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REQUEST FOR AUTHORIZATIONSUBMITTED BY:

Fortis College

Nursing (Bachelor’s of Science)

October 12, 2010

TABLE OF CONTENTS

Request 3

Section 1: Introduction 5

Section 2: Accreditation 6Institutional accreditationResults of the last accreditation reviewNotification of appropriate agencies

Section 3: Academic Leadership—Institution 7Mission statementOrganizational structure

Section 4: Academic Leadership—Program 8Organizational structureProgram developmentCollaboration with Other Ohio Institutions

Section 5: Student Support Services 9Admission policies and proceduresStudent administrative servicesStudent academic services

Section 6: Curriculum 12IntroductionProgram goals and objectivesCourse offerings/descriptionsProgram sequenceAlternate delivery optionsOff-site program components

Section 7: Assessment and Evaluation 20Program assessmentMeasuring student success

Section 8: Faculty 21Faculty appointment policiesProgram FacultyExpectations for professional development/scholarshipFaculty Matrix

Authorization Request_nonUSO_undergraduate Page | 1

Revised: April, 2010

Section 9: Library Resources and Information Literacy 24Library resourcesInformation literacy

Section 10: Budget, Resources, and Facilities 25Resources and facilitiesBudget/financial planning

Appendices 27

Signature Page 28 Supplements: Online Delivery Supplement



REQUEST

Date of submission: August 6, 2010

Name of institution: Fortis College

Degree/degree program title: Bachelor’s of Science - Nursing

Primary institutional contact for the request

Name: Terry R. Farris, MBATitle: Director of Administration and CompliancePhone number: (937) 433-3410 x5836E-mail: [email protected]

Delivery sites:

555 E. Alex-Bell Rd., Centerville, OH **Hybrid Delivery (Online and Ground)

Date that the request was approved by the institution’s governing board (e.g. Board of Trustees, Board of Directors):

July 2010

Proposed start date: July 5, 2011

Institution type: for-profit

Date Institution established: 1953

Institution's programs:

Associate of Applied Science Computer Support Specialist (Distance Education)Criminal Justice/Homeland Security (Distance Education)Digital Graphic Design (Distance Education)Electronics Engineering TechnologyEntrepreneurship (Distance Education)Fire Science (Distance Education)Medical Administrative Assistant (Distance Education)Medical Assisting Medical Billing and Coding (Distance Education)NursingParamedic



Associate of Applied BusinessCriminal JusticeBusiness Management (Distance Education)Business Management – Accounting (Distance Education)Business Management – Human Resources (Distance Education)Hospitality Management (Distance Education)Internet Marketing (Distance Education)Paralegal

DiplomaElectrical Systems Technician Emergency Medical TechnicianHeating, Ventilating, Air Conditioning, and RefrigerationMedical Coding SpecialistPractical Nursing

CertificateSolar Technology

Ohio Board of Regents Authorization:

Year of initial authorization: 2009Year of next reauthorization review: 2012

Institution's current total enrollment (headcount):

Undergraduate: Diploma 633Associates 1415

Graduate: Not Applicable

Educator Preparation Programs:

Licensure No

Endorsement No



SECTION 1: INTRODUCTION

FORTIS College formally known as RETS College is located on a modern, nine-acre campus in Centerville, OH, which is approximately eight miles south of Dayton. The school occupies a single 56,800 square foot building in which all classes and labs are held. This includes an HVACR lab/workshop, medical assisting lab, two nursing labs, and a science lab. There are over 200 computer work stations and over 2,000 volumes and periodicals.

RETS College was founded in 1953 as an affiliate of RETS Electronic Schools headquartered in Detroit, Michigan, and operated as RETS Tech Center. In addition to electronics programs, offerings were expanded to include various computer disciplines and climate control technology (also known as HVACR). In 1984 a business division was added, providing learning opportunities in such disciplines as computer applications, medical assisting, and travel & tourism.

The paralegal program was added in 1991, achieving approval from the American Bar Association in 2002. Medical coding specialist was added in 1997. During 1998 the Medical Assisting program received accreditation through AAMA/CAHEP. In 2002, the school started its first Practical Nursing class. The Associate Degree in Nursing was instituted in 2005.

Education Affiliates, Inc. of Baltimore, Maryland purchased RETS Tech Center in October 2005. Criminal Justice was added to programs offered in 2007. The school name was changed to RETS College in 2008. In 2008 RETS was granted approval to offer Emergency Medical Technician and Paramedic. A Distance Education Division was added in 2008 offering degrees in Business Management, Criminal Justice/Homeland Security, Entrepreneurship, Medical Administrative Assistant and Medical Billing and Coding.

Fortis College opened an accredited branch campus in 2008 at 555 North 18th Street Suite 110 in Phoenix, Arizona 85006. The name of the branch campus is Fortis College. The FORTIS College Online service center facility is located in Winter Park, Florida just outside the city limits of Orlando, Florida. The facility is a modern six-story high rise consisting of approximately 4,200 square feet of office space. While the facility does not contain classrooms or labs, it does consist of contemporary offices and cubicles for student service staff. The Distance Education division of Fortis College received approval to teach Business Management - Accounting, Business Management – Human Resources, Graphic Design, and Pharmacy Technician programs in November 2009. The school name was changed to Fortis College in 2010.



SECTION 2: ACCREDITATION

2.1 Institutional accreditation

Name of regional/national accreditor: Accrediting Commission of Career Schools and Colleges Original date of accreditation: 1978 Date of last review: 2007 Date of next review: 2013

2.2 Results of the last accreditation review

In September 2008, Fortis College received approval of accreditation from the Accrediting Commission for Career Schools and Colleges for a period of 5 years. A letter from the Commission has been included as verification.

Appendix A – ACCSC Final Reaccreditation Letter September 2008

2.3 Notification of appropriate agencies

A draft copy of the State Board of Career Colleges and Schools (SBCCS) application is attached as appendix B. Our organization will submit this documentation once approval has been received from the Ohio Board of Regents. Also, a draft copy of the Accrediting Commission for Career Schools and Colleges (ACCSC) is attached as appendix C. This documentation will be submitted upon receipt of approval from the Ohio Board of Regents and the State Board of Career Colleges and Schools.

Finally, Fortis College – Centerville plans to apply for program accreditation from the Commission on Collegiate Nursing Education (CCNE) once ACCSC and SBCCS approvals are obtained. CCNE is officially recognized by the U.S. Secretary of Education as a national accreditation agency. This organization is an autonomous accrediting agency, contributing to the improvement of the public's health. CCNE ensures the quality and integrity of baccalaureate, graduate, and residency programs in nursing.

CCNE serves the public interest by assessing and identifying programs that engage in effective educational practices. As a voluntary, self regulatory process, CCNE accreditation supports and encourages continuing self assessment by nursing programs and supports continuing growth and improvement of collegiate professional education and post-baccalaureate nurse residency programs.

Address: One Dupont Circle, Suite 530. Washington, DC 20036 – Phone: 202-463-6930



SECTION 3: LEADERSHIP—INSTITUTION

3.1 Mission statement

FORTIS College serves the educational needs of students through offering curricula leading to Diploma and Associate Degree programs. The school is dedicated to preserving, transmitting, and advancing the current state of knowledge, to developing programs which meet the changing needs of the business community, preparing students to become educated professionals and to encourage graduates to apply the Knowledge they gain for their personal development and for the good of the society in which they live.

While generating the resources necessary to accomplish its aim, the school maintains and improves the quality of its faculty and works to achieve its mission through the following educational goals:

To help students master their chosen areas of competency and to prepare them for continuing professional development in those fields.

To teach students the methods and techniques used in their chosen fields and provide them with problem-solving skills to develop the resources needed to constantly update their skills.

To foster within students the desire to maintain high levels of professionalism in their chosen careers and continue learning throughout their lives.

To give students broad foundations in the theory and practice of their chosen occupations.

To help students identify their personal, academic and career goals within specified fields offered and to help them develop means of achieving those goals.

To offer educational programs to students from diverse backgrounds and with diverse cultural experiences.

To encourage the academic freedom of instructors to teach and students to learn.

To provide an on-going process of self-assessment to determine if the educational programs are meeting their stated goals.

3.2 Organizational structure

Fortis college has a clearly defined organizational structure that delineates responsibility for governance and administration of policies and program activities. The College (includes the School of Nursing) has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution.

Appendix D - Fortis College Organizational ChartAppendix E - Education Affiliates, Inc. Organizational Chart



SECTION 4: ACADEMIC LEADERSHIP—PROGRAM

4.1 Organizational structure

The Fortis College Organizational chart clearly shows the lines of authority, responsibility, and lines of communication within the nursing organization, and shows the place of the nursing program within the institution (See Appendix E).

The Dean of Nursing reports directly to the Campus President. This individual will work with other administrative departments to resolve any/all issues that may pertain to the Bachelor’s of Science in Nursing program. The Dean of Nursing has several subordinates that work under his/her guidance including an administrative assistant and faculty. A resume/CV will be provided to the Board of Regents once a Dean of Nursing has been identified.

The development and maintenance of the RN-BSN program will rest with the Dean of Nursing as well as with the faculty. Through various committees, faculty provides input into the curriculum as well as into Policies and Procedures in the nursing program. Additionally, the organization has incorporate a group to assist with review of ideas associated with policies, procedures, curriculum, etc… The organizations bylaws have been included for review:

FORTIS COLLEGEFACULTY ORGANIZATION

BYLAWS

ARTICLE ITitle

The official title is the Faculty Organization of the Fortis College School of Nursing.

ARTICLE IIPurposes and Functions

Section 1 The purposes of the Faculty Organization are to serve as the collectivePurposes voice of the faculty in overseeing the educational mission of the school and in making

recommendations to the Director of Nursing Education and appropriate administrative officials of the college on matters affecting the general welfare of the School of Nursing and its activities.

Section 2 The functions of the Faculty Organization are to:Functions

1. Develop and evaluate the philosophy, objectives and outcomes of the academic programs, and the policies, standards and procedures specific to these programs.

2. Participate in the selection, progression and graduation of students.



3. Foster a level of excellence in teaching and service, to enhance the goals and support the professional development of the individual, the School of Nursing and the college as a whole.

4. Define the responsibilities of all standing committees.5. Create ad hoc task forces as needed to accomplish specific goals of the Faculty

Organization, beyond those of the standing committees.6. Act on recommendations of the standing committees as they are brought to the

Faculty Organization.7. Assist in the orientation of new faculty.8. Make recommendations to the Director of Nursing Education regarding needed

resources and allocation of funds.

Section 3 The objectives of the Faculty Organization shall be to:Objectives

1. Maintain an organized group of faculty members whose efforts will lead to the comprehensive education of the nursing student.

2. Afford faculty members the opportunity to participate in the development of educational policies which are in keeping with the philosophy and outcomes of the nursing program.

3. Develop, implement and evaluate the program in relation to stated outcomes, current educational and societal trends as well as student needs.

4. Foster leadership and professional growth and development of faculty members.5. Promote faculty-student communication and understanding of the educational

program.ARTICLE III

Membership

Membership of the Faculty Organization shall consist of two classes: full membership and associate membership. Full membership includes: 1) faculty with administrative appointments, 2) faculty with continuing and term appointments assigned on a part-time or full-time basis, and 3) student representatives. Associate membership includes individuals in related positions within the college as well as representatives from cooperative agencies. Full members have both voice and vote while associate members have voice only.

ARTICLE IVOfficers and Duties of Officers

Section 1 The officers of the Faculty Organization shall be the Chair and the Secretary.Officers

Section 2 The Chair of the Faculty Organization shall be the Director of Nursing Education (or an individual elected from the senior faculty for a

Chair term of one academic year,) and shall:Duties

1. Preside at all meetings of the Faculty Organization.



2. Serve as Chair of the Executive/Nominating Committee.3. Serve as an ex-officio member of all committees.4. Create ad hoc committees to carry out specific functions.5. Prepare agendas for Faculty Organization meetings by obtaining input from the

committee Chairs and faculty.6. Call special meetings of the Faculty Organization if the need arises.7. Share faculty concerns with the appropriate college administrators.

Section 3 The Secretary shall be elected by majority vote per the election process described in these bylaws to serve for one year, and shall:

SecretaryDuties

1. Record the minutes of meetings of the Faculty Organization.2. Distribute the minutes of the previous Faculty Organization meeting at least five

working days prior to the next meeting.3. Prepare an annual report of the accomplishments of the Faculty Organization at the

end of the academic year.4. Maintain a current and complete file in the administrative area of the minutes and

annual reports of the Faculty Organization, and annual reports of all standing committees of the Faculty Organization.

5. Serve on the Executive/Nominating Committee.

ARTICLE VElections

Section 1 – Faculty OrganizationElected positions are specified by these Bylaws and include the secretary and the faculty members on each of the standing committees. A ballot with eligible candidates for the positions in the Faculty Organization shall be prepared and distributed by the Executive/Nominating Committee at the Faculty Organization meeting in April unless otherwise specified or deemed necessary by the Executive/Nominating Committee. Vacancies which occur during the academic year shall be filled for the remainder of the unexpired term by election as needed. Terms of service for elected positions shall be on an academic year basis, from August to May.

Section 2 – Selection of Student, and Community Standing Committee RepresentativesStudent representatives, where specified for standing committees, shall be appointed by the chair of the committee with input from the student leadership. Community representatives, where specified for standing committees, shall be selected by the given committees in order to meet their specified needs.

Section 3 – VotingThe preliminary ballot will be presented at the Faculty Organization meeting in April. Members may nominate other individuals with their permission, self-nominate, or remove their names from positions on the ballot. The nominations shall be closed at that meeting. The final ballot shall be distributed to the voting members within five working days. Completed ballots shall be returned to the



Executive/Nominating Committee who shall be responsible for a) collecting ballots within seven working days from the date of distribution, and b) making the results known to the Faculty

Section 4 – Electorate VoteAn individual must receive a simple majority of votes on the ballot in order to be elected to a position.

ARTICLE VIMeetings

Section 1Regular meetings of the Faculty Organization shall be held each month during the academic year. The agendas for the regular faculty meetings shall be distributed three working days prior to each meeting. The last meeting of the contract year shall be the annual meeting.

Section 2Special meetings may be called by the Chair, upon written request of at least three (3) members of the Organization.

Section 3A quorum for business transactions will consist of two-thirds of the total Quorum voting membership. Section 4 – Voting Voting members of the Faculty Organization shall include all full and part-time faculty with regular appointments, and all faculty with fixed term appointments greater than one semester. All voting members may vote on all matters of Faculty Organization business. The Chair of the meeting shall vote only in the event of a tie in order to establish a majority.

Voting on all motions shall occur during scheduled Faculty Organization meetings. By approved exception, an electronic vote (via email) may be taken.

Recommendations regarding curricular, and admission and progression items, shall require a two-thirds affirmation of voting members present or of the completed ballots. One-half plus one of the voting members present or of the completed ballots shall constitute a majority vote in all other business.

Section 5 – Procedure for Voting in Faculty MeetingsThe procedure for voting in Faculty Organization meetings is as follows:

1. When possible, the motion shall be presented in writing to the Faculty Organization Chair and/or Secretary prior to the Faculty Organization meeting.

2. The motion shall be presented and discussed in a Faculty Organization meeting.

3. All motions made must include an effective date for implementation.4. Faculty shall indicate by consensus or a majority of voting members present whether they are

prepared to vote on the motion at the meeting or wish the vote to be taken electronically.5. The Secretary shall determine that there are sufficient voting members present to allow a vote if

it will be accomplished at the meeting.



6. The Chair shall state the motion and ask that, by a show of hands, voting faculty members indicate they are in favor or opposed to the motion. Alternatively, the motion will be written and sent electronically with instructions for voting by the Secretary. The motion should be sent for vote within one week of the Faculty Organization meeting at which it was made and faculty will be given one week to complete electronic ballots.

7. The Chair shall announce results to the Faculty Organization membership.

Section 6 – Minutes Minutes of meetings of the Faculty Organization shall be made available to all members at least five working days prior to the next meeting.

One copy of the minutes shall be placed in the Faculty Organization file maintained in the administrative area.

Section 7 – Annual ReportsThe annual reports of the Faculty Organization and its standing committees shall include a summary of the year’s activities, accomplishments, and recommendations for the next year. All annual reports are to be distributed to members at least one week prior to the final Faculty Organization meeting of the academic year. Reports will be accepted during this meeting. One copy of each annual report shall be placed in the Faculty Organization file maintained in the administrative area.

Section 8 – Action ImplementationAny actions taken by the Faculty Organization that do not include a specific implementation date shall commence the first day of the following academic year.

ARTICLE VIIStanding Committees

Section 1 – Committees The standing committees of the Faculty Organization shall be:

1. Executive/Nominating Committee2. Admissions and Progression Committee3. Curriculum Committee4. Academic Resources Committee5. Evaluation/Outcomes Monitoring Committee6. Student Affairs Committee

Section 2 – Functions Functions of each standing committee are delineated within the appropriate sections of the bylaws pertaining to these committees. Functions common to all committees are:

1. Evaluate membership and functions related to the committee.2. Communicate and coordinate activities with other committees.3. Direct recommendations to the Faculty Organization for action.

Section 3 – Membership



Criteria for membership and terms of service are designated for each committee within the appropriate sections of the bylaws. Chairs of each standing committee shall be elected annually by the committee membership.

Section 4 – Quorum The quorum for standing committees shall be two-thirds of the committee membership holding School of Nursing faculty appointments.

Section 5 – Voting Voting privileges are extended to all committee members, unless otherwise specified within the bylaws related to the given standing committee.

Section 6 – MinutesMinutes from all meetings shall be recorded in standard School of Nursing format by a faculty member, designated by the chair of the committee to prepare, sign, and distribute these to committee members for approval at the subsequent meeting. Minutes from all standing committees will be made available to all faculties. Items of a confidential nature will be distributed to committee members only.

Section 7 – EXECUTIVE/NOMINATING COMMITTEE

A. Functions1. Evaluate the School of Nursing's strategic plan annually and prepare a summary plan to guide

the work of committees for the year.2. Review bylaws of the Faculty Organization annually and make recommendations for revisions to

the Faculty Organization.3. Review the goals and annual reports of committees of the Faculty Organization, and make

recommendations to committee chairs.4. Plan and implement faculty retreats and in-service activities.5. Prepare a ballot for committee membership for the subsequent academic year.6. Appoint a faculty member to fill an unexpected vacancy if it should occur during the year.7. Prepare an annual report of the accomplishments of the Faculty Organization.

B. MembershipThe members of the committee shall be:1. Faculty Organization Chair/Director of Nursing Education2. Faculty Organization Secretary3. Chairs of all standing committees of the Faculty Organization.

Section 8 – ADMISSIONS AND PROGRESSION COMMITTEE

A. Functions

1. Formulate and implement policies and procedures used to recruit applicants.2. Recommend to the Faculty Organization criteria, policies and procedures for admission of

students.3. Select students for admission, including the review of appeals for admission.



4. Recommend to the Faculty Organization academic policies and procedures related to student progression.

5. Make decisions related to the progression or reinstatement of individual students in the upper division nursing major.

6. Assure the collection and dissemination of formative and summative data for evaluation of admission and progression. Utilize relevant data for admission and progression decisions.

B. MembershipThe members of the committee shall be:

1. Facultya. Four (4) faculties.b. Two of the four faculties must have a minimum of one (1) year teaching experience at

the School of Nursing.2. Two (2) students.3. Faculty Organization Chair/Director of Nursing Education, ex-officio4. One member from the health care community, if available.

C. Term of ServiceThe term of service of members shall be:

1. Facultya. Two-year term.b. Two (2) faculties shall be elected in even years, two (2) elected in odd years.

2. Students shall serve until completion of their program of study, or until the student chooses to withdraw from the committee.

Section 9 – CURRICULUM COMMITTEE

A. Functions1. Develop the curricular design to reflect the philosophy and achieve the objectives of the

programs by:a. Coordinating broad content of courses.b. Selecting and determining sequence of courses, including pre- and co-requisites.c. Assessing the adequacy of course offerings.d. Proposing revisions in existing courses and suggesting new courses.e. Collaborating with community and campus resources.f. Proposing methods for curricular implementation.

2. Collaborate with other appropriate groups for formative and summative curricular evaluation.3. Work with the Executive/Nominating Committee to plan and provide programs regarding

curriculum for the faculty.4. Recommend to the Faculty Organization matters pertaining to curricula for appropriate action.

B. MembershipThe members of this committee shall be:

1. Faculty



a. Four (4) faculties.b. Two of the four faculty members must have a minimum of one year teaching experience

at the School of Nursing. 2. Chair of Faculty Organization/Director of Nursing Education, ex-officio, and shall coordinate staff

support for the committee.3. Two (2) students.4. Two (2) members of the health care community interested in the curricula of the School of

Nursing.

C. Term of ServiceThe term of service of members shall be:1. Faculty

a. Two-year termb. Two (2) faculties shall be elected in even years, two (2) elected in odd years.

2. Students shall serve a two year term, or until the student chooses to withdraw from the committee.

3. Community representatives shall serve a two-year term.

Section 10 – ACADEMIC RESOURCES COMMITTEE

A. Functions 1. Evaluate the School of Nursing's resources and make recommendations to the Director of

Nursing Education. Resources areas evaluated include:a. Practice laboratory equipmentb. Library holdingsc. Technology needsd. Classroom and faculty office needs.

B. MembershipThe members of the committee shall be:

1. Two (2) faculty members2. One (1) senior student3. Faculty Organization Secretary4. Faculty Organization Chair/Director of Nursing Education, ex-officio

C. Term of Service1. Faculty

a. One-year terms2. Student shall serve a one year term, or until the student chooses to withdraw from the

committee.3. Faculty Organization Secretary - by position.

Section 11 – EVALUATION AND OUTCOMES MONITORING COMMITTEE



A. Functions1. Provide oversight of formative and summative evaluation of instructional program outcomes.2. Recommend assessment tools for gathering outcome data.3. Analyze aggregate data from formative and summative evaluations and make recommendations

to the appropriate committee(s).4. Recommend to the Faculty Organization matters pertaining to instructional program outcomes.5. Assure appropriate review each year of elements of the "Systematic Plan of Evaluation" and

report, as indicated, to the Faculty Organization.

B. MembershipThe members of this committee shall be:1. Chair, or chair’s designee of the following committees:

a. Curriculum Committeeb. Admissions and Progress Committeec. Academic Resources Committee

2. Faculty Organization Chair/Director of Nursing Education, ex-officio3. Faculty Organization Secretary

C. Term of ServiceThe term of service of members shall be consistent with the time of elected service to the representative committees.

Section 12 – STUDENT AFFAIRS COMMITTEE

A. Functions1. Act as a sounding board for listening to student issues and concerns.2. Clarify issues for students where there is confusion or lack of understanding.3. Make recommendations to the Faculty Organization, the Director of Nursing Education or to

appropriate bodies regarding changes that should be considered or problems that need addressing.

B. Membership1. The members of the committee shall be:2. Two (2) faculty members3. Two (2) students representing each of the programs within the School of Nursing and elected by

their classmates.4. Faculty Organization Chair/Director of Nursing Education, ex-officio.

C. Term of Service1. Faculty

a. Two-year termb. One (1) faculty shall be elected in even years, one (1) elected in odd years.

2. Students shall serve one year terms, or until the student chooses to withdraw from the committee.

ARTICLE VIII



Parliamentary Authority

Robert’s Rules of Order, newly revised, shall govern the proceedings of the Faculty Organization in cases not otherwise provided for in these Bylaws.

ARTICLE IXAmendment of the Bylaws

These Bylaws shall be amended by a two-thirds affirmation of the voting membership present or completed ballots, provided that the amendment has been submitted, in writing, to all voting members five working days prior to the vote.

4.2 Program development

Fortis College believes the mission of individual programs, like the Bachelor’s of Science in Nursing, should align with the campus mission. The following table is a representation of the current Fortis College Mission Statement and the School of Nursing Mission statement.

Fortis College Mission Statement School of Nursing Mission StatementFortis College-Centerville provides post-secondary, healthcare-focused career education to traditional and non-traditional students through a variety of degree and diploma programs. Fortis College-Centerville is committed to developing within its students the desire for lifelong learning and career development. The college’s academic programs are designed to provide up-to-date, hands-on experiences that support the needs of the healthcare community.

It is the mission of Fortis College School of Nursing to serve the needs of society by offering excellent nursing programs to diverse student populations that exemplify the highest standards and educational outcomes. The nursing programs use the supporting concepts of critical thinking, nursing process, therapeutic interventions, therapeutic communication, and leadership to help students develop and expand their nursing roles. These programs also emphasize the values of caring and advocacy, professional accountability, and professional ethics.

Fortis College has a clear and comprehensive mission statement that guides its operation as an educational institution. The School of Nursing (SON) subscribes to the overall mission of the College. In addition, the mission of the School of Nursing is to prepare caring professional nurses to address multiple complex human needs in a multi-cultural community. The socioeconomic environmental characteristics of the State of Ohio regions impact health status, health care access and service delivery. In partnership with clients and communities, graduates are prepared to access human and technological resources and collaborate with local, state and national agencies to improve the quality of life of the communities in the State of Ohio.

The Fortis college faculty is committed to creating an environment that promotes the development of nurses dedicated to lifelong learning, ethical practice, and leadership within an evolving health care delivery system. Graduates assume roles as care providers, care coordinators, professional leaders and



advocates. They promote the health of clients and communities, the enhancement of society and the nursing profession in the 21st century.

Because this is the first venture into a Bachelor’s level program Fortis College – Centerville, the campus reviewed information relative to active students and graduates from previous cohorts to determine whether this would be a viable program. The current population on campus consists of 196 active students in the Associate of Applied Science in Nursing program and 352 students in the Practical Nursing Diploma program. Since its inception, the existing Associate of Applied Science in Nursing program has graduated 435 students and 1077 students from the Practical Nursing Diploma program.

To confirm the need for the BSN program, a survey was provided to graduates of the Associate of Applied Science program to determine the level of interest. Of the surveys completed, 59% (give the number) of the respondents noted that they would be interested in attending a BSN program at Fortis College – Centerville. Additionally, 26% responded they were still unsure. We believe that the figures like these are viable enough for our organization to proceed with our application for a Bachelor’s of Science in Nursing .

Furthermore, our organization believes that BSN prepared nurses possess greater knowledge of health promotion, disease prevention, and risk reduction as well as illness and disease management and are prepared to assist individuals, groups, and communities to prevent disease and achieve optimum levels of wellness. As nurses expand their role and move further into providing more community based primary care delivery the need for BSN prepared nurses is apparent.

According to the American Association of colleges of Nursing (Position Statement, Dec.2000)“Rapidly expanding clinical knowledge and mounting complexities in health care mandate that professional nurses possess educational preparation commensurate with the diversified responsibilities required of them. As health care shifts from hospital-centered, inpatient care to more primary and preventive care throughout the community, the health system requires registered nurses who not only can practice across multiple settings - both within and beyond hospitals - but can function with more independence in clinical decision making, case management, provision of direct bedside care, supervision of unlicensed aides and other support personnel, guiding patients through the maze of health care resources, and educating patients on treatment regimens and adoption of healthy lifestyles. In particular, preparation of the entry-level professional nurse requires a greater orientation to community-based primary health care, and an emphasis on health promotion, maintenance, and cost-effective coordinated care.”

The community of interest for the School of Nursing at the Fortis College at Centerville is comprised of an interrelated complex of external and internal elements. External elements include: prospective students and their families, professional nursing organizations that affect education and practice at both the associate and baccalaureate levels; professional regulatory bodies that set standards for entry-level nursing practice; political entities and their representatives at the local, state, and national levels; employers and potential employers of our nurse graduates; and most importantly, consumers receiving direct or indirect services of our graduates.



Internal elements include: college and program administration; faculty and student both within and outside of the nursing programs; and faculty and students groups/ organizations. These entities engage in decision and policy-making related to faculty and student concerns.

These elements are congruent with the mission and goals of the College and the philosophy and objectives of the School of Nursing programs and revolve around the health care needs generated within the Centerville-Dayton area.

Fortis College will seek application for program accreditation from The Commission on Collegiate Nursing Education (CCNE)

4.3 Collaboration with other Ohio institutions

The proposed program was not developed in collaboration with another institution in Ohio.



SECTION 5: STUDENT SERVICES

5.1 Admissions policies and procedures

Each applicant for admission to the Registered Nurse to Bachelor of Science in Nursing (RN to BSN) degree in nursing program will be assigned an admissions representative to assist the applicant through the steps of the admissions process by providing information on curriculum, policies, procedures, and services, and assisting the applicant in setting necessary appointments and interviews.

If previous academic records indicate that the school’s education and training would not benefit the applicant, the school reserves the right to advise the applicant not to enroll. It is the responsibility of the applicant to ensure that the school receives all required documentation for admission. All records received become the property of the school.

1. Graduation from an accredited associate degree nursing program, diploma nursing program, and/or foreign associate degree or diploma nursing program is required. The applicant must provide documentation of graduation in the form of a diploma, original transcript, or other acceptable documentation which confirms that the applicant meets or exceeds the academic achievement equivalent to an associate degree or diploma in nursing within the USA. All foreign documents submitted must be translated into English. The College may also require that certain educational credentials be evaluated by a Credentials Evaluation Service.

2. The applicant must have an un-encumbered license to practice as a registered nurse in the United States.

3. The applicant must complete an applicant information form.

4. The applicant must interview with an admissions representative and/or other administrative staff.

5. At the conclusion of the interview, applicants determined to have the aptitude, qualifications, and motivation to pursue the RN to BSN Degree in nursing program will be given the opportunity to take the Evolve Reach Admission Assessment Exam (A2). The applicant will be informed to select a date and time (maximum time for A2 Exam: 4 hrs) when he/she will not have external time pressures for arrival or departure, be well rested, and not be accompanied by children or other persons who need supervision. The proctored examination must be monitored at a computer terminal in a quiet area by a staff person who does not report within the admission department. The student may not bring paper, books, cell phone, other electronics, etc. into the testing environment. Calculators are to be provided by the school, distributed prior to the exam and collected at the end of the exam.

Applicants may be admitted to the nursing program with an A2 score of 75 or higher on (1) English Language Composite Score comprised of reading, grammar, vocabulary, and (2) math composite score.



Students prior to taking the A2 will be provided an opportunity to purchase the study guide and prepare for the assessment. Students are strongly discouraged from taking the assessment without completing the review workbook. If the student is unsuccessful after his/her first attempt he/she should be directed to complete the HESI online remediation for at least one week before being allowed to take the A2 the second time.

6. Once the above admission prerequisites are successfully fulfilled, the applicant must agree to and sign the school’s Enrollment Agreement.

7. The applicant must provide a valid form of picture, name and address identification. A valid and current driver’s license, United States Passport or Permanent Resident Card are acceptable forms of identification.

8. The applicant must pay the enrollment fee and complete all tuition payment requirements.

When all the above noted RN to BSN Nursing Degree program in nursing requirements have been completed and submitted, the completed application file will be submitted to the Nursing Programs Admissions Committee for consideration. The Nursing Programs Admissions Committee MUST consist at a minimum of the Campus Director or his/her designee and designated nursing faculty members. The primary purpose of the Nursing Programs Admissions Committee is to make a final decision as to which applicants are best suited for the RN to BSN Nursing Degree in nursing program. This includes selecting applicants who are most likely to be successful and weighing the applicant’s background and experiences against the standards of the SON. The Nursing Programs Admissions Committee reviews each application package and makes the final determination on admission to the RN to BSN Nursing Degree in nursing program. After the Nursing Programs Admissions Committee meets and makes its determinations, letters of acceptance or denial are mailed to the applicants. The list of students recommended for admission needs to be documented in the committee’s minutes.

Progression to Nursing Courses

1. The student must successfully complete general education courses from at least three different disciplines such as: humanities, arts, communication, sciences, history, etc., Required general education and science courses can be transferred to Fortis College from another accredited college. Students may also enroll in the program and complete general education courses offered at Fortis College or at an on-line affiliate. The courses are identified in the curriculum plan (non nursing courses) including the science courses of Anatomy & Physiology (*12 credits), Microbiology (6 credits), and Chemistry (6 credits). Transfer courses from another college must have been completed within seven (7) years of enrollment at Fortis College. (* Quarter hours).

2. The applicant must have a minimum overall grade point average (GPA) of 2.0 on a 4.0 scale for acceptance.



3. All general education courses and science courses including NSR308-Pathophysiology, must be completed, either at Fortis College or by transfer from another college, prior to enrolling in the remaining nursing courses.

5.2 Student administrative services

Fortis College has an admissions department that has been established to assist with determining the needs of those interested in getting an education. The admissions department is made up of a Vice President of Admissions that reports directly to the Campus President. This individual monitors the daily activity within the admissions department and has three supervisors that report to him. Additionally, there are 13 admissions representatives who report to the supervisors. Because Fortis College has an Associate of Applied Science in Nursing and Practical Nursing program, all team members are familiar with the stringent requirements necessary for enrollment.

The College maintains a staff of financial aid professionals to assist students in applying for the financial assistance they require to meet their educational expenses. Available resources include federal aid and federal work-study opportunities, both on and off campus. Federal assistance programs are administered through the U.S. Department of Education. Any U.S. citizen, national, or person in the United States for other than temporary reasons who is enrolled or accepted for enrollment, may apply for these programs. Most forms of financial assistance are available for each July 1-June 30 award period. Every student considering application for financial aid may request a copy of the current Student Guide, published by the U.S. Department of Education. This department has a Director of Financial Aid (DOFA) that reports to the Campus President and is a dotted line report to the Director of Administration and Compliance. There is an Assistant Director of Financial Aid and five financial aid officers that report to the DOFA.

Rounding out the finance team for the campus, the Business Office is responsible for collecting payments and working with outside agencies that assist with covering student expenses. This group has a Business Office Manager that reports to the Campus President with a dotted line relationship with the Director of Administration and Compliance. The business office manager currently has three staff members that work with cash collections as well as a bookstore supervisor who oversees the bookstore operations.

The campus also has a Human Resource department that handles faculty and staff records. Additionally, staff in this department processes campus payroll and works on accounts payable. The Director of Human Resources reports to the Camps President and has a representative that works under his guidance.

Finally, a Director of Administration and Compliance oversees regulatory affairs for the campus. This individual is responsible for reviewing documentation for accuracy and compliance, working to ensure that all financial and regulatory transactions are implemented following state and national guidelines are being met within the appropriate guidelines of the law. As the campus expands into new programs, this division has become responsible for working with technology implementation on campus, along with the IT manager, and education faculty and staff to ensure compliance between administration and academics.



At this time, the facilities are structured to handle additional programs and additional personnel will be added as populations continue to grow.

5.3 Student academic services

Fortis College in Centerville, OH has a Director of Education, who will oversee general education courses, the Learning Resource Center, and non-nursing programs. The Director of Education reports to the Campus President. This individual does not have direct oversight of the Nursing Department, however, is responsible for the General Education courses that are delivered within the program. Therefore, the Director of Education and Dean of Nursing will have to collaborate regularly to ensure that all facets of education within the Bachelor’s of Science in Nursing program are running smoothly. There are five department chairs that report to the Director of Education.

The Director of Student Affairs assists the Director of Education with the academic process by overseeing student progress, facilitating student and school communication, coordinating student activities, and assisting students toward successful completion of their educational programs. The Director of Student Affairs is available to students attending day or night programs. Academic advising is available through education to all students enrolled in programs at Fortis College. The Director of Student Affairs works to ensure the staff and administration of Fortis College are available at all times to assist students facing problems that interfere with satisfactory progress. This individual reports directly to the Campus President.

The Career Services Department at Fortis College can provide assistance to currently enrolled students and graduates. Services of the department include job search assistance and guidance to students and graduates as they seek employment in their chosen fields. This department is lead by the Director of Career Services. The Director currently has an Assistant Director and two representatives that work with placement service.

At this time the administration at Fortis College – Centerville believes that the campus is adequately staffed to handle all students’ academic service needs. Dependent upon enrollment figures in this program, the campus will review personnel size and at that time will determine the hiring of additional resources.



SECTION 6: CURRICULUM

6.1 Introduction

Registered Nurse to Bachelor of Science in Nursing Degree(RN to BSN)

630 - 1350 Clock Hours (Dependent upon General Education Courses Accepted as Transfer Credit), 63 QTR CR Hrs + 63 QTR CR Transfer Gen Ed + 54 Advanced Standing Credits awarded for Previous RN Licensure = 180

66 weeks of training, 76 Weeks to complete program(6 11-week quarters with 2 break weeks between each quarter)**Students may complete the program in fewer than 6 quarters depending on Transfer Credits Given

Interested Registered Nurses with an ADN or RN-Diploma in nursing must apply for admission to Fortis College School of Nursing as an undergraduate student seeking a Bachelor of Science Degree in Nursing (BSN). This will be followed by completing prerequisite course requirements in order to be admitted to the nursing major.

Recent graduates from an accredited ADN or diploma program may start the RN-BSN program but must demonstrate passage of NCLEX-RN and notify the Dean of the Baccalaureate Program of NCLEX results within twelve (12) weeks of graduation from their program.

6.2 Program goals and objectives

1. Be proficient in the core nursing competencies of clinical/critical reasoning, patient safety, and quality improvement principles.

2. Conduct assessments of individuals, families, groups, communities, and populations as the basis for planning and delivering care.

3. Demonstrate effective communication and collaboration skills with patients and inter-professional teams to improve healthcare outcomes.

4. Integrate knowledge of research, evidence-based practice, communication skills, theory, and technological tools to implement the professional nursing roles with and in a complex adaptive system.



5. Function as a leader in health care systems, in professional organizations, and within interdisciplinary teams.

6. Provide professional nursing care to individuals and populations that includes health promotion and maintenance, illness care, end-of-life care, restoration, and rehabilitation.

7. Use political, economical, organizational, educational, and advocacy strategies to improve health care delivery to individuals, groups, families, communities, and national and global populations.

8. Accept personal accountability for lifelong learning, professional growth, and commitment to the advancement of the profession

6.3 Course offerings/descriptions

The RN to BSN program builds upon previous nursing knowledge and experience. It eliminates duplication of content and clinical practice experience achieved by the experienced registered nurse. Specific “RN-only” courses have been designed to enhance the educational experience gained in an associate nursing degree. These courses, designed for the registered nurse, assist the student in the transition into the professional role of nursing. These courses are comparable to the courses in the BSN curriculum and meet comparable learning outcomes.

Fortis College Registered Nurse to Bachelor of Science in Nursing Degree (Completion Program)

630 - 1350 Clock Hours (Dependent upon General Education Courses Accepted as Transfer Credit)

53 QTR CR Hrs + 73 QTR CR Transfer Gen Ed+ 54 Advanced Standing Credits awarded for Previous RN Licensure = 180

Course No. of credit hours

(Quarter)

Major/ GeneralElective

New/Existing(name/number) Core/ Education Course

TechnicalEnglish I* 4 X Existing

English II* 4 X ExistingNutrition* 4 X Existing

Introduction to Sociology* 4 X Existing



Introduction to Psychology* 4 X Existing

AHP216 Anatomy and Physiology I* 6 X Existing

AHP217 Anatomy and Physiology II* 6 X Existing

COM 320 Creating Solutions and

Critical Thinking *4 X Existing

BIO207 Microbiology* 6 X Existing

General Biology* 4 X NewCollege Math* 4 X New

Communication* 3 X New

College Algebra* 4 X NewSOC431 Sociology of

Health and Medicine*

4 X New

PHI321 Ethics* 4 X NewPSY278 Human

Growth and Development*

4 X New

SOC321 Life Transition: Death

and Dying*4 X New

Credit for Previous Training** 54 X

NRS309 Introduction to Human Genetics 4 X New

NRS308 Pathophysiology 6 X New

NRS361 Nursing Informatics 4 X New

NRS336 Nursing Statistics 5 X New

NRS338 Research and Evidence Based

Practice5 X New

NRS415 Policy, Finanace, and

Quality in Nursing 4 X New



and Health CareNRS451

Community/Public Health Nursing

9 X New

NRS471 Leadership and Management 7 X New

NRS461 Transition to Professional

Practice9 X New

Total 180* General Education Transfer Credits (63 Cr)** Advanced Standing Credits awarded for previous RN Licensure (54 Cr)

Other 300 or 400 level courses in these disciplines may be transferred from other colleges in lieu of these courses, at the discretion of the Dean of Nursing.

At least 45 QTR CR out of the 180 total programs QTR CR must be taken at Fortis College - Centerville.

For students with appropriate courses to transfer, the program may be completed in fewer than 6 quarters.

Generally, Nursing Courses (Course prefix of NRS) completed at non-affiliated institutions are not accepted for transfer credit. Please see the Dean of Nursing for details.

RN-BSN Course Descriptions

AHP216 Anatomy and Physiology I (6.0 quarter credits)

This course presents an introduction to the structure and function of the human body, including basic cellular principles, the skin, skeletal tissues, joints, and the muscular system. Also included, is the nervous system cells, central and peripheral nervous systems, sense organs, and endocrine system. Medical terminology associated with the systems covered in this course is also included. Virtual laboratory experiences are included in the course. Pre-requisite: General Biology course. Theory: 40 hours; Lab: 40 hours.

AHP217 Anatomy and Physiology II (6.0 quarter credits)

This course presents an introduction to the structure and function of the human body, including transportation of blood and its many vital functions, including how it links the body’s internal and external environments. This course also includes instruction in the following systems: Cardiovascular, lymphatic and Immunities, digestive and nutrition, respiratory, urinary and reproductive. Also covered is the importance of maintaining homeostasis in the body by balancing water and electrolytes. Medical terminology associated with the systems covered in this course is also included. Virtual laboratory experiences are included in the course. Pre-requisites: AHP216. Theory: 40 hours; Lab: 40 hours.

BIO 207 Microbiology (6.0 quarter credits)



This course focuses on the nature of microbial organisms and offers a comprehensive survey of infectious diseases of humans, with major emphasis on the biology of the infectious process. Important infectious pathogenic agents (bacteria, viruses, protozoa) are studied in terms of their physiological functions and the properties which permit them to be pathogens. The epidemiology and pathogenesis of infections, analysis of the dynamic interactions between invading organisms and the defense mechanisms of the invaded hosts, clinical pictures of the disease states, and prevention of infection are explored. The laboratory exercises provide an introduction to basic microbiology and modern diagnostic and clinical microbiology. Pre-requisite: General Biology; Co-requisite AHP216. Theory: 40 hours; Lab: 40 hours

PSY 278 Human Growth and Development (4.0 quarter credits)

This course focuses on the period from conception through adolescence, with emphasis on developmental principles and theories in the areas of cognitive, emotional, social, personality, and physical development. This course is designed to promote the student’s understanding of the process by which people become someone different while remaining in many aspects the same. This process, called human development, exposes our inherited structures to a lifetime of experiences. Pre-requisite PSY101. Theory 40 hours.

NRS309 Introduction to Human Genetics (4.0 quarter credits)

This course focuses on the organization of the human genome and basic principles of inheritance in humans; cells and development. chromosome structure and function, gene structure and function, genes In pedigrees and populations, implications of genetic variations on health. Pre-requisites: None. Theory: 40 hours.

NRS308 Pathophysiology (6.0 quarter hours)

This course includes in its content basic mechanisms and responses to diseases such as inflammation, infection, trauma, fluid and electrolyte balance, genetic disorders and oncogenesis. The biologic, physical, social, spiritual and behavioral sciences foundation for nursing interventions are considered. Pre-requisite: AHP,216, AHP 217, BIO207. Theory: 60 hours.

COM 320 Creating Solutions and Critical Thinking (4.0 quarter credits)

Successful organizations recognize that critical thinking and creative solutions to problems significantly enhance business potential. Today's decision makers must use a variety of thinking styles, methodologies and creative processes. In this course, you develop your skills as a critical thinker and problem solver. You learn to leverage your personal thinking preferences using tools and techniques based on cutting-edge technologies. Pre-requisite: Introductory communication course. Theory 40 hours.

SOC321 Life Transition: Death and Dying (4.0 quarter credits)This course emphasizes sociological aspects of thanatology. This course will analyze the social meaning of death and its normative treatment in western civilization. The course will provide an opportunity to



familiarize students and professionals with the needs and issues surrounding dying and death. This course will provide sociological, psychological, religious, historical and anthropological perspectives for interpreting contemporary American customs dealing with dying, death and bereavement. The course will examine professions associated with death and dying, such as hospice. Pre-requisite: General Sociology course. Theory 40 hours.

PHI321Ethics (4.0 quarter credits)

This course examines human life, experience, and thought in order to discover and develop the principles and values for pursing a more fulfilled existence. Theories designed to justify ethical judgments are applied to a selection of contemporary personal and social issues. Pre-requisite: none. Theory 40 hours.

NRS361 Nursing Informatics (5.0 quarter credits)

This course provides a state-of-the-art view of the role of information technology in nursing. Emerging trends in information technology are explored. Students are provided with the knowledge and skill set to function effectively in the modern healthcare information (IT) environment. The course draws from computer science, information science, and nursing science. The student gains knowledge and skills to enhance patient-care delivery, promote consumer health, utilize nursing research, and provide education through IT. Prerequisite(s): Completion of all general education and science courses. Theory 50 hours.

NRS336 Statistics for Nursing (5.0 quarter credits)

The student will gain an understanding of statistical methods within the evidence-based health care context. The course covers descriptive statistics, concentrating on appropriate statistical tools and the techniques used in research, while gently introducing the mathematics required. Prerequisite(s): Completion of all general education and science courses. Theory 50 hours.

NRS 338 Research and Evidence Based Practice (5.0 quarter credits)

In this course students study the ways knowledge has been acquired, developed and utilized in nursing, clinical settings and health care. The focus is on qualitative and quantitative nursing research, evidence-based practice and the use of conceptual frameworks to understand clinical trends. Students will concentrate on studying the results and outcome of nursing research and analyzing its applicability to the practice arena. Prerequisite(s): ENG 321; NRS 336. Theory 50 hours.

NRS 415 Policy, Finance, and Quality in Nursing and Health Care (4.0 quarter credits)

This course addresses issues in health status of the population and access to care, the organization of care delivery systems, the financing and economics of health care, and healthcare reform. In addition, students explore how to influence policy change in the workplace, government, and professional organizations. Pre-requisite: Introductory Informatics course. Theory: 40 hours.

SOCI 431 - Sociology of Health and Medicine



This course examines sociological perspectives on health and illness as well as social problems in the context of contemporary health care in the United States. Topics include: the definition of health and illness, social responses to illness, social stratification and health, and the perceived crisis in American health care and biomedical technology

NRS 451 Community/Public Health Nursing (9.0 quarter credits)

This course explores Community and Public Health Nursing, focusing on historical development, philosophy, health care systems, epidemiology, and nursing care of specific target groups. Primary, secondary and tertiary prevention activities are emphasized as they relate to individuals, families, groups and aggregates. The student applies theoretical and empirical knowledge in using the nursing process in community settings to promote, maintain and restore health. Transcultural nursing concepts, rural, and home health care delivery are also analyzed. Diverse roles of the community health nurse are explored and a community study is completed using research and data processing skills. A virtual practicum provides an opportunity to examine population groups along the age continuum in the community. Prerequisite(s): Completion of all general education and science courses. Theory 90 hours.

NRS 461 Transition to Professional Practice (9.0 quarter credits)

This course focuses on role transition from associate to baccalaureate nurse. Emphasis is placed on the analysis of historical and contemporary issues in nursing and their effect on nursing practice. The course explores how economic, socio-cultural, and political forces influence nursing practice and the role of the nurse as patient advocate. Prerequisite(s): Completion of all general education and science courses. Theory 90 hours.

NRS 471 Leadership and Management (7.0 quarter credits)

This course examines leadership and management competencies within health care systems. Inaddition, It focuses on the professional nurse’s role as coordinator of care in a complex health environment. Concepts such as communication, change, conflict, risk management, human resource management, quality, and cost effective care management across settings are explored. Prerequisite(s): Completion of all general education and science courses. Theory 40 hours.

Appendix F – Syllabi**Due to recent changes in the curriculum, not all syllabi have been created for review.

6.4 Program sequenceStudents that have not completed the necessary General Education Requirements during their enrollment in a Diploma/Associate Degree level Nursing program may be required to take additional courses that could affect the sequence provided. RN –BSN CURRICULUM SEQUENCE

Course Number

Course Title Method of

Delivery

Total Clock Hours

Theory Clock Hours

Lab Clock Hours

Clinical Hours

Quarter Credit Hours

Courses To Be Transferred from Other Accredited Colleges to Fulfill Degree RequirementsGeneral Biology 4.0



College Math 4.0English I 4.0Communication 3.0English II 4.0College Algebra 4.0Nutrition 4.0Introduction to Sociology 4.0Introduction to Psychology 4.0TOTAL TRANSFER CREDIT 35.0 Advanced Placement Credit Awarded for RN LicensureFoundations of Nursing 9.0Health Assessment 6.0Mental Health Nursing 5.0Pharmacology 6.0Med-Surg Nursing I 9.0Pediatric Nursing 5.0Obstetrical Nursing 5.0Med Surg II 9.0TOTAL ADVANCED PLACEMENT CREDIT 54.0

Quarter 1AHP216 Anatomy and Physiology I 80 40 40 6.0BIO207 Microbiology 80 40 40 6.0PSY278 Human Growth and

DevelopmentOnline

40 40 4.0Quarter 2AHP217 Anatomy and Physiology II 80 40 40 6.0BIO309* Introduction to Human

Genetics 40 40 4.0SOC431* Sociology of Health and

MedicineOnline

40 40 4.0Quarter 3NRS308 Pathophysiology 60 60 6.0PHI321* Ethics Online 40 40 4.0NRS361 Nursing Informatics Online 40 40 4.0Quarter 4 RN-BSN Required Nursing Courses BeginNRS415* Policy, Finance, and Quality in

Nursing and Health CareOnline

40 40 4.0SOC321* Life Transition: Death and

DyingOnline

40 40 4.0COM320* Creating Solutions and Critical

ThinkingOnline

40 40 4.0NRS336 Statistics for Nursing 50 50 5.0Quarter 5NRS338 Research and Evidence Based

Practice 50 50 5.0NRS451 Community/Public Health

NursingOnline

90 90 9.0Quarter 6NRS471 Leadership and Management Online 70 70 7.0



NRS461 Transition to Professional Practice 90 90 9.0

Program Total 970 850 120 91TOTAL QUARTER CREDIT HOURS FOR DEGREE PROGRAMEquivalent to 120 semester credit hours

180

*Other 300 or 400 level courses in these disciplines may be transferred from other colleges in lieu of these courses, at the discretion of the Dean of Nursing.

At least 45 QTR CR out of the 180 total program QTR CR must be taken at Fortis College. For students with appropriate courses to transfer, the program may be completed in fewer than 6 quarters. Generally, Nursing Courses (Course prefix of NRS) completed at non-affiliated institutions are not accepted for

transfer credit. Please see the Dean of Nursing for details.

6.5 Alternative delivery options (please check all that apply):

More than 50% of the program will be offered using an online delivery model

6.6 Off-site program components (please check all that apply):

Not Applicable



SECTION 7: ASSESSMENT AND EVALUATION

7.1 Program assessment

Periodic, systematic program evaluation will be conducted using the Systematic Program Evaluation Plan that was revised and implemented in 2010. This was a response to the need for a more efficient approach that facilitates organizational responsiveness and efficient monitoring of program outcomes and continuing quality improvements. In matrix format, the plan includes areas to be evaluated such as organization and administration, mission and philosophy, curriculum and instruction, resources and facilities, program outcomes, student and faculty outcomes. Data collection tools, frequency of data collection, individual or group responsible, indicators of achievement, findings and changes to be made are also included. See appendix G.

Curriculum and teaching-learning practices are reviewed formatively and summative. Formative evaluation results in course revisions designed to improve the quality of teaching and learning. Faculty is expected to update course content, teaching strategies and clinical experiences to meet current nursing and health care delivery standards on a regular basis. Examples include efficient use of technology to enhance teaching-learning activities such as hybrid, and hi fidelity and scenario-based learning. Graduation rates are also reviewed as part of the SON systematic evaluation plan.

Student course ratings at the end of each semester provide additional source of data for assessing program effectiveness. Course evaluations are gathered from the students on various aspects of the course using a 1-5 rating scale, with 1 being poor and 5 being excellent. Any course that receives mean rank value ≤ 3.5 undergoes careful evaluation to see where improvements can be made. Subsequently, an evaluation report with recommendation from these committees is submitted to the nursing director as well as to the school administrator for further action.

Other indicators of program effectiveness include retention. Since these students are registered nurses, there is no need to track first time pass rates on the NCLEX-RN® exam (as mentioned in the systematic evaluation plan).

7.2 Measuring student success

Like the Associate of Applied Science Nursing program, assessment of achievement of expected learning outcomes is regarded as an essential element for continuing successful program growth and the quality of graduates. Evaluation of student learning in courses is integral to all courses. Faculty and preceptors are expected to implement formative and summative evaluation in a timely manner. Students are informed of this status in a timely manner to make changes as needed. Learning assignments are clearly explained and criteria for evaluation are provided. Resources for students to improve their ability to convey their knowledge and understanding in written and oral formats are made available to students at the beginning of the course. Rubrics have been developed for specific assignments to promote clear understanding of the levels of performance (needs improvement to excellence) for specific assignments and learning activities.



Program outcomes guide the development of objectives and content for each course in the program. Each course syllabus has course objectives and sections for evaluating learning outcomes, such as course requirements consisting of exams, quizzes, papers and class participation. In addition, clinical nursing courses have statements on clinical objectives and evaluating student clinical performance with the use of competency-based clinical evaluation tools and compliance with standards of safe nursing practice.

In light of the SON philosophy that emphasizes uniqueness of each student and belief that students are active participants in their learning, our teaching strategies involve interactive, interpersonal and self directed methodologies. Throughout the program, didactic and clinical teaching strategies include a variety of formats. In addition to the traditional lecture-discussion, there is an increasing use of scenario and problem based learning formats, seminars, small group discussions, online and hybrid formats, high technology simulation and teaching strategies (e.g, Jeopardy game format) and goal-directed actual patient encounters under faculty supervision to enhance critical thinking among students. Student success, a measure of teaching effectiveness, is further facilitated by academic coaches (tutors) that are available for a minimum of 20 hours/week and by faculty 1:1 sessions with students. In addition, all faculties are required to post hours of availability to students (2-3 hours per week).

Overall, teaching strategies involving team-based learning, discussion groups, role-playing, oral presentations, group projects, and clinical conferences focused on client/patient care, debates, and written requirements facilitate active and interactive student participation in teaching-learning activities. Interpersonal learning includes the development of communication skills applicable to clients, families, and other health care providers. Students demonstrate initiative, for example, by their participation in community group projects and in self evaluation. Incorporation of simulations within courses to enhance student learning and skill proficiency prior to and during clinical practicum has increased in the past three semesters. As the availability of desired clinical experiences become more challenging with our continuing enrollment growth, the use of well-designed simulations ensure comparable quality of clinical experiences.

Results from surveys are used for making decision rules on determining standards for measuring student outcomes. These surveys are major components of our Systematic Evaluation Plan. The Program Evaluation Committee of the School of Nursing Faculty Organization implements the evaluation process and makes revisions as necessary with faculty approval. The changes reflect commitment by the faculty and the academic administration to improve program outcomes.

Beginning in 2010, the SON will implement the use of Educational Benchmarking, Inc (EBI) exit survey questionnaires to assess outcomes in both undergraduate and graduate programs. The EBI Undergraduate Nursing Education Exit Assessment is based on AACN’s Essentials for Baccalaureate Education for Nursing Practice. A mean rank value is determined per item and per factor in the survey questionnaires where 1 = lowest rank/least satisfied value to 7 = highest rank/most satisfied value. Outcomes are evaluated for meeting the mean rank value of 5.5 (75%) as the indicator or goal of achievement as designated by EBI. The EBI assessments will also provide three levels of benchmarking: a comparison to six-selected school peers, to schools in the SON Carnegie classification, and to all student survey participants from schools of nursing throughout the United States. This analytic process facilitates to calibrate current performance, set goals and identify successes in each educational



program. Specifically, the results provide faculty with feedback about a variety of curriculum, instructional, and other program outcomes.

Employer surveys six months post student graduation and using email survey methodology, the EBI Undergraduate Nursing Education Exit Assessment will be administered to senior students during their last semester. The Alumni Survey will be sent out to graduates of the BSN program every three years. The Employer Survey is also sent out to employers of alumni every three years.

Goals/Purpose:

Assure the successful achievement of all of the Nursing course objectives against published institution and program norms

Provide a measurable standard of achievement that will reinforce the graduates’ capacities to perform successfully in the nursing field.

Objectives:

Provide a common and consistent formula for measuring student success

Provide a definitive alpha-numeric grading scale by which achievement may be communicated to the student

Provide a common scale by which a student’s achievements are measured to determine if the student is proceeding through the program in a timely manner.

Provide a common scale against which the qualifications for graduation may be measured

Provide a process that determines when a student has completed all the requirements for graduation

Outcome Focus:

AchievementThe institution and program use and alpha-numeric scale which incorporates a quality point system.

Nursing Grading Scale

A (Excellent) 100-94B (Good) 93-86C (Satisfactory) 85-78D (Below Satisfactory) 77-70F (Failing) Below 70



The grading scale used in nursing courses will identify a range of numerical scores equivalent to the grades of A, B, C, D, and F. The minimum score for a "C" is 78%. Non-nursing courses will be subject to the standard EA grading scale. A minimum of a "C" is required to pass ALL general education and nursing courses in the nursing curriculum. Either "D" or "F" is considered unsatisfactory and therefore non-passing. Only one repeat of a course within the nursing curriculum may be attempted. A second failure of the same or a different course will result in dismissal from the program. A cumulative grade point average (CGPA) of 2.5 is required for graduation from the RN to BSN program.

Satisfactory academic progress

Satisfactory Academic Progress (SAP) standards measure each student’s quantitative (credit completion) and qualitative (cumulative grade point average) progress toward the completion of the student’s program of study. These standards are applied uniformly to all students whether or not they are receiving any form of student aid. Fortis College’s academic progress standards measure a student’s progress at the end of each grading period, term, or quarter. The institution will provide a written report to each student stating the student’s credits completed and grade point average at the end of each term/grading period.

Maximum Time Frame

The maximum time frame in which a student may complete his/her program of study is the period of time in which it takes the student to attempt 150% of the academic credits contained in the certificate program.

Quantitative Requirement – Credit Completion

Each student must complete a minimum percentage of credits at each SAP evaluation point. Only satisfactorily completed course credits are counted as credits completed. Satisfactorily completed course credits include those for which a student receives a grade other than a (W), or (F). All courses for which a student receives a grade, whether passing or failing, a withdrawal (W), a repeated course, or an incomplete (I), are counted in determining credits attempted. A student’s SAP standing will be calculated based on the student’s entire history of enrollment in a specific program of study, except as noted below.

Qualitative Requirement – Cumulative Grade Point Average (GPA)

Qualitative progress is measured at each evaluation point. The institution measures qualitative progress on the basis of a 4.0 scale. All courses for which a student receives a grade will be included when calculating the student’s GPA, except that a withdrawal (W) or incomplete (I) will not be included in determining a student’s cumulative GPA, and if a student repeats a course, only the highest grade for that course will be included when calculating the student’s GPA.

Probation

Students who do not meet the minimum standards for credits completed or cumulative grade point average will receive a written notification stating that they are being placed on “Satisfactory Academic Progress Probation.” The student will have one additional evaluation period to correct the deficiency and meet the minimum requirements at the next evaluation point. The probationary period shall be no shorter than the time needed for the student to attempt a minimum of 12 quarter credits. The student will remain eligible for federal aid while on probation. If the student does not achieve the minimum quantitative and qualitative requirements by the end of the Probation Period, the student’s enrollment Authorization Request_nonUSO_undergraduate

Page | 36 Revised: April, 2010

in the College will be terminated and he/she will be ineligible to receive any further federal student assistance. The following chart provides the minimum quantitative and qualitative requirements for each evaluation point:

In addition, for those programs that are more than two academic years in length, a student must have a “C” average at the end of the second academic year in order to maintain Satisfactory Academic Progress.

RN-BSN Program

EvaluationPeriods

CumulativeQuarter Credits

Attempted

MinimumCumulative

Credits Completed

MinimumCGPA

All 12 & Higher 67% 2.5

Appeals

Students who fail to meet satisfactory academic progress requirements are permitted to appeal the termination of financial aid and termination from the school if extenuating circumstances were contributing factors to their failure to achieve satisfactory academic progress. An appeal must be filed within 30 days of receiving notice of termination unless otherwise excused. All appeals must be submitted to the Director of Education in writing and must explain the extenuating circumstances. Letters of appeal should include any applicable documentation. All appeals are reviewed and determined by the Financial Aid Committee (Campus Director, Financial Aid Director, and Director of Education). The student will remain on probation but will not receive any additional financial aid funds pending the outcome of the appeal so long as the student does not exceed the maximum timeframe to complete the program. Decisions of the Financial Aid Committee are final and will be provided to the student in writing within 30 days of receipt.



SECTION 8: FACULTY

8.1 Faculty appointment policies

Required Faculty Credentials for Proposed Program Degree Title

Master’s Degree or higher for substantive nursing courses along with 4 years or more professional experience in the area being taught

Masters Degree in General Education subjects along with 18 credit areas in the subject being taught with teaching experience preferred

Full-Time/Equivalent (Instructor)

Each instructor is expected to teach the curriculum that has been approved by the State of Ohio and the Accrediting Commission. That curriculum and the subjects within it can be found in the Catalog. A course syllabus that mirrors the Course Descriptions found in the Catalog must be taught as-is with no deviation whatsoever. There is never a reason to deviate from that description without prior clearance.

Instructors are not permitted to unilaterally ignore, delete, or otherwise fail to include, any topic found in the approved course syllabus (curriculum content).

Instructors must distribute a course syllabus to every student and explain all parts of it to avoid confusion, at the outset of each term.

Each instructor is expected to use the text, workbook, (and any other materials) their students were required to buy.

Each instructor is required to employ systematic and equitable evaluation techniques to measure students’ understanding of the material. Pop or weekly quizzes, along with other periodic projects, are encouraged. Mid-term and final exams are required.

Each instructor is required to keep records of students’ grades, attendance, and punctuality.

Instructors are reminded that all records are the property of the institution, and must be surrendered at the end of each term, or as otherwise directed. This applies whether or not such records are kept in materials supplied by the school or purchased by the instructor.

Many instructors have access to and responsibility for student records. Because students’ rights to privacy are vital, all care must be exercised not to disclose those records to third parties, particularly to students or persons outside the institution who do not have a legal right to know.

Instructors may not withhold a student record, including grades, from the school because of a grievance against the institution.



All instructors are expected to attend all faculty meetings called by their Department Chair or the school’s administration.

All instructors are expected to attend the graduation ceremonies held at the end of each term for those students graduating from their program. Details concerning time and place are published well in advance of the date.

All instructors are expected to participate in all in-service seminars by the school’s administration.

Less Than Full-Time/Equivalent (Instructor)

Same as Full-Time

Teaching Load

Full Time Instructors are required to teach a minimum course load of 28 hours per week and have 12 hours of prep time per week. Part Time Instructors are provided hours based on availability, need, and expertise in the subject in which h/she wishes to teach.

Additional Faculty Additional Faculty will be necessary for successful implementation of this program. Faculty will

be hired prior to the program start date and continuing until all necessary personnel have been identified.

8.2 Program faculty

Provide the number of existing faculty members available to teach in the proposed program.

Full-time: Not ApplicableLess than full-time: Not Applicable

Provide an estimate of the number of faculty members to be added during the first two years of program operation.

Full-time: 2Less than full-time: 7

8.3 Expectations for professional development/scholarship

Fortis College School of Nursing is integrated into the community through its clinical activities, social responsibility, professional organizations, and Program Advisory Committee representatives. The School of Nursing faculty is active in maintaining communication networks that serve the community and the school in shaping its direction, mission, and program design. Each of its two programs – ADN and future



RN-BSN involves/will involve capstone courses and also encourage volunteer activities in healthcare as social stewards of the community.

Fortis college has approved a budget that addresses the need for funding administrators, faculty, and staff as they continue to create additional expertise, new knowledge, or seek additional degrees. In 2009 academic year, Fortis College nursing faculty participated in multiple continuing education opportunities. Fortis College has identified programs and funding for each faculty member as they seek to build knowledge through continuing education or by going back to school for additional degrees. At least $3,000 per year for academic training leading to degrees that are necessary for advancing the profession and the school are provided for each nursing faculty.

Also offered is the opportunity to become a certified Master Teacher via Elsevier training.

The Teaching Tele-training runs a host of programs each month; the schedule of events is distributed to all faculty and they can call in to hear these training programs offered by experts in the field of education. These programs focus on all the challenges of teaching, refinements of effective teaching, conflict issues, and more. Again, these programs are available to all faculty in an effort to build effective learning classrooms and to support lifelong learning of faculty.

Administrators are supported with funding for their attendance at accreditation training conferences, national professional conferences, and professional development. In addition, administration and staff attend training programs where persons doing similar jobs come together from around the country to meet, share, learn, and strategize on improving their programs. This investment of time, money, and energy creates efficiencies and current technological advantages in a highly competitive world that tends to run short of such resources in learning institutions. A simple example is the installation of computers for the entire school to include students, faculty, and staff so their systems can handle the need for advanced inquiry on the Internet. Another example is upgrading to the Campus VUE software system to ensure accurate registrar and grading systems are maintained and to ensure the ability to follow-up with students as needed.

List Professional DevelopmentOpportunities

Institution Incentives

Requirement/Frequency

Oversight/ Approving Office

Identify Where Codified Policy May Be Found

In-house seminars conducted by guest professionals

Offered at no cost to faculty

At least one annually

Director of Education

Institutional Standards of Accreditation

In-Service Activity None Quarterly Director of Education

Institutional Standards of Accreditation

Advanced Degree Work

$3000 per year Set by the college or university being

School Director Employee Handbook



attendedParticipation in professional organizations

None Set by organization

Director of Education

Model Faculty Development Plan

General Expectations/Opportunities1. Annually must complete at least one In-Service

2. Annually, must document professional development activity

3. All faculty must publish a personal faculty development plan with objectives and timelines

4. In-service activity primary objective the improvement of teaching methods and classroom management

Appendix H - Faculty HandbookAppendix I - Faculty Development Plan

8.4 Faculty matrix

Name of Instructor

Rank or Title

Full-Time

orPart-Time

Degree Titles,Institution,

Year

Include the Discipline/Field as Listed on the

Diploma

Years of Teaching

ExperienceIn the

Discipline/Field

Additional Expertise

in the Discipline/

Field

(e.g., licenses,

certifications, if

applicable)

Title of the Course(s)

This Individual Will

Teach in the Proposed Program

Include the course prefix and

number

Number ofCourses

this Individual

willTeach Per

Year atAll Campus Locations

Open Position Instructor PT Master’s Required;

PhD Preferred 4

ANP111: Anatomy and Physiology I

ANP121: Anatomy and Physiology II

6


PhD Preferred 4BIO207:

Microbiology 3

Open Instructor PT Master’s Required; 4 PSY278: 6



Position PhD Preferred

Developmental Psychology

PSY321: Building Emotional

Intelligence and Negotiation Skills


PhD Preferred 4 CHM107: Chemistry 3

Open Position Instructor FT Master’s Required;

PhD Preferred 4

NRS308: Pathophysiology

NRS361: Nursing Informatics

NRS336: Nursing Statistics

9


PhD Preferred 4 PHI321: Ethics 3


PhD Preferred 4SOC321: Life

Transition: Death and Dying

3


PhD Preferred 4ENG321: Research

Methodology3

Open Position Instructor FT Master’s Required;

PhD Preferred 4

NRS338: Research and

Evidence Based Practice

NRS451: Community

/Public Health Nursing

NRS470: Leadership and Management

NRS461: Transition to Professional

Practice

12

Appendix J - Sample CV for Faculty



SECTION 9: LIBRARY RESOURCES AND INFORMATION LITERACY

9.1 Library resources

The Learning Resource Center Manager is responsible for maintaining the currency and relevance of the collection. This responsibility includes annual selection, acquisition, and withdrawal of materials from the collection, and annual inventory. Faculty input is critical to implementation of collection development policy, and the LRC Manager is the library’s liaison with faculty for all programs at the college.

Specific sources used in collection development include:

Faculty and Program Director inputLibrary Advisory Board inputDoody’s Core Titles for Health Science LibrariesOrganization and Association publication listsPublisher bibliographic sources including Wiley and Blackwell data basesNational Library of Medicine CatalogLibrary of Congress CatalogBarnes & Noble and Amazon websitesInput gained via collegial relationships with other professional librarians.

The LRC Manager has full responsibility for developing the budget for the Learning Resource Center program. This involves planning budget to implement collection development strategy, for annual subscriptions, for supply and equipment requirements, and for professional development. Salary planning is the responsibility of the Director of Education, and that expense separate from the library budget and instead is part of the overall college budget.

On an annual basis the librarian will provide a proposed line item budget to the Director of Education and School Director in July. The librarian will participate in budget reviews at the college level between July and October when budget is finalized. The librarian will be provided with a copy of the monthly budget for the upcoming fiscal year beginning January 1, will be provided with monthly reports of actual spending, and will be measured on ability to manage within the budget.

Fortis College has a Learning Resource Center (LRC) especially designed to support degree students. The LRC includes a current collection of reference books, print journals, and media titles covering basic sciences, general education, general medical, nursing, and management. There is a separate faculty collection in the LRC, which includes books and journals on education. An online library catalog will be accessible to students and faculty.

The Learning Resource Center has a website which allows faculty and student access to a wide array of web-based resources including access to research sites, organization links, career development information, and web-based tutorials for NCLEX remediation, math, and pharmacology. The site provides access to the Library Information & Resources (LIRN) collection of databases. The “Ask the Librarian” link provides online reference services to faculty and students off-site. The LRC website has



the following resources for use which permits faculty access to curriculum-related instructor guides, a staff calendar, continuing education links, and threaded discussions.

The Learning Resource Center has computers, which give students access to self-paced licensure reviews, medical terminology software, and the MS-Office Suite (Word, PowerPoint, Excel, and Publisher). The LRC provides student seating at study tables and tech tables.

The LRC is staffed by a credentialed Master of Library Science (MLS) librarian, with monitoring assistance from Library Technicians and / or work study students, and is open and staffed when classes are in session as well as some afternoon hours.

The LRC space has wireless Internet, dual synchronous printers and a copy machine. All classrooms and labs have wireless classroom technology – ceiling projectors, speakers, classroom computers, DVD/Video players—permitting faculty to make PowerPoint presentations, access the Internet, and project instructional media titles.

The Learning Resource Center (LRC) either has the following materials or will purchase the material for use:

300 – 400 current books which complement the curriculum.

15-20 Print journal subscriptions

Virtual Library holdings include databases provided by the Library Information & Resources Network (LIRN) consortium. These databases include

PROQUEST Nursing & Allied Health (580 text journals in full-text),

PROQUEST Psychology (485 psychology journals in full-text),

Student Resource Center (1060 full-text periodicals),

Academic OneFile (8000 peer reviewed academic journals),

Literature Resource Center (literary criticisms, author biographies, critical essays, and 650,000 full-text articles from literary journals),

e-Library (dictionaries, encyclopedias, thesauri),

Custom Newspapers database (110 newspapers)

Resources on the Nursing portal page of the Learning Resource Center (LRC) website include research links, organization & association links, career development information, and web-based tutorials for math and pharmacology. LRC website address: http://www.lrc-online.com/lrc/default.aspx.



50 Media titles (DVD and CD-ROM format)

Software

Nath medical terminology review

MS-Office Suite: Word, Excel, PowerPoint, and Publisher

ADAM Anatomy virtual dissection software

Web-based tutorial reviews:

ALEKS Basic Math program

EDGT dosage calculation program

Nursing is an ever-changing field and people employed in this field must continue to learn and utilize various resources to remain current with industry standards. It is essential that students be knowledgeable about the latest technology and treatment options so that they are prepared for the diverse clientele they will encounter in the field. By giving students various LRC projects and encouraging them to utilize the materials and resources available through Fortis College, they will become familiar with research tools that will enhance their success and enable them to utilize these same or similar tools as a future employee.

Appendix K - Current Library MaterialsAppendix L - Future Items for Purchase

9.2 Information literacy

The Learning Resource Center (LRC) keeps track of student usage primarily through a student sign-in sheet. Over the past year, the LRC staff has worked to raise awareness of the resources and services it provides and increase student information literacy. This process begins with an introduction to the LRC which is given during every new student orientation. It is followed by a member of the LRC staff visiting the first term students of all programs in the classroom to distribute the LRC Handbook and speak more in-depth on the resources and services available. Since the implementation of these two activities, there has been a significant increase in the number of students who use the LRC.

The most successful Information Literacy activity the LRC staff has undertaken is the LRC Orientation/Tour. Dates and times for orientations are arranged between instructors and the LRC Manager. During this activity an LRC staff member goes over all resources and services available to students. The key elements of this activity are to walk students through using the LIRN database, teach them proper web searching techniques, present keys to recognizing a good source, proper citation of sources used, ways to avoid information overload and a short tour of the library side of the LRC. Depending on the size of the class, the first portion of this activity may be held in the LRC computer lab, or the classroom.



Once this program was firmly established, a survey was taken by the students to gauge how helpful they believe the LRC resources and services will be, how well they feel they will be able to use the LRC to locate resources to meet their information needs and how comfortable they feel with using the LRC prior to and after the orientation. From the surveys currently on file, a large number of students agree or strongly agree that the resources and services offered by the LRC will help them in their course of study. Also, the majority of students remark that they have a higher comfort level with the LRC after the orientation/tour than they did before.

In April of 2009, circulation polices were developed to allow students, faculty and staff to borrow LRC materials. In addition, circulation software, ResouceMate, was purchased to aid in tracking material usage. ResourceMate has a large number of reports that track more than just the total number of items that circulate each month. It has the ability to show which programs’ students are borrowing materials the most. This helps in the collection development process by showing the effectiveness of LRC resources in relation to specific programs as well as which areas still need to be developed.

In addition to the print usage assessment data, the LRC’s electronic database, LIRN, tracks student usage. LIRN tracks more than just the total number of users who access it. It tracks the number of different access points and which specific databases are most often searched. LIRN shows a minimum of eighteen months worth of statistics and there has been an increase in student usage across all databases.

Fortis College – Centerville will continue following the plans outlined above with all new programs going forward. The institution understands the importance of the Learning Resource Center. Additionally, the institution is continually reviewing the process in place to determine if there are modifications and/or enhancements needed in relation to the orientation program.



SECTION 10: BUDGET, RESOURCES, AND FACILITIES

10.1 Resources and facilities

Not Applicable

10.2 Budget/financial planning

Budget for New Degree Programs

Year 1 Year 2 Year 3 Year 4

I. Projected EnrollmentHead-count full time 30 60 60 60Head-count part time 0 0 0 0Full Time Equivalent (FTE) enrollment 0 0 0 0

II. Projected Program IncomeTuition (paid by student or sponsor) $405,000 $810,000 $810,000 $810,000Externally funded stipends, as applicable 0 0 0 0Other income (if applicable, describe in narrative section below) $34,710 $50,730 $50,730 $50,730

Total Projected Program Income $439,710 $860,730 $860,730 $860,730

III. Program ExpensesNew Personnel

Instruction (technical, professional and general education ) Full 2 Part Time 7

Non-instruction (indicate role(s) in narrative section below) Full 1 Part time N/A

$322,500 $645,000 $645,000 $645,000New facilities/building/space renovation(if applicable, describe in narrative section below) $0 $0 $0 $0Undergraduate scholarship/stipend support(if applicable, describe in narrative section below) $0 $0 $0 $0Additional library resources (if applicable, describe in narrative section below) $5042 $2500 $2500 $2500Additional technology or equipment needs(if applicable, describe in narrative section below) $0 $0 $0 $0Other expenses (if applicable, describe in narrative section below)Total Projected Expense $327,542 $647,500 $647,500 $647,500

Budget Narrative:



Other income stated above is inclusive of the following Charges:

Registration Fee HESI Entrance Test Books Drug Screen/Background Check Instructional Materials Immunizations

Library Expenses:

Additional Text (Approximately 76 Titles) Multimedia Journals

Salary Expenses:

The average salary for a PhD prepared faculty for a RN-BSN program range from $90,000 to $120,000. Faculty’s salaries have been estimated based on the lower spectrum of the scale, while the Director of Nursing is calculated on the higher end of the spectrum.

An administrative staff member has been included at a salary of approximately $30k.



APPENDICES

Appendix Name DescriptionA ACCSC Final Reaccreditation Letter September 2008B SBCCS Application for New Degree ProgramC ACCSC Application for a New Baccalaureate Degree ProgramD Fortis College – Centerville Organizational ChartE Education Affiliates, Inc. Organizational ChartF SyllabiG Systematic Plan of EvaluationH Faculty HandbookI Faculty Development PlanJ Sample CV for FacultyK Current Library MaterialsL Future Library Materials for PurchaseM Catalog



Commitment to Program Delivery

Fortis College – Centerville certifies that the data and information in this application to the Ohio Board of Regents (OBR) is true and correct to the best of my knowledge. Our institution also acknowledges that should a decision be made to forego and/or close the program that all students will be provided the necessary resources for matriculation.

Verification and Signature

Fortis College – Centerville verifies that the information in the application is truthful and accurate.

Richard S. Rucker, Phd 10/22/10 Richard S. Rucker, PhDPresident



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