NLNAC and TX Comparison Crosswalks

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COMPARISON CROSSWALK '215 - 2010

Texas Board of Nursing (TBON) Verification Review Process and Evidence of Compliance with Chapter 215. Professional Nurse Education and the National League for Nursing Accrediting Commission (NLNAC) Verification Review Process and Evidence of Compliance with Applicable NLNAC

Standards and Criteria for Accreditation of Postsecondary and Higher Degree Programs in Nursing

TBON

Chapter 215. Professional Nurse Education

PERTINENT

STANDARD/CRITERIA

TBON

Compliance Verification Review Process and Suggested Evidence

Applicable NLNAC Standards and

Criteria for Accreditation of Postsecondary and Higher Degrees in

Nursing (with Comments)

PERTINENT STANDARD/CRITERIA

NLNAC


'215.1 General Requirements*

The dean/director and faculty are accountable for complying with the Board's rules and regulations and the Nursing Practice Act.

*Programs not exempt from Rule 215.1 (or 214.1 for VN programs)

Process: -Review program=s orientation policies -Completion of BON online course -Interviews during survey visits Suggested Evidence: -Minutes of curriculum committee or other relevant faculty meetings where decisions about the program of study and curriculum are made. -Faculty Handbook -Clinical & Course Syllabi/course outlines -Clinical Evaluation Tools -Student Handbook or other publications for students -Total program evaluation plan -Program files

(Comment: No true match. This is specific to the Texas BON for dean/director and faculty to demonstrate currency in knowledge and compliance with Texas NPA and Board rules. It is unrealistic and impractical for NLNAC site visitors from other states to be familiar with Texas law and rules.

-See Suggested Evidence next column.)

Process: Suggested Evidence: -NLNAC Guidelines for Standard 2 Faculty and Staff asks for “Evidence of compliance with the requirements of the state and governing organization for all faculty and staff” as an Essential Element. The meaning of this compliance in Standard 2 focuses on the compliance in the area of credentials: Faculty (full- and part-time) credentials meet governing organization and state requirements.

'215.4 Approval

(a) . . . Approval status is based upon each program's performance and demonstrated compliance to the Board's requirements and response to the Board's

Process: -Review biennial Compliance Audits -Review previous survey visit reports, progress reports -Review accreditation letters and

Standard 6: Outcomes

Criterion 6.5: Each program type must demonstrate evidence of achievement in meeting the following program outcomes:

Process: -Self Study Report -site visit -Evaluation Review Panels -Board of Commissioners

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recommendations. Change from one status to another is based on NCLEX-RN® examination pass rates, compliance audits, survey visits, and other factors listed under subsection (b) of this section..

reports -Review BON correspondence -Review documentation of program=s response to previously issued recommendations and requirements and/or responses to accreditation requirements Suggested Evidence: -Compliance Audits -Previous survey visit reports, progress reports -accreditation letters and reports -BON correspondence -Documentation of program=s response to previously issued recommendations and requirements from CCNE or TBON

-performance on licensure exam

-program completion

-program satisfaction

-job placement

NLNAC Guideline: “Any program seeking initial or continuing accreditation must undergo self-review and evaluation and prepare a Self-Study Report to determine the extent to which the program meets the NLNAC Accreditation Standards and Criteria.”

NLNAC Guideline (p. 4): General information for writing the Executive Summary for the Self-Study Report includes “the name of the State Board of Nursing and approval status (date of last review and action). (Comment: This implies an assumption the state board of nursing approves all programs on a regular basis.)

-Initial Accreditation: compliance with all Standards and Criteria

-Continuing Accreditation: compliance with all Standards and Criteria

-Continuing with Conditions: noncompliance with 1 or 2 Standards and their Criteria

-Conditional with Warning: noncompliance with 3 or more Standards and their

Criteria

-Deny Accreditation: noncompliance with 1 Standard and their Criteria for program on conditions or warning

Suggested Evidence:

-Self-Study Report

-Site Visit to verify Self-Study Report

-Evaluation Review Panel review of Site Visit Team Recommendation

-Commission review and decision

-State Board of Nursing approval documents

(b) Factors Jeopardizing Program Approval Status--Approval may be changed or withdrawn for any of the following reasons: (1) deficiencies in compliance with

Process: -Review Compliance Audits -Review previous survey visit reports, progress reports -accreditation letters indicating

NLNAC Accreditation Manual:

Policy #4: Noncompliance with 1 Standard and their Criteria if on warning or seeking initial accreditation.

Policy #22- Program Accreditation

Process: NLNAC professional staff review Suggested Evidence:

-Communications with program and

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the rule; (2) utilization of students to meet staffing needs in health care facilities; (3) noncompliance with school's stated philosophy/mission, program design, objectives/outcomes, and/or policies; (4) continual failure to submit records and reports to the Board office within designated time frames; (5) failure to provide sufficient variety and number of clinical learning opportunities for students to achieve stated objectives/outcomes; (6) failure to comply with Board requirements or respond to Board recommendations within the specified time; (7) student enrollments without sufficient faculty, facilities and/or patient census; (8) failure to maintain a 80% passing rate on the licensing examination by first-time candidates; (9) failure of the program dean or director to document annually the currency of faculty licenses; or (10) other activities or situations that demonstrate to the Board that a program is not meeting legal requirements and standards.

weaknesses or concerns -Review BON correspondence -Review documentation of program=s response to previously issued recommendations and requirements Suggested Evidence: -Compliance Audits -Previous survey visit reports, progress reports -BON correspondence -Documentation of program=s response to previously issued recommendations and requirements

Status in Relation to State and Other Accrediting Agency Actions:

-NLNAC accredits only those programs in institutions that are legally authorized under applicable state law to provide a program of education beyond the secondary level and have institutional accreditation.

-NLNAC does not grant initial accreditation status to a program when the governing organization in which the program resides

Has been denied accreditation, placed on public probationary status, or had its accreditation revoked by a recognized accrediting agency.

Has had its legal authority to provide postsecondary education suspended, revoked, or terminated by a state agency.

-NLNAC does not grant continuing accreditation status to a program when the governing organization is

Subject to an adverse action by a recognized institutional accrediting agency potentially leading to the suspension, revocation, or termination of its accreditation.

Subject to an adverse action by a state agency potentially leading to the suspension, revocation, or termination of the governing organization’s legal authority to provide postsecondary education.

Threatened by loss of accreditation, and due process procedures required by the action have not been completed.

Threatened by suspension,

agency in question

-Annual Report

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revocation, or termination by a state agency of the governing organization’s legal authority to provide postsecondary education, an due process procedures required by the action have not been completed.

-NLNAC does not grant initial or continuing accreditation status to a program during a period in which the nursing education unit:

Is the subject of an adverse action by a state agency potentially leading o the suspension, revocation, or termination of approval.

Has been notified of a threatened loss of approval, and due process procedures required by the action have not been completed.

Has been denied approval, placed on public probationary status, or had its approval revoked by a state agency.

Had its legal authority to provide nursing education suspended, revoked, or terminated by a state agency.

-If the NLNAC grants initial or continuing accreditation to a program notwithstanding the actions of a recognized institutional accrediting agency or a state agency, the NLNAC will provide an explanation to the Secretary of Education, U. S. Department of Education, consistent with the NLNAC Accreditation Standards, as to why it granted accreditation.

-If the NLNAC is notified that the governing organization of an accredited

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program has received an adverse action or been placed on probationary status by a recognized institutional accrediting agency or a state agency, the NLNAC will promptly review the program to determine what action should be taken.

-If the NLNAC is notified that an accredited nursing program has received an adverse action or been placed on probationary status by a state agency, the NLNAC will promptly review the3 program to determine what action should be taken.

(c)(2)(A) Eighty percent (80%) of first-time candidates who complete the program of study are required to achieve a passing score on the NCLEX-RN® examination.

Process: -Review of BON NCLEX-RN® pass rate reports Suggested Evidence: -NCSBN pass rates for the two previous BON examination years

-Program will be moved to full approval with warning if they experience two consecutive years of NCLEX pass rate below 80%.

The program must be currently approved without qualification by the state agency that has legal authority for education programs in nursing (Manual, p. 32).

Policy #14 requires notification to NLNAC of a change of State Board of Nursing approval status or a pattern of declining NCLEX pass rates.

Standard 6: Outcomes

Criterion 6.5.1 for each program type: The licensure exam pass rates will be at or above the national mean.

(Comment: The BON requires an 80% pass rate for first time test-takers.)

Process: Suggested Evidence:

-copies of reports required by State Board of Nursing

-copies of correspondence from/to State Board of Nursing regarding approval status

(c)(3) Survey visit. Each professional nursing educational program shall be visited at least every six years after full approval has been granted, unless accredited by a Board-recognized national nursing accrediting agency.

Process: -Survey visit -Review of reports from national nursing accrediting agencies See BON Education Guideline 3.2.3.a. , Criteria for Conducting Survey Visits Suggested Evidence: -Previous Board reports/letters -Reports/letters from national nursing

1)

NLNAC Accreditation Manual: Policy #4 Types of Commission Actions on Applications for Accreditation: A nursing program is considered for initial or continuing accreditation by the NLNAC Commissioners when it demonstrates compliance with the Standards of accreditation.

-Initial Accreditation

Granted – next review in five (5)

Process: -Site Visit -Self-Study Report -Substantive Change Report Suggested Evidence:

-Review of documents on-site

-Review of facilities

-See NLNAC Accreditation Manual

- Process and Procedures (pp. 12-40)

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accrediting agencies. years

Denied – Initial accreditation of a nursing program is denied when a program does not demonstrate compliance with all NLNAC Accreditation Standards. The program may reinitiate the accreditation process at any time.

-Continuing Accreditation

Granted – next review in eight (8) years

(Comment: There is an 8-year period between NLNAC site visits. Besides the regular annual reports, how much contact is expected from programs?)

Granted with conditions – next review (Follow-Up Report or Follow-Up Report and Visit) in two (2) years for Baccalaureate, Associate, and Diploma Programs, and eighteen (18) months for Vocational Nursing Programs.

Granted with warning – next review (full site visit with Self-Study Report) in two (2) years for Baccalaureate, Associate, and Diploma Programs, and eighteen (18) months for Vocational Nursing Programs.

Granted with removal of condition status – next review in six (6) years for Baccalaureate, Associate, and Diploma Programs, and six and one-half (6-1/2) years for Vocational Nursing Programs.

Granted with removal of warning status – next review in eight (8) years.

- Policy #4 (p. 32)

- Policy #14 (p. 44-46)

- Policy #19 (p. 51)

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Denied – Continued accreditation is denied when a program with conditions or warning status is reviewed and found to be in continued non-compliance with any Accreditation Standard. The program is removed from the listings of accredited programs. It may reinitiate the application process for initial accreditation at any time.

2)

-Policy #6: Delay/Advancement of Continuing Accreditation Visit (p. 38)

-Policy #9: Public Disclosure About the Program (p. 39)

3)

Policy #14: Reporting Substantive Changes (p. 44)

(Comment: The BON recognizes the difficulties encountered by NLNAC in monitoring unreported substantive changes in nursing programs. A gap arises when accredited programs do not notify NLNAC of substantive changes and BON assume the changes have been reported. Because of the proximity to programs, more frequent contact with program representatives, and current knowledge of the status of nursing education in the state, it seems appropriate for BON staff to communicate with NLNAC when questions arise about important program changes.)

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TBON


PERTINENT

STANDARD/CRITERIA

TBON



Criteria for Accreditation of Postsecondary and Higher Degree

Programs in Nursing (with Comments)


NLNAC


'215.5 Philosophy/Mission and Objectives/Outcomes

(a) The philosophy/mission and objectives/outcomes of the professional nursing educational program shall be consistent with the philosophy/mission of the governing institution. They shall reflect the diversity of the community served and shall be consistent with professional, educational, and ethical standards of nursing.

Process: -Compliance Audit review -Survey visit -Evaluation of curriculum Suggested Evidence: -Philosophy/mission of the governing institution -Philosophy/mission of the nursing program -Any documents prepared for other accrediting agencies that make comparisons -Community advisory committee minutes

Standard 1: Mission and Administrative Capacity: The nursing education unit’s mission reflects the governing organization’s core values and is congruent with its strategic goals and objectives. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes.

1.1: The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization.

3.5: Integrity and consistency exist for all information intended to inform the public, including the program’s accreditation status and NLNAC contact information.

(Comment: The integrity in this criterion represents ethical standards in Rule 215.5[a]).

Process: -Focus questions Suggested Evidence:

-Mission statement of the governing organization

-Mission/Philosophy of the nursing education unit

-Outcomes of the nursing education program

(b) Program objectives/outcomes derived from the philosophy/mission shall reflect the Differentiated Essential Competencies (DEC) of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgment, and Behaviors:

Process: -Comparison of outcomes/objectives to DEC Suggested Evidence: -Minutes of curriculum committee or other relevant faculty meetings where decisions about the program of study

(Comment: BON requirement relates to program objectives/outcomes reflecting Texas competencies for graduates of prelicensure nursing programs. Since the same requirement is stated in Rule 215.9, this difference between accreditation and BON requirements is addressed


-Identification of the professional standards, guidelines, or competencies utilized to guide the curriculum.

-Student learning outcomes

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Vocational (VN), Diploma/Associate Degree (Dip/ADN), Baccalaureate (BSN), 2010.

and curriculum are made -Course syllabi/course outlines -Total program evaluation plan -Student Handbook or other publications for students

in that section.)

Standard 4: Curriculum

4.1 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes.

-Program outcomes

(c)Clinical objective/outcomes shall be stated in behavioral terms and shall serve as a mechanism for evaluating student progression.

Process: -Review of Clinical Evaluation Tools See BON Education Guideline 3.7.3.a., Student Evaluation Methods and Tools Suggested Evidence: -Minutes of curriculum committee or other relevant faculty meetings where decisions about the program of study and curriculum are made -Faculty Handbook -Clinical & Course Syllabi/course outlines -Clinical Evaluation Tools -Student Handbook or other publications for students


4.3: The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress.

4.8.1: Student clinical experiences reflect current best practices and nationally established patient health and safety goals.


-Evaluation tools/methodologies for classes, clinical, and labs

(d) The conceptual framework shall provide the organization of major concepts from the philosophy/mission of the program that provides the underlying structure or theme of the curriculum and facilitates the achievement of the program objectives/outcomes.

Process: -Review curriculum Suggested Evidence: -Minutes of curriculum committee or other relevant faculty meetings where decisions about the program of study and curriculum are made -Conceptual framework, if applicable -Faculty Handbook -Course Syllabi/course outlines -Student Handbook or other publications for students


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(e) The faculty shall periodically review the philosophy/mission and objectives/outcomes and shall make appropriate revisions to maintain currency.

Process: -Review Total Program Evaluation Plan with data and supporting documentation -Review program/committee minutes Suggested Evidence: -Total Program Evaluation Plan with data and supporting documentation -Minutes of relevant committees

4: Curriculum

4.2: The curriculum is developed by the faculty and regularly reviewed for rigor and currency.


-Evidence of faculty review of the curriculum

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TBON Chapter 215. Professional Nurse

Education


TBON






NLNAC


'215.6 Administration and Organization*

(a) The controlling agency/ governing institution of a professional nursing school/educational program, not including a diploma program, must be accredited by an agency recognized by the Texas Higher Education Coordinating Board (THECB) or hold a certificate of authority from the THECB under provisions leading to accreditation of the institution in due course. (b) There shall be an organizational chart which demonstrates the relationship of the professional pre-licensure nursing educational program to the controlling agency/governing institution, and indicates lines of responsibility and authority.

Process: -Validate recognition of accreditation status by THECB -Review organizational charts Suggested Evidence: -Catalog statements -Documents confirming accreditation by an agency recognized by THECB -Organizational chart of governing institution -Organizational chart of nursing program -Minutes of meetings

NLNAC Accreditation Manual: The governing organization offering the program is legally authorized to grant the credential (degree, diploma, or certificate) to the program seeking accreditation (pp. 31-32).

NLNAC Accreditation Manual (p. 45) requires that the program report a change in ownership, legal status, or form of control.

Process: -Focus Questions Suggested Evidence:

Guideline p. 8: Accrediting agency report for governing organization and decision verification; state board of nursing documents

Focused Visit required within 6 months after a change of ownership takes place.

Guideline p. 8: Nursing unit organizational chart

-Governing organization chart

(c) In colleges and universities, the nursing educational program shall have comparable status with other academic units within the controlling agency/governing institution in such areas as budgetary authority, rank, promotion, tenure, leave, benefits and professional development.

Process: -Compare budgets and faculty policies of other institutional units with nursing program -Interviews during survey visit Suggested Evidence: -College or university policies for: faculty appointment, academic rank, promotion & tenure, if applicable,

Standard 1: Mission and Administrative Capacity

1.7: With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity among the units of the governing organization.

1.8: Policies of the nursing education unit are comprehensive, provide for the


Guideline p. 8:

-Policies and procedures for the governing organization and nursing education unit (manuals, website links, etc.)

-Comparison of budgets across

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leave and benefits, and professional development. -Governing Institution=s Faculty Handbook -Budget -Comparison of nursing faculty FTE to other college faculty -Teaching Assignments

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.

several programs.

(d) Salaries shall be adequate to recruit, employ, and retain sufficient qualified faculty members with graduate preparation and expertise necessary for students to meet program goals.

Process: -Review budgets -Verify number and length of unfilled positions and faculty turnover rates. Suggested Evidence: -Faculty Salary Schedule/Scales -Faculty Personnel files -Teaching Assignments


(e) The controlling agency/governing institution shall provide financial support and resources needed to operate a nursing educational program which meets the legal and educational requirements of the Board and fosters achievement of program goals. The financial resources shall support adequate educational facilities, equipment and qualified administrative and instructional personnel.

Process: -Compare institutional policies with nursing policies -Review budget -Interviews during survey visit -Teaching observations -Tour of facility during survey visit Suggested Evidence: -Institutional/nursing unit strategic plans or equivalent -Budgets -Description and observation of resources -Blueprints/capital planning if changes planned -Grants

Standard 5: Resources

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.


Guideline p. 13:

-Program budget including a comparison to similar units or departments

-Evidence of sufficiency of resources for faculty, students, and staff

(f) Each professional nursing educational program shall be administered by a qualified individual who is accountable for the planning, implementation and

Process: -Review of director file in BON program records -Review director=s job/position description

NLNAC Accreditation Manual (p. 46) requires that notification of a change of nurse administrator should be provided NLNAC for informational purposes.

Standard 1: Mission and Administrative

Process: -Staff review and acknowledgement -Focus questions Suggested Evidence:

-Official notification by the governing

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evaluation of the professional nursing educational program. The dean or director shall: (1) hold a current license or privilege to practice as a registered nurse in the State of Texas; (2) hold a master=s degree or a doctorate in nursing; (3) hold a doctoral degree, if administering a baccalaureate or master=s degree program; (4) have a minimum of three years teaching experience in a professional nursing educational program; and (5) have demonstrated knowledge, skills and abilities in administration within a professional nursing educational program. (6) not carry a teaching load of more than three clock hours per week if required to teach.

-Review director=s FTE dedicated to the program that the director is administratively responsible for and is indicated in the job description -Review director=s teaching load -Review director=s portfolio See BON Education Guidelines 3.4.1.a., Approval Process for Appointment of a New Dean, director or Coordinator of a Nursing Educational Program, and 3.4.1.b., Dean, Director, and Coordinator – Role and Responsibilities Suggested Evidence: -Faculty Personnel files -Official transcripts -Documentation of verification of licensure -Approval letter from BON (if appointed after 9/1999) -Director=s job/position description -Director=s FTE dedicated to the program that the director is administratively responsible for and is indicated in the job description -Director=s teaching load

-Director=s portfolio

Capacity

1.5: The nursing education unit is administered by a:

-doctorally prepared nurse (BSN)

-nurse who holds a graduate degree with a major in nursing (ADN and Diploma)

-nurse who holds a graduate degree with a major in nursing; rationale may be provided for the acceptance of other graduate credentials (vocational)

(Comment: Director qualifications vary across type of program.)

1.6: The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities.

1.7: With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity among the units of the governing organization.

(Comment: In addition to other requirements, the BON requires that the program director for a professional program must have a minimum of three years teaching experience in a professional nursing program. There is rapid turnover rate among program directors in Texas and the importance of teaching experience for new directors has been validated in practice. The differences in qualifications between the BON and NLNAC, the importance of updating program contact information promptly, and the difficulty of monitoring changes in directors at a national level provide the rationale for the Texas BON to retain purview of this section of the

organization

-Credentials (academic and experiential) of the nurse administrator (CV/Resume; Transcript; Position description)

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rule.)

(g)(4) In a fully approved professional nursing educational program, if the individual to be appointed as dean/director or interim dean/director does not meet the requirements for dean/director as specified in subsection (f) of this section, the administration is permitted to petition for a waiver of the Board's requirements, according to Board guidelines, prior to the appointment of said individual.

*Programs not exempt from Rule 215.6 (Rule 214.6 for VN programs)

Process: -Review of dean/director information in BON program records -Review BON correspondence See BON Education Guideline 3.4.1.c., Approval Process for Waiver of a New Dean, Director or Coordinator Required Qualifications Suggested Evidence: -Faculty Personnel files -Official transcripts -Documentation of verification of licensure -Approval letter from BON (if appointed after 9/1999) -Job/position description -Portfolio

For a director of a vocational nursing program, a rationale may be provided for a director with a graduate degree in a discipline other than nursing.

(Comment: BON rules allow for programs to submit a request for a waiver of director qualifications to the Board for consideration, though this is discouraged. The most common requests are to waive the doctorate for the director of a BSN program or to waive the 3 years of teaching experience. These requests are handled on an individual basis and must be presented to the Board.)


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TBON


PERTINENT

STANDARD/CRITERIA

TBON






NLNAC


'215.7 Faculty

(a) There shall be written personnel policies for nursing faculty that are in keeping with accepted educational standards and are consistent with those of the controlling agency/governing institution. (1) Nursing policies which differ from those of the controlling agency/governing institution shall be consistent with nursing unit mission and goals (philosophy and outcomes). (2) Written policies concerning workload for the dean or director shall allow for sufficient time for administrative responsibilities consistent with 215.6 of this chapter (relating to Administration and Organization). (3) Faculty policies shall include, but not be limited to: qualifications, responsibilities, performance evaluation criteria, and terms of employment. (4) Written policies for nursing faculty workload shall allow sufficient time for faculty to accomplish those activities related to the teaching-learning process. (5) Position descriptions for the dean/director and nursing faculty

Process: -Review faculty handbook, by-laws and policies -Review teaching assignments and workload of faculty and director -Review utilization of faculty extenders -Review faculty personnel files, including evaluations -Review budgets See BON Education Guideline 3.5.2.a., Faculty Policies Suggested Evidence: -College and/or nursing faculty handbook -Workload policies of faculty and director -By-laws -Job /position descriptions -Records of workload assignments, teaching assignments, or the equivalent for current and past two years -Minutes relevant and other written records -Faculty personnel files, including evaluations -Summaries of evaluations -Performance appraisals -Assessment of faculty development needs and faculty development plan

Standard 1: Mission and Administrative Capacity

1.8 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; differences are justified by the goals and outcomes of the nursing education unit.

Process: -Focus questions Suggested Evidence:

Guideline p. 9:

-Policies for evaluation process

-Evidence of orientation and mentoring processes for faculty and staff

-Faculty Handbook

-Policies and Procedures for the governing organization and nursing education unit

-Faculty workload documentation including teaching, advising, committee work, and other responsibilities

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outlining their responsibilities directed related to the nursing program shall be included in the nursing faculty handbook.

(6) Written policies for nursing faculty members shall include:

(A) Orientation of new nursing faculty members shall be initiated at the onset of employment.

(B) A plan for nursing faculty development shall be offered to encourage and assist faculty members to meet the nursing program’s needs as well as individual faculty members’ professional development needs.

(C) A variety of means shall be used to evaluate faculty performance such as self, student, peer and administrative evaluation.

Budget/funding allocation for faculty development & policies for allocation of funds -Faculty policies, including college/university policies related to orientation, development, evaluation, promotion, and tenure as applicable -Orientation plans/schedules -Faculty handbook/manual

2.7: Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities.

2.8: Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes

Evidence of orientation and mentoring processes for faculty and staff

-Documentation of evaluation for faculty

-Policies for evaluation processes

(b) A professional nursing educational program shall employ sufficient faculty members with graduate preparation and expertise necessary to enable the students to meet the program goals. The number of faculty members shall be determined by such factors as: (1) The number and level of students enrolled; (2) The curriculum plan; (3) Activities and responsibilities required of faculty; (4) The number and geographic locations of affiliating agencies and clinical practice settings; and (5) The level of care and acuity of clients.

Process: -Review current faculty list and credentials BReview faculty personnel files during survey visit -Review clinical rotation schedules and rosters Suggested Evidence: -Current BON Faculty Profile -Current assignments for usage of clinical teaching assistants and preceptors -Current enrollment statistics -Current affiliate agency list -Class rosters -Clinical rotation schedules and rosters -Advisor assignments

Standard 2: Faculty and Staff

2.4: The number and utilization of faculty (full- and part-time) ensure that program outcomes are achieved.


-Faculty Table including credentials and responsibilities in the nursing education unit.

-Faculty, lab personnel, and staff academic and experiential credentials

-Evidence of maintenance of faculty expertise

(c) Faculty Qualifications and

Process:


Process: Focus Questions

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Responsibilities (1) Documentation of faculty qualifications shall be included in the official files of the programs. (2) Each nurse faculty member shall: (A) Hold a current license or privilege to practice as a registered nurse in the State of Texas; (B) Show evidence of teaching abilities and maintaining current knowledge, clinical expertise, and safety in subject area of teaching responsibility; (C) Hold a master=s degree or doctorate degree, preferably in nursing. (D) A nurse faculty member holding a master=s degree or a doctorate degree in a discipline other than nursing shall hold a bachelor=s degree in nursing from an approved or accredited baccalaureate program in nursing; and (I) if teaching in a diploma or associate degree nursing program, shall have at least six graduate semester hours in nursing appropriate to assigned teaching responsibilities, or (ii) if teaching in a baccalaureate level program, shall have at least 12 graduate semester hours in nursing appropriate to assigned teaching responsibilities.

-Review faculty information in BON program records -Review faculty personnel records during survey visit Suggested Evidence: -For each faculty member: Transcripts, Curriculum Vitae, Job Description, Licensure verification, performance evaluation, continuing education records. -Personnel Files

2.2: Faculty (full- and part-time) credentials met governing organization and state requirements. (Comment: Faculty qualifications vary across program types.)

BSN Faculty:

2.1: Faculty are credentialed with a minimum of a master’s degree with a major in nursing and maintain expertise in their areas of responsibility.

2.1.1: A minimum of 25% of the full-time faculty hold earned doctorates.

2.1.2: Rationale is provided for utilization of faculty who do not meet the minimum credential.

ADN and Diploma Faculty:

2.1.1: The majority of part-time faculty are credentialed with a minimum of a master’s degree with a major in nursing; the remaining part-time hold a minimum of a baccalaureate degree with a major in nursing.


Vocational Nursing

2.1: At least 50% of the full-time faculty who provide didactic instruction hold a graduate degree in nursing. The remaining full-time faculty members hold a minimum of a baccalaureate degree in nursing.

2.1.1: The majority of part-time faculty are credentialed with a minimum of a master’s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing.

2.1.2: Rationale for the acceptance of other than the required graduate credential is provided by evidenced of

Suggested Evidence:

-Position/Job Descriptions for faculty, lab personnel, and staff

-Faculty Table including credentials and responsibilities in the nursing education unit.

-Faculty, lab personnel, staff academic and experiential credentials (CVs, transcripts, etc)

-Evidence of maintenance of faculty expertise

-Evidence of compliance with the requirements of the state and governing organization for all faculty and staff.

(Comment: Compliance with state board faculty requirements means initial compliance with the accreditation criterion.)

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one of the following:

- Progress towards a graduate degree with a major in nursing;

- Current course work;

- Related continuing education; or

- Certification relevant to the current teaching role.

(d) Faculty Waivers.

(1) In fully approved programs, if an individual to be appointed as faculty member does not meet the requirements for faculty as specified in subsection (c) of this section, the dean or director is permitted to waive the Board's requirements, if the program and prospective faculty member meet the following criteria and after notification to the Board of the intent to waive the Board's faculty requirements for a temporary time period not to exceed one year:

Process: -Review faculty information in BON program records -Review faculty personnel records during survey visit -Review BON correspondence See BON Education Guideline 3.5.1.a., Approval Process for Faculty Waivers and Extension of Faculty Waivers Suggested Evidence: -Copies of notification forms/letter to Board regarding faculty waivers -Records of workload assignments, teaching assignments, or the equivalent for current and past two years -Faculty Personnel Files -BON correspondence



(Comment: The allowance for programs to submit a rationale for utilization of faculty who do not meet the minimum criteria provides some flexibility which may be similar to the BON waiver process. There is more flexibility in the faculty requirements for vocational programs.)

Process: Focus Questions Suggested Evidence:

(e) Non-nursing faculty are exempt from meeting the faculty qualifications as long as the teaching assignments are not nursing content or clinical nursing courses.

Process: -Review faculty information in BON program records -Review faculty personnel records during survey visit Suggested Evidence: -Records of workload assignments, teaching assignments, or the equivalent for current and past two years -Faculty Personnel Files

2.6: The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes.

2.9: Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization.


(f) All nursing faculty, as well as non-nursing faculty, who teach non-

Process: -Review faculty information in BON

2.6: The number, utilization, and credentials of non-nurse faculty and staff

Process:

19

clinical nursing courses that are part of the nursing curriculum, e.g., biological, physical, social, behavioral and nursing sciences, including pathophysiology, pharmacology, research, nutrition, human growth and development, management, and statistics, shall have sufficient graduate level educational preparation verified by the program dean or director as appropriate to these areas of responsibility.

program records -Review faculty personnel records during survey visit -Review teaching/course assignments Suggested Evidence: -Transcripts -Job descriptions -Continuing education records

are sufficient to achieve the program goals and outcomes.

(Comment: Texas BON rules allow the program director to decide whether non-nursing faculty meet the intent of the rules for faculty qualifications.)

Suggested Evidence:

(g) Non-nursing faculty assigned to teach didactic nursing content shall be required to co-teach with nursing faculty in order to meet nursing course objectives.

Process: -Review faculty information in BON program records -Review faculty personnel records during survey visit -Review teaching/course assignments Suggested Evidence: -Records of workload assignments, teaching assignments or equivalent for current and past two years. -Faculty assignment which reflects evidence of co-teachers/instructors


(Comment: Texas BON rules require that only faculty who are nurses teach nursing content and/or nursing objectives.)


(h) Teaching assignments shall be commensurate with the faculty member=s education and experience in nursing.

Process: -Review faculty information in BON program records -Review faculty personnel records during survey visit -Review teaching/course assignments Suggested Evidence: -Faculty Profile -Records of workload assignments, teaching assignments, or the equivalent for current and past two years

2.5: Faculty (full- and part-time) performance reflects scholarship and evidence-based practice.

2.6: The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes.


(i) Faculty shall be responsible for:

(1) supervision of students in

Process: -Review faculty policies &

1.2: The governing organization and nursing education unit ensure

Process:

20

clinical learning experiences;

(2) all initial nursing procedures in the clinical area and ascertain that the student is competent before allowing the student to perform an actual nursing procedure independently;

(3) developing, implementing, and evaluating curriculum; and

(4) participating in the development, implementation, and enforcement of standards/policies for admission, progression, probation, and dismissal of students, and participation in academic guidance and counseling.

procedures/bylaws -Review Faculty Handbook Interviews with faculty Suggested Evidence: -Faculty policies & procedures/bylaws -Faculty Handbook

representation of students, faculty, and administrators in ongoing governance activities.

1.7: With faculty input the nurse administrator has the authority to prepare and administer the program budget…



Suggested Evidence:

(j) Teaching activities shall be coordinated among full-time faculty, part-time faculty, clinical preceptors and clinical teaching assistants.

Process: -Review course schedules -Review faculty workload Suggested Evidence: -Minutes of faculty meetings

-Teaching assignments

2.3: Credentials of practice laboratory personnel are commensurate with their level of responsibilities.


(n) Faculty Organization: (1) the faculty shall be organized with written policies and procedures and/or bylaws to guide the faculty and program=s activities, including processes for enforcement of written student policies. (2) The faculty shall meet regularly and function in such a manner that all members participate in planning, implementing and evaluating the nursing program. Such participation includes, but is not limited to the initiation and/or change in program policies, personnel policies, curriculum, utilization of affiliating agencies, and program evaluation. (A) Committees necessary to carry

Process: -Review faculty policies & procedures/bylaws -Review Faculty Handbook -Review program/committee minutes -Review Total Program Evaluation Plan with data and supporting documentation See BON Education Guideline 3.5.2.a., Faculty Policies Suggested Evidence: -Faculty policies and bylaws -Minutes and other written records

-Total Program Evaluation with data and indicating decision-making based upon data

1.2: The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities.

Standard 2: Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit.


21

out the functions of the program shall be established with duties and membership of each committee clearly defined in writing. (B) Minutes of faculty organization and meetings shall document the reasons for actions and the decisions of the faculty and shall be available for reference.

(C) Part-time faculty may participate in all aspects of the program. Clear lines of communication of program policies, objectives and evaluative criteria shall be included in policies for part-time faculty.

22


Education


TBON



Criteria for Accreditation Postsecondary and Higher Degree

Programs in Nursing (With Comments)


NLNAC


'215.8 Students*

(a) ) The number of students admitted to the program shall be determined by the number of qualified faculty, adequate educational facilities and resources, and the availability of appropriate clinical learning experiences for students

Process: -Review admission/selection process -Review clinical rotation schedules with student placements included -Review class rosters -Review faculty assignments -Review list of faculty extenders -Review preceptor and clinical teaching assistants policies See BON Education Guideline 3.6.1.a., Criteria for Determining Student Enrollment Suggested Evidence: -Faculty Profile -Faculty personnel files -Enrollment data -Class rosters -Clinical group assignments -Evaluations of clinical learning sites -List of preceptors and clinical teaching assistants -Preceptor and clinical teaching assistant policies

NLNAC Accreditation Manual (p. 45) requires that programs submit changes in enrollment of over 25% by headcount.

2.4: The number and utilization of faculty (full- and part-time) ensure that program outcomes are achieved.


Process: Staff Recommendation Focused Visit as indicated Suggested Evidence:

-Evidence of sufficiency of resources for faculty, students, and staff.

(b) Individuals enrolled in approved professional nursing educational programs preparing students for initial licensure shall be provided verbal and written information regarding conditions that may

Process: -Review Student Handbook -Review student records -Review Receipt of BON Eligibility Information form -Interviews during survey visits

(Comment: Specific to Texas BON. Also addressed in Rules 214.9 and 215.9.

-Requirements are essential to ensure students are knowledgeable about eligibility to qualify to take the


23

disqualify graduates from licensure and of their rights to petition the Board for a Declaratory Order of Eligibility. Required eligibility information includes:

(1) Texas Occupations Code §§301.252, 301.257 and 301.452 – 301.469; and

(2) Sections 213.27 – 213.30 of this title (relating to Good Professional Character, Licensure of Persons with Criminal Offenses, Criteria and Procedure Regarding Intemperate Use and Lack of Fitness in Eligibility and Disciplinary Matters, Declaratory Order of Eligibility for Licensure).

(c) The professional nursing educational program shall maintain written receipt of eligibility notification for up to six months after the enrolled individual completes the nursing educational program or permanently withdraws from the nursing educational program.

See Texas Occupations Code 301.252, 301.257 and 301.452-301.469 (NPA) See Rule '213.27-'213.30, Practice and Procedure Suggested Evidence: -Student Handbook -Student records -Receipt of BON Eligibility Information form

Process: -Review faculty policies, by-laws -Review Faculty Handbook -Review Student Handbook

licensing examination for a nursing license in Texas. Specific regulations related to licensure, good professional character, and the Texas Nursing Practice Act are included. Programs must provide evidence that students receive this information.

-Accreditation standards do not include, nor are they expected to include, these requirements.

-Texas Statute which requires NCLEX applicants to pass a jurisprudence examination based upon Texas law before they are licensed is also specific to Texas.)

(d) The program shall have well-defined written nursing student policies based upon statutory and Board requirements, including nursing student admission, dismissal, progression and graduation policies that shall be

Process: -Review Student Handbook -Review program/committee minutes -Interviews during survey visits -Review student records -Review Student Grievance Process and policies

1.8: 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; differences are justified by the goals and outcomes of the nursing

Process: Focus Questions Suggested Evidence:

-Student policies

-Student Handbook

-Evidence of communications to

24

developed, implemented and enforced.

(1) Student policies shall be in accordance with the requirements of applicable federal and state agencies.

(2) Nursing student policies which differ from those of the governing institution shall be in writing and shall be made available to faculty and students.

(e) Reasons for dismissal shall be clearly stated in written nursing student policies…

(f) Policies shall facilitate mobility/articulation, be consistent with acceptable educational standards, and be available to students and faculty.

(g) Student policies shall be furnished manually or electronically to all students at the beginning of the students’ enrollment in the nursing educational program.

(1) The program shall maintain a signed receipt of student policies in all students’ records.

(2) It is the responsibility of the program and the nursing faculty to define and enforce nursing student policies.

-Review articulation agreements -Review official publications describing mobility options -Review catalog -Review Total Program Evaluation Plan with data and supporting documentation Refer to BON Rule Section 213.27-213.30, Practice and Procedure Suggested Evidence: -Written policies in student/faculty handbooks, catalogs or other publications for: 1. Selection and admission 2. Academic progression 3. Transfer of credit 4. Advanced Placement 5. Retention 6. Graduation 7. Withdrawal/dismissal 8. Readmission to the program -Examples of implementation of policies such as minutes of admission and progression decisions, student retention/attrition rates, records of student appeals. -There are written policies for repetition of a course, clinical safety, dismissal, and due process. -Student records -Student Grievance Process and policies

-Formal articulation agreements -Informal articulation agreements -Official publications describing mobility options -Tracking and trending of enrollment, retention, and graduation data for LVNs or RNs -Total Program Evaluation Plan with data and supporting documentation

education unit.

1.9: Records reflect that program complaints and grievances receive due process and include evidence of resolution.

Standard 3: Student policies, development, and services support he goals and outcomes of the nursing education unit.

3.1: Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit.

3.6: Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner.

students related to policy changes.

(i) Students shall have mechanisms

Process:

1.2: The governing organization and

Process:

25

for input into the development of academic policies and procedures, curriculum planning, and evaluation of teaching effectiveness.

-Review Faculty Handbook -Review Student Handbook -Review program/committee minutes -Interviews during survey visits -Review course evaluations and end of course reports Suggested Evidence: -Bylaws -Student Handbook -Minutes that show evidence of student participation on committees -Faculty Handbook

nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities.

Suggested Evidence:

-Listings of participation of faculty and students in governance…

(j) Students shall have the opportunity to evaluate faculty, courses, and learning resources and these evaluations shall be documented.

*Programs not exempt from Rule 215.8 (Rule 214.8 for VN programs)

Process: -Review faculty policies, by-laws -Review Faculty Handbook -Review Student Handbook -Review program/committee minutes -Interviews during survey visits -Review program/committee minutes -Review student course, faculty, clinical facility evaluations -Review Total Program Evaluation Plan with data and supporting documentation Suggested Evidence: -Evaluation policies to include student ratings of the perceived quality of the following components of instruction: 1. Teaching effectiveness of individual faculty members 2. Individual courses 3. Clinical experiences 4. Learning resources -Evaluation tools -Evaluation dataBaggregated, tracked, and trended as appropriate -Minutes reflecting discussion and actions based upon student evaluations -Total Program Evaluation Plan with data and supporting documentation

2.8: Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes.

6.2 Aggregate evaluation findings inform program decision-making and are used to maintain or improve student learning outcomes.

6.5 The program demonstrates evidence of achievement in meeting the following program outcomes:

- Performance on licensure exam

- Program completion

- Program satisfaction

- Job placement

Process: Focus Questions Suggested Evidence: -Policies for evaluation processes

-Systematic Plan for Evaluation

-Evidence that graduates are achieving identified competencies/outcomes

-Evaluation Tools

26

TBON


PERTINENT

STANDARD/CRITERIA

TBON



Criteria for Postsecondary and Higher Degree Programs in Nursing

(with Comments) PERTINENT

STANDARD/CRITERIA

NLNAC


'215.9 Program of Study*

(a) The program of study shall include both didactic and clinical learning experiences and shall be: (1) at least the equivalent of two academic years and shall not exceed four calendar years; (2) planned, implemented, and evaluated by the faculty; (3) based on the philosophy/mission objectives/outcomes; (4) organized logically, sequenced appropriately; (5) based on sound educational principles;

(6) designed to prepare graduates to practice according to the Standards of Nursing Practice as set forth in the Board=s Rules

and Regulations;

(7) designed and implemented to prepare students to demonstrate the Differentiated Essential Competencies (DEC) of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgment, and Behaviors, Vocational (VN), Diploma/Associate Degree (Dip/ADN), Baccalaureate (BSN), September 2010; and

(8) designed to teach students to use a systematic approach to

Process: -Review of curriculum, including syllabi -Review of faculty policies, by-laws - Review of Faculty Handbook -Review of Student Handbook -Review of program/committee minutes -Interviews during survey visit -Review of Total Program Evaluation Plan with data and supporting documentation -Review catalog -Review degree plans See Texas Nursing Practice Act See Rule '217.11, Standards of Nursing Practice; Rule '217.12, Unprofessional Conduct; See Rule '224, Rule '225 (Delegation Rules) See ADifferentiated Essential Competencies (DEC) of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgment, and Behaviors, Vocational (VN), Diploma/Associate Degree (Dip/ADN), Baccalaureate (BSN), September, 2010@ Suggested Evidence: -Catalog -Sample degree plans -Policies & procedures

NLNAC Accreditation Manual (p. 45) requires the program to notify NLNAC when there is the addition of courses or programs different in context or method of delivery from what was previously offered and accepted, and when there is significant change in the length of the program.

Standard 4 Curriculum: The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.

4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes.


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.

(Comment: The specific requirement that the curriculum prepare the graduate to demonstrate the DEC ensures the preparation of safe,

Process: -Staff Recommendation -Focused Visit as indicated -Focus Questions Suggested Evidence:

-Curriculum plan/design with courses and credits/hours specified

-Identification of the professional standards, guidelines, or competencies utilized to guide the curriculum

-Student learning outcomes

-Program outcomes

-Evidence that diverse concepts, best practices, and national patient safety goals are incorporated into the curriculum

-Course materials including syllabi, evaluation methodologies, and learning activities

-Samples of student written work (papers, projects, assignments)

-Evidence that the curriculum reflects educational theory, interdisciplinary collaboration, and research

-Evidence that program length facilitates achievement of learning outcomes and is consistent with state and national standards

-Class and clinical schedules

27

clinical decision making and safe patient care.

-Mission and goals (philosophy and outcomes) -Total Program Evaluation Plan with data and supporting documentation -Minutes of program/committee minutes -Course syllabi/course outlines

competent nurses for the State of Texas. This supports the mission of the BON to protect the public.)

4.7: Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices.

(Comment: Distance learning is a special criterion in almost every standard and demands separate consideration. The BON relies upon the accreditation organization to monitor distance education at this point.)

-Evaluation tools/methodologies for classes, clinicals, and labs

-Documentation of congruence of delivery method(s) and instructional processes

(b) The faculty shall be responsible for the development, implementation and evaluation of the curriculum based upon the following guidelines: (1) There shall be a reasonable balance between non-nursing courses and nursing courses which are offered in a supportive sequence with rationale and are clearly appropriate for collegiate study. (2) Instruction shall be provided in nursing roles; biological, physical, social, behavioral, and nursing sciences, including body structure and function, microbiology, pharmacology, nutrition, signs of emotional health, human growth and development; and nursing skills.

Process: -Review curriculum, including syllabi -Interviews during survey visit Suggested Evidence: -Curriculum Plan -Syllabi


-Evidence of faculty review of the curriculum

(c) Instruction shall include, but not be limited to, organized student/faculty interactive learning activities, formal lecture, audiovisual presentations, simulated laboratory instruction,

Process: -Review of table showing classroom to clinical contact hours ratio -Review of rationale statement for ratio


4.8: Practice learning environments are appropriate for student learning and



28

and actual patient care clinical learning experiences.

(1) Class hours shall include actual hours of classroom instruction in nursing and non-nursing Board-required courses/content;

(2) Laboratory activities/instruction may be counted as either classroom or laboratory hours for the purpose of calculating the hours in the curriculum;

(3) Clinical hours shall include actual hours of practice in clinical areas, clinical conferences, and simulated lab experiences, if counted as clinical hours for the purpose of calculating the hours in the curriculum; and

(4) Clinical hours shall be sufficient to meet program of study requirements. There shall be a rationale for the ratio of contact hours assigned to classroom and clinical learning experiences. The recommended ratio is one contact hour of didactic to three contact hours of associated clinical learning experiences (1:3), but could be expanded to a 1:4, 1:5, or 1:6 ratio depending on the type of clinical learning experience.

See BON Education Guideline 3.7.2.a., Ratio of Clinical/Laboratory Hours to Classroom Hours in Professional Nursing Education Programs Suggested Evidence: -Rationale for number of clinical content hours and ratio of classroom to clinical contact hours -Classroom to Clinical Ratio -Curriculum plan/schematic

support the achievement of student learning and program outcomes…





(d) The program of study should facilitate articulation among programs.

Process: -Review articulation agreements -Interviews during survey visit -Review catalog Suggested Evidence: -Program Description a. Formal and informal agreements with other nursing programs b. Catalog


(e) The program of study shall

Process:

4.1: The curriculum incorporates

Process:

29

include, but not be limited to the following areas: (1) non-nursing courses, clearly appropriate for collegiate study, offered in a supportive sequence. (2) nursing courses which include didactic and clinical learning experiences in the four content areas, medical-surgical,

maternal/child health, pediatrics, and mental health nursing that teach students to use a systematic approach to clinical decision making and prepare students to safely practice professional nursing through the promotion, prevention, rehabilitation, maintenance, and restoration of the health of individuals of all ages. (A) Course content shall be appropriate to the role expectations of the graduate. (B) Professional values including ethics, safety, diversity, and confidentiality shall be addressed. (C) The Nursing Practice Act, Standards of Nursing Practice, Unprofessional Conduct Rules, Delegation Rules, and other laws and regulations which pertain to various practice settings shall be addressed.

-Review curriculum, including syllabi -Interviews during survey visit Suggested Evidence: -Program documents such as: 1. Mission and outcomes or philosophy and end-of-program objectives for graduates 2. Conceptual or organizing framework (optional) 3. Course, unit objectives, and content outlines for nursing courses 4. Descriptions of learning experiences/activities and instructional approaches 5. Course outlines and content outlines for support courses (prerequisites for nursing courses) 6. Content maps 7. Outcome measures such as achievement tests, licensure pass rates, numbers and types of graduates

who receive action against their licenses within first year after graduation 8. Degree plan -List/table of learning opportunities that are established to assist students to function and practice entry level nursing and adhere to the minimum standards of professional nursing

established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes.

4.4: The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.

-Focus Questions Suggested Evidence:

-Program outcomes




(e)(3) Nursing courses shall prepare students to recognize and analyze health care needs, select and apply relevant knowledge and appropriate methods for meeting the health care needs of individuals and families, and evaluate the effectiveness of the nursing care.

(4) Baccalaureate and entry-level master=s degree programs in

Process: -Review curriculum, including syllabi -Interviews during survey visit -Observe teaching -Observe clinical learning experiences -Review examples of student work Suggested Evidence: -Observations of classroom experiences, pre or post clinical

4.4: The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.

4.6: The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and


30

nursing shall include learning

activities in basic research and management/leadership, and didactic and clinical learning experiences in community health nursing.

conference teaching -Examples of student work -Syllabi, course outlines, handouts, other structured learning activities and aids

technological advances.


(f) The selection and organization of the learning experiences in the curriculum shall provide continuity, sequence, and integration of learning.

(1) The learning experiences shall provide for progressive development of values, knowledge, judgment, and skills. (2) Didactic learning experiences shall be provided either prior to or concurrent (at the same time) with the related clinical learning experiences. (3) Clinical learning experiences shall be sufficient in quantity and quality to provide opportunities for students to achieve the stated outcomes. (4) Students shall have sufficient opportunities in simulated or clinical settings to develop manual technical skills, using contemporary technologies, essential for safe, effective nursing practice. (5) Learning opportunities shall assist students to develop communication and interpersonal relationship skills.

Process: -Review curriculum, including syllabi -Review clinical evaluation tools -Interviews during survey visit -Tour skills lab during survey visits -Review examinations -Review clinical rotation schedules -Observation of teaching, lab activities, computer activities -Review list of equipment and supplies Suggested Evidence: -Course, unit objectives, and content outlines for nursing courses -Descriptions of learning experiences/activities and instructional approaches -Examples of student work with feedback from instructors -Syllabi, course outlines, handouts, other structured learning activities and aids -Examples of opportunities to develop skills with contemporary technology -Clinical rotation schedules -Samples of daily student assignments for various clinical courses -Clinical objectives and clinical evaluation tools -Outcome measures such as achievement tests, licensure pass rates -Observation of clinical simulation laboratory or computer laboratory teaching -Observation of teaching in pre or post conferences -Degree plan


4.8: Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes…


3.7: Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery.







-Clinical agency contracts and/or agreements

-Evidence of orientation to and support provided for technology utilized by students in classrooms, labs, and clinical areas.

31

-Catalog description of course pre-requisites and co-requisites

(g) Course content shall be appropriate to the role expectations of the graduate.

(1) Professional values, including ethics, safety, diversity, and confidentiality shall be addressed.

(2) The Nursing Practice Act, Standards of Nursing Practice, Unprofessional Conduct Rules, and other laws and regulations which pertain to various practice settings shall be addressed.

(3) The curriculum plan, including course outlines, shall be kept current and available to faculty and Board representatives.

4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes.


-Curricular plan/design with courses and credits/hours specified

-Identification of the professional standards, guidelines, or competencies utilized to guide the curriculum.

(h) Faculty shall develop and implement evaluation methods and tools to measure progression of students= cognitive, affective and psychomotor achievements in course/clinical objectives according to Board guidelines.

Process: -Review syllabi -Review examinations -Review test analysis processes -Review clinical evaluation tools -Interviews during survey visit -Review policies See BON Education Guideline 3.7.3.a., Student Evaluation Methods and Tools Suggested Evidence: -Examples of how examinations are based on sound educational principles of measurement and evaluation. 1. Sample tests 2. Test blueprints or organizers 3. Item analysis & test stats -Clinical evaluation tools -Examples of how critical clinical

Standard 4 Curriculum: The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.

4.5: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.


-Evaluation tools/methodologies for classes, clinical and labs

32

behaviors are identified and evaluated -Examination review and test item revision policies, procedures. -Policies, procedures for establishing interrater agreement for clinical behaviors such as skills check-offs -Policies, procedures for establishing interrater agreement for grading of written student products -Grading policies

(i) ) Curriculum changes shall be developed by the faculty according to Board standards and shall include information outlined in the Board guidelines. The two types of curriculum changes are: (1) Minor curriculum changes not requiring prior Board staff approval, and may include: (A) editorial updates of philosophy/mission and objectives/outcomes; or (B) redistribution of course content or course hours (2) Major curriculum changes requiring Board staff approval prior to implementation, including: (A) changes in program philosophy/mission and objectives/outcomes which result in a reorganization or re-conceptualization of the entire curriculum, including but not limited to changing from a block to an integrated curriculum. (B) the addition of transition course(s), tracks/alternative

Process: -Review curriculum, including syllabi -Review program/committee minutes -Review Total Program Evaluation Plan with data and supporting documentation See BON Education Guideline 3.7.1.a., Proposals for Curriculum Changes Suggested Evidence: -Staff approval letter prior to implementation -Faculty minutes documenting decisions and rationale related to curriculum changes -Total Program Evaluation Plan with data and supporting documentation

NLNAC Accreditation Manual: Policy #14 requires that “Any program proposing a substantive change in the ownership or form of control, mission, program offerings, curriculum, credentials conferred, length of program, method of delivery, relocation, or establishment of an additional location must report it to the NLNAC and obtain prior approval. (p. 44). Accompanying this notification, the program must include a detailed report for review that identifies the change, provides the rationale for the change, and addresses each of the NLNAC Standards and Criteria that are/or may be impacted by this change. (If a program questions whether a change is substantive or minor, it should seek a ruling from an NLNAC professional staff member.) Substantive changes requiring notification include: change in ownership, implementation of distance education, addition of courses or programs different in context or method of delivery, change in length of program, change in enrollments greater than 25%,


33

programs of study, including MEEP, that provide educational mobility. (C) mobility programs desiring to establish a generic program are treated as a new program and the appropriate proposal should be developed.

changes in State Board of Nursing approval, and establishment of an additional location (p. 45).

(j) Documentation of controlling agency/governing institution approval, and approval from the Texas Workforce Commission (TWC) or the Texas Higher Education Coordinating Board (THECB) if approved/licensed by the TWC or THECB, must be provided to the Board prior to implementation of changes, as appropriate.

Process: -Review appropriate documentation from THECB Suggested Evidence: -Correspondence from THECB

(Specific to Texas State requirements.)


(m) All nursing educational programs implementing a curriculum change shall submit an evaluation of the outcomes of the implemented curriculum change through the first graduating class under the new curriculum.

*Programs not exempt from Rule 215.9 (Rule 214.9 for VN Programs)

Process: -Review Annual Report -Review BON correspondence -Review Total Program Evaluation Plan with data and supporting documentation Suggested Evidence: -Evaluation of curriculum change -BON correspondence -Total Program Evaluation Plan

See section above on substantive changes.


34


Education


TBON






NLNAC


'215.10 Clinical Learning Experiences*

(a) Faculty shall be responsible and accountable for managing clinical learning experiences and observational experiences of students.

Process: -Review curriculum, including syllabi -Review clinical rotation schedules -Review Faculty Handbook -Review Student Handbook -Review job descriptions -Review policies for faculty extenders, including preceptors and clinical teaching assistants -Review clinical/affiliate agency agreements -Interviews with clinical faculty and preceptors Suggested Evidence: -Policies that define and describe the responsibilities of faculty in supervising clinical learning experiences of students -Job/position descriptions for faculty members and clinical teaching assistants -Preceptor role descriptions and agreements -Clinical/affiliate agency agreements


The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.






(b) Faculty shall develop criteria for the selection of affiliating agencies/clinical facilities or clinical practice settings which address

Process: -Review of criteria for the selection of affiliating agencies/clinical facilities or clinical practice settings

4.8: Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current


35

safety and the need for students to achieve the program outcomes (goals) and course objectives through the practice of nursing care or observational experiences. Consideration of selection of a clinical site shall include:

(1) client census in sufficient numbers of meet the clinical objectives/outcomes of the program/courses; and

(2) evidence of collaborative arrangements for scheduling clinical rotations with those facilities that support multiple nursing programs.

-Review clinical/affiliate agency agreements -Review syllabi for clinical courses -Review evaluations (surveys, discussion in minutes, evaluation tools) of affiliate agencies and clinical practice settings See BON Education Guideline 3.8.1.a., Selection of Clinical Affiliate Agencies Suggested Evidence: -Selection criteria for affiliate agencies and clinical practice settings -Evaluations (surveys, discussion in minutes, evaluation tools) of affiliate agencies and clinical practice settings -Clinical/affiliate agency agreements -Syllabi for clinical course

written agreements specify expectations for all parties and ensure the protection of students.


(Comment: The NLNAC goal of protecting the student is different from the goal of the BON to protect the patient.)

-Clinical schedules


(c) Faculty shall select and evaluate affiliating agencies/clinical facilities or clinical practice settings which provide students with opportunities to achieve the goals of the program. (1) Written agreements between the program and the affiliating agencies shall specify the responsibilities of the program to the agency and the responsibilities of the agency to the program. (2) Agreements shall be reviewed periodically and include provisions for adequate notice of termination.

(3) Affiliation agreements are optional for those clinical experiences which are observation only.

Process: -Review clinical/affiliate agency agreements -Review syllabi for clinical courses -Review evaluations (surveys, discussion in minutes, evaluation tools) of affiliate agencies and clinical practice settings Suggested Evidence: -Current, signed, written affiliate agency agreements that specify the responsibilities of the school and agency -Clinical course rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Summary of clinical teaching assignments for the past and current semester -Syllabi for clinical courses

Same as (b)

(Comment: Required ratios in Rule 214 and 215 are designed to protect the public by requiring adequate faculty supervision for hands-on patient care.)


36

-Evaluations (surveys, discussion in minutes, evaluation tools) of affiliate agencies and clinical practice settings

(d) The faculty member shall be responsible for the supervision of students in clinical learning experiences.

Process: -Review curriculum, including syllabi -Review clinical rotation schedules -Review Faculty Handbook -Review Student Handbook -Review job descriptions -Review policies for faculty extenders, including preceptors and clinical teaching assistants -Review clinical/affiliate agency agreements Suggested Evidence: -Policies that define and describe the responsibilities of faculty in supervising clinical learning experiences of students -Job/position descriptions for faculty members and clinical teaching assistants -Preceptor role descriptions and agreements -Clinical/affiliate agency agreements

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.

2.3: Credentials of practice laboratory personnel are commensurate with their level of responsibilities.

4.5: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.



(e) Clinical learning experiences shall include the administration of medications, health promotion and preventive aspects, nursing care of persons throughout the life span with acute and chronic illnesses, and rehabilitative care. (1) Students shall participate in instructor supervised patient teaching. (2) Students shall also be provided opportunities for participation in clinical conferences. (3) Simulated laboratory experiences may also be utilized as a teaching strategy in classroom and clinical settings to meet objectives and may be counted as

Process: -Review clinical rotation schedules -Review clinical course rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Review teaching assignments -Review curriculum, including syllabi -Review Faculty Handbook -Review Student Handbook -Review job descriptions -Review policies for faculty extenders, including preceptors and clinical teaching assistants -Review clinical/affiliate agency agreements See BON Education Guideline

4.8: Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students.





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either classroom or clinical hours for the purpose of calculating the hours in the curriculum. (f) Faculty shall be responsible for student clinical practice evaluations. Clinical practice evaluations shall be correlated with level and/or course objectives and shall include a minimum of a formative and summative evaluation for each clinical in the curriculum. (g) The following ratios only apply to clinical learning experiences involving direct patient care: (1) When a faculty member is the only person officially responsible for a clinical group, the group shall total no more than ten (10) students. (2) Patient safety shall be a priority and may mandate lower ratios, as appropriate.(3) The faculty member shall supervise that group in only one facility at a time, unless some portion or all of the clinical group are assigned to observational experiences in additional settings. (4) Direct faculty supervision is not required for an observational experience.

3.8.2.a., Ratio of Faculty to Students in Clinical Learning Experiences Suggested Evidence: -Clinical rotation schedules -Clinical course rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Teaching assignments -Curriculum, including syllabi -Faculty Handbook -Student Handbook -Policies for faculty extenders, including preceptors and clinical teaching assistants -Job/position descriptions for faculty members, preceptors, and clinical teaching assistants -Clinical/affiliate agency agreements

(Comment: The BON specifies faculty to student clinical ratios for patient safety.)

Documentation of faculty-to-student ratios in class, labs, and clinicals.

(h) Clinical preceptors may be used to enhance clinical learning experiences after a student has received clinical and didactic instruction in all basic areas of nursing or within a course after a student has received clinical and didactic instruction in the basic areas of nursing for that course or specific learning experience.

Process: -Review clinical rotation schedules and rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Review teaching assignments -Review curriculum, including syllabi -Review Faculty Handbook -Review Student Handbook -Review job descriptions

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.

2.2: Faculty (full- and part-time) credentials meet governing organization and state requirements.

(Comment: BON rules allow for the use of various faculty extenders:


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(1) In courses which use clinical preceptors for a portion of clinical learning experiences, faculty shall have no more than twelve (12) students in a clinical group. (2) In a course which uses clinical preceptors as the sole method of student instruction and supervision in clinical settings, faculty shall coordinate the preceptorship for no more than twenty-four (24) students. (3) The preceptor may supervise student clinical learning experiences without the physical presence of the faculty member in the affiliating agency or clinical practice setting. (4) The preceptor shall be responsible for the clinical learning experiences of no more than two (2) students at a time per clinical group.

-Review policies for faculty extenders, including preceptors and clinical teaching assistants -Review clinical/affiliate agency agreements -Review credentials of preceptors Suggested Evidence: -Clinical rotation schedules and rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Teaching assignments -Curriculum, including syllabi -Faculty Handbook -Student Handbook -Policies for faculty extenders, including preceptors and clinical teaching assistants -Job/position descriptions for faculty members, preceptors, and clinical teaching assistants -Clinical/affiliate agency agreements -Preceptor files

preceptors, clinical teaching assistants, in the clinical area.)

(i) Clinical teaching assistants may assist qualified, experienced faculty with clinical learning experiences. (1) In clinical learning experiences where a faculty member is supported by a clinical teaching assistant, the ratio of faculty to students shall not exceed two (2) to fifteen (15) (one faculty plus clinical teaching assistant to fifteen students). (2) Clinical teaching assistants shall supervise student clinical learning experiences only when the qualified and experienced faculty member is physically present in the affiliating agency or alternative practice setting.

Process: -Review clinical rotation schedules and rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Review teaching assignments -Review curriculum, including syllabi -Review Faculty Handbook -Review Student Handbook -Review job descriptions -Review policies for faculty extenders, including preceptors and clinical teaching assistants -Review clinical/affiliate agency agreements -Review credentials for clinical teaching assistants Suggested Evidence: -Clinical rotation schedules and rosters with faculty assignments showing


(Comment: The use of clinical teaching assistants is in the rule for professional programs only since VN programs are allowed to use LVNs in the clinical area.)


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faculty to student ratios for the past year and current semester -Teaching assignments -Curriculum, including syllabi -Faculty Handbook -Student Handbook -Policies for faculty extenders, including preceptors and clinical teaching assistants -Job/position descriptions for faculty members, preceptors, and clinical teaching assistants -Clinical/affiliate agency agreements -Clinical teaching assistant files

(j) When faculty use clinical preceptors or clinical teaching assistants to enhance clinical learning experiences and to assist faculty in the clinical supervision of students the following applies: (1) Faculty shall develop written criteria for the selection of clinical preceptors and clinical teaching assistants. (2) When clinical preceptors or clinical teaching assistants are used, written agreements between the professional nursing educational program, clinical preceptor or clinical teaching assistant, and the affiliating agency, when applicable, shall delineate the functions and responsibilities of the parties involved. 3) Faculty shall be readily available to students and clinical preceptors or clinical teaching assistants during clinical learning experiences. (4) The designated faculty member shall meet periodically with the clinical preceptors or clinical teaching assistants and student(s) for the purpose of monitoring and evaluating learning experiences.

Process: -Review clinical rotation schedules -Review clinical course rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Review teaching assignments -Review curriculum, including syllabi -Review Faculty Handbook -Review Student Handbook -Review job descriptions -Review policies for faculty extenders, including preceptors and clinical teaching assistants -Review clinical/affiliate agency agreements See BON Education Guideline 3.8.3.a., Precepted Clinical Learning Experiences Suggested Evidence: -Clinical rotation schedules -Clinical course rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Teaching assignments -Curriculum, including syllabi -Faculty Handbook


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(5) Written clinical objectives shall be shared with the clinical preceptors or clinical teaching assistants prior to or concurrent with the experience.

-Student Handbook -Policies for faculty extenders, including preceptors and clinical teaching assistants -Job/position descriptions for faculty members, preceptors, and clinical teaching assistants -Clinical/affiliate agency agreements

(6) Clinical preceptors shall have the following qualifications: (A) competence in designated areas of practice; (B) philosophy of health care congruent with that of the nursing program; and (C) current licensure or privilege as a registered nurse in the State of Texas; or (D) if not a registered nurse, a current license in Texas as a health care professional with a minimum of a bachelor=s degree in that field.

Process: -Review Preceptor agreements -Review Preceptor selection policies/criteria -Review documentation that preceptors meet specified requirements -Review clinical/affiliate agency agreements Suggested Evidence: -Preceptor agreements -Preceptor selection policies/criteria -Documentation that preceptors meet specified requirements -Clinical/affiliate agency agreements


(7) When acting as a clinical teaching assistant, the RN shall not be responsible for other staff duties, such as supervising other personnel and/or patient care. (8) Clinical teaching assistants shall meet the following criteria: (A) hold a current license or privilege to practice as a registered nurse in the State of Texas; (B) have the clinical expertise to function effectively and safely in the designated area of teaching.

Process: -Review Clinical Teaching Assistants agreements/contracts -Review clinical teachings assistant selection policies/criteria -Review documentation that clinical teaching assistants meet specified requirements -Review clinical/affiliate agency agreements -Review Faculty/Student Handbooks -Review personnel files of clinical teaching assistants -Review clinical rotation schedules and clinical course rosters with faculty assignments showing faculty to student ratios for the past year and current semester -Review teaching assignments


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*Programs not exempt from Rule 215.10 (Rule 214.10 for VN Programs)

-Review curriculum, including syllabi Suggested Evidence: -Clinical Teaching Assistants agreements/contracts -Clinical teachings assistant selection policies/criteria -Documentation that clinical teaching assistants meet specified requirements -Clinical/affiliate agency agreements -Faculty/Student Handbooks -Personnel files of clinical teaching assistants -Clinical rotation schedules and clinical course rosters with faculty assignments showing faculty to student ratios for the past year and current semester

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Education


TBON






NLNAC


'215.11 Facilities, Resources, and Services

(a) The controlling agency/governing institution shall be responsible for providing: (1) educational facilities, (2) resources, and (3) services which support the effective development and implementation of the nursing educational program.

(b) An appropriately equipped skills laboratory shall be provided to accommodate maximum number of students allowed for the program.

(1) The laboratory shall be equipped with hot and cold running water.

(2) The laboratory shall have adequate storage for equipment.

Process: -Tour of facility during survey visit with digital photos -Review of Institutional Student Handbook and Faculty Handbook -Interviews during survey visit -Review policies -Review institutional strategic plan -Review Total Program Evaluation Plan with data and supporting documentation Suggested Evidence: -Institutional Student Handbook and Faculty Handbook -Institutional strategic plan -Total Program Evaluation Plan with data and supporting documentation -Policies

Standard 3: Students – Student policies, development, and services support the goals and outcomes of the nursing education unit.

3.2: Student services are commensurate with the needs of students pursuing or completing the baccalaureate program, including those receiving instruction using alternative methods of delivery.

Standard 5: Resources – Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.


5.2: Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students.


-Listing of available student services

-Identification of student services available to students enrolled in courses offered by distance education

-Identification of student services personnel by areas of responsibility

-Program budget including a comparison to similar units or departments

-Evidence of sufficiency of resources for faculty, students, and staff

(c) The dean or director and faculty shall have adequate secretarial and clerical assistance to meet the needs of the program.

Process: -Tour of facilities during survey visit with digital photos -Interviews during survey visit -Review organizational charts

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.


-Position/Job Descriptions for faculty,

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-Review job descriptions -Review staff personnel files Suggested Evidence: -Organizational chart -Job descriptions -Number of secretarial/clerical/work study positions

2.6: the number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes.

lab personnel, and staff

-Evidence of orientation and mentoring processes for faculty and staff

(d) The physical facilities shall be adequate to meet the needs of the program in relation to the size of the faculty and the student body. (1) The dean/director shall have a private office. (2) Faculty offices shall be conveniently located and adequate in number and size to provide faculty with privacy for conferences with students and uninterrupted work. (3) Space for clerical staff, records, files, and equipment shall be adequate. (4) There shall be mechanisms which provide for the security of sensitive materials, such as examinations and health records. (5) Classrooms, laboratories, and conference rooms shall be conducive to learning and adequate in number, size, and type for the number of students and the educational purposes for which the rooms are used.

(6) Teaching aids shall be provided to meet the objectives/outcomes of the program.

(7) Adequate restrooms and lounges shall be provided convenient to the classroom.

Process: -Tour of facility during survey visit with digital photos -Interviews during survey visit -Review of Total Program Evaluation Plan with data and supporting documentation Suggested Evidence: -Tour of physical facilities: Classrooms, Dean/Director=s & faculty offices, Learning skills centers, Conference rooms, Clerical staff offices Library, Multi-media facilities, Duplicating services, Non-instructional areas, e.g., lounge areas, counseling centers, cafeteria, etc. -Information technology resources and systems -Equipment -Supplies -Audio/visual materials and other learning resources -Secure storage facilities -Observation of teaching, skill lab, and computer lab activities

5.2: Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students.


-Identification and description of physical resources

(e) The learning resources, library,

Process:

5.3: Learning resources and technology

Process:

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and departmental holdings shall be current, use contemporary technology appropriate for the level of the curriculum, and be sufficient for the size of the student body and the needs of the faculty. (1) Provisions shall be made for accessibility, availability, and timely delivery of information resources. (2) Facilities and policies shall promote effective use, i.e. environment, accessibility, and hours of operation.

-Tour of library during survey visit with digital photos -Interviews during survey visit -Review list of holdings -Tour computer labs -Review interlibrary/institutional agreements -Review student assignments -Observe teaching strategies -Review plan for review, deletion, and acquisition of holdings -Review financial statements/records -Review policies and hours of operation for: Library, Learning skills center, and Information technology center -Review of Total Program Evaluation Plan with data and supporting documentation Suggested Evidence: -List of holdings -Computer labs -Interlibrary/institutional agreements -Student assignments -Teaching strategies -Plan for review, deletion, and acquisition of holdings -Financial statements/records -Policies and hours of operation for: Library, Learning skills center, and Information technology center -Total Program Evaluation Plan with data and supporting documentation

are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery.

Suggested Evidence:

-Listing of learning resources with evidence of comprehensiveness, currency, and accessibility including those available in library, learning centers, skills labs, simulation labs, and other resource areas

'215.12 Records and Reports

(a) Accurate and current records shall be maintained for a minimum of two years in a confidential manner and be accessible to appropriate parties, including Board representatives. These records shall include, but are not limited to:

Process: -Interviews during survey visit -Review of student records -Financial statements/records -Review of program/committee minutes -Review of catalogs -Review policies on record retention

3.3: Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines.

3.4: Compliance with the Higher Education Reauthorization Act Title IV


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(1) records of current students, including the student’s application and required admission documentation, evidence of student’s ability to meet objectives/outcomes of the program, final clinical practice evaluations, signed receipt of written student policies furnished by manual and/or electronic means, evidence of student receipt of the Texas Board of Nursing license eligibility information as specifically outlined in §215.8(b) of this chapter (relating to Students), and the statement of withdrawal from the program, if applicable; (2) faculty records; (3) administrative records, which include minutes of faculty meetings for the past three years, and school catalogs; (4) the current program of study and curriculum including mission and goals (philosophy and outcomes), and course outlines; (5) agreements with affiliating agencies; and (6) the master plan of evaluation with most recent data collection.

-Review of Total Program Evaluation Plan with data and supporting documentation Suggested Evidence: -Financial statements/records -Total Program Evaluation Plan with data and supporting documentation -Student records -Transcripts of graduates -Faculty records -Administrative records -Meeting minutes -Annual reports -School catalogs -Current curriculum, including syllabi -Agreements with affiliate agencies

eligibility and certification requirements is maintained.

(d) Records shall be safely stored to prevent loss, destruction, or unauthorized use.

Process: -Tour of facility, specially storage facilities, with digital photos Suggested Evidence: -Secure storage facilities

(e) Copies of the program=s Texas Board of Nursing Compliance Audit of the Nursing Educational Program (CANEP), Nursing Educational Program Information Survey (NEPIS), and important Board

Process: -Review program files -Review Annual Reports -Review policies -Interviews during survey visit


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communication shall be maintained as appropriate.

Suggested Evidence: -Program files, including BON correspondence -Annual Reports -Policies

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COMPARISON CROSSWALK '215.13 Texas Board of Nursing (TBON) Verification Review Process and Evidence of Compliance with Chapter 215. Professional Nurse Education and the National League for Nursing Accrediting Commission (NLNAC) Verification Review Process and Evidence of Compliance with Applicable NLNAC Standards and Criteria for Accreditation of Postsecondary and Higher Degree Programs in Nursing

TBON


PERTINENT

STANDARD/CRITERIA

TBON






NLNAC


'215.13 Total Program Evaluation

(a) There shall be a written plan for the systematic evaluation of the total program. The plan shall include evaluative criteria, methodology, frequency of evaluation, assignment of responsibility, and indicators (benchmarks) of program and instructional effectiveness.

Process: -Review Total Program Evaluation Plan with data and supporting documentation See BON Education Guideline 3.11.1.a. , Total Program Evaluation Suggested Evidence: -Total Program Evaluation Plan with data and supporting documentation such as surveys, letters, etc.

Standard 6: Outcomes - 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.

6.1: The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards.


-Systematic Plan for Evaluation

-Data for student learning outcomes

The following broad areas shall be periodically evaluated: (1) organization and administration of the program; (2) philosophy/mission and objectives/outcomes; (3) program of study, curriculum, and instructional techniques; (4) education facilities, resources, and services; (5) affiliating agencies and clinical

Process: -Review program/committee minutes -Review supporting documentation such as survey, letters, etc. Suggested Evidence: -Total Program Evaluation Plan with data and supporting documentation -Minutes

6.4: Graduates demonstrate achievement of competencies appropriate to role preparation.

6.5: The program demonstrates evidence of achievement in meeting the following program outcomes:

--performance on licensure exam

--program completion

--program satisfaction

--job placement


-Evidence that data are consistently utilized for decision making by the faculty for program improvements

-Evidence that graduates are achieving identified competencies/outcomes

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learning activities; (6) students= achievement; (7) graduates= performance on the licensing examination; (8) graduates= nursing competence; (9) faculty members= performance; and (10) extension programs.

6.5.1: The licensure exam pass rates will be at or above the national mean.

(Comment: The BON rules require 80% of first time test-takers pass the exam for the examination year.)




6.5.3: Program satisfaction measures (qualitative and quantitative) address graduates and their employers.

6.5.4: Job placement rates are addressed through quantified measures that reflect program demographics and history.

(b) All evaluation methods and instruments shall be periodically reviewed for appropriateness.

Process: -Review program/committee minutes -Review supporting documentation such as survey, letters, etc. Suggested Evidence: -Surveys and other data-gathering instruments -Written evaluations of the systematic plan -Meeting minutes


(c) Implementation of the plan for total program evaluation shall be documented in the minutes.

Process: -Review Total Program Evaluation Plan with data and supporting documentation -Review meeting minutes Suggested Evidence:

6.2: Aggregated evaluation findings inform program decision-making and are used to maintain or improve student learning outcomes.


-Evidence that data are consistently utilized for decision making by the faculty for program improvement

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-Faculty organization meeting minutes -Reports of aggregated and trended data collected and analyzed for the following areas: -organization and administration -mission and goals -program of study, curriculum -instructional techniques -educational facilities -affiliate agencies and clinical learning activities -students= achievement -graduates= performance on the licensing exam -graduates= nursing competence -faculty members= performance -extension programs

(d) Major changes in the nursing educational program shall be evidence-based and supported by rationale.

Process: -Review Total Program Evaluation Plan with data and supporting documentation -Review meeting minutes Suggested Evidence: -Total Program Evaluation Plan with data and supporting documentation -Faculty organization meeting minutes