STANDARDS AND CRITERIA - 2002
ASSOCIATE DEGREE PROGRAMS

I	Mission and Governance
II	Faculty
III	Students
IV	Curriculum and Instruction
V	Resources
VI	Integrity
VII	Educational Effectiveness

The 2002 Standards and Criteria become effective as of April 23, 2002.  Programs coming for review Fall 2002 and Spring 2003 has the option to use 1999 or 2002 Standards and Criteria.  Beginning Fall of 2003, all programs will use the 2002 Standards and Criteria. 

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IV.     Curriculum and Instruction
The curriculum is designed to accomplish its educational and related purposes.

12. Curriculum developed by nursing faculty flows from the nursing education unit philosophy/mission through an organizing framework into a logical progression of course outcomes and learning activities to achieve desired program objectives/outcomes.

Documentation confirms:
a. integrity of the curriculum as evidenced by congruence among the philosophy, organizing framework, program objectives, curriculum design, course progression, and outcome measures.

b. a logical, sequential curriculum plan where course content increases in difficulty and complexity.

c. a set of guidelines for professional nursing practice approved by a nursing organization are utilized.

d. courses in the sciences and humanities provide the foundation for the nursing curriculum.

e. interdisciplinary collaboration is evident in the curriculum.

f. didactic instruction and supervised practice follow a plan. Course syllabi:

· document course content and learning experiences appropriate for the development of competencies required for graduation;
· delineate instructional methods used to develop competencies.

g. evaluation tools and methods:

· are consistent with course objectives/outcomes and competencies of the didactic and clinical components of the associate degree program;
· provide for regular feedback to students and faculty with timely indicators of student progress and academic standing;
· are consistently applied; and
· are written and available to students.

h. technology used is appropriate to meet student learning needs, course objectives/outcomes and course requirements.

i. regular review of the rigor, currency, and cohesiveness of nursing courses by faculty.

13. Program design provides opportunity for students to achieve program objectives and acquire knowledge, skills, values, and competencies necessary for nursing practice.

Documentation confirms:

a. curriculum provides for attainment of knowledge and skill sets in community concepts, health care delivery, critical thinking, communications, therapeutic interventions and current trends in health care.

b. program leads students to develop professional ethics, values, and accountability.

c. students can achieve the objectives in the established and published program length.

d. total credits provide a balanced distribution of credits with no more than 60% of the total credits allocated to nursing courses.

e. total credits in the curriculum are within the generally accepted limits of 60-72 credits (90-108 quarter credits).

f. ratio of one credit for three hours of clinical/laboratory (1:3) is the generally accepted ratio; provide rationale for using other than the generally accepted ratio.

14. Practice learning environments are selected and monitored by faculty and provide opportunities for a variety of learning options appropriate for contemporary nursing

Documentation confirms:
a. agreements and contracts with practice sites are current and specify expectations and responsibilities for all parties.

b. facilities used for clinical practice are adequate.

c. clinical resources support sufficient numbers and varieties of associate degree level experiences.

 

SUGGESTED INDICATORS

• Course syllabi
• Curriculum plan(s)
• Class/clinical evaluation tools
• Professional nursing standards
• Description of implemented interdisciplinary collaboration
• Description of alternative methods to deliver academic program
• Educational use of technology
• Student records
• Meeting minutes
• Survey results from selected constituencies ( i.e. ;student, graduate, employer satisfaction)
• Sample of student papers and projects
• Class/clinical schedules
• Class/clinical observations
• Clinical agency contracts, affiliation agreements
• Faculty and student evaluations of clinical agencies

 

SUGGESTED TABLES

• Curriculum plan
• Philosophy, organizing framework, program objectives/outcomes/competencies
• Clinical agencies and their approval status
• Associate Degree Program

 

V.     Resources
Resources are sufficient to accomplish the nursing education unit purposes.

15. Fiscal resources are sufficient to support the nursing education unit purposes and commensurate with the resources of the governing organization.

Documentation confirms:

a. fiscal allocations from institutional funds, not including grants, gifts, and other restricted sources, are:

· comparable with other units in the institution,
· sufficient for the program to achieve its goals and objectives.

b. responsibility and authority of the nurse administrator and involvement of the nursing faculty in budget preparation is evident.

c. resources are adequate to support faculty development and instruction.

16. Program support services are sufficient for the operation of the nursing education unit.

Documentation confirms:

a. administrative services are available as needed.

b. clerical services are available as needed.

17. Learning resources are comprehensive, current, developed with nursing faculty input, and accessible to faculty and students.

Documentation confirms:

a. instructional aids, technology, software and hardware, and technical support are:

· available in sufficient quantity and quality to be consistent with program objectives and teaching methods; and
· available to assist students and faculty experiencing difficulty using technology.

b. learning resources (library, skills laboratory, computer laboratory, etc) are current and comprehensive to meet nursing education unit purposes.

c. learning resources are adequate and accessible.

d. mechanisms by which nursing faculty have input into the development and maintenance of learning resources.

18. Physical facilities are appropriate to support the purposes of the nursing education unit.

Documentation confirms:

a. physical facilities include classrooms, laboratories, multi-media facilities, conference rooms, and office space.

b. physical facilities, instructional and non-instructional, are adequate for the nursing education unit at whatever site the associate degree program is offered.

 

SUGGESTED INDICATORS

• Financial statements and other documents and financial records (i.e.. program budget)
• Instructional and non-instructional space
• Visit to library, computer center, study skills center, learning laboratories, facilities, etc.
• Access to library, information systems, and communication systems

 

SUGGESTED TABLES

• Nursing education unit budget
• Nurse administrator and faculty salaries

 

VI.     Integrity
Integrity is evident in the practices and relationships of the nursing education unit.

19. Information about the program, intended to inform the general public, prospective students, current students, employers and other interested parties, is current, accurate, clear, and consistent.

Documentation confirms:

a. policies and procedures are published for all educational activities that have implications for the health and safety of clients, students, and faculty.

b. published documents about the program are current, accurate, clear, and consistent.

c. accurate representation of the program to its public(s) and provision of sufficient information to insure accountability and consumer choice is stated in the catalog/published documents:

· reflecting the mission and/or philosophy and purposes of the program.
· providing current and accurate information about admission policies; tuition and fees; financial aid; graduation; licensing requirements; academic policies; academic calendar; student services; and program length.
· clearly representing the program and career opportunities through program documents and publications, advertising, website, recruitment, admission materials, and course syllabi.
· providing clear statements of institutional accreditation status; name, address, and telephone number of the National League for Nursing Accrediting Commission as the accrediting agency of the nursing program.

d. communication of accurate and consistent information about:

· definition of clock and credit hours for lecture, clinical experiences, independent study, and other activities
· ratio of clock hours to credit hours
· specific credit hours required for each course

20. Complaints about the program are addressed and records are maintained and available for review.

Documentation confirms:

a. complaints about the program are documented indicating number, type, and resolution of the complaints.

b. Process of complaint resolution is available for review.

21. Compliance with Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained.

Documentation confirms;

a. a written, comprehensive student loan repayment program addresses student loan information, counseling, monitoring, and cooperation with lenders.

b. students are informed of their ethical responsibilities regarding financial assistance

 

SUGGESTED INDICATORS

• Catalog
• Recruitment materials
• Student handbook/manual
• Most recent accreditation/approval reports
• Published tuition and fees
• NLNAC Annual Report
• Record of notification to NLNAC of any substantive change
• Record of student complaints within the nursing education unit or to NLNAC
• Annual report of ombudsperson
• Evidence that students are made aware of their ethical responsibilities regarding financial assistance they received from public or private sources
• Comprehensive student loan repayment program

SUGGESTED TABLES

• Tuition and fees
• Type, number, and resolution of formal complaint (s)

 

VII.      Educational Effectiveness
There is an identified plan for systematic evaluation including assessment of student academic achievement.

22. There is a plan for written systematic program evaluation that is used for continuous program improvement.

Documentation confirms:
a. program evaluation of the nursing education unit, as defined by the institution and the unit, demonstrates how and to what extent the program is attaining NLNAC standards and criteria.

b. plan contains, at a minimum: expected levels of achievement, time frames, and assessment methods.

c. data are collected, aggregated, trended, and analyzed.

d. evaluation findings are used for decision making for program improvement.

e. strategies are taken or will be taken to address the area(s) identified as needing improvement.

23. Student academic achievement by program type is evaluated by: graduation rates, licensure/certification pass rates, job placement rates and program satisfaction.

Documentation confirms:
a. measurement by graduation rates of students who complete the program within a defined period of time.

b. measurement by performance on licensure examinations of program graduates.

c. measurement by job placement rates of associate degree graduates within a year after graduation.

d. measurement by program satisfaction as determined by graduates and/or employers.

e. data are collected, analyzed, aggregated and trended.

f. evaluation findings are used for decision making for program improvement.

g. strategies are taken or will be taken to address the area(s) identified as needing improvement.

SUGGESTED INDICATORS

• In self-study report, include systematic plan for program evaluation and assessment of outcomes with documentation of use for program improvements.

 

SUGGESTED TABLES

• Graduation rates
• NCLEX pass rates
• Job placement rates
• Program satisfaction

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