report of Administrator

March 2013 The nurse administrator of the program is academically and experientially qualified to be the Director of the nursing program. The Director received a Doctorate of Nursing Practice degree from Case Western Reserve University in the educational track in January 2008. The nurse administrator has a Master of Science degree in Nursing with a focus on parent-child nursing education and an optional area of education. The Director is a Certified Nurse Educator (CNE).The curriculum vita for the Director is located in the attachment section. The Director has served as the President of the California Organization of Associate Degree Nursing Directors (COADN) for the past four years. Experientially, the nurse administrator has served as Director of the associate degree nursing program since 2003. The nurse administrator was Assistant Director of the nursing program from 1998 to June 2002 and has been a nurse educator in professional nursing programs since 1977. The Administrator’s supervisory experiences include providing support and guidance seven full-time faculty, 20 part-time faculty and seven classified employees. The nurse administrator meets the California Board of Registered Nursing criteria for the Director of the nursing program. Senior administrators and nursing faculty agree that the nurse administrator is qualified for the position. The official title for the Director position at Santa Monica College is Associate Dean, Health Sciences, a 100% administrative position, and currently has authority and responsibility for development and administration of the Associate Degree Nursing Program and the Respiratory Therapy Partnership Program offered at Santa Monica College. This administrative position reports to the Vice President of

Discuss with senior administration the possibility of increasing release time for assistant director/faculty leader position. Continue to sustain the authority and responsibility of the nurse administrator and the assistant director of the program. As of spring 2013, the Director assumed the chair of the Systematic Evaluation Committee and coordination of the HESI exams--duties formerly performed by the Assistant Director.

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Administrator’s participation in local, state, regional & national agencies – organizations BRN1425(b) and (f) BRN requirements for Assistant Director of nursing program Curriculum Vitae of Assistant Director BRN1424(e) Job description of Assistant Director Release time of assistant director

Analyze or compare with BRN regulations Compare job description with BRN regulations

Academic Affairs (see organizational chart in section1 attachments). Approximately 95% of the administrator’s time is devoted to the nursing program with the remaining 5% allocated to the allied Respiratory Therapy program and allied health courses. The job description for this position was developed with faculty and administrative input and is located in section 1 attachments with all other relevant job descriptions. The organizational chart for the nursing program is located in section 1 attachments. Assistant Director [1424 (f), 1425 (b)] The Assistant Director/Faculty Leader Health Sciences performs a dual role. The Assistant Director is elected for a minimum term of two years. However, since the Faculty Leader for Health Sciences term is four years, the accepted practice is to serve a four year term in the Assistant Director position. The job description of Assistant Director is located in the Faculty Handbook. The current Assistant Director assumed this position in summer 2010 and meets the minimum qualifications in section 1425(a)(3) and 1425(a)(4). The Assistant Director/Faculty Leader is assigned 20% reassigned time in the fall and spring semesters and 20% of a non-teaching intersession load (36 hours) during the winter and summer sessions to perform the duties of the role. Since summer 2010 the projects and assignments of Assistant Director/Faculty Leader have included chairing the Nursing Curriculum committee, writing the Perkins proposals and reports, coordinating and editing the 6-year program review report for Health Sciences, coordinating/performing faculty peer evaluations, approving updated course outlines for all courses offered by the Health Sciences department in the online Curricunet system, coordinating the recruitment and selection of a full-time respiratory therapy and a full-time nursing instructor, and interviewing adjunct faculty with the Director. The Assistant Director duties have consistently exceeded the contracted hours of reassigned time and non-teaching intersession load.

Location: SE Report dated 3/13

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March 25, 2009 NLNAC standard 1.5 & 1.6 and BRN1425a and 1425 b 1-4

Qualifications of Administrator of Nursing Unit The qualifications of the administrator of the nursing unit meet and exceed the standards set by the approval and accrediting agencies. The administrator’s qualifications include: Doctorate in Nursing Practice with a focus on educational leadership; Certified Nurse Educator; 6 years as Director of the program; 6 years as Assistant Director; 25 years as a nursing instructor; 8 years as a staff nurse. Location: SE Report

None needed at this time

Systematic Plan for Program Evaluation and Assessment of Outcomes

Standard 1: Mission and Administrative Capacity

1.9 The nurse administrator has authority to prepare and administer the program budget with faculty input. Expected Level of Achievement: The nurse administrator prepares and administers the program budget with input from faculty.

RESULTS


Faculty Minutes

Component


Person Responsibl

e

Assessment Method



Nurse administrator’s role in administering the budget discretion, where to allocate monies within the boundaries of the assigned budget

Q 3 years March 2016

Faculty Review discretionary budget

March 2013 Nurse administrator decides within the boundaries of the assigned budget is place in object codes 4000, 5000, 6000.

None Needed

3/2010 Findings: A review of the expenditures and budgets for this time period indicate that there was an adequate amount of funding to support the nursing unit. However the nursing area was not able to fund needed full time positions identified within the funding allocated. For example the Full-time Counselor, Full –time Faculty, and Full-time clerical support roles were assume by part-time and/or temporary hires.

Request formalized and denied because FTEs cannot provided in this position

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Implications of findings: There has been lack of continuity and frequent orientations/training for new faculty and staff requiring repetitive work for existing full-time faculty and staff. This also has caused errors in the implementation of policies and adherence to program requirements resulting in negative student perceptions.

Recommendation(s) based on findings: Formalize a request for clerical support with Vice President of Academic Affairs. Continued discussion with Dean of Counseling and Chair of Counseling regarding the need for additional district funded counseling hours to meet state mandates. Formalize a request for a full-time Nursing Skills Lab Coordinator and consult with the Personnel Commission regarding re-instatement of the Nursing Skills Lab Coordinator position at a competitive salary.


Standard 1: Mission and Administrative Capacity

1.10: Policies for nursing faculty are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit. Expected Level of Achievement: 95% of the policies pertaining to faculty are consistent for faculty at the college and differences are justified.

RESULTS

Actions Resulting From Analysis of the Data Documented in Faculty Minutes

Compone

nt

Time &

Frequency of

Assessme

nt

Person Responsible

Assessmen

t Method

Report of the

Data: Including actua

l


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Level of

Achieveme

nt

Policies of SMC & the nursing unit pertaining to: Non-Discrimination; Academic Rank, Workload Tenure process Evaluation process, Salary and benefits

Every 3 years & or with each contract negotiation and or administration regulation May 2016 Every 3 years May 2016

Faculty

Compare & contrast policies of SMC, the nursing unit & comparable community colleges (if necessary) Review Person

5/21/13 Findings

At Santa Monica College the Faculty Association and Board of Trustees are the two bodies that create governing rules that impact faculty who are employed by the college.

Faculty in the nursing unit will need to continue a dialogue about how a potential change in the load factor for the laboratory courses will impact assignments, staffing, and curriculum design. The decision of the Load Factor Review Committee was to increase the load factor for nursing. The recommendation was denied by the governing organization.

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Termination Personnel policies are accessible and equitable Nursing faculty workload in comparison to non-nursing faculty

nel policies and faculty contract Survey other schools survey faculty (if necessary) Review & compare workload of nursing faculty with non-

The Board of Trustees is the policy making body of the Santa Monica Community College District that establishes general policies governing the operations of the college. Faculty are also governed by a contractual agreement

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nursing faculty survey faculty

negotiated every three years between the faculty bargaining unit (The Faculty Association) and administration. The agreement specifies the rights and responsibilities and describes the expectations of both parties. All of the polici

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es of the nursing education unit were comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization. Differences were justified by the goals and outcomes of the Santa Monica

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Community College District.

Previously, load factor was cited as an area in which the nursing unit’s policies were not consistent with the governing organization. Load factors have been assigned

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to classes on the assumption that the weekly hours assigned to the teacher are equal to the weekly student contact hours. Exceptions to this general rule are located on the load factor list

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(Agreement between Santa Monica Community College District and Santa Monica College Faculty Association, August 24, 2010 to August 19, 2013, Appendix H. List of Cour

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ses and Load Factors). A Course Load Factor Review Committee was created by the Vice President for Academic Affairs to make recommendations considering the load factor for any course. The nursing unit met with

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the Load Factor Review Committee to make recommendations to increase the clinical laboratory load factor for nursing faculty from 0.75 to 1.00.

Location SE Report

2/27/08 Mission and Governance

A new contract has been ratified for 2007-2010 which states: 6.8.1 Load Factor Task Force The District and the Association shall create a joint task force to evaluate case by

case requests for reconsideration of course load factors. The task force will consist of the Vice President, Academic Affairs, and one additional District representative, and two Faculty Association representatives. The Vice President, Academic Affairs will have final discretion to accept or reject any recommendation of the task force. The task force may determine to undertake a broader study of the District’s load factor structure.

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Criterion 4: Policies of the nursing education unit are consistent with those of the governing organization, or differences are justified by the nursing education purposes. Load factor for clinical lab (0.75) is

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not consistent with other courses within the governing organization. Some departments have a load factor less than 1.00 including art, cosmetology, counseling, dance, graphic design,

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kinesiology, and some music courses. However, other academic courses with a lab component, such as anatomy and microbiology (pre-requisite courses for the nursing program) have a

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load factor of 1.00. Implications of Findings There is a lack of parity in load factor between nursing clinical lab courses and other courses with a laboratory component. Location: See SE

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Report

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1.11 Distance education, when utilized, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. Expected Level of Achievement: The mission of the governing organization is congruent with distance education provided in the nursing unit.

RESULTS


Component

Time & Frequency

of Assessment

Person Responsible

Assessment Method

Report of the Data: Including actual Level of

Achievement


Institutions policies and best practice related to distance education

In Compliance None needed

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Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 2: Faculty and Staff

Qualified and credentialed faculty are sufficient in number to ensure the achievement of the student learning outcomes and program outcomes. Sufficient qualified staff are available to support the nursing education unit.

2.1: Full-time faculty hold a minimum of a master’s degree with a major in nursing. Full- and part-time faculty include those individuals teaching and/or evaluating students in classroom, clinical, or laboratory settings. 2.2 Part-time faculty hold a minimum of a baccalaureate degree with a major in nursing; a minimum of 50% of the part-time faculty also hold a graduate degree with a major in nursing. Expected Level of Achievement: 100% of full and part-time faculty meet the requirements of the California Board of Registered Nurses pertaining to education and clinical expertise. 100% of Full-time faculty will hold a master’s degree in Nursing. 75% of part-time faculty will hold a Master’s degree in Nursing.

RESULTS


Component


Person Responsible

Assessment Method



Curriculum Vitae of faculty Nursing Education of Faculty

Every odd year December 2013 2015 and when new faculty hired

Analysis of curriculum vitae Verification transcripts located in Human Resources for type of degree granted Compare and contrast BRN qualification with job description at SMC

2013 Findings: Six full-time faculty have a

master’s degree with a major in nursing. Two full-time faculty have a DNP. One full-time faculty has a master’s in Health Sciences. 85.7% of full-

time faculty have a master’s in nursing ELA of 100% not met. 73.68% part time faculty have a master’s degree in nursing and 26.3% have a Bachelor’s degree in nursing. ELA of 75% not met. 11/16/09 Findings: The Associate Dean has

obtained a Doctorate of Nursing Practice in 2007 and she also has NLN certification as a Nurse Educator. There are currently six full time faculty members; five full-time faculty members have Master’s degrees in nursing (83%). One full-time faculty member has a Master’s degrees in a related disciplines (17%). Two of full-time faculty members also have Doctorate of Nursing Practice degree (33%). There are 23 part-time faculty members; of this number 13 have obtained Master’s degrees (56%) and 8 have BSN degrees. Two part-time instructors have an ADN, one has a BS in another discipline who is a clinical teaching assistant and the other is enrolled in an MSN program. Three additional part-time faculty are currently enrolled in MSN programs.

Hire more part-time faculty with a Master’s degree in nursing. Nursing full-time faculty must hold a minimum of a Master’s degree with a major in Nursing or give rationale for the acceptance of other than the minimum credential Continue to hire full-time and part-time faculty with a master’s degree in nursing. Consider decreasing ELA for part-time faculty with A Master’s Degree in Nursing.

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Implications of findings: Current faculty are

well qualified to provide leadership and accomplish the goals and outcomes of the nursing education unit.

Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 2:Faculty and Staff

2.3 Faculty (full- and part-time) credentials meet governing organization and state requirements. BRN1424d; 1424h; 1425.1(a) Clinical competence of faculty in assigned area; Faculty meet the BRN requirements for nursing instructor, assistant instructor, clinical teaching assistant. BRN1424h Content experts for Obstetrics, pediatrics, psychiatric/mental health, geriatrics, and medical surgical nursing must meet BRN requirements BRN1424g Organizational chart within Nursing Unit California Community College Chancellor’s Office/Education Code requirements Expected Level of Achievement: 100% of the nursing faculty meet the qualifications of governing organization and the state (BRN).

RESULTS

Actions Resulting From

Analysis of the Data Documented in Faculty

Minutes

Component Time & Frequency of Assessment

Person Responsible

Assessment Method



BRN1424d; 1424h; 1425.1(a) Clinical competence of faculty in assigned area Faculty meet the BRN requirements for nursing instructor, assistant instructor, clinical teaching assistant California Community College Chancellor’s Office/Education Code requirements Content experts for Obstetrics, pediatrics, psychiatric/mental health, geriatrics, and medical surgical nursing must meet BRN requirements BRN1424h Clinical competence of faculty in assigned area BRN1424g


faculty License verification Review Continuing education to see relationship to assigned course/clinical

Date presented to faculty 4-13.2013

Findings: 100% of full and part time faculty credentials meeting governing organization, State of California BRN, and NLNAC requirements. ELA met. All seven FT faculty have a minimum of a Master’s Degree. The Director, Assistant Director, and one faculty member have achieved Doctorate of Nursing Practice degrees. Two faculty members are certified by the BRN as Clinical Nurse Specialists and one faculty member is an Advanced Practice nurse – NP. The Director, Assistant Director, and two faculty members have achieved CNE certification. A number of faculty members have achieved national specialty certification. The majority of PT faculty members have Master’s Degrees in Nursing or Bachelor’s Degrees in Nursing along with extensive teaching experience. Faculty members have received education and training regarding high-fidelity learning modalities and simulations. Several faculty members have received Santa Monica College, state and national awards and appointments and have been guest speakers at continuing education venues. Full time and part-time faculty credentials meet governing agency (California BRN and NLN) and state requirements. All faculty meet standard for employment by the governing organization and are approved by the California BRN before (Standard 2.2 continued) they are given a teaching assignment in theory or laboratory. Faculty credentials, including academic and experiential preparation is appropriate for teaching assignments in theory and clinical. All faculty maintain an active program of professional and continuing education and are engaged in the process of promoting student attainment of core competencies in nursing practice. Content experts meet the BRN qualification requirements. All faculty members who have not completed remediation in Gerontology/Geriatrics are in the process of remediation.

Continue to employ only well qualified individuals who are committed to student success and who meet BRN requirements. Any faculty hired must full remediate in any nursing content or practice are in order to receive BRN approval prior to teaching in this content area. Currently, all faculty are required to remediate if they do not have BRN approval to teach geriatrics as this thread is integrated throughout the curriculum. Continue to provide opportunities for faculty scholarship and encourage remediation opportunities for faculty in

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Organizational chart within Nursing Unit

At this time, the nursing department does not meet the BRN requirement for the majority of faculty as full time due to financial considerations of the governing organization. However, one new full time faculty member has been hired in Spring 2013 and another full time nursing position has been approved by the organization to the hired in Fall 2014. Location: SE Report 4/13/2013

any specialty area, particularly geriatrics.


2.4 Preceptors, when utilized, are academically and experientially qualified, oriented, mentored, and monitored, and have clearly documented roles and responsibilities. BRN 1426.1(b) BRN requirements for preceptorship program and preceptors Expected Level of Achievement: The preceptors meet the BRN standards for clinical teaching assistant (CTA) and are oriented, monitored and the roles and responsibilities are documented.

RESULTS



Component Time & Frequency

of Assessment

Person Responsible

Assessment Method Report of the Data: Including actual Level of Achievement


BRN 1426.1(b) BRN requirements for preceptorship program and preceptors Qualifications of each Preceptor Orientation of Preceptors Roles and responsibilities

Every spring and fall semester

Faculty assigned to N50/50L

Compare the BRN regulation/requirements with the curriculum Vitae/resume of the preceptors Review guidelines, preceptor handbook

All preceptors met the following criteria: active, clear license issued by the BRN; clinically competent and meet the BRN requirements as a clinical teaching assistant; completed a preceptor orientation; assigned to direct patient care. Preceptors have completed a preceptorship course provided by the hospital. In the event, the preceptor has not completed a course provided by the hospital, the instructor provides supplemental material/instructions to assist the nurse in working as a preceptor. Preceptor Orientation

All clinical faculty assigned to teach Nursing 50L contact and or meet with the preceptors in person prior to the start of the clinical rotation. During this meeting, preceptors are provided the Preceptor Packet which includes course requirements and regulations along with a course syllabus. The roles and responsibilities of the preceptor, student, and faculty are identified in the Preceptor Information packet. This orientation allows the preceptor an opportunity to ask questions relative to course objectives and requirements. Preceptors can contact assigned faculty members twenty four hours a day via cell phone. Preceptors and assigned faculty are required to review the responsibilities of faculty, preceptors and students. Students are oriented to the course by the lead faculty member (has

Limited preceptors in the hospital settings may require future plans to implement the course in another manner such as preceptorship taught as a clinical course with assigned faculty on the units. Hospitals have limited the number of preceptors that each nursing school may utilize during the semester. This is mainly attributed to the increase in request for preceptors to be utilized during the same period of time for new hires.

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supervisory responsibilities for the course) and instructors prior to the start of the clinical rotation.

Faculty assigned to teach Nursing 50/50L are required to supervise students and communicate with preceptors ongoing. faculty are expected to visit the students and preceptors at least 16.5 hours per week. Faculty maintain a visitation log to verify hospital visits. Each student and preceptor are visited on their scheduled shifts. Faculty interact with students and preceptors during the visits. The faculty is required to spend time on the unit to interact and observe the student clinical performance. The midpoint and final clinical evaluation is completed by the faculty member with input from the preceptor. At the completion of the preceptorship experience, faculty members meet with preceptors to discuss their experience(s) encountered during the course. A certificate of 6 CEU’s is awarded to the preceptor post completion of the Nursing 50/50L course. Records or preceptors cannot be located and were destroyed by faculty who taught the course

Consider developing a survey for students and preceptors to complete. Going forward a record of all preceptors will be maintained for at least 5 years

BRN 1426.1(b)(7) Plan for an ongoing evaluation regarding the continued use of preceptors.

Plan for ongoing evaluation regarding the continued use of preceptors

Many preceptors serve in the fall and spring semesters annually. A form is available for faculty to complete following the preceptor experience. Students are given an opportunity to evaluate the preceptor in the Nursing 50L course evaluation. If findings are negative, the faculty shares those findings with the preceptor in a positive manner.

Limited preceptors in the hospital settings may require future plans to implement the course in another manner such as preceptorship taught as a clinical course with assigned faculty on the units. Hospitals have limited the number of preceptors that each nursing school may utilize during the semester.

Faculty/student ratio for preceptorship

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The faculty/student ratio is 1:15. However, this number may be less if there are more than thirty students enrolled in the course. This will require three nursing instructors for the course. A nursing instructor may have fewer students if students are assigned to a specialty care area such as intensive care, pediatrics, or maternity. If two nursing instructors are assigned to the same facility, all attempts are made to assign the nursing instructor to students on the same units /shifts and or in proximity. There have been no difficulty with faculty supervising students in the clinical setting.

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Standard 2: Faculty and Staff

2.5: The number of full-time faculty is sufficient to ensure that the student learning outcomes and program outcomes are achieved. Expected Level of Achievement: Student learning and program outcomes have been achieved with the current number of full-time faculty.

RESULTS




of Assessment

Person Responsible

Assessment Method



Definition of part-time & full-time faculty Faculty utilization in relationship to achieving program and student learning outcomes Faculty/student ratios in nursing classroom & clinical BRN requirements for determining faculty student ratios in clinical setting (1424K)

Every odd year December 2013, 2015 Every odd year December 2013, 2015

Faculty Review established policies on HR Review & analyze policies of state instructional code, SMC, & affiliated health care facility Compare ratio of full-time faculty to part-time faculty with BRN regulations Survey & analyze all clinical rotation

Date 10/27/2011 Identify component being evaluated: Standard 2 Faculty and Staff

Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit. BRN Reg 1424h: The faculty shall be adequate in type and number to develop

and implement the program approved by the board, and shall include at least one qualified instructor in each of the areas of nursing required by section 1426(d) who will be the content expert in that area. Nursing faculty members whose teaching responsibilities include subject matter directly related to the practice of nursing shall be clinically competent in the areas to which they are assigned. Findings: The ratio of 1 full-time faculty to 3 part-time faculty was maintained

except for the first 8 weeks of spring 2007, fall 2008, and spring 2009. The majority of the faculty are part-time. There are 20 part-time faculty and 6 full-time faculty. Although, there are 6 full-time faculty members two do not have a full-time load in the nursing department. One full-time faculty member‘s load in the department is 55% and the remaining 45% is in another department. The other full-time faculty is on reduced load for 3 semesters and her load is 9.75 (fall 2011) and projected to be 9.35 in spring 2012. There were 12 associate faculty until the resignation of two part-time faculty, one in 2010 and one in fall 2011. 50% (10) of the part-time faculty have associate faculty status. Associate faculty is the title for those part-time faculty members in Santa Monica College who have rehire rights (http://www.smcfa.org/index.php/documents/43-part-time-postbox/1266-frequently-asked-questions-about-associate-faculty-status). Six (33%) of the part-time faculty have worked in the nursing program for more than 8 years, three (16%) have worked in the nursing program for 5 -7 years, seven have worked for 1 to 4 years, and two started working in fall 2011. The nursing courses, except for Nursing 17, are 8 week, 5 week, and 6 week rotations. Therefore, the number of part-time faculty working at a given time does not usually exceed 14 and usually occurs in the first 8 weeks of each semester. Part-time faculty rarely attend departmental meetings, although this semester (fall 2011) four of the part-timers have attended faculty meetings. Three part-time

The benchmark or level of achievement needs to be changed to reflect the current BRN standard. Notify the Vice President of Academic Affairs that the nursing program is in non-compliance. Develop a plan and present to the vice president to acquire two to three faculty by fall 2013, before the spring 2014 and fall 2014 visits by the BRN and NLNAC. Submit the necessary documents for a full-time nursing faculty position. Submit a plan to acquire two to three faculty by fall 2013 to the Vice President of Academic Affairs, Jeff Shimizu. Encourage part-time faculty to use flex time to attend faculty meetings, especially curriculum and systematic evaluation.

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BRN Statement on Faculty 1424h Requirements of regulatory bodies regarding number & utilization of full & part-time faculty

schedules and note ratio of full-time to part-time faculty

faculty have volunteered to work on a standard for the ongoing systematic evaluation. Part-time faculty have been encouraged and provided incentives to participate in all program activities. For example, 3 part-time faculty and 1 full-time faculty attended the 2010 NLN Summit expenses paid. The full-time nursing faculty loads exceed 15; serve on all of the departmental committees; attend weekly meetings; serve as content experts; serve as lead instructor for at least two courses. The number of FTEs for nursing faculty, full- and part-time ranges from 12.3 to 15.4. This indicates that the nursing faculty have FTEs that are equivalent to 12 to 15 full-time faculty. Implications of findings: The nursing program is in non-compliance with the

BRN “Statement on Faculty”. Full-time faculty working rigorously to maintain the integrity of the program. Non-compliance with the BRN jeopardizes NLNAC accreditation, loss of clinical sites such as the VA, Cedars, and prevents the program from being eligible to apply for grants offered by Health Resources Service Agency (HRSA) and Department of Education.

Location: SE Report 10/27/2011

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2.6: Faculty (full- and part-time) maintain expertise in their areas of responsibility, and their performance reflects scholarship and evidenced-based teaching and clinical practices. Expected Level of Achievement: Faculty maintain expertise in their areas of responsibility, and their performance reflects scholarship and is evidenced by the Faculty Report Form.

RESULTS



of Assessment

Person Responsible

Assessment Method



Numbers of faculty / staff appointments to state, national, international service panels Review credentials and scholarly activities Numbers of faculty elected to scholarly academics Number of faculty receiving prestigious awards Number of faculty receiving external recognition for excellence in teaching Number of faculty with research support Advanced certification

Every two years June2015

faculty Faculty Self-Report Survey of faculty Review credentials and scholarly activities Numbers of faculty / staff appointments to state, national, international service panels Numbers of faculty elected to scholarly academics Number of faculty receiving prestigious awards Number of faculty receiving

Date presented to faculty 4/19/2013 Standard 2.5 (now 2.6) Faculty (full and part

time) performance reflects scholarship and evidence-based teaching and clinical practice. 100% of faculty utilize evidence based practice in their teaching strategies. All faculty have attended and participated in course meetings and orientation programs which includes evidence based practiced teaching strategies. Faculty integrated concepts of evidence based practice as part of the Quality and Safety Education for Nurses (QSEN) in all courses required in the nursing program. Findings:

Faculty profiles (attached) delineate scholarly activities of faculty (including non-nurse faculty) for past five years which meet and exceed the indicators for faculty development. Faculty are encouraged to attend continuing education activities regarding best practices for achieving optimal student learning outcomes. Policies for teaching are found in the Faculty Handbook. Course meetings between full and part time instructors occur every semester where involved faculty plan and revise course content and teaching strategies. Minutes of these course meetings reflect teaching strategies including the integration of evidence based practice. Students report consistent implementation of evidence based practice teaching concepts by faculty in

Continue to encourage and support faculty professional development in the core competencies by providing educational resources and opportunities for faculty to practice a spirit of inquiry. Faculty will continue to incorporate evidence based teaching practices into courses in the nursing program and evaluate effectiveness of a periodic basis. Continue to pursue a course of commitment to excellence in nursing education via implementation of evidence based teaching strategies. Maintain current focus on personal and professional development as a lifelong learning process for faculty.

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Evidenced based teaching and clinical practice

external recognition for excellence in teaching Number of faculty with research support Advanced certification Evidenced based teaching and clinical practice

student course evaluations. Clinical evaluation tools reflect that evidence based teaching is integrated into all components of the curriculum by the full and part time faculty. A faculty profile is maintained on all faculty members delineating scholarly activities, continuing education courses, and activities related to their teaching assignments during the past five years to ensure current, competent professional development is maintained.

Location: SE Report 4/19/2013

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2.7 The number, utilization, and credentials of staff and non-nurse faculty within the nursing education unit are sufficient to achieve the program goals and outcomes. Expected Level of Achievement: The number, utilization, and credentials of staff and non-nurse faculty within the nursing education unit are sufficient to achieve the program goals and outcomes.

RESULTS



of Assessmen

t

Person Responsibl

e

Assessment Method



Credentials of counselors, tutorial support, skills lab coordinator General education faculty Credentials of support services staff/faculty Job description of support services staff/faculty

Q 2 Years May 2015

Review qualifications of faculty/staff performing services

Trustworthiness: established by compliance with state discipline requirement list

Standard 2 Faculty Standard 2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. Benchmark: 100% of all non-nurse faculty and staff receive

regularly scheduled performance evaluations per their contracts which comply with the policies of the governing institution. Findings:

Review of the non-nurse faculty and nursing program staff’s performance is conducted by the nursing unit administrator. These records are maintained in Human Resources. Counselors and non-nurse faculty are evaluated based on their job descriptions by Department Chairs or Faculty Leader, administrators or supervisors per the policies of the governing institution. One part time instructor is not a nurse and teaches N17 – nursing pharmacology. This instructor is also evaluated according to the policy of the governing institution. Staff and non-nurse faculty reviews are conducted within the collective bargaining agreement or contract. Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. Periodic review of the performance of all personnel employed in

the nursing department are conducted commensurate with their assignments and course responsibilities. The evaluations are appropriate for the level of responsibility held by the individual employee. Qualified non-nurse faculty and staff providing leadership and support necessary to attain the goals and outcomes of the nursing department. Newly hired non-nurse faculty and staff are provided an appropriate

Continue to utilize excellent counselors, staff and non- nursing faculty based on continuous review and evaluation of their performance. Continue with current policies and procedures. Conduct periodic review of evaluation records to determine compliance with standards.

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orientation, description of their responsibilities and an evaluation schedule. Location: SE Report 4/19/2013


2.8 Faculty (full-and part-time) are oriented and mentored in their areas of responsibility. Expected Level of Achievement: 100% of Faculty are oriented and mentored in their areas of responsibility.

RESULTS

Actions Resulting From Analysis of the Data Documented in Faculty

Minutes Component Time &


Person Responsible

Assessment Method


Develop

Maintain Revise

Faculty orientation process Curriculum Vitae of faculty Job descriptions of faculty Faculty responsibilities Responsibilities of lead instructor

Q 2 Years Faculty Survey Mentoring of Part-time Faculty The Lead Instructor of the course will assume responsibility for orienting and monitoring of new faculty. A faculty member will be designated to assume responsibility for initiating and monitoring orientation of new faculty. Orientation of new faculty to the Health Sciences web page, email, e- companion (course website), and the process for add/drop and posting grades can be done in the “media center”. Part-time faculty will confirm that they have read the Faculty Handbook, Nursing Student Handbook, and have completed the training on www.ca-hwi.org. These forms are required and collected. All new part-time faculty meet with Human Resources for a review of benefits.. The department will allow faculty (full-time and part-time) to use flex time to meet prior to the beginning of clinical rotation to discuss the course and at the end of clinical rotation with the Lead Instructor for debriefing/improvement. The part-time faculty can use flex time to orient to the facility. All faculty will meet during the departmental flex day of each semester to review documentation of needs improvement and statements of concern to ensure that documentation meets the needs of the students and the

There is a mentoring and orienting process for part-time and full-time faculty. There are opportunities for faculty to attend professional development activities. One part-time faculty will be a participate in the summer Institute for faculty at SMC. Sponsored by the Center for Teaching Excellence.

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nursing unit. The associate dean will lead this discussion/tutorial for part-time faculty. Nursing Unit Administrator new part-time faculty who requests a mentor (in addition to the Lead Instructor) will be assigned a mentor by Associate Dean. Associate Dean will provide lead instructors with the name and contact information of all part-time faculty in his or her course six weeks prior to the beginning of clinical. Associate Dean will provide all faculty with their clinical locations and contact persons at least 4 weeks prior to the beginning of clinical to allow ample time for site orientation and requirements. Associate Dean will provide each new part-time faculty member with a current orientation checklist and instructions. Part-time Faculty Part-time faculty must obtain and use a Santa Monica College email address and check email on a weekly basis. Part-time faculty will download and read the Faculty Handbook and Nursing Student Handbook. Part-time faculty will notify their lead instructors as soon as they have been assigned to a team (lead instructors contact information can be obtained from the Administrative Assistant). New part-time faculty will schedule an appointment with Skills Lab Coordinator for orientation to the skills lab and simulation. Part-time faculty must have access to a computer and printer. Part-time faculty will send a weekly update (use template) email to Lead Instructor to inform him/her of progress/problems/is

Faculty mentoring Role of faculty (Lead instructor)

Q 2 Years Faculty Survey Lead Instructors Lead instructors will arrange to meet with clinical part-time faculty 4 to 6 weeks prior to the beginning of clinical. Lead instructors will send updates as needed regarding lab days, simulation, etc. to all team members. Updates will include any schedule changes, instructions, and when the lead will be available to answer questions, etc.

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Lead instructors will communicate with the entire team at the end of the clinical course for wrap-up, debriefing, and suggestions for the next course

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2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. Expected Level of Achievement: Full-time and part-time nursing faculty are evaluated according to the policies and procedures of the governing organization and demonstrate competencies consistent with program goals and outcomes.

RESULTS


Faculty Minutes


Person Responsible

Assessment Method



Evaluation of faculty by students Evaluation of faculty by peers

Annually Fall and spring Based on information submitted to department at the beginning of the academic year

Faculty Use evaluation forms and follow contractual process

Date presented to faculty: 9/7/12 Standard 2. Faculty and Staff Criterion 2.8 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes BRN Reg: California Code of Regulations Sections 1424(g) and 1425.1 require that each (emphasis added) faculty member and the total faculty be collectively responsible and accountable for the planning, implementation and evaluation of the program and program related activities irrespective of their full or part-time or joint appointment status. Findings: All student evaluations are done during the last quarter of each Fall and Spring semester for full-time tenured faculty, probationary faculty and part time faculty. Faculty teaching an 8 week assignments are evaluated by students the last two weeks of the 8 week assignment. There is currently one tenure track respiratory therapy instructor and one health sciences counselor working in the department who are completing their first year as probationary faculty. The faculty leader and one full-time nursing faculty participate on the respiratory therapy instructor evaluation committee and another full-time nursing faculty participates on the health sciences counselor evaluation committee. The probationary faculty are being evaluated according to administrative regulations M, N, and O since they were hired at the time these regulations were in effect. Full-time nursing faculty have received satisfactory committee panel evaluations every nine years as required by administrative regulations and are notified by Human Resources regarding the schedule for evaluations. In addition, administrative regulations require full-time faculty be re-evaluated every 3 years and 5 out of 6 of the full-time faculty

Continue to communicate with the Vice President of Academic Affairs regarding the nursing program’s non-compliance with the BRN Statement on Faculty requiring the majority of faculty should be full-time. Develop a plan and present to the Vice-President to acquire two to three faculty by fall 2013, before the spring 2014 and fall 2014 visits by the BRN and NLNAC. The department needs to advocate for increased reassigned time from 20% to 50% for the Health Sciences Faculty Leader/Assistant Director Nursing Program to provide additional time for peer evaluations and other administrative responsibilities. When performing faculty evaluations, participation in program activities by faculty, as defined by the BRN, needs to be included in peer evaluations. Full-time faculty need to review the attached adjunct faculty peer evaluation schedule and determine part-time

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evaluations are not on schedule. These faculty are to be evaluated according to 7A, 7B, and 7C in the current contract. Part-time nursing faculty are being evaluated by full-time nursing faculty, but not according to the timeline of every four semesters as stipulated by administrative regulations (see attached table). Due dates for part-time faculty evaluations are provided to the faculty leader each semester. Part-time faculty participation in program activities has been limited as evidenced by sparse attendance at nursing curriculum, systematic evaluation, and health sciences/nursing meetings where nursing program planning, implementing, evaluating and decision-making occurs. However, part-time faculty do participate in pre-affiliation meetings with the Lead Instructor prior to each course in order to ensure consistency in implementing the course objectives and student assignments across different sections of the clinical component of the course, and to review changes in policies and procedures. Clinical faculty communicate in e-mailed reports to the lead instructor utilizing a department report form regarding student performance and concerns and follow up communication is provided by the Lead Instructor when needed. Currently, the Assistant Director/Faculty Leader or designated full-time faculty performs peer evaluations according to the faculty contract. However, the indicator for BRN 1424c states: “Director has responsibility and authority to supervise and evaluate all program faculty and staff.” Implications of findings: The nursing program is in compliance with the evaluation of probationary faculty, but not in full compliance with evaluation of full-time and part-time faculty. The nursing program does not have an adequate number of full-time faculty to perform peer evaluations of the part-time faculty teaching in the nursing program (see systematic evaluation report for criteria 2.4, fall 2011) according to the frequency of every four semesters as mandated by of the governing organization and the faculty contract. According to the contract, only the department faculty leader (Nursing Program Assistant Director), who has 20% reassigned time, and full-time faculty can perform peer evaluations. Thus, the Associate Dean (Nursing Program Director) is presently excluded from performing faculty evaluations. The most recent data available from spring 2011 show there are 6.18 full-time FTEs (due to faculty overload assignments) and 7.116 part-time FTEs in the nursing program. However, there currently 22 part-time nursing faculty teaching in the nursing program. In addition, there are also scheduling conflicts which impede the peer evaluation process since most of the part-time faculty have clinical teaching assignments.

peer evaluation assignments for the 2012-2013 academic year. Full-time faculty peer re-evaluations need to be scheduled and completed during fall 2012. The Faculty Association needs to be informed of indicator 1424c. Full-time faculty peer evaluations were assigned at the fall 2012 departmental flex day to be completed according to the timeline in the faculty contract and submitted by the end of week 16. Part-time faculty peer evaluations will be assigned for spring 2013.

.

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2.10 Faculty (full-and part-time) engage in ongoing development and receive support for instructional and distance technologies. Expected Level of Achievement: 100% of Faculty engage in ongoing development and receive support for instructional and distance technologies.

RESULTS



of Assessment

Person Responsible

Assessment Method



Courses and faculty who teach online

Every 2 years Spring 2015

Faculty Date presented to faculty 4/19/13 Standard 2.10

Faculty (full and part time) engage in ongoing development and receive support in distance education modalities including instructional methods and evaluation. Benchmark: Distance education will be

an optional offering as part of the nursing program I the pharmacology course Nursing 17. All other nursing courses will not be available as distance education courses. Findings: The only course currently

offered via distance education is nursing pharmacology (Nursing 17). Students have an option of choosing to take this course onsite or online. In the past, a grant allowed several of the nursing faculty to develop and teach nursing theory courses online but financial support from the governing organization was not available to maintain this option. Currently this criteria is not being met, except retrospectively regarding the previous course offering. The nursing 17 distance education course is evaluated per institutional methodology.

Location: SE Report on 4/19/2013

Determine financial support for Nursing 17 online offering. Remain receptive to goal of reinstating distance education modalities in the future as governing organization support increases for this education delivery method. If financial support from governing body increases for Nursing distance instruction, implement evaluation tools with tested reliability to determine effectiveness.

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Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 3: Students

Student policies and services support the achievement of the student learning outcomes and program outcomes of the nursing education unit.

3.1: Policies for nursing students are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the student learning outcomes and program outcomes. BRN1424b BRN1424g Expected Level of Achievement: 95% of Policies for nursing students are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the student learning outcomes and program outcomes.

RESULTS

Actions Resulting From Analysis of

the Data Documented in Faculty Minutes


Person Responsible

Assessment Method Report of the Data: Including actual Level of Achievement


BRN1424b The following student policies are published and available to students: Non-discrimination Admission-Re-admission Academic Progression Grading Retention Dismissal Graduation Requirements Grievance Policy Complaints Grade Appeal Process Challenge Transfer Advanced Placement & Granting Credit for Prior Learning LVN advanced placement LVN 30-Unit option

Annually Biannual/even year Continuous process of review & revision

Faculty Review policies in each publication to determine consistency & accuracy

Date presented to faculty: 6/3/11 Criterion 3.1 Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, nondiscriminatory, and consistently applied, differences are justified and outcomes of the nursing education nursing unit. 1. Include more information about the location of policies and procedures during nursing orientation. 2. Survey will be edited to include more information regarding specific polices to reflect the criterion evaluated This was the first time this two item questionnaire was used to evaluate students’ knowledge regarding the location of policies. Reliability and validity or trustworthiness has not been established and future use of the tool. The tool will be utilized yearly to established reliability and validity.

Continue to review policies for consistency.

1424g Policies of nursing unit are consistent with governing institution and justifications are identified when necessary

Comparison of nursing unit policies to governing institution policies

Diversity of admitted student

Annually Review information in data base

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3.2 Public information is accurate, clear, consistent, and accessible, including the program’s accreditation status and the ACEN contact information. Expected Level of Achievement: Public information is accurate, clear, consistent, and accessible, including the program’s accreditation status and the ACEN contact information.

RESULTS



Person Responsible

Assessment Method



SMC Brochures, websites Nursing Student Handbook, SMC College Catalog, Schedule of Classes BRN address ACEN address

Date Criterion 3.5 Integrity and consistency exist for all information intended to inform the public, including the program’s accreditation status and NLNAC contact information. A Visual inspection of SMC Brochures, SMC Website, and Nursing student handbook is done annually. These documents were reviewed for accuracy of information listed to reflect the current requirements of the nursing unit. The following information was noted to be found in the in the SMC Brochures , SMC Website, and Nursing student handbook: 1. Pre –requisites to each course and entry into program. 2. Graduation requirements. 3. Sequence of required nursing courses. 4. Application Process 5. Admission requirements 6. Advanced Placement 7. Required GPA 8. Criminal Background check and policy on drug screen 9. Nondiscriminatory practice NLNAC Contact information Implications of findings:

Integrity and consistency exist for all information (Policies and procedures) that is available to the public. The NLNAC and BRN contact information is accurate on the Associate Degree in Nursing Program Brochure. The NLNAC contact information reflects the previous address on the LVN to ADN Career Ladder Program Brochure. The BRN contact information is accurate on the LVN to

ADN Career Ladder Program brochure. Location: SE Report

Continue to monitor the SMC website, SMC Handbook and published nursing brochures annually to ensure accuracy. Correct the Address on the LVN to ADN brochure to reflect the current NLNAC address Develop a check off list to identify content reviewed in the brochure

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3.3 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. Expected Level of Achievement: Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner.

RESULTS




Person Responsi

ble

Assessment

Method


Develop

Maintain Revise

Methods used to communicate changes in policies, procedures and program information

Q 2 years December

faculty Survey students and faculty

6/3/11 Criterion 3.6 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner Benchmark: 85% of students are aware of location of student policies. 80% of the student policies are consistent with the governing organization and are accessible. A review of the Nursing Student Handbook, SMC catalog and website yields that policies are congruent with the governing organization and publicly accessible, nondiscriminatory and consistently applied. Criterion3.6

Documented Policy Changes in the Nursing Student handbook during Fall 2010 – Spring 2011 were: 1. Page 134 ( Student handbook: Appendices Added for QSEN (Quality Safety for Nursing Education , Pre – Licensure , Knowledge, Skills, attitudes , ( Added 11/2/10) 2. Nursing 60: Multicultural Health and Healing Practices was added. This course was listed as an approved course to meet the college requirement for global citizenship. 3. HESI Exam price increase of 10% was listed to be effective Jan 2011 ( added on 8/10) 4. Absence statement added to the attendance policy: Failure to meet standards of punctuality and attendance shall be considered in the evaluation and grading of student performance ( 9/29/10) 5. Drug Dosage calculation test : In all courses except nursing 10, nursing 28, and nursing 16, students will be required to successfully pass a drug dosage calculation test. Specific scores for each semester were assigned. Implications of findings: Criterion 3.1The students (N = 114) out of N = 116 who responded to

this two item survey regarding policies identified the nursing handbook as a place to find policies and procedures. Overall 98% of students enrolled in the nursing program viewed the nursing student handbook as a place to locate policies and procedures. Criterion3.6 Changes in policies were documented timely in the student handbook and published on the web and in course syllabus if applicable.

Changes in policies were documented timely in the student handbook and published on the web and in course syllabus if applicable. Addendums of changes are given to students as changes are made via course outlines and the handbook.

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3.4 Student services are commensurate with the needs of nursing students, including those receiving instruction using alternative methods of delivery. Expected Level of Achievement: Student services are commensurate with the needs of nursing students, including those receiving instruction using alternative methods of delivery.

RESULTS




of Assessment

Person Responsible

Assessment Method



Support services are accessible to the students: Counseling, Admissions & Records, Learning Resources, Disabled Student Services, Ombudsperson, Health Services, Financial Aid & Scholarships, EPOS Tutorial support Psychological Services Credentials of support services staff/faculty Job description of support services staff/faculty

Every 2 year May 2014 May 2016

Survey of students for use of services Review qualifications of faculty/staff performing services

Trustworthiness: established by repeated comparative analysis of services. Trustworthiness: established by compliance with state discipline requirement list

Date presented to faculty 5/31/12 3.2 Student services are commensurate with the needs of students

pursuing or completing the associate program, including those receiving instruction using alternative methods of delivery. Benchmark: Eighty percent of students felt student services were

commensurate with their needs, including those receiving instruction using alternative methods of delivery. Findings: Santa Monica College offers several services to

accommodate the diverse student population. The nursing program currently has one full time counselor who provides services to the Health Sciences Department, and three part-time nursing counselors who counsel prospective and current nursing students about the requirements, and guide their progression through the nursing program. After consultation with the full time Health Sciences counselor, the services listed in the survey were delineated. Students were asked how the student services met their needs during the past academic year (Fall 2011 to Spring 2012). The majority of respondents ranked student services as being either good or excellent in meeting their needs. The first question of the survey asked students to select how 13 categories of student services met their needs during the past academic years. Choices were: poor, good, excellent, and not applicable. Nursing counseling received the highest ranking of “good” to “excellent” by 90% of respondents. The Nursing Skills lab was also highly ranked, with 75.6% of respondents reporting it as being “excellent” in meeting their needs. 51.2% of respondents ranked Admissions and Records as “good” in meeting their needs. 50% ranked Health Services as “good” in meeting their needs. Implications of findings: Based on the findings, the majority of

student surveyed found student services were commensurate with their needs. Location: SE Report on 5/31/2012

Only 35% of students responded to the survey. In the future, measures need to be taken to increase the student response rate.

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3.5 Student educational records are in compliance with the policies of the governing organization and state and federal guidelines. Expected Level of Achievement: Student educational records are in compliance with the policies of the governing organization and state and federal guidelines.

RESULTS



Component Time &


Person

Responsible

Assessment

Method Report of the Data: Including actual Level of Achievement


FERPA Guidelines Educational Records Financial Records Access to records Student Rights Law enforcement access to records

Q 3 years December 2016

Administrator

Compare policies with guidelines set by Federal and state

1/14/2013

Standard 3.3 Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines. Expected Level of Achievement/Benchmark: The policies of the governing organization related to educational and financial records meet or exceed the standards set by the federal and or state laws. Findings: SMC (governing organization) meets and exceeds the standards set by federal guidelines and adheres to the state guidelines set (California Education Code). The Administration Regulations (AR 4135) addresses each standard required by FERPA. The standards include Student Rights, annual notification of FERPA, access to records, amendment of educational records, disclosure of education records, law enforcement units and law enforcement unit records, complaints regarding access, and complaints regarding amendments. Please review attached checklist. The governing institution has clear and thorough Administration Regulations related to records. SMC has online FERPA training for faculty/staff and students, which can be taken at any time. Administrators must take FERPA training annually. The policies of the nursing unit are in compliance with the governing institution, FERPA, and California Education Code. There are a few changes that need to be made to be congruent with the governing organization. The students’ files are kept in a locked cabinet in the nursing counselor’s office. Faculty and permanent clerical personnel have access to the files. Data pertaining to students are also located in the data base. The database is limited to the permanent clerical staff and the Director of the nursing program. Criminal background and drug testing results are only viewed by the Director. According to Education Code for California a school must provide an eligible student with an opportunity to inspect and review his or her education records within is 15 days of receiving a request. Therefore Santa Monica College Administration Regulation is 15 days. FERPA requires within 45 days following receipt of a request. Students requesting copies of their file or evaluation have generally been provided copies without paying. The AR states that students should pay $0.20/page.

Verify that all faculty writing reference letters for students, graduates, past students, etc. are maintaining a file “Reference Request FERPA Release”. Another suggestion to maintain the “Reference Request FERPA Release” binder in the office. The practice of posting the clinical assignments and copies of the assignments on the reception desk and bulletin boards will be discontinued immediately because it is probably a violation of FERPA. Request that locks be placed on the file cabinets in the storage room, although the doors are locked at the end of the day. Confer with the Dean of Admissions and Records to determine the length of time records of students who have completed the program or have not been in the program for more than 3 years need to be maintained. Provide student with requested documents (if appropriate) within 15 school days. Comply with AR to charge $0.20/page for copies requested by students.

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Faculty must comply with the policy of the governing institution when completing reference letters for students. Students must complete a request form to the faculty prior to the reference letter being written. The faculty member must keep the signed request for 3 years. The form can be located at http://www.smc.edu/EnrollmentDevelopment/Admissions/Documents/Letter%20of%20Reference%20FERPA%20release.pdf. The clinical assignments of students were posted on the respective class bulletin boards, emailed to the respective classes, and copies placed on the reception desk. Records of students, graduates from 2005 to present and inactive from 2003 to present, are kept in file cabinets in the storage room. However, the file cabinets are not locked. Applications of students on the waitlist are kept in the nursing counselor’s office. Implications of findings: Posting of the clinical assignments is probably a violation of FERPA. The students records located in the storage room need to be in file cabinets with locks. The storage space is limited and records need to be purged and or relocated. Students need to be charged for copies of records requested. Location: SE Report 1/14/2013

http://www.smc.edu/EnrollmentDevelopment/Admissions/Documents/Letter%20of%20Reference%20FERPA%20release.pdf

http://www.smc.edu/EnrollmentDevelopment/Admissions/Documents/Letter%20of%20Reference%20FERPA%20release.pdf

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3.6 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained, including default rates and the results of financial or compliance audits. 3.6.1 A written comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. 3.6.2 Students are informed of their ethical responsibilities regarding financial assistance. 3.6.3 Financial aid records are maintained in compliance with the policies of the governing organization, state, and federal guidelines. Expected Level of Achievement: Financial Aid Services comply with the Higher Education Reauthorization Act Title IV.

RESULTS



Person Responsibl

e

Assessment Method



Higher Education Reauthorization Act Title IV eligibility and certification requirements Written comprehensive student loan repayment program Financial aid records Ethical of students related to financial aid Responsibilities

Q 3 years December 2016 Monitor default rate every spring semester

Faculty Survey Dean of Admissions & records and Associate Dean, Financial Services Financial officer View website Review Administration Regulations

1/14/2013 Findings for 3.4: The college meets the eligibility

requirements for Higher Education Reauthorization Act Title IV. The college is accredited by the Accrediting Commission for Community Colleges - Western Association of Schools and Colleges (reaffirmed in 2010); Nursing and Respiratory Therapy programs have national accreditation, National League for Nursing Accrediting Commission (NLNAC) and Commission on Accreditation Respiratory Care (CoARC), respectively. The accrediting agencies are recognized by the Department of Education. The college also complies with FERPA and the Financial Aid website acknowledges this policy on the website. In addition the Financial Aid website references the College’s contact for issues related to campus security/student right to know, equal opportunity, and fraud. The website does not state the policy or direct you to the location of the policies.

There is evidence of compliance with the Federal Family Education Loan Program. The review of the financial aid website indicates a thorough approach to informing the students of the resources available to them. The website includes the following information: a current issue of the Financial Aid Newsletter; a financial aid orientation that the student must log in to complete; a Financial Aid Handbook; a discussion of the grants available to students; requirements to receive aid; information on the Federal Stafford Loan Program and Federal Plus Loan (I did not see Federal Supplemental Loans for Students & Federal Consolidation Loan Program) is discussed on the website. In addition the students can find forms, deadlines for submission of applications, frequently asked questions,

Continue to monitor as scheduled in the SE Plan, however follow up spring 2013 to see if consumer information changes have been made. Consider placing all federal and state regulations related to the Higher Education Reauthorization Act Title IV in one place with a pdf of the College’s policy related to the regulation. Follow up at the end of spring 2013 to see if deficiencies have been addressed. Recommend Consider placing all federal and state regulations related to the Higher Education Reauthorization Act Title IV in one place with a pdf of the College’s policy related to the regulation. Continue to monitor as scheduled in the SE Plan.

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appeal process if financial aid is denied, and links to appropriate agencies and calculators.

There are also consumer information requirements that should be available to the public. The information requirements include the following: Approvals, facilities and programs; Athletic program participation rates, completion rates for student athletes; Copyright policies and sanctions (New); Preferred lender arrangements (New); Drug and Alcohol Policies (Revised); Completion/graduation rates (Revised); Campus Crime and Security (Revised).

The philosophy of the Financial Aid Program is to have students apply for loans after other resources have been exhausted. Students must have a “loan entrance interview where “a staff member will provide the student with essential repayment and deferment information regarding the loan.” There is also a loan exit interview. “In order to ensure that student borrowers are fully informed on loan repayment and deferment issues, loan recipients will be required to have a loan exit interview each academic year that they remain enrolled at SMC.” The Financial Aid Office is committed to the student making an ethical and informed decision when applying for loans.

Information regarding the accreditation of the college and selected programs such as Respiratory Therapy and Cosmetology was identified. However the Nursing program was not listed and the accrediting agency listed for Respiratory Therapy was not current. The Associate Dean, Financial Aid was notified of need to make changes.

The default rate for California was 7.8% in 2009 (data not available for 2010) and the national default rate was 8.8%. The number of schools participating in California was 550, highest number of schools participating than any other state. The default rates for the College are less than the national rates for Public 2 – 3 year institutions. The default rate for California Community Colleges could not be located (the Associate Dean attempted to retrieve the information but it was not available. The default rates for the College are listed in the following table.

Year 2010 2009 2008 2007 2006

SMC Default Rate

10.9%* 10.2% 7.7% 6.6% 9.8%

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Public 2-3yr College

Not available 11.9% 10.1% 9.9% NA

*Preliminary calculation

Implications of findings: The College is in compliance with the

Higher Education Reauthorization Act Title IV triad. “First, an institution must be accredited by an accrediting agency determined to be a reputable judge of academic quality by the Secretary of Education. Second, a college or university must be licensed or approved to do business in the state where it is located. And third, the Department must determine that the institution has both the administrative capability to manage the federal program funds, and the financial responsibility to ensure that it is financially stable and will not suddenly close, to the detriment of students or taxpayers.”( http://schoolgrantsfor.com/institutional-eligibility-participate-federal-student-aid-programs.html)

However, some of the requirements related to consumer information could not be located on the website or was difficult to locate. I have discussed some of the concerns with the Associate Dean, Financial Aid. He will make corrections and follow up with the information that cannot be found. The loan default rate is currently 10.9%, higher than the previous 4 years. Continue to limit the number of students applying for loans. Location: SE Report

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Standard 3: Students

3.7: Records reflect that program complaints and grievances receive due process and include evidence of resolution. Expected Level of Achievement: 100% of the documented complaints and grievances receive due process and include evidence of resolution.

RESULTS




Person Responsible

Assessment Method



Complaints and grievances received about the program

Ongoing Nurse Administrator

Review complaints

Date 3.7 (used to be 1.9) Records reflect that program complaints and grievances receive due process and include evidence of resolution. Benchmark: A record of formal complaints made by students

are reviewed and strategies to resolve the complaint. Grievances are referred to the Dean of Admission (if grade appeal) and to the Dean of Student Affairs (unsafe performance) and are resolved. I did not include students referred to the disciplinarian by faculty for this report. A review of formal complaints located in a binder was reviewed. Formal complaints are the written complaints of student, patients, and staff. The themes of the complaints include failure to comply with policies set by faculty and staff; student performance; non-supportive learning environment; unprofessional communication; failure to modify or mitigate circumstances when circumstance is beyond student control. There were six formal complaints from April 2010-June 2012. Implications of findings: Inconsistencies in adhering to

policies; learning environment is perceived as non-supportive; professional behaviors are not being modeled by some faculty, and a climate of incivility is being perceived by students. Nursing faculty and staff must maintain professional conduct, follow policies established or make a recommendation to change the policy, interact with students in a civil tone and constructive manner. Do not continue to use adjunct faculty who are unwilling to modify behavior and comply with policies and if a full-time faculty the evaluation should reflect that instructor is not adhering to the policies of the program Location: SE Report

Remind faculty of complying with policies to minimize inconsistencies. Provide and encourage faculty to pursue workshops and conferences related to a supportive learning environment, incivility, etc. Faculty will foster a professional and supportive learning environment.

Number of complaints and grievances

July of each academic year

Nurse Administrator

Administrator report

Type of complaints, grievances and resolutions

July of each academic year

Nurse Administrator

Review complaints, gather evidence

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3.8 Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. Expected Level of Achievement: Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery.

RESULTS

Actions Resulting From Analysis of the Data Documented in Faculty

Minutes Component Time &


Person Responsible

Assessment Method


Develop

Maintain Revise

Orientation to technology Availability of technology support


Faculty Review resources available

Date presented to faculty 5/31/12 3.7 Orientation to technology is provided and technological

support is available to students, including those receiving instruction using alternative methods of delivery. Benchmark: Eighty percent of students felt orientation to

technology was provided and technological support was available to them, including those receiving instruction using alternative methods of delivery. Findings: The second question of the survey asked students

if they were oriented to the following technologies: Simulation, eCompanion, and the Santa Monica College (SMC) website. The majority of students reported being oriented to technology: 92.5% to Simulation, 77.5% to eCompanion, and 70% to the SMC website. The comments left by the students reflected challenges with orientation that related to Institutional Technology, ie: “Website access to eCompanion goes down frequently.” “eCompanion is helpful but a clunky interface….” “I had a problem with eCompanion when I changed from my maiden name to my married name…” Question three asked students if the felt technological support was available to them during the past academic year. 80.5% of students responded “yes.” The theme of the comments was gratitude towards the tech support. Ie. “Beverly from the computer commons at Bundy helped me get connected with Waleed (the tech support guy)…I am grateful for Beverly’s help.””I had to call to retrieve the updated password and the tech support person was very helpful.”

Only 35% of students responded to the survey. In the future, measures need to be taken to increase the student response rate. Based on the findings, the majority of student surveyed found they were oriented to technology.

Implications of findings:

Based on the findings, the majority of student surveyed found they were oriented to technology. Location: SE Report 5/31/12

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3.9 Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible. Expected Level of Achievement: Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible.

RESULTS



Person Responsible

Assessment Method



Technology requirements needed to take online classes Specific policies for distance education

Faculty Review policies

Workshops and support services are available for students. SMC does not have policies that apply only to distance ed

The minutes of the Distance Education Committee are considering implementing some changes. Continue to monitor, follow-up next April unless a change is announced sooner

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Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 4: Curriculum

The curriculum supports the achievement of the identified student learning outcomes and program outcomes of the nursing education unit consistent with safe practice in contemporary healthcare environments.

4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice. Expected Level of Achievement:

RESULTS



Person Responsible

Assessment Method



Prelicensure requirements for nursing curriculum BRN 1426(b), BRN1426(c),BRN 1426(d) NLN Competencies for Associate degree programs Contemporary standards -QSEN ANA Code of Ethics

June 2012 June 2014 June 2014 June 2016

Faculty Review standards for currency

May 2014 The National League for Nursing revised the competencies for graduates of nursing programs by type in 2010. The competencies for graduates of associate degree programs are human flourishing, nursing judgment, professional identity, spirit of inquiry. Inherent in the competencies are the core values that are embedded in the competencies, they are caring, diversity, ethics, excellence, holism, integrity, and patient-centeredness. These values are part of the nursing philosophy and program objectives, and student learning outcomes. The objectives were developed by the faculty and are in compliance with the content requirement of the California Board of Registered Nursing (BRN). Table 16 Program Objectives and Level Objectives depicts the program design using the program objectives, level of objectives and NLN competencies for ADN graduates. QSEN competencies knowledge, skills, and attitudes (KSAs) were to be introduced, are integrated in the nursing curriculum. Faculty identified the course the KSAs would be introduced and the course the KSAs would be emphasized. Classroom and clinical assignments have been identified for each QSEN competency. June 2012 LOA Met

Curriculum Instructional Processes

Educational Theory

OREM Self-‐Care Model

Care Plan

Interdisciplinary Collaboration

QSEN Teamwork and Collaboration Competency

Respiratory Therapy and Nursing Simulation Conference

Revise nursing curriculum so that the QSEN competencies and NLN competencies are readily identified. The curriculum revision work will continue for fall 2014.

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Research Concept based learning

Best Practice Standards

QSEN Evidence Based Practice Competency

Simulation Computerized Charting

Innovation QSEN CATS iClickers

QSEN CATS

Flexibility *ADN to MSN option *Pharmacy Course kept as an online option *Professional Role optional across all nursing courses *PrepU for NCLEX preparation

Pharmacy Course kept as an online option

Technological Advances

*The Neighborhood *New smart classroom to transfer whiteboard information directly to ecompanion

*iPad Blood Pressure Measurement and Diary Capability *Computerized Charting *HAL portable wireless simulator

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4.2 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. Expected Level of Achievement: The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. 4.3 The curriculum is developed by the faculty and regularly reviewed to ensure integrity, rigor, and currency. Expected Level of Achievement: The curriculum is developed by the faculty and regularly reviewed to ensure integrity, rigor, and currency.

RESULTS


Faculty Minutes


of Assessment

Person Responsible

Assessment Method



Performance of students in area of client needs on NCLEX HESI Mid Curricular Exam HESI Exit Exam Course Student Learning Outcomes Course Success and Retention Rates BRN 1426b

June of every year Each May and February Q 2 Years Every June & December Each May and February

Nurse Administrator Nurse Administrator Faculty Faculty Faculty

Review data from NCLEX Test Reports Review data from HESI Mid curricular Report Review data from HESI Exit Report Review achievement of SLOs submitted at time of grade submission

June 2013

Each of the 22 courses offered in the nursing program (includes theory and clinical lab courses) have a minimum of two student learning outcomes (SLOs) per course. The nursing program assesses SLOs every semester for all courses. The nursing faculty reviewed all SLO results for spring 2013 and fall 2013 and focused on the SLOs from Nursing 36 and Nursing 17 for discussion and improvement. Nursing 17 (Pharmacologic Aspects of Nursing) produced the lowest mastery rates for spring 2013 and fall 2013. Nursing 36 produced low mastery rates for fall 2013. The only course currently offered online in the nursing program is Nursing 17. On-line mastery of SLOs for Nursing 17 was lower than the on-ground SLO mastery for spring 2013 and fall 2013. May 15, 2013 Standard 4.3 The student learning outcomes are used to organize the

curriculum guide the delivery of instruction, direct learning activities, and evaluate student progress. Or is this 4.7 Evaluation methodologies are varied, reflect established

professional and practice competencies, and measure the achievement of student learning and program outcomes. Findings: A review of the percentile rankings indicate that the typical

graduate of SMC nursing program scored in the middle of the all content areas except for 2 areas in each report. The content dimensions identified were client need, nursing process, health alterations, human functioning, wellness-illness continuum, stages of maturity and stress, adaptation, and coping, Comfort, Rest, Activity, Mobility and Reproductive. Client Needs: Graduates performance in 2010 exceeded the 50th percentile in all areas except psychosocial integrity (45) in April 2010-

Curriculum Committee approved Physiology 3 as a pre-requisite course for Nursing 17 in spring 2014. The nursing program will continue to assess if the addition of Physiology 3 as a pre-requisite course positively impacts SLO mastery and course retention/success rates when implemented in fall 2014. A request was made to Institutional Research in spring 2014 to study which math course should be listed as an advisory for Nursing 36 in order to improve mastery of course SLOs. In addition, the nursing program mapped all nursing course SLOs to Institutional Learning Outcome 5 (ILO5)--Authentic Engagement: Demonstrate a level of engagement in the subject matter that enables and motivates the integration of acquired knowledge and skills beyond the classroom. All nursing courses were mapped to ILO5.4, Professional Relevance, in the ISIS online portal for SLOs: Demonstrate a level of engagement in the subject

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The nursing curriculum is developed by the faculty

Review program & course objectives

March 2011 and exceeded the 50th percentile in April 2011-March 2012 except for basic care and comfort (46). The typical SMC graduate’s performance was greater than or equal to 45 of other graduates and less than 55 of other graduates. The highest percentile was in safety and infection control, 76, in April 2010-March 2011 and in April 2011-March 2012, pharmacological and parenteral therapies was 73, and in April 2012-March 2013 the safety & infection control, protective functions, endocrine/ metabolic, health maintenance, health restoration acute/simple, health restoration acute/complex, natal, lifespan. Implications of findings: The students’ performance on NCLEX is

average in most areas but there are some areas of concern such as health promotion, psychosocial integrity, basic comfort and care, growth and development, and gastrointestinal. There were several areas that did not provide percentile ranking because there was not enough data. Location: SE Report on 5/15/13 October 2012

Findings: HESI Mid Curricular Exam

Number of Students

Mean Score

Spring 2012 28 816.43

Fall 2011 26 871.77

Spring 2011 28 802

Fall 2010 35 814

Spring 2010 38 803

Fall 2009 36 849

The mean score for the exam has been greater than 800 for 6 cohorts. The following areas have exceeded a mean score of 800: psychiatric /mental health nursing for 5 of the 6 cohorts; community health, fundamentals

The following areas were less than 800 for 3 to 4 cohorts: Standard 4.3 3/27/2011 4.3 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. (2013 Standard is 4.2)

Student evaluations for simulations performed in 2010 indicate that 85% of student responses on the 14 evaluative statements were positive (49% - strongly agree; 36% - somewhat agree). Only 5% of student responses to the 14 evaluative statements were negative (2% - strongly disagree;

matter that enables and motivates the integration of acquired knowledge and skills beyond the classroom. The NCLEX Test reports provide valuable data regarding the graduates’ performance on client needs, however it does not provide information regarding critical thinking, QSEN competencies, NLN competencies. Continue to use other processes to assist us in evaluating the effectiveness of delivery of

instruction, direct learning activities.

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3% - somewhat disagree). The three statements with the most positive responses were: 1) “I feel better prepared to care for real patients.” 2) “I was challenged in my thinking and decision making skills.” 3) “The instructor’s questions help me to think critically.” The statements that elicited the greatest number of negative responses were: 1) “I felt it was ok to make a mistake.” 2) “I developed a better understanding of the medications that were in the simulation.” 3) “I had fun while I was learning”. Implications of findings:

The evaluations indicated that the students perceive high fidelity simulations to be effective educational tools that increased their critical thinking, decision making and readiness to care for patients in the clinical areas. The implication is that high fidelity simulation should continue to be integrated as part of the overall nursing curriculum. Recommendations: Recommendations include emphasis on learning rather than evaluation during high fidelity simulations. Faculty should consider the roles of students in simulation and design the experience so that the roles promote engagement and are realistic to a clinical situation. The literature indicates that the better prepared faculty are, the more effective the learning environment. Location: SE Report on 3/27/2011

Recommendations include emphasis on learning rather than evaluation during high fidelity simulations. Faculty should consider the roles of students in simulation and design the experience so that the roles promote engagement and are realistic to a clinical situation.

May 2010Findings:

HESI Score

Number of

Students

Average Score

≥ 850 750-849

650-749

≤ 649

Fall 2006

34 786 12 (35%)

10 (29%)

6 (18%)

6 (18%)

Spring 2007

42 759 10 (14%)

11 (26%)

11 (26%)

10 (14%)

Fall 2007

39 741 6 (15%)

12 (31%)

10 (26%)

11(28%)

Spring 2008

32 819 11 (34%)

12 (38%)

7 (22%)

2 (6%)

Fall 2008

44 856 25 (57%)

11 (25%)

7 (16%)

1 (2%)

Spring 2009

41 802 15 (37%)

12 (29%)

14 (34%)

The average score on the HESI MC exam for the last three semesters listed have exceeded the SMC acceptable score of 750. The fall 2008 class is the only semester that the class exceeded the acceptable score set by HESI. 57% of the fall 2008 class scores ≥ 850, 37% in spring 2009, and 35% in fall 2006. The

Continue to encourage the students to take the exam seriously. Consider using the students’ performance (class and individual) on the HESI MC exam for students who fail in Nursing 25 and subsequent courses to assist in determining concepts to address in remediation. Consider examining the reliability of teacher made tests in the courses and level of questions and number of questions asked regarding content areas that are consistently low i.e. geriatrics. Consider increasing the SMC acceptable score to 800.

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fall 2008 class had 11 AP (LVNs), 7 of the AP scored ≥850, 3 scored ≥750, and 1 scored 724. 91% of the AP students scored ≥ 750 and 64% scored ≥850. Generic students: 55% scored ≥ 850, 24% scored ≥ 750, 18% scored ≤749 ≥650, and 3% scored ≤ 649. Geriatrics is the only area that the average score is consistently below the SMC acceptable range achieved one semester (fall 2008) out of six semesters. Other areas that are below the SMC acceptable score are as follows: Evaluation component of the Nursing process was 733 (spring 2009); Basic care & comfort 730 (spring 2009); Physical assessment 670 & 624 (respectively spring 2008 & spring 2009); Operative 735 (fall 2008); basic nursing skills 715 (spring 2009). See attached charts for more information.

The range of the average score on the 741 to 856, however it is significant to note that the range of average scores from Spring 2008 to spring 2009. The students’ performance on the exams have improved.

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Standard 4: Curriculum

4.4 The curriculum includes general education courses that enhance professional nursing knowledge and practice. Expected Level of Achievement: The curriculum includes general education courses that enhance professional nursing knowledge and practice.

RESULTS




of Assessment

Person Responsible

Assessment Method



Review General Education Courses required HESI Exit Success & Retention Rate for GE

Q 3 yrs or as changes occur January and July

Exit scores June 2014 HESI Exit Score for Liberal Education

Fall 2009

Spring 2010

Fall 2010

Spring 2011

Fall 2011

Spring 2012

Fall 2012

Spring 2013

Fall 2013

848 833 828 828 824 852 832 740 874 Nursing program required Speech 5 (Com Stu 35) Interpersonal Communication. Faculty agreed to give the students the option of taking Speech 1 Public speaking (Communication Studies 11 to facilitate admission requirement to the CSU and decrease the number of units taken at the community college. Minor curriculum revision submitted to BRN

Student performance on HESI Exit in this area meets SMC acceptable range. Minor curriculum revision approved by BRN

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4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives. Expected Level of Achievement: The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives

RESULTS


Faculty Minutes


Person Responsible

Assessment Method



Course outlines Course assignments

May 2014 Each year, nursing students have the option of attending the Southern California Multicultural Council of Nursing workshop. The Council represents nurses from the National Hispanic, Black, Asian Pacific Islanders, Philippines and Korean Associations Annually, 50 nursing students or more enrolled in nursing courses attend the annual workshop. This annual event offers 6 contact hours for continuing education and a wealth of knowledge regarding culture, ethnicity, and socially diverse concepts in nursing. Past titles of workshops were: Multicultural Aspects of Pharmacology, Multicultural Implications and Cardiovascular Nursing, Cancer and Multicultural influences. Worldviews of belief systems, ethnic and society influences are explored. Students are introduced to interventions and strategies to improve patient care outcomes of a variety of cultures. Many of the presenters are diverse health care providers and offer their experiences in American as well as their country of birth. As recipient of the Chair of Excellence (2011 to 2014), the Nursing Program developed the Global Nursing Project. The project began in 2011 as a collaboration with the Nurse Advisor Project, a Non-governmental organization (NGO) in Vientiane, LAO and Thailand. In 2013, the project expanded to include RML College of Nursing in New Delhi, India. The goal has been to enhance the cultural competency skills of nursing students at SMC, Thailand, Laos, and India. The work done in the Global Nursing Project collaborative enhanced student’s knowledge of how cultural

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4.6 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. Expected Level of Achievement: The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances.

RESULTS



Component

Time & Frequency

Person Responsible

Assessment Method


Develop

Maintain

Revise

Educational Theory

Inter-disciplinary collaboration Research Best Practice

Q 2 years June 2012 June 2014 June 2014 June 2016

Faculty

Spring 2014 A survey of faculty (full-time and part-time) was performed in spring 2014 to identify how each course in the nursing curriculum and instructional processes reflected current educational theory, interprofessional collaboration, research and current standards of practice. Table ___ summarizes the findings and demonstrate the nursing courses reflect a broad variety of educational theories, interprofessional collaboration, research, and current standards of practice. Based upon the low response rate from part-time faculty to the ACEN 4.6 survey, as well as individual faculty questions about the data requested, it was inferred the nursing program lacked a common set of definitions for this standard. The full-time faculty subsequently adopted the following definitions for the following terms in order to provide structure and consistency for implementation of educational theory, interprofessional collaboration, research, and current standards of practice in the curriculum and instructional processes: Educational Theory: A set of integrated principles and constructs which describe, explain or predict best practices in teaching and learning. Interprofessional Collaboration: Sharing of information among two or more health professionals working together as a team with a common purpose and mutual respect (ACEN 2013 Accreditation Manual Glossary). Research: Evidence-based actions, processes, or methodologies that are grounded in and flow from the translation of substantive and current research (adapted from the ACEN 2013 Accreditation Manual Glossary). June 2012 LOA Met

Curriculum Instructional Processes

Educational Theory OREM Self-Care Model Care Plan

Monitor as outlined

competence and global citizenship are integrated roles in their chosen field of study as well as emphasized service learning as a component of professionalism.

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Interdisciplinary Collaboration

QSEN Teamwork and Collaboration Competency Respiratory Therapy and Nursing Simulation Conference

Research Concept based learning

Best Practice Standards QSEN Evidence Based Practice Competency Simulation Computerized Charting

Innovation QSEN CATS iClickers

QSEN CATS

Flexibility *ADN to MSN option *Pharmacy Course kept as an online option *Professional Role optional across all nursing courses *PrepU for NCLEX preparation

Pharmacy Course kept as an online option

Technological Advances

*The Neighborhood *New smart classroom to transfer whiteboard information directly to eCompanion

*iPad Blood Pressure Measurement and Diary Capability *Computerized Charting *HAL portable wireless simulator

Based on the findings the curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, flexibility, and technological advances. Recommendations. The nursing program is in the process of preparing for curriculum revision utilizing concept based learning. This supports the utilization of best practices for nurse educators and evidenced based practice as it relates to nurse education.

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4.7 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. Expected Level of Achievement: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.

RESULTS


Component Time &


Person Responsible

Assessment Method



Test Reliabilities HESI MC HESI Exit

July & January July & January July & January

6/10/14

6/14/11 Standard 4. Curriculum The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. Criterion 4.5: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. Benchmark: No benchmark was previously set. Findings: When questioned about what teaching strategies used in the classroom clarified the subject matter and facilitated their learning experience, the majority of students (80.6%) responded lecture. Other responses, in order of rank, include: powerpoint presentations (58.2%), case studies and handouts (both with 56.7%), lab (52.2%), Pictures/slides/seminar (49.3%),

Fall

2010

Spring

2011

Fall

2011

Spring

2012

Fall

2012

Spring

2013

Nursing

10

0.49 –

0.84

ND 0.53 -

0.76

0.48 –

0.63

0.20 -

0.30

0.35 -

0.68

Nursing

15

0.39 -

0.45

0.39 –

0.45

0.17 –

0.52

0.47 -

0.60

0.256-

0.51

0.55 –

0.60

Nursing

20

ND ND 0.20 –

0.77

0.20 –

0.67

ND 0.54 –

0.73

Nursing 25

0.16 – 0.89

-0.254 -0.551

0.314 – 0.613

0.110 – 0.480

0.478 – 0.773

-0.214 – 0.677

Nursing

30

ND ND 0.36 -

0.67

0.37 –

0.53

0.18 –

0.70

Nursing 35

ND 0.084 0.521

0.591 – 0.672

0.177 – 0.548

0.377 – 0.628

0.293 -0.630

Nursing

40

0.492 –

0.617

0.159 -

0.501

0.19 -

0.594

0.641 –

0.751

0.34 –

0.442

0.556 –

0.724

Strive to increase reliabilities to 0.60 Follow-up in December to December if workshop on test construction is needed. A dialogue among faculty on the use of group projects and ways to increase positive student feedback should be held. Faculty should utilize powerpoint presentations in creative ways as an adjunct to learning and teaching strategies instead of a lecture tool.

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videos (47.8%), and group projects (31.3%). Additional comments made included: “guest lecture,” and “group study” was mentioned by a number of respondents. The students who responded identified the teaching strategy they liked the best as Lab (77.6%), followed by lecture (72.3%), pictures/slides (61.7%), case studies (57.9%), powerpoint presentations (57.1%), handouts (50.8%), seminar (47.4%). The teaching strategy students liked the least was group projects (47.5%). Students’ perception of the role of the teacher was an open ended question. Comments made highlighted the role of the teacher as a guide/facilitator who understood the material and was able to transmit their knowledge and wisdom in a clear, patient manner. Additional comments were thoughtful and addressed teaching styles and strategies: “To provide a ‘toolbox’ for student to pick up and use that applies to the subject at hand,” “Being organized, well-prepared, and informative…,” “Lecture and clinical teachers work together to provide an educational system that bridges nursing theory and practice.” In students’ responses to the role of learner they perceived their role as an “active learner.” Examples of comments made are: “pay attention and ask questions,” “seek out ways to enhance our knowledge..,” “study, learn, and understand..,” “to work in and out of the classroom introducing myself to topics and processes…,” “prepare prior to lecture,”be responsible for your own behaviors…,” “to learn and progress and become an excellent nurse.” Views on the use of powerpoint slides as a teaching strategy varied, but addressed the student’s learning style. Comments made included: “Some people learn visually and some learn by just listening. Powerpoints are great visual aids, they could be designed in different ways…,” “When the presentation serves as a supplement to the lecture content (content that clarifies textbook material along with concepts that are not in the readings), they are helpful. If presentations are simply bullets that are read off or only cite textbook information, they seem unnecessarily redundant.” Student responses about what teaching strategies clarified the subject matter and facilitated their learning experiences in the clinical setting ranked as follows: Hands on practice (97%), watching procedures (91%), guidance through skills (77.6%), encouraging questions (73.1%), simulation (67.2%), pre and post conference (55.2%), delegating to care partners (17.9%). Implications of findings: The students who responded were pleased with the majority of teaching strategies utilized by the faculty. Informative feedback was generated in regard to how powerpoint presentations could be used most effectively. Group projects were one strategy not liked by many students. Students saw themselves as active learners who wanted to be provided with many different strategies that addressed their learning styles. Location: See SE Report 6/14/2011

Strategies need to be developed to increase student response rate to the survey. Address how strategies are affecting student, learner, and program outcomes by reviewing data from student learning outcomes. In future faculty surveys of evaluation methodologies include iClickers, exams, quizzes, item analysis. The components identified under the criteria need to be reevaluated. Survey needs to be revised in Fall 2011.

Criterion 4.5 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. 05/14/2010 HESI Exit scores and cohort performance on the NCLEX are in the table below.

HESI Score

Recommendations: The faculty need to confer and see what areas need to be enhanced and identify content areas that need to be deemphasized.

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Number of

Students

≥ 850 750-849

650-749 ≤ 649 NCLEX Pass Rate for Cohort

Spring 2009

31 13(42%) 7(23%) 5(16%) 6(19%) 100%

Fall 2008

32 6 (18%) 12 (38%)

9 (28%) 5 (16%) 100%

Spring 2008

27 4 (15%) 10 (37%)

11 (41%)

2 (7%) 92%

Fall 2007

39 6 (16%) 12 (31%)

10 (26%)

11 (28%) 86.84%

Spring 2007

38 6 (16%) 10 (26%)

4 (10%) 18 (47%) 72.20%

Fall 2006

36 10 (28%)

9 (25%)

8 (22%) 9 (25%) 91.42%

Average scores range from 764 to 804 from Spring 2008 to Spring 2009. Average range of scores was 691 to 765 from Fall 2006 to Fall 2007. The average scores have increased. Forty two per cent of the Spring 2009 cohort scored ≥ 850.

Implications of findings: Grades were attached to the performance on the HESI Exit exam and this may have accounted for the increase in student scores. Performance of students in the Geriatrics component is inconsistent on the HESI mid curricular, the HESI Exit, as well as NCLEX. Performance on HESI may be a predictor of student failure as opposed to passing NCLEX. We were not able to compare students with national trends in relationship to HESI because the data was not available, however we could compare students to the NCLEX results nationally. SMC nursing students scored ≥ 850, 16 out of 39 (41%) categories. The difficulty of the NCLEX increased in April 2010, it is harder and more points are needed to pass the exam.

Recommendations: The faculty need to confer and see what areas need to be enhanced and identify content areas that need to be deemphasized; Review exams given in each course for complexity and similarity to current test plan. Examine the cognitive level of questions as well as the number of questions related to Geriatrics, Psychosocial Integrity, Health Promotion and Maintenance, Therapeutic Communication, Cultural/Spiritual, and Legal/Ethical on all the exams. Faculty need to compare content areas

Review exams given in each course for complexity and similarity to current test plan. Examine the cognitive level of questions as well as the number of questions related to Geriatrics, Psychosocial Integrity, Health Promotion and Maintenance, Therapeutic Communication, Cultural/Spiritual, and Legal/Ethical on all the exams. Faculty need to compare content areas where the performance scores are ≤ 850 on the HESI Exit to the exams in the course which cover the content. Survey faculty to determine if the SLOs are being met. Examine the frequency of analyzing this standard.

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where the performance scores are ≤ 850 on the HESI Exit to the exams in the course which cover the content. Survey faculty to determine if the SLOs The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. Location: SE Report on 5/14/2010

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4.8The length of time and the credit hours required for program completion are congruent with the attainment of identified student learning outcomes and program outcomes and consistent with the policies of the governing organization, state and national standards, and best practices. Expected Level of Achievement: The length of time and the credit hours required for program completion are congruent with the attainment of identified student learning outcomes and program outcomes and consistent with the policies of the governing organization, state and national standards, and best practices.

RESULTS


Faculty Minutes


Person Responsible

Assessment Method



BRN1426c Length of program in relation to achievement of the program objectives Attrition rate for each cohort

Every 3 years October 2016 Annually

Analyze number of students completing program; graduate survey Analyze attrition rate by cohort & review results

October 2013 The Nursing Program utilizes the semester unit formula set by the California Community College Chancellor’s Office (CCCCO) and is consistent with the criteria established by the BRN. One hour of instruction in theory each week throughout a semester, based on 18 weeks for a semester, equals one unit, a 1:1credit to contact ratio. Three hours of clinical practice each week throughout a semester equals one unit, a 1:3 credit hour ratio for clinical/laboratory. Santa Monica College functions on an 18 week semester system that incorporates one week of faculty “flex” activities. Formal academic sessions occur in a compressed calendar format of 16 weeks. Although formal instruction is offered over 16 weeks, each designated class hour is extended in increments of minutes to include and collectively represent the 18 weeks of instruction for the semester. The following table identifies the catalog weekly student contact hours (WSCH) and the computed weekly student contact hours for the course. According to the criteria set by the BRN the nursing curriculum must have at least 58 units and must include the following courses in the curriculum: art and science of nursing must have at least 36 units, 18 semester units for nursing theory and 18 semester units for clinical practice; six semester units of communication skills which must include oral, written, and group communication; minimum of at least sixteen semester units of natural and behavioral sciences, anatomy, physiology, and microbiology (related natural sciences) and psychology, sociology, or cultural anthropology. The total units in the nursing curriculum are 71 semester units/credits, 40 units (56%) are nursing courses and 31 (44%) are from the social sciences, life sciences, behavioral sciences, and

Continue to monitor

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general education courses. The nursing theory units total 21.5 units and the clinical practice units total 18.5 units.


Standard 4: Curriculum

4.9 Practice learning environments support the achievement of student learning outcomes and program outcomes. Expected Level of Achievement: Practice learning environments support the achievement of student learning outcomes and program outcomes.

RESULTS




Person Responsib

le

Assessment Method


Develop

Maintain Revise

Comprehensive description and assessment of the adequacy of clinical facilities used to provide a variety of learning experiences

Every year or more often if needed

faculty Faculty evaluation of clinical facility Site assessment tool Student evaluation of facility

5/31/11Clinical Facilities 4.8 Practice learning environments are appropriate for student learning and program outcomes; current written agreements specify expectations for parties and ensure the protection of students. 1.The number of patients/clients in the clinical setting was sufficient to meet course objectives: 89% strongly agree or agree 2. The range of major health problems represented in the patient/client population was sufficient to meet course objectives: 96% strongly agree or agree 3. The variety of learning opportunities was sufficient to meet course objectives: 94% strongly agree or agree 4. The staff provide positive role models: 89% strongly agree or agree 5. There were sufficient resources (personnel and supplies) available: 90% strongly agree or agree. 6. Attitude of the staff contributed to a supportive learning environment: 90% strongly agree or agree. 7. All clinical facilities have current, signed, Affiliation Agreements with the nursing program. Implications of findings: Clinical facilities are adequate for students to meet course objectives. Clinical facility staff provide positive role models and there are sufficient resources available on the units. The number of respondents per question ranged from 0 to 430 while classes had a maximum of 40 students. The results do not provide specific data regarding each facility and instructor. Improved data collection may be available. 3-23-2010 Standard 4: Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes;

1. Continue to evaluate clinical settings to ensure that course objectives can be met by students. 2. Explore alternative electronic data collection systems (i.e.; Survey Monkey), to ensure accuracy and increase student response. 3. Currently, facility evaluation data is only collected from students. Consider surveying clinical faculty regarding adequacy of clinical facilities. 4. Current survey findings combine all data by course only. Consider the need and feasibility of providing data regarding each clinical instructor and each facility.

1424e BRN approval for each agency

Every 2 years & as needed

Site Assessment tool

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and/or community facility prior to utilization

With each new affiliation

Evaluation of clinical facilities by faculty & students

current written agreements specify expectations for all parties and ensure the protection of students. Findings: Current contractual agreements with affiliating clinical facilities indicate compliance with BRN/NLNAC requirements. However, the affiliating agreements need to state that faculty orientation is provided. 95% of the facilities require faculty to orient to facility prior to students being allowed in facility. A review of the clinical facilities from fall 2006 to spring 2009. The responses to the survey were low in several of the courses and in one course the data exceeded the number of students enrolled in the course. The overall results in each course indicated that over 75% of the students found the clinical facilities to be adequate. An informal survey indicated that faculty agreed that the clinical facilities were adequate. Implications of findings: Continue with the established policies and nurture relationships established with clinical facilities. Recommendations: Continue to utilize current tool, “Evaluation of Clinical Facilities.” A survey of full time and part time will be conducted regarding the adequacy of clinical facilities. We will continue to survey students at the end of each course and monitor benchmark established by faculty regarding this criteria. The “Clinical Facility Evaluation Tool” will be removed from the lecture evaluation component of each course. Students will complete the clinical facility evaluation in the Laboratory component of the course. Faculty will be surveyed to ascertain information regarding the relevancy of questions on the Clinical Facility tool. Contracts will be revised to include that agencies will provide an orientation of faculty to clinical facility relevant.

A Faculty Survey Tool regarding students being able to meet their clinical learning outcomes needs to be developed, followed by a survey of the faculty.

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4.10 Students participate in clinical experiences that are evidence-based and reflect contemporary practice and nationally established patient health and safety goals. BRN Reg (CCR 1443.5): Curriculum is relevant to current nursing practice and reflects standards of competent performance Expected Level of Achievement: Students participate in clinical experiences that are evidence-based and reflect contemporary practice and nationally established patient health and safety goals.

RESULTS




Person Responsible

Assessment Method Report of the Data: Including actual Level of

Achievement


Table of courses with a clinical component mapping best practices and established patient health and safety goals across the nursing curriculum.

Faculty Survey of faculty. National Patient Safety Goals (2013). QSEN assignments and learning activities across the curriculum. Minutes from

Nursing Meetings.

Date presented to faculty: 5/17/13 Standard 4 Curriculum Criterion 4.10 Students participate

in clinical experiences that are evidence-based and reflect contemporary practice and nationally established patient health and safety goals.. Findings:

Clinical activity templates and clinical learning activities reflect QSEN competencies are integrated across all courses with a clinical component. National Patient Safety Goals (2013) are integrated in the nursing fundamentals, medical-surgical and specialty clinical courses. A new clinical agency faculty survey was added during spring 2013 which includes the following evaluative statement, “Staff at this agency role model current standards of nursing practice.”

Current best practices, standards of competent performance and nationally established patient health and safety goals are reflected in all courses with student clinical experiences.

Continue to review national patient safety goals, QSEN assignments, and clinical learning activities annually to validate student clinical experiences reflect current best practices, standards of competent performance, and nationally established patient health and safety goals. Recommend faculty explore additional EBP “Bundles” that may be applicable to their courses. Faculty will explore additional EBP “Bundles” that may

be applicable to their courses.

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4.11 Written agreements for clinical practice agencies are current, specify expectations for all parties, and ensure the protection of students. Expected Level of Achievement: Written agreements for clinical practice agencies are current, specify expectations for all parties, and ensure the protection of students.

RESULTS



Person Responsible

Assessment Method



1427. Clinical Facilities Written agreements contain all of the elements required by the BRN 1427a, 1427b

Annually for expiration date Q 2 years May 2015

Administrative Assistant will track contracts date of expiration Faculty will examine to confirm compliance with regulating and accrediting agencies

Review all contracts to ensure compliance with regulation

May 2013 Santa Monica College has current written agreements with all of the clinical agencies utilized by the nursing program. All of the affiliating agencies used by Santa Monica College were approved by the BRN prior to utilization and visited by faculty prior to initiating an agreement. Each clinical site approval form (EDP-P- 08) and agreements/contracts are maintained in the Health Sciences Department. Santa Monica College has maintained the currency of its contracts with affiliating agencies. Two new affiliating agreements have been acquired since the in the past two years. Optimistic People in a Caring Atmosphere (OPICA), was obtained to meet the clinical objectives in the Nursing 28 Community Health Nursing course and St. Vincent Medical Center (October 2012) for medical surgical rotation

3-23-2010 Current contractual agreements with affiliating clinical facilities indicate compliance with BRN/NLN requirements. However, the affiliating agreements need to state that faculty orientation is provided. 95% of the facilities require faculty to orient to facility prior to students being allowed in facility.

Faculty will be surveyed to ascertain information regarding the relevancy of questions on the Clinical Facility tool. Contracts will be revised to include that agencies will provide an orientation of faculty to clinical facility relevant.

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4.12 Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes. Expected Level of Achievement: Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes.

RESULTS


Component Time &


Person Responsible


Achievement


Curriculum Standard for Nursing 17

Learning activities, instructional materials, and evaluation methods are the same as onground.

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4.13 The appropriateness of the relationship between clock and clinical hours is clear, reasonable and meets program goals/objectives and individual State Board of Nursing requirements. Expected Level of Achievement: The relationship between theory and clinical hours is in 100% compliance with the California State Board of Nursing requirements and meets program goals and objectives.

RESULTS


Faculty Minutes Component Time & Frequency

of Assessment Person

Responsible Assessment

Method Report of the Data:

Including actual Level of Achievement Develop Maintain Revise

1426a 1426f The relationship of clinical clock hours and credit units is clear, reasonable and meets program goals and individuals State board of Nursing requirements and regional accreditation standards, and State Educational code

Review with each change

Faculty Review of regulations Tabulate hours based on credits

ELA Met April 2014 According to the criteria set by the BRN the nursing curriculum must have at least 58 units and must include the following courses in the curriculum: art and science of nursing must have at least 36 units, 18 semester units for nursing theory and 18 semester units for clinical practice; six semester units of communication skills which must include oral, written, and group communication; minimum of at least sixteen semester units of natural and behavioral sciences, anatomy, physiology, and microbiology (related natural sciences) and psychology, sociology, or cultural anthropology. The total units in the nursing curriculum are 71 semester units/credits, 40 units (56%) are nursing courses and 31 (44%) are from the social sciences, life sciences, behavioral sciences, and general education courses. The nursing theory units total 21.5 units and the clinical practice units total 18.5 units. The related natural, behavioral, and social sciences total 19 units and communication totals 6 units. The nursing curriculum is in compliance with the BRN criteria for a prelicensure program. The nursing program is designed to be completed in two years upon admission to the program, and is comparable to other ADN programs in California.

The nursing curriculum is in compliance with state and BRN. The nurse administrator monitors the WSCH each semester during input of schedule to ensure that each section correct and notifies the Dean, Instruction when discrepancies are found.

One (1) hour instruction in theory throughout a semester, equals one (1) unit, three (3) hours of clinical practice each week throughout a semester

Each semester Administrator

Tabulate hours based on units

The Santa Monica College Associate Degree Nursing Program utilizes the semester unit formula set by the California Community College Chancellor’s Office (CCCCO) and is consistent with the criteria established by the BRN. One hour of instruction in theory each week throughout a semester, based on 18 weeks for a semester, equals one unit, a 1:1credit to contact ratio. Three hours of clinical practice each week throughout a semester equals one unit, a 1:3 credit hour ratio for clinical/laboratory. Santa Monica College functions on an 18 week semester system that incorporates one week of faculty “flex” activities. Formal academic sessions occur in a compressed calendar format of 16 weeks. Although formal instruction is offered over 16 weeks, each designated class hour is extended in increments of minutes to include and collectively represent the 18 weeks of instruction for the semester.

The formula to calculate the number of hours for a class per week is in compliance with BRN, CCCCO, and SMC.

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Standard 5: Resources Fiscal, physical, and learning resources are sustainable and sufficient to ensure the achievement of the student learning outcomes and program outcomes of the nursing education unit.

5.1: Fiscal resources are sustainable, sufficient to ensure the achievement of the nursing education unit outcomes, and commensurate with the resources of the governing organization. Expected Level of Achievement: There are sufficient fiscal resources to provide the faculty and support staff to assist students in achieving the student learning and program outcomes and are comparable to other departments similar in size.

RESULTS




of Assessment

Person Responsible

Assessment Method


Develop Maintain

Revise

1424d Nursing unit’s fiscal and personnel resources

Every 2 years or when budget revised March 2010 November 2013 November 2015

Faculty and Administrator

Analysis of needs

November 2013 Criterion 5.1: Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. Findings: The fiscal resources provided to the nursing unit allow the program to

meet the expected outcomes of the program. The majority of the budget is for faculty and benefits. The faculty (full-time and part-time) are compensated appropriately. Additional faculty have been hired to assist with the Skills Lab. Support staff, administrative assistant II (100%) and administrative secretary (50%) are currently sufficient to meet the needs of the nursing unit. The budget for the full-time counselor in Health Sciences and one of the part-time counselors, does not come out of the Health Sciences budget. There are two additional counselors who are employed ten hours a week and paid out of the Enrollment Growth and Retention Grant. The memberships for NLN, ACEN, COADN, BRN CE Provider fee are paid out of the District membership budget not the department’s budget. The budget category for contracted services and other operating expenses totals $8844. The expenditures from this category include laundry and cleaning, software licensing, rent and leases, etc. Although, money is allotted for equipment maintenance ($600 -$459), the amount is not adequate for the maintenance of mid to high fidelity simulators and equipment such as the IV simulator, Metivision, and psysis. Maintenance of the mid to high fidelity simulators range from $6000 to $13,000/year. The BRN made a recommendation in October 2013 that is consistent with this

finding. The recommendation was as follows: “Provide for a budget for maintenance & repair of hi-fidelity human simulators and lab equipment for student teaching and learning.” The Vice President of Academic Affairs is aware of this recommendation.

Request an increase in the allotment for equipment maintenance from Vice President and Dean, Academic Affairs. The BRN also made this finding in October 2013. April 2014 follow-up Tentative budget adjusted to repair equipment but unable to support annual

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SE Report November 2013 Follow-up April to May of 2014 when planning for the 2014-2015 fiscal budget

warranty of $13,000 for one piece of equipment.

1424d Nursing unit’s fiscal and personnel resources The governing organization is providing the nursing unit with equitable resources Type and number of support personnel

Every 2 years or when budget revised March 2010 November 2013 November 2015 Every 2 years or when budget revised March 2010 November 2013 November 2015

Faculty and Administrator

Analysis of needs Compare allocation to nursing unit with other departments Faculty/Student Survey-survey students and faculty to determine if adequate

03/24/2010 Standard 5. Resources: Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit Criterion 5.1: Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. Criterion 5.4: Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that

students achieve learning outcomes. Findings A review of the expenditures and budgets for this time period indicate that there was an adequate amount of funding to support the nursing unit. However the nursing area was not able to fund needed full time positions identified within the funding allocated. For example the Full-time Counselor, Full –time Faculty, and Full-time clerical support roles were assume by part-time and/or temporary hires.

Implications of findings: There has been lack of continuity and frequent orientations/training for new faculty and staff requiring repetitive work for existing full-time faculty and staff. This also has caused errors in the implementation of policies and adherence to program requirements resulting in negative student perceptions. Recommendations: Formalize a request for clerical support with Vice President of Academic Affairs. Continued discussion with Dean of Counseling and Chair of Counseling regarding the need for additional district funded counseling hours to meet state mandates. Formalize a request for a full-time Nursing Skills Lab Coordinator and consult with the Personnel Commission regarding re-instatement of the Nursing Skills Lab Coordinator position at a competitive salary.

A proposal for a full time Health Sciences counselor was submitted in Fall 2010. A full-time Health Sciences counselor was hired to begin in Fall 2011. District continues to fund 19 hours/week for counselor and Grant funds 20 hours/ week and pays 50% of the administrative secretary. Department has the 2.5 FTE for counselor A request for a full time clerical position was submitted in October 2010. Position was filled in January 2011. A proposal was submitted for a full time nursing instructor during Fall 2010 which was not ranked. Need to resubmit for a full-time nursing faculty position for academic year 2011-2012. Need to consult with the Personnel Commission regarding reinstatement of full-time Nursing Skills Lab Coordinator position at a competitive salary. Adjunct Faculty Mentoring Committee formed Fall 2010. Survey distributed to part-time faculty and results and recommendations presented at department meeting which need to be formalized. Recommend that findings from Adjunct Faculty Mentoring Committee be placed on future faculty meeting agendas. Course level meetings are conducted with all full-time and adjunct faculty prior to each course for continuity and adherence to program policies and requirements. Follow-up Skills Lab Coordinator Position does not currently exist. Attempted to have as a faculty position, however position does not currently generate FTEs

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Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 5: Resources

5.2 Physical resources are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students. Expected Level of Achievement: Physical facilities support the learning environment of the nursing unit as evidenced by satisfactory rating by 80% of the constituency of the nursing unit.

RESULTS




of Assessmen

t

Person Responsibl

e

Assessment Method


Develop

Maintain

Revise

1424d Adequacy of the physical facilities

Q 3 years or when a change April 2017

Faculty Survey of faculty Survey of students

4/28/2014 Student Survey

A survey conducted in 2014 of the students indicated that the following items were available in the existing space to meet the needs of the students. There were fifty-six responses to the survey. Overall the students strongly agree or agree the physical resources support the program with 86.4% of the students either strongly agree or agree that the online library resources support the purposes of the program. Faculty Survey

A survey conducted in 2014 of the faculty (13 responses) showed the majority of faculty and staff strongly agreed or agreed that the physical space in the classrooms, skills lab, and nursing conference room were adequate. Only 72% of faculty rated the Bundy Campus Satellite Nursing Library as adequate in the 2008 survey, however 100% strongly agreed or agreed in the 2014 survey. The physical space of the skills lab and classrooms were of most concern in the 2008 survey but 100% of the faculty strongly agreed or agreed in the 2014 survey. 3/25/09

A visual survey of the physical facilities found the nursing students utilized several shared spaces at the Bundy campus which included: lecture classrooms with internet access, study areas on each floor, first floor computer lab/satellite nursing library, 3rd floor conference room (available by reservation), and a vending machine area with a microwave oven, tables and chairs located inside and outside of the facility. Physical space which was utilized predominantly by the nursing unit included the skills lab and simulation room. Full-time and adjunct nursing faculty utilized the faculty workroom which included a copier, fax machine, 2 printers, 5 computers, and a Scantron grading machine. Tables and chairs were readily available. An open reception area, staffed by an administrative assistant, provided a friendly area to greet nursing students and applicants to the program. A written survey was developed in order to enable the nursing unit to evaluate the physical space of the present facilities at the Bundy Campus. The survey was approved

Continue to monitor

Classroom, laboratories, multimedia facilities, and conference rooms utilized by the nursing unit

April 2017 Faculty Inventory & observation Utilization analysis

Access to library, communication systems

April 2017 Faculty Survey of students

Offices of the nursing administrator, faculty & staff

April 2017 Faculty Survey other facilities

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by faculty and distributed to all four levels of nursing students during the second 8 weeks of the Fall 2008 semester. To distinguish between the various nursing levels (i.e., first semester, second semester, third semester and fourth semester), the survey was printed on different color paper for the purpose of identifying areas of concern unique to that level. The survey was distributed to each level’s lead nursing instructor. The students were instructed to fill out the survey form anonymously with the only identifying data being the course, semester and year (see attached survey). A separate survey was distributed to the 6 full-time, adjunct faculty and support staff which also included physical space utilized only by faculty and staff. At the time of the survey there were 143 students enrolled in the program, resulting in a student survey response rate of 70.6% (n=101). Implications of Findings:

The majority of the faculty and staff strongly agreed or agreed that the physical space in the classrooms, skills lab, and nursing conference room were adequate: Classrooms (85%), Skills Lab (83%), HPS Simulation Room (85%), Bundy Campus Student Computer Lab (83%), Nursing Conference Room (100%), Faculty and Staff Offices (100%), and Faculty and Staff Workroom (100%). Only 60% of the faculty and staff rated the physical space of the Bundy Campus Satellite Nursing Library as adequate, but the comments focused more on access to the learning resources rather than the actual physical space. Across all semesters, nursing students responding to the survey rated the following physical spaces as adequate: Classrooms (95%), Skills Lab (90%), Bundy Campus Student Computer Lab (82%), and Nursing Conference Room (80%). Only 78% of the nursing students rated the HPS Simulation Room as adequate and 72% rated the Bundy Campus Satellite Nursing Library as adequate. Again, the Bundy Campus Satellite Nursing Library comments focused more on access to the learning resources rather than the actual physical space.

The physical space of the skills lab and classrooms were of most concern to the first semester students since they had upwards of 50 students in their class. The adequacy of the physical space of the HPS simulator room was rated as disagree or strongly disagree by 17 students and 1 faculty/staff. The HPS simulator room needs further evaluation since the HPS simulator room has not yet been fully utilized across the curriculum. The most common student concern was the small size of the desks, especially for the larger students. Faculty and staff (n=2) and students (n=16) disagreed or strongly disagreed that the physical space of the Bundy campus student computer lab was adequate. Faculty and staff (n=4) and students (n= 24) disagreed or strongly disagreed that the physical space of the Bundy campus satellite nursing library was adequate. Overall satisfaction with the physical space of the nursing unit has improved since the last survey was performed in 2004 when the nursing unit was located at the Madison campus. The nursing unit’s move to the renovated Bundy campus has contributed to improved faculty, staff and student satisfaction with physical resources.

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5.3 Learning resources and technology are selected with faculty input and are comprehensive, current, and accessible to faculty and students. Expected Level of Achievement: Learning resources will be reported as current and comprehensive by 85% of all nursing units’ constituents. 90% of the nursing students will report learning resources as accessible and available. 90% of faculty will agree that mechanisms are in place, which provide annual opportunity for faculty input into the procurement of learning resources.

RESULTS




Person Responsi

ble

Assessment Method


Develop

Maintain

Revise

1424d Assess capabilities of the governing organization’s and nursing unit’s library.

Every 3 years (2007, 2010, 2013)

Assess holdings for recency and needs analysis

4/28/14 The survey was completed by sixty five participants: six full time nursing faculty, 6 part-time nursing faculty, 51 students, and one staff member. Findings The majority of the responses to the survey were from students in the first semester of the SMC Nursing program enrolled in Nursing 10 or Nursing 15. More than 96% of the respondents agreed to strongly agreed that the learning resources in the SMC nursing program were current and comprehensive (96.8%), and that the learning resources in the SMC nursing program are accessible and available (96.8%). 86.7% of the respondents agreed to strongly agreed that there were mechanisms in place which provide annual opportunity for input into the procurement of learning resources. Respondents were also surveyed about the adequacy of a list of learning resources. The resources that were rated highest (agree to strongly agree) were mannequins (96.8%), hospital beds (96.7%), human patient simulators (91.9%), and skills lab support staff: Fall/Spring (91.8%). The resources with the lowest ratings (agree to strongly agree) were: skills lab support staff in winter/summer (57.4%), electronic health record (62.3), equipment maintenance and repair (72.6%), and barcoding medication simulator (73.7%). (see chart below) Respondents were asked to specify any learning resources that they would like to see added to the SMC nursing program. In reviewing the twenty two responses the themes most identified were barcoding medication, and simulated dosage administration. Summary Based on the findings of the most recent survey, the SMC Nursing Program has exceeded previously established expected level of achievements set for learning resources being current, comprehensive, accessible, and available.

Continue to monitor

Holdings are current and comprehensive to meet nursing unit’s goals & objectives

Annually Survey of faculty Survey of students

Software & hardware are available to students and faculty to support the goals & objectives of the nursing unit

Every 3 years

Faculty surveys Student surveys

1424d Other learning

Every 3 years

Survey students utilization

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resources available to support the goals & objectives of the nursing unit

of learning resource center on main campus

The current survey was revised to include feedback about additional resources in the Skills Laboratory 5/13/11 Standard 5 Resources Criteria 5.3 Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery. Findings: Forty nursing students in semesters 1-3 responded to the survey: 1st semester (n=9), 2nd semester (n=11) and 3rd semester (n=20). The nurse squared software was evaluated in four major areas: content, interest level, instructional design, and navigational features (see attached results). Student responses ranged from strongly agree to strongly disagree in all four major areas of the survey. The overall student rating of the software was excellent 3.2% (n=1), above average 12.9% (n=4), average 25.8% (n=8), fair 6.5% (n=2) and poor 51.6% (n=16). Most of the students, 93.9% (n=31), did not recommend nurse squared for student purchase. Faculty Survey Three full-time nursing faculty and 4 adjunct nursing faculty teaching in semesters 1-3 in the nursing program responded to the survey. The nurse squared software was evaluated in four major areas: content, interest level, instructional design, and navigational features (see attached results). The faculty rating of the software was significantly higher than the student rating in most areas of the survey and were rated as strongly agree or agree. Areas of weakness identified by faculty were: ease of entering program, clarity of instructions, ability to move forward in the program. The overall faculty rating of the software was above average 20% (n=1), average 20% (n=2), fair 20% (n=1) and poor 20% (n=1). The majority of the faculty surveyed, 80% (n=4), did not recommend nurse squared for student purchase. Implications of findings: The responses indicate the majority of the nursing students do not perceive the nurse squared electronic health record software as current, comprehensive or easily accessible (Mac users cannot use nurse squared remotely unless Windows is loaded on their computer). The majority of nursing students and faculty do not recommend nurse squared for student purchase. Nurse squared clearly does not meet the needs of our tech savvy students. There were also additional problems reported by faculty in the nurse squared software when it was utilized during the METI CHF simulation this semester in N35L: 1)docusate (Colace) was not found in the oral drug list; 2)the abbreviation qd was used in the software instead of daily (qd is not longer an acceptable abbreviation); and 3)the software did not allow the user to enter metoprolol in the eMAR due to a software “glitch”. Recommendations:

Based upon the nursing student and faculty responses, nurse squared electronic health record software is not

recommended for student purchase at this time. Continue to utilize the electronic health record software available in the skills lab for documentation during skill practice and simulation. Every effort should be made to place students at least one time at a clinical facility that currently allows student access to electronic health record documentation.

Mechanisms by which nursing faculty have input into the development and maintenance of the library and other learning resources

Annually Review minutes, CTEA student survey, CTEA /Perkins request, Technology requests

Location: See SE Report on 5/13/2011

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11/16/09 Standard 5, criterion 5.3 Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery, (Hybrid Courses) Findings:This data is based on questions in a web-based survey of students enrolled in the nursing program. Seventy-two students provided responses to the question (Please rate the accessibility of the student support services within the Nursing Program.) Eighty eight percent of the students rated skills lab independent practice as somewhat or very accessible. Ninety-four percent rated assisted skills lab practice somewhat or very accessible. Fifty-nine percent rated supervised tutorials somewhat or very accessible. Ninety seven percent rated Medspub and eighty eight percent rated Software for Nurses Web based learning) as somewhat or very accessible. Seventy-eight percent rated online library resources as somewhat or very accessible. Seventy-five percent rated nursing skills media (DVDs, CDs, and Videos) as somewhat or very accessible. The following data is based questions in a web-based survey of faculty members and staff members. Fourteen staff and faculty provided responses to the question. Nursing support services’ effectiveness was rated at: Eighty two percent rated Medspub content as somewhat or very effective. Seventy percent rated Software for Nurses somewhat or very effective. Sixty-eight percent rated other computer or web-based tutorials somewhat or very effective. Fifty-nine percent rated supervised tutorials somewhat or very effective. Sixty seven percent rated online library resources as somewhat or very effective. Eighty-nine percent rated nursing skills media resources (DVDs, CDs, Videos) as somewhat or very effective. Implications of findings: Two of eight criteria reached the student benchmark of learning resources above ninety percent. Two of the criteria were met at eighty eight percent. Six areas need improvement in student accessibility. Faculty reported one out of eight criteria was met and one was eighty-two percent. Five areas need improvement in faculty and staff in areas of program support services. Recommendations: Improvement is found to be needed by students in “supervised tutorials,” other computer or web based tutorials,” “online library resources” and “nursing media skills resources”. Improvement is found to be needed by faculty and staff in utilization of “Medspub, Software for Nurses and other computer or web based tutorials”, supervised tutorials and online library services.” Location: SE Report 11/16/2009

1.Medspub no longer available because of financial constraints. Software for Nurses is available on-line 24 hours. 2. Point out textbook on-line resources. 3. Point out appropriate ways to utilize the software.

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5.4 Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students engaged in alternative methods of delivery. Expected Level of Achievement: Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students engaged in alternative methods of delivery.

RESULTS



Person Responsible


Achievement


One course offered online

See evaluation of 5.1 and 5.3

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`Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 6: Outcomes

Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education unit.

6.1: The systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following: student learning outcomes; program outcome; role-specific graduate competencies; and ACEN standards. Expected Level of Achievement: The systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following: student learning outcomes; program outcome; role-specific graduate competencies; and ACEN standards. The systematic plan for evaluation contains specific, measurable expected levels of achievement; appropriate assessment methods; and a minimum of three (3) years of data for each component within the plan.

RESULTS



Person Responsible


Achievement


1424b(1) & 1424g The nursing program’s master plan for evaluation includes: components; Person assigned responsibility; Time/frequency of evaluation; Assessment methods & rationale; report of data; implications-actions

Every 3 years (June 2007, 2010, 2013, 2015)

Faculty Analysis of BRN & ACEN standards

All elements are included in the SEP SEP revised of plan in 2008 and 2013

3 years of data is not embedded for each component.

Rationale for the methods and process used to evaluate or measure evaluation criteria, required outcomes, and optional outcomes

Every 3 years Faculty Faculty discussions Literature review Comparative data

See SE Reports

Analysis/evaluation of the effectiveness of the methods & processes used

Every 3 years Faculty Feedback from all components

See SE Reports

How data are used for development, maintenance, and/or revision of the nursing unit

As needed Faculty Review Systematic evaluation plan

See SE Reports

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Systematic Plan for Program Evaluation and Assessment of Outcomes Standard 6: Outcomes

6.2 Evaluation findings are aggregated and trended by program option, location, and date of completion and are sufficient to inform program decision-making for the maintenance and improvement of the student learning outcomes and the program outcomes. Expected Level of Achievement: Faculty will agree that systematic evaluation is used to improve the nursing program. 100% of the required elements are included in the systematic evaluation plan.

RESULTS



of Assessment

Person Responsible

Assessment Method

Report of the Data: Including actual Level of

Achievement


See Trended Data in SE Reports

See SE Reports

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6.3 Evaluation findings are shared with communities of interest. Expected Level of Achievement: Evaluation findings are shared with communities of interest.

RESULTS




Person Responsib

le

Assessment

Method



Advisory /regional meetings General Advisory Board (GAB) Affiliation Meetings Annual Report to Board of Trustees SMC via Annual (previously every 2 years) and 6 years

Annually December

Nurse Administrator Faculty

8/2013 Attendance by the affiliating agencies to the Advisory Committee has declined and their participation in the job fairs sponsored by SMC Student Nurses Association (SNA) has decreased significantly. Representatives from the clinical agencies were not present at the last fair but there were five representatives from the baccalaureate programs and vendors for NCLEX review programs. Factors that might be responsible for the changes include the reality that the affiliating agencies have instituted mandatory meetings for affiliating faculty, have low vacancy rates (2%-4%), changes in strategic planning, decreased bed capacity, changes in the economy and not as many new graduates have been hired due the downturn in the economy. Attendance to Advisory meetings is an area of concern for a number of community colleges. An outcome of poor attendance by constituents of the Advisory committee has been Health Workforce Initiative (HWI) instituting Regional Advisory Meetings. The regional advisory meetings started October 2012 and the last one was held in November 2013. Minutes of the regional meetings will be available as evidence. A survey conducted by HWI of the hospitals in the region indicated that the facilities could not attend all of the schools’ advisory meetings. Based on the findings of the survey HWI initiated the regional meeting formats. The information previously disseminated and discussed at the Advisory Board meetings, is now shared with the nursing program at the meetings held by each affiliating program. The exchange of information is the same, but the location is different.

Continue to engage affiliating agencies and constituents.

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6.4: The program demonstrates evidence of achievement in meeting the program outcomes. Expected Level of Achievement:

RESULTS



Person Responsible

Assessment Method

Report of the Data:

Including actual Level of

Achievement


NCLEX Licensure first-time pass rate Completion Rate on schedule and behind schedule Job Placement Graduate Satisfaction Employer Satisfaction

April, July, October,

Nurse Administrator

Review quarterly reports from BRN Monitor cohort ontime completion in July and January Graduate Survey 6-9 months after graduation Survey affiliating agencies, preceptors, charge nurses

Pass rate range is 95% to 98% Completion for 8 cohorts less than 75% Most recent job placement rate is 69.66% which is greater than the statewide mean for new graduates (57%) Overall results show that employers are satisfied with the new graduate but identified areas that need strengthening.

Continue to implement and evaluate current retention and remediation strategies. Assess the learning environment to determine if it is impacting student retention. Implementation of multi-criteria model.

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6.4.1 Performance on licensure exam: the program’s 3 year mean for the licensure exam pass rate will be at or above the national mean for the same 3-year period. Expected Level of Achievement: : Performance of graduates on NCLEX exam will exceed the national mean for first time takers

RESULTS



Component


Person Responsi

ble

Assessment Method



Graduate performance on NCLEX by cohort

Admin. Analyze results of NCLEX

February 2013

Standard 6.5 The program demonstrates evidence of achievement in meeting the following program outcomes: Performance on licensure exam. Standard 6.51 The licensure pass rates will be at or above the national mean. BRN Section 1431: The nursing program shall maintain a minimum pass rate of seventy-

five percent (75%) for first time licensing examination candidates. Expected Level of Achievement/Benchmark: The licensure pass rates will be at or

above the national mean for each graduating cohort. Findings: One graduate, December 2011, was not listed on any of the 2012 Quarterly

Reports, but was found on the permanent online verification. Email sent to Bobbi Pierce at DCA to question if name found online was from SMC. Another graduate from December 2011 also had some problems at testing center and has to wait a year before they can take NCLEX. One graduate from spring 2011 and 1 graduate from spring 2012 have not taken the NCLEX. The percentage of graduates passing NCLEX the first time exceeds the overall National mean for all first time takers in the United States (US) and the national mean for ADN, BSN, and diploma graduates for the past five years. The cohorts reviewed were the Spring 2011, fall 2011, and spring 2012.

Graduation # of Graduates

Passed Failed

Spring 2012 32 30 (97%) 1 (3%)

Fall 2011 32 29 (93.5%)

1 (6.5%)

Spring 2011 26* 25 (100%)

0

*= 30 unit option The National NCLEX mean for 2011 was 87.41% and NCLEX mean for ADN programs was 86.44%.

Continue to pursue excellence and learning activities that can improve performance on NCLEX. The difficulty of the NCLEX RN exam will change from -0.16 logit to 0.00 April 2013.

Analyze results of NCLEX

Standard 6.5 The program demonstrates evidence of achievement in meeting the following program outcomes: Performance on licensure exam. Findings:

The NCLEX mean exceeded the national NCLEX mean for 6 out of 7 graduating cohorts. The standard set for NCLEX passage rate being at or above the national mean was in 2008. SMC has met or exceeded the national NCLEX mean for all graduating cohorts.

Curriculum and policies have been effective since Spring 2007. Decision was made not to readmit by exception

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Graduation % Passed % Failed Special Notes

Fall 2010 100% 1 has not taken NCLEX

Spring 2010 93.93 6.06 1 has not taken NCLEX

Fall 2009 95.65 4.34

Spring 2009 96.77 3.22

Fall 2008 100 2 have not taken NCLEX

Spring 2008 92 8 2 have not taken NCLEX

Fall 2007 86.84 13.15 1 has not taken NCLEX

Spring 2007 72.2 27.77

Implications of findings: Curriculum policies and educational strategies are effective in

achieving program outcomes on NCLEX.

following Spring 2007 NCLEX results because this cohort had at least 10 students who were readmitted for a third time.

Continue to identify characteristics of cohorts

who score < 85% on NCLEX.

May 27, 2009

June 2008 Graduates: 27 graduates in June. 25 students took NCLEX, 23 passed and 2 failed, therefore the pass rate was 92% and the failing rate was 8? None of the graduates who failed NCLEX had failed in the program. 2 graduates have not taken NCLEX (one was not eligible). December 2008 graduates: 34* graduates (December 2008 eligible to take NCLEX. 29 took exam as first-time takers and 100% passed. 4 students have not taken NCLEX. According to the NCLEX Program Reports for the period of October 2008 and March 2009 29 graduates took exam and 29 passed. The percentage of graduates passing in our state (all programs) was 88%, similar programs were 85% and national was 86%. SMC nursing graduates exceeded the national average (above standard set by NLNAC. The ranking of the program is 1 of 88 in our jurisdiction, 1 of 525 of ADN programs nationally, and 1 of 901 for all programs nationally. More than one school can have the same ranking. Amended: 7/27/2009 3 students have not taken exam. Unofficially there were 34

completers in this class, one did not officially graduate until June, that person passed boards. 100% pass rate so far the class of December 2008. The passing rate for the period of 7/1/2008 to 6/30/2009 was 94.62% and the failing rate was 3.57%.

Continue to monitor.

Analyze results of NCLEX

5/28/08 Pass rate on NCLEX

The LOA was met in spring 2006 (95.45%) and Fall 2006 (91.4%). The pass rate for Spring 2007 was 74.28 %, which is lower than the LOA of 80%. Implications of findings

Risk of losing NLNAC accreditation and approaching a review of the program by the California BRN. NLNAC requires that the NCLEX pass rate be ≥the national average. The BRNs benchmark is 70%.

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6.4.2 Program completion: Expected levels of achievement for program completion are determined by the faculty and reflect program demographics and program options. Expected Level of Achievement: 75% of students who enter the program will graduate from the program.

RESULTS


Component Time & Frequenc

y of Assessm

ent

Person Responsi

ble

Assessment Method


Develop

Maintain

Revise

Completion rates

Administrator

Analyze number of students completing program/ cohort

1/17/2013 Standard 6.5.2 Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history. Expected Level of Achievement/Benchmark: 80% of generic students will complete the program in 6 semesters. BRN Benchmark: Attrition rate should be ≤25%. Eight graduate cohorts were examined from June 2009 to June 2012 to determine the attrition and completion rates in the program. The review was designed to look at each cohort. Although the cohorts had been examined in the past the reentry students were not reviewed in the context of the original cohort. Therefore, some of the previous data was incorrect. The faculty defined on time completion rate as a student completing in six semesters or 3 years. However, this definition is not congruent with the BRN. The definition of completion rate by the BRN is students scheduled to complete the program between August 1 of a given year and July 31 of the following year. In other words, completed as scheduled on admission. Using the BRN definition the percent of graduates completing on schedule range from 42.5% to 78%. Therefore the attrition rate range is from 10% to 42.5%. The students completing the program within 5 to six semesters range from 57.5% to 90%. Implications of findings: The ELA was met with two out of seven graduate cohorts, 2009 and 2011. The attrition rate was greater than 25% four out of seven cohorts. It is not clear whether the activities to support students have been effective or whether the characteristics of the learner are the issue. The implementation of readiness and remediation activities, early alert, intrusive counseling, Nursing 900 Supervised Tutorials, student mentors,

Calculate the data again and exclude students who exited the program for personal reasons and were passing the course. Limit the number of students who successfully passed the NLNPAX the second time in a cohort. Request assistance from the Institutional Researcher to look at the characteristics of students who complete the program from 2008 to present and performance of students who were not successful in completing the program. Pursue using the multi-criteria model (AB 1559 passed in 2007) for admission to the program. Suspend applications to the program until the waitlist has been exhausted. Do not allow student to defer admission when offered a seat. If they do not come in their name will be removed from the waitlist. Discuss proposed change with Vice President of Academic Affairs. Consider not admitting students who are not eligible to work, such as F1 visa students.

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etc. Since 2009, a significant number of students dropped courses for personal reasons. A common personal reason is financial and the need to work. Fall 2009 five students passing in the program dropped because nursing was not for them. A number of students also dropped due to pregnancies and did not return In summer 2012 two students did not return to the program after completing the first year because of finances. A number of the students who were not successful were F1 visa students. Rev 6/18/2011

Standard 6.5.2 Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history. Benchmark: 80% of generic students will complete the program in 6

semesters. Findings: The 2 year completion rate for generic students range from 35%

(fall 2006 cohort) to 78% (spring 2008 cohort). The 3 year completion rate for generic students range from 46% (fall2006 cohort) to 89.47% (fall 2005 cohort). The completion rate for the last four cohorts range from 59% to 78% for2 year completion and 67% to 85% for completion in 3 years. The cohort admitted in spring 2008 had a completion rate of 78% and was the first class admitted based on SB1309 guidelines. The guidelines required prospective nursing students to earn a predetermined score on a required assessment test, set by the CCCCO, prior to being admitted to the nursing program. This cohort did not have any students who needed to remediate. The on time completion rate for advanced placement LVNs average 90.4% The average completion rate for generic reentry students is 57.3% Implications of findings: The benchmark for completion, 80%, in three

semesters for the last four cohorts was met twice, fall 2007 and spring 2008. A review the attrition data from fall 2007 to spring 2009indicated an increase in the number of students who withdrew for personal reasons and a desire to change their career focus.

Strive to increase 3 year completion rate to 80%. Evaluate teaching strategies to determine if they are consistent with a student centered environment. Examine characteristics of advanced placement LVNs and compare with generic students.

Attrition rate for each class

Administrator

Analyze attrition rate by course & review results BRN Annual Report

Place attrition here

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6.4.3 Graduate Program Satisfaction: Qualitative and quantitative measures address graduates six to twelve months post-graduation. Expected Level of Achievement: Qualitative and quantitative measures address graduates six to twelve months post-graduation.

RESULTS


Faculty Minutes


Person Responsible

Assessment Method



Graduate Program Satisfaction

Annually 6- 9 months after graduation

Faculty

Graduate surveys and aspects of the ongoing program evaluations

Expected Level of Achievement/Benchmark: Eighty to ninety percent of graduates will express satisfaction with the nursing program and identity strengths and areas that need strengthening. An average for graduates identifying that the education received in the program met or exceeded their expectation was 90%. The graduates had an overall satisfaction with the program. The level of achievement was met. However, there were some areas that need to be strengthened (table __ summary of findings). The nurse administrator eliminated names of the faculty to keep the focus on the statements graduates made instead of the faculty. The students rated the following at ≥83%: knowledge of QSEN competencies, prioritizing, essential nursing knowledge, utilization of equipment and technology, effective communication, professional behaviors, ability to think critically in clinical situations, and delegation. The areas that need strengthening include: leadership/management development and facilitation of role transition were rated at 61% and 51%, respectively. The students wanted the preceptorship course to be longer. This suggestion will be considered in the curriculum revision. In the area of faculty behaviors that were helpful graduates identified knowledge and clinical expertise (85% and 75% respectively). The faculty behaviors that need to improve were communication (65%) and support (62%). The nurse administrator will dialogue with the faculty in fall 2014 a plan/strategies to improve the learning environment in the program.

Graduates also responded to the following question, would you recommend the SMC nursing program with 80% saying yes and 22% saying no. The students who said no explained the no response because the clinical facilities are not hiring ADN graduates. The concerns identified in the survey were organized by the following themes, non-supportive learning environment, professional behaviors, and quality of instruction. The number of graduates pursuing BSN”s has increased, 83.3% of the graduates are planning to go back to school. 4/4/11 Criterion 6.5.3: Program satisfaction measures (qualitative and quantitative) address graduates and their employers. 95% of the students surveyed reported that the education received about essential nursing knowledge, and professional behavior met or exceeded their expectations, as compared to 100% in the Spring 2010 Graduate Survey.

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Education about the operation of equipment/instruments met or exceeded the expectations of 95% of students surveyed as compared to 97% of the students surveyed in the Spring 2010 Graduate Survey. The education received about verbal communication met or exceeded 100% of the students survey as which was the same as the Spring 2010 graduate survey. 100% of students surveyed reported the education they received about professional behavior met or exceeded their expectations in the current Fall 2010 Graduate Survey as well as in the Spring 2010 Graduate Survey. 94% of students reported the education received related to their ability to think critically in clinical situations met or exceeded their expectations as compared to 100% in the Spring 2010 Graduate Survey. A major area of strength in the nursing program was identified as the opportunity to apply the nursing process (94.4% response rate). The opportunity to apply knowledge and skills, and critical thinking development were also rated highly, both 77.8%. Leadership and Management development remained an area in which students felt the program needed to improve (61.1%). In Spring 2010, 54.3%% of students felt this was an area that needed improvement. Comments from students reflected their dissatisfaction: “The concept of preceptorship is well intentioned, but not always effective…..The person may be a highly qualified RN, but lacks in patience and guidance, in essence making the experience difficult and ineffective…” The faculty behaviors that students found most helpful were knowledge (94.4%), clinical expertise (88.9%). This is an improvement from the Fall 2009 Graduate Survey. Accessibility (44.4%) of faculty and communication behavior (66.7%) continued to be areas that students felt faculty could improve upon. Stronger interpersonal communication skills among faculty in the clinical setting were thematic in the student comments.

Student comments included: “Some instructors (both theory and clinical) are very easy to communicate with and are accessible and others are not. It’s hard to make a blanket statement on this one.” “The program should strive to hire staff that create a supportive and challenging environment…” “Teaching should not evolve around personal stories and experiences to the exclusion of all else, or reading chapter headings without supportive explanations. This leaves the student carving tangible knowledge to take with them into the clinical setting. In the clinical setting, there is a serious need for better instructors.” In the Fall 2010 survey two students stated they would not recommend SMC’s nursing program. Reasons cited included the highly stressful learning environment and lack of support and encouragement from instructors. Implications of findings: Overall students were less satisfied with the education they received in Santa Monica College’s nursing program.

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Major weaknesses of the program continued to be communication behavior of the faculty, and support. The need for improvement in the clinical area was also prominent in this Graduate Survey. Recomendations: Part time and full time faculty should review the student evaluations each semester and complete the Faculty Accountability Form in order to reflect upon and improve their teaching strategies. Faculty should identify strategies to provide more support to students. Methods to improve student response rate to the Graduate Survey need to be re-established in Nursing 50. Location: SE

4/4/2011

Criterion 6.5.3: Program satisfaction measures (qualitative and quantitative) address

graduates and their employers.

Findings: 100% of the students surveyed reported that the education received about

essential nursing knowledge, the operation of equipment and instruments, and

professional behavior met or exceeded their expectations. In the Fall 2009 survey, only

74% of students reported that the operation of equipment and instruments either

exceeded or met their expectations.

The education received about verbal communication met or exceeded 100% of the

students surveyed in Spring 2010. This was an increase from 95% of the students

surveyed in Fall 2009.

100% of students surveyed reported the education they received about professional

behavior met or exceeded their expectations in the current Spring 2010 Graduate Survey

as well as in the Fall 2009 Graduate Survey.

100% of students reported the education received related to their ability to think critically

in clinical situations met or exceeded their expectations as compared to 95% in the Fall

2009 Graduate Survey.

Major areas of strength in the nursing program were identified as the opportunity to apply

knowledge and skills (88.6% response rate). The opportunity to apply the nursing process

(82.9%), and critical thinking development (80.0%).

Leadership and Management development remained an area in which students felt the

program needed to improve (54.3%). In Fall 2009, 50.0% of students felt this was an

area that needed improvement.

Comments from students reflected their desire for an increase in the preceptorship experience: “I feel that the preceptorship portion of the program should be extended, in fact, doubled. I found it to be far more advantageous than, for example, intermediate med surg. It is exposing us to the ‘real world.’”

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“As many of us have said, additional preceptor days would benefit us greatly. This is the time when we are able to put everything together. In addition before this time we were not able to perform the hand-off report, which I feel is a vital skill to have.” The faculty behaviors that students found most helpful were knowledge (97.1%), clinical expertise (68.6%). The area of knowledge was an increase from the Fall 2009 Survey (83.3% then), yet a decrease in clinical expertise (76.2% in Fall 2009). “Of course the more experience and knowledge an educator has, the better. Also, the more supportive they are and willing to see things from a student’s perspective, the more helpful they are.” Accessibility (37.1%) of faculty and communication behavior (68.6%) continued to be areas that students felt faculty could improve upon. Comments made by students reflected a need for collaboration among the faculty: “It would be very helpful if the staff were to review each other’s exams. There were some courses where grammar errors in exams made the interpretations of the correct answer very difficult….” “consistency or uniformity of expectations from clinical instructors regarding paperwork such as care plans and clinical pathways.” “Not all faculty are on the same page. The communication is lacking which leads to confusion and varying expectations between instructors. This is the main weakness of the program.” Implications of findings: Overall students were satisfied with the education they received in Santa Monica College’s nursing program. Major weaknesses of the program continued to be communication behavior of the faculty, and support. The need for collaboration among faculty and consistency of expectations was thematic. Recommendations: Faculty to consider reinstating the test review committee. Part time and full time faculty should collaborate more and identify common expectations. Location: SE Report May 2009

Graduate Survey Spring 2008. Program satisfaction Twenty students completed the survey (on Survey Monkey), representing 50% of the forty graduates.

Findings: One hundred percent of the students surveyed reported that the education received about essential nursing knowledge met or exceeded their expectations. Education about the operation of equipment and instruments met or exceeded the expectations of 80% of the students surveyed. Education received about verbal communication met or exceeded the expectations of 95% of students. Education about professional behavior and the ability to think critically in clinical situations met or exceeded the expectations of 90% of students surveyed.

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Major areas of strength in the nursing program were identified as the opportunity to apply the nursing process, knowledge, and skills. Students commented on the “great facilities to work at,” and the nursing programs “good reputation within the community” as positive factors. Leadership/management development and facilitation of role transition were identified as areas of the nursing program that were in need of improvement. One student commented about the lack of opportunity to delegate often, and the difficulty in arranging the leadership experience in the Professional Role Transition course. Faculty behaviors that ninety percent of students found most helpful were knowledge and clinical expertise. “I found it was more beneficial to have the same lecture and lab instructor. More of what was covered in lecture and its objectives were demonstrated and discussed.” Communication behavior by the faculty was an area that ninety percent of students felt could be improved upon. Areas identified were lack of promptness in responding to e-mails, “inadequate” teaching styles and strategies among some faculty members, and lack of professionalism. Overall, ninety five percent of students surveyed would recommend Santa Monica College’s Nursing program. Implications of findings: Overall, students were satisfied with the education received in Santa Monica College’s nursing program. Strengths of the program were its reputation in the community and faculty knowledge and expertise. Weaknesses were faculty communication behaviors and the development of leadership and management skills.

Implications of findings: Overall students were satisfied with the education they received in Santa Monica College’s nursing program. There was an increase in the number of areas of major strengths in the program. One major weakness of the program continued to be communication behavior of the faculty, although there was a decrease (from 90% in Spring 2008 to 54.1% in Fall 2008) in the percentage of negative responses. Location: SE Report

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6.4.4 Employer Placement Satisfaction: Qualitative and quantitative measures address employer satisfaction with graduate preparation for entry-level positions six to twelve months post-graduation.

Expected Level of Achievement: Qualitative and quantitative measures address employer satisfaction with graduate preparation for entry-level positions six to twelve months post-graduation

RESULTS



Component

Time & Frequency

of Assessment Person

Responsible

Assessment

Method



There is limited quantitative data available from the affiliating agencies. Hard copies and links to online surveys have been sent to the facility liaison for input and the responses have been limited. However, the nursing program is the only ADN program at several of the clinical agencies, such as Ronald Reagan UCLA (RR UCLA), Veterans Administration Greater Los Angeles (VAGLA), Southern California of Culver City (previously known as Brotman Medical Center), and Cedars Sinai Medical Center (until May 2013). The faculty believe that this is an indication of the value of the program to our partners. The last written response received from the affiliating agencies was in fall 2010. The results are in table below.




Decision-making 85.8% (6) 100% (3)

Priority setting 85.7% (6) 100% (4)

Clinical skills 85.8% (6) 100% (4)

Problem-solving 85.8% (6) 100% (4)

Standards of Care 83.3% (3) 100% (4)

Communication 85.8% (6) 100% (4)

Written communication & documentation 85.7% (6) 100% (3)

Operation of equipment 104.2% (4) 100% (3)

Leadership functions appropriate to the entry-level staff nurse 85.8% (6) 100% (4)

Ability to problem solve & apply nursing process as an entry level nurse 85.8% (6) 100% (4)

Flexibility & receptivity 57.1% (4) 100% (4)


Disease entities 85.7% (6) 100% (3)

Pharmacology 83.4% (5) 100% (3)

Lab values 83.4% (5) 100% (3)

IV Therapy 66.6% (6) 100% (3)

Commonly prescribed interventions 83.3% (5) 100% (3)

Documentation 83.4% (5) 100% (3)

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Rate the new graduate's verbal communication skills with: Exceeded/Met Exceeded/Met

Team members 100% (7) 100% (4)

Physicians & supervisors 100% (6) 100% (3)

Patients & family 100% (7) 100% (4)


Are you satisfied with the new graduate? Yes No Yes No

71.4% (5) 28.6% (2) 100% (4) 0%

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6.4.5Job Placement Rates: Expected levels of achievement are determined by the faculty and are addressed through quantified measures six to twelve months post-graduation. Expected Level of Achievement: Expected levels of achievement are determined by the faculty and are addressed through quantified measures six to twelve months post-graduation.

RESULTS



Person Responsible

Assessment Method


Develop

Maintain

Revise

Job Placement rate

6 to 9 months after graduation annually

Faculty Survey of affiliating agencies and graduates via mail or phone

February 3, 2014 Expected Level of Achievement/Benchmark: Proposed change for 2013 standards: Job placement rate of graduate within one year of graduation will meet or exceed the statewide job placement rate. The level of achievement was, “90% of graduates actively seeking employment in nursing are hired within one year”. This level of achievement is not realistic therefore It needs to change. Method of assessment: Survey sent to graduates 6-9 months post-graduation via email with link to survey on Survey Monkey Findings: The graduates are taking longer to get jobs as a Registered Nurse. The graduates have been survey for the past 4 years after graduation. The sample size of the graduate responses has ranged from a low of 8.3% to a high of 34.6%. The job placement rate for the graduates range is 14.3% to 53% over the past 4 years. Job Placement for new graduates in the western region is 55% (national survey); however in California the job placement rate is 47%. The job placement rate for new graduates were reviewed nationally, statewide, ADN graduates statewide, and graduates of the SMC program. The California data published January 2013 indicate that the job placement rates are 54 %. See attached data. There were 18 graduate responses from the March 2013 survey, however, the cohorts represented spring 2008 (1) to spring 2010. The target cohort was spring 2012. The survey link was sent again in June 2013, trying to increase the target cohorts, and received 74 responses. A review of the ISP

Decisions/Actions to be implemented: Officially change ELA. Once implemented evaluate effectiveness of strategies to improve job placement for graduates. Consider offering the bachelor’s degree in nursing If an opportunity is provided to community colleges to offer the bachelor degrees. Follow-up Required: Yes __X___ No ______ If yes, when February 2015

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numbers indicated that there was some duplication and 6 responses were deleted. See table # Recommendation(s) based on findings: Continue to pursue offering a “Transition to Practice” program for some of the graduates in non-traditional settings to increase job opportunities. Provide opportunities for graduates to utilize the simulation/skills lab to maintain currency of skills and knowledge. Continue to encourage students to participate in the collaborative with CSUDH to pursue the BSN while on the waitlist or concurrently enrolled. The level of achievement was, “90% of graduates actively seeking employment in nursing are hired within one year” in 2011. This level of achievement is not realistic, therefore It needs to change to reflect the existing job market statewide and or by region. It is not likely that the job placement rate will change in the near future. The data supports that the current job placement rate is 47%, therefore the level of achievement should be that the “job placement rate of graduate within one year of graduation will meet or exceed the statewide job placement rate. June 9, 2011 Standard 6 Outcomes/Job Placement Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved. Standard 6.5 The program demonstrates evidence of achievement in meeting the following program outcomes: Job Placement. Standard 6.5.4 Job placement rates are addressed through quantified measures that reflect program demographics and history. Benchmark: After passing the NCLEX exam, 90% of graduates actively seeking employment in nursing are hired within one year. Findings: 93 SMC graduates responded to the survey, representing classes from spring 2006 to spring 2010 (see table 1). The findings from the survey, Where are you now, related to employment include:

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The number of graduates employed in a position that requires an RN license is 66 (84.6%) out of 78 responses; The number of graduates employed in healthcare is 73 (92.4%) out of 93 responses; The number of graduates currently employed is 79 (87.8%) out of 90 responses; 73.7% (N= 56 out of 76) had a job in 6 months 82.9% (N = 63 out of 76) had a job in 9 months 85.5% (N = 65 out of 76) had a job within a year The findings from the COADN Statewide ADN Graduate Employment Survey ADN graduates were sent emails or letters with a link to the Nursing ADN Program Graduate Employment, an online survey, by their respective programs. There were 861 respondents to this survey. Respondents included graduates from fall 2007 to spring 2010, with 54 respondents checking other.

88.9% (N=591 out of 665) of graduate respondents indicated they secured employment requiring an RN license.

94.9% (N =635 out of 669) of graduate respondents are employed in healthcare.

81.1% (N= 676 out of 834) of graduate respondents are currently employed.

70.6% (N = 472 out of 669) of graduates had a job in 6 months

81.3% (N = 544 out of 669) of graduates had a job in 9 months

87.3% (N = 584 out of 669) of graduates had a job within a year

2009-2010 New Graduate Hiring Survey http://www.cinhc.org/2010/11/new-rn-graduate-hiring-survey-2010/ Design and Sample: A random selection of 7,000 out of the 15,000 nurses who were newly licensed in California from Jan. 1 2009 through March 31, 2010 was invited to voluntarily participate in the survey. Each received a letter from the BRN in July 2010 inviting them to access and complete the on-line

http://www.cinhc.org/2010/11/new-rn-graduate-hiring-survey-2010/

http://www.cinhc.org/2010/11/new-rn-graduate-hiring-survey-2010/

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survey within a one month period of time. No personal information was gathered and the all results were aggregated. Out of 1,052 respondents, we received 973 completed surveys for a 14% completed survey response rate. Results Respondent Profile: 89% graduated from nursing schools in California within the period May 2009 through March of 2010. 44% of respondents graduated in December 2009 and 37% graduated in May/June 2009 The sample reflected the state’s education system: 61% of respondents had associate degrees, 36% bachelors, and 1% was master's prepared. Work/Job Experience: 57% of respondents are working in their first job as a registered nurse and 43% are not working as a registered nurse. The majority of those with nursing are working full-time (82%). When asked how long it took to find their first nursing job the majority of respondents indicated less than three months (45%); 26% responded that it took 3-6 months to find their first nursing job. Among respondents who indicated that they were not working as an RN, 28% had been looking for a RN position 3-6 months; 28% had been looking, 6-9 months; 15% for 9-12 months and 20% had been looking for longer than 12 months (20%). Location: SE Report

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Standard 6: Outcomes

6.7 Evaluation of admission and selection procedures; attrition and retention of students; performance of graduates in meeting community needs. Expected Level of Achievement: 100% of the faculty agree that the admission procedure and the attrition and retention rates of students are evaluated. Annual feedback from 80% of constituents will confirm that graduates are prepared to function in entry-level positions.

RESULTS


Faculty Minutes


of Assessment

Person Respon

sible

Assessment

Method



1424b(1) Admission-Selection Process

2 Years Review policies and compare with other colleges

Attrition & Retention of Students

Annually Administrator

Analysis of data pertaining to attrition & retention

3/25/2013 BRN 1424 Administration and Organization of the Nursing Program CCR 1424(b)(1) The nursing program shall have a written plan for evaluation of the total program, including… attrition and retention of students… Expected Level of Achievement/Benchmark: The retention rate will be equal to or greater than 80% and the attrition rate will be equal to or less than 20%. A written SE report of attrition and retention patterns will be communicated to faculty. Findings: Retention rate is defined (by the BRN) as the total number of generic students who completed the program between August 1 of one year and July 31 of the following year, divided by the total number of generic students enrolled who were scheduled to complete during the same time period. The retention rate by cohort ranges from a high of 90% to a low of 57.5%. However, the retention rate for the academic years ranged from a high of 83% to a low of 63.3%. A variety of strategies have been implemented to improve the success of students in the program. Some of the strategies are early alert,

Recommendation(s) based on findings: Limit the number of students who successfully passed the NLNPAX the second time in a cohort. Request assistance from the Institutional Researcher to look at the characteristics of students who complete the program from 2008 to present and performance of students who were not successful in completing the program. Pursue using the multi-criteria model (AB 1559 passed in 2007) for admission to the program. Suspend applications to the program until the waitlist

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Supervised Tutorials for all medical-surgical courses, remediation plans for students identified as high risk, remediation activities for students who fail a nursing course, intrusive counseling, and It was also noted that the cohorts who were successful on the first take of the admission assessment test had a higher completion rate than cohorts who had a number of students who had to go through readiness activities and retest (admission test). It was probably not the most strategic move to allow a cohort to have more than 10% of the students who had to retest. However, the interpretation of SB 1309 was that students had to return to their original position on the waitlist once remediation was complete. Attrition rate is defined (by the BRN) as the total number of generic students dropped or disqualified who were scheduled to complete the program between August 1 of a given year and July 31 of the following year, divided by the total number of generic students enrolled who were scheduled to complete during the same time period. The attrition rate by cohort range from a low of 10% (December 2011) to a high of 42.5% (June 2012). The attrition per academic year ranges from a low of 17% (2006-2007) to a high of 35% (2007-2008). It is significant to note that a significant number of students dropped for financial and personal reasons (High risk pregnancy) and were passing the courses. Another explanation given by students who dropped but were passing was that nursing was not for them. Implications of findings: Modification to the admission criteria and need for research on current characteristics of successful students. Location: SE Report

has been exhausted. Do not allow student to defer admission when offered a seat. If they do not come in their name will be removed from the waitlist. Discuss proposed change with Vice President of Academic Affairs. Consider not admitting students who are not eligible to work, such as F1 visa students.

Performance of graduates in meeting community needs

Annually Graduate Surveys

Section Four

APPENDIX

Appendix Document A - 258 | P a g e

Appendix Document B - 259 | P a g e

SANTA MONICA COLLEGE

NURSING PROGRAM

PHILOSOPHY

The Nursing Program philosophy is in accord with the philosophy and mission statement of the

college. Teaching and learning are viewed as the institution’s primary responsibility. The

standard of educational excellence delivered within a diversified educational setting has particular

significance for the nursing program. The nursing program at Santa Monica College is designed

to produce an Associate Degree Nurse who is caring, competent and compassionate. To that

end, the philosophy of the nursing program incorporates beliefs regarding person, environment,

health, nursing, the art and science of nursing and nursing education.

Faculty believes that each individual is a bio-psycho-social-spiritual being who is more than the

total of his/her parts. As a result of these properties, the person is capable of participating in

determining his/her own destiny and is, subsequently, largely responsible for decisions and

actions influencing his/her state of being. Each person is in constant interaction with an ever-

changing environment in order to meet personal needs. This state of being or existence is

recognized as life and may have varying degrees of quality at any point in time. The attribute of

quality is a perception based in the person’s unique totality and the society in which the person

functions.

Health is a dynamic state of physical, mental, social and spiritual well-being and not just the

absence of disease or infirmity. Health is influenced by an individual’s perceptions and adaptive

abilities in response to changing needs. Health problems arise when needs are not met, are only

partially met, or remain in conflict.

Nursing responds to health problems that occur when an individual requires assistance to meet

identified or perceived needs. The goal of nursing is to assist the individual to attain his/her unique

optimal health potential. As primary members of the health care team responding to health needs

of individuals, nurses facilitate and maintain an environment conducive to promoting health.

Nursing faculty of Santa Monica College believes that nursing incorporates both art and science.

Caring is believed to be a core value of nursing that directly influences the healing process.

Inherent components of the caring environment include support of both the Nurses’ Code of Ethics

and the Patient’s Bill of Rights. Nursing has the capacity to create caring environments and render

compassionate care that acknowledges the uniqueness of each individual. Compassionate care

Appendix Document B - 260 | P a g e

encompasses, but is not limited to, recognition of the interdependence of all living things and

sensitivity to the worth of each person.

Nursing education incorporates principles and theories from other disciplines such as physical,

behavioral, social and natural sciences. The science of nursing is based on scientific and

technical data, which provides the basis for competent care. The focus of nursing is on the

diagnosis and treatment of human responses to actual and/or potential health problems.

Competent care includes the provision of direct care, guidance, support and education to

individuals and groups. Competent care is rendered and managed through utilization of the

systematic problem solving method called the nursing process. Through this process the nurse

assesses, plans, implements and evaluates actions that assist individuals to sustain life, enhance

health, recover from illness and/or complete the life cycle with dignity. Outcome criteria, which

reflect competency, are considered valid evaluators of educational integration and progression.

Faculty believes that the teaching-learning experience is a shared process with reciprocal

responsibilities. Students enter the Santa Monica College Program from diverse backgrounds.

They are recognized as unique in their culture, experiences, values, sexual orientation, economic

status, attitudes, motivation, learning styles and learning potential. Faculty accepts the

responsibility for establishing and maintaining a learning environment that will broaden the

students’ awareness and appreciation of the uniqueness of others. Faculty believes that varied

methodologies provide opportunities for cognitive growth, self-discovery, social interactions and

sharing of ideas. The faculty believes that support services should be available and accessible

to students. Support services include but are not limited to educational advisement, tutoring,

assessment of skills and learning disabilities, remediation of basic skills, financial aid, health

services, and psychological services. Faculty will refer students to appropriate resources to

facilitate student success. It is the student’s responsibility to follow through or make an informed

decision regarding the utilization of appropriate resources. Students should also assess and

evaluate their support system(s), and develop strategies to achieve successful completion of the

program.

Faculty upholds and promotes the belief that learning is a process that continues throughout the

lifespan. The student learner is given the responsibility for actively participating in the educational

experiences provided. Students are considered to be mature individuals capable of becoming

increasingly self directed, responsible and accountable for their own actions and decisions.

Rev 5/05

Appendix Document C -- 261 | P a g e

Job Title: Associate Dean, Health Sciences

Under the direction and supervision of the Vice President of Academic Affairs, the Associate

Dean, Health Sciences has the responsibility for the administration of programs and courses

offered in the Health Sciences Department.

Accordingly, the Associate Dean, Health Sciences will assume responsibilities for the following

duties:

Assure compliance of each program with the rules and regulations of related licensing, accrediting and/or regulatory agencies;

Plan supervise and evaluate programs in concert with appropriate faculty;

Direct and assist in the preparation and assignment of class schedules and teaching assignments that promote optimal benefit to the program;

Oversee the recruitment, selection, admission and progression of students in the program;

Participate in the selection, assignment, development, and evaluation of academic personnel assigned to the Health Sciences Department; recruit, select and assign adjunct faculty;

Direct, collaborate with, and evaluate academic personnel with release time to fulfill specific projects or on-going functions;

Initiate, maintain and renew articulation agreements with local California State Universities as well as private baccalaureate programs;

Serve as liaison between the college and community health care agencies in planning and coordinating clinical facility use; initiate, maintain, and renew contractual agreements;

Formulate and submit reports for national, regional and state licensing, accrediting, and/or regulatory agencies; maintain files and records in accordance;

Oversee all budgetary matters related to the operational needs of the department and its programs;

Seek funding sources for special needs and/or equipment acquisition for Health Sciences programs;

Maintain currency of job market conditions and requisite educational needs thereof by attending conferences; regional and state meetings and/or collegial seminars;

Participate in assignments, committees and routine responsibilities relevant to the overall governance and operation of the college;

Integrate the college’s mission and goals in department and program operations using these documents as a philosophical basis for implementation of specific strategies.

Appendix Document D -- 262 | P a g e

Assistant Director, Nursing Program Job Description

The Assistant Director of the Nursing Program/Faculty Leader is elected by the nursing faculty

and serves a term of four years in the position.

Under the direction of the Associate Dean, Health Sciences, the Assistant Director of the

Nursing Program has the responsibility for the following:

Assuming responsibilities for the ADN program in the Director’s* absence in accordance with the BRN rules and regulations

Act as a Chair of ADN curriculum meetings including: o coordinating major and minor curriculum revisions;

Coordinate activities related to updating the Nursing Student Handbook annually

Update the Nursing Faculty Handbook and/or files to maintain currency

Act as an alternate for the Director in attending ADN Director’s meetings

Lead ADN and Health Sciences meetings in the Director’s absence

Coordinate faculty evaluations

Plan and coordinate pinning ceremonies for the ADN program

Assist with planning and coordinating clinical placement of students

Assist with required BRN, NLN, and ACEN annual reports

Assist with program review reports

Assist with preparation of BRN and ACEN Self-Study approval and accreditation reports, respectively

Coordinate recruitment efforts and selection committees

Attend Department Chairs and Instructional Chairs meetings

Ensure representation on the Career-Technical Education Committee (CTE)

Submit Perkins (CTEA) proposal, quarterly and final reports

Assist the Director with other duties as assigned

*Use of the title Director is in compliance with the Board of Registered Nursing

11/2011, Updated 8/2013