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Executive Summary

General Information

Program type being reviewed: Baccalaureate Purpose: Continuing Accreditation Dates of the Visit: February 3, 2010 –February 5, 2010 Name and address of the governing organization:

Florida A&M University (FAMU) 1500 Wahnish Way Tallahassee, Florida 32307-3100

Name, credentials, and title of the chief executive officer of governing organization: James H. Ammons, PhD President

Accreditation: Southern Association of Colleges and Schools Status: Accredited Date of last visit: March 9-12, 2009 Action at last visit: Reaffirmation of accreditation, December 8, 2009

Name and address of nursing education unit Florida A and M University School of Nursing 103 Ware-Rhaney Building Tallahassee, Florida 32307

Name, credentials, and title of the nurse administrator Ruena Norman, PhD, RN Interim Dean

Contact information for nurse administrator Phone: (850) 599-3017 Fax: (850) 599-3508 Email: ruena.norman@famu.edu

State Board of Nursing Name: Florida Board of Nursing Status: Approved Date of last review and action: April 10, 2009, approved

NLNAC accreditation standards and criteria used: 2008

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Introduction The Florida Agricultural & Mechanical University (FAMU), a land-grant institution with a

mandated state-wide mission, was founded in 1887. FAMU is a doctoral research, comprehensive,

public, coeducational institution that awards undergraduate, graduate, professional, and doctoral

degrees. Distinguished by lush foliage and massive oaks, FAMU's main campus comprises 156

buildings spread over 422 acres atop the highest of seven hills in Tallahassee, the capital of Florida.

The University also has several satellite campuses including a site in Orlando where the College of

Law is located and sites in Miami, Jacksonville, and Tampa for its pharmacy program.

Florida A&M University is a member of the State University System (SUS) and is governed

by a 13-member Board of Trustees. Six (6) trustees are appointed by the Governor and five (5)

trustees are appointed by the Board of Governors, subject to confirmation by the Florida Senate. The

Presidents of the FAMU Faculty Senate and FAMU Student Government Association are elected by

their bodies, and serve a one-year term. The other Trustees are appointed for staggered terms of five

(5) years. The Board of Trustees is vested with the authority to govern and set policy for the

University in accordance with law and with rules of the Board of Governors, which oversees

Florida's 11 state universities.

FAMU attracts qualified students from all nationalities and all racial, ethnic, and religious

groups to its 13 colleges and schools, and one institute. These include the College of Arts and

Sciences; College of Education; College of Engineering (FAMU-FSU); College of Engineering

Sciences Technology and Agriculture; College of Law; College of Pharmacy and Pharmaceutical

Sciences; School of Allied Health Sciences; School of Architecture; School of Business and Industry;

School of General Studies; School of Graduate Studies and Research, School of Journalism and

Graphic Communications; School of Nursing; and Environmental Sciences Institute.

In Fall 2008, the University had a student population of 11,848. Over 89% were enrolled in

the university full time. Undergraduates comprised 81% of the total enrollment, while graduate and

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doctoral students comprised the remaining 19%. Ninety percent of the student enrollment were

Black, 5% were white, and 5% comprised other races.

There are 190 generic BSN students (professional majors), one RN-BSN student, and 14

MSN students enrolled in the Fall 2009 semester. All of the students in the programs are enrolled full

time. In Fall 2009, there are 15 full time faculty, plus the interim dean. Fifty-six percent hold

doctoral degrees. There are eight part time (adjunct) faculty for the Fall 2009 semester, including two

adjunct non-nurse faculty teaching in the MSN program. Only one of the 15 full time faculty have a

100% teaching assignment in the MSN program. Seven of the 15 remaining full time faculty teach

only in the BSN program.

History of the Nursing Education Unit

The FAMU School of Nursing (SON) is the oldest continuing baccalaureate nursing program

in the State of Florida and the oldest continuing baccalaureate nursing program in the United States

at a historically black institution. Established in 1904 as a hospital-based program, it became the first

baccalaureate nursing program in Florida in 1936. The Florida Board of Nursing approved the

program and its graduates were permitted to write the licensure examination in 1941. Ten years later,

the program obtained accreditation by the Collegiate Board of Review of the National Nursing

Accrediting Service. The nursing program has maintained approval by the Florida Board of Nursing

and accreditation by the National League for Nursing Accrediting Commission. Currently, the

program offers both baccalaureate and master's degrees: the Bachelor of Science degree for students

(generic and RN-BSN) who have completed requirements for admission to the professional level;

and a Master's of Science in Nursing degree for post-baccalaureate nurses; and a post-master's

completion plan. All of the nursing programs are offered on the main campus. Nursing courses are

not offered at a distance.

The baccalaureate program is an upper division (junior and senior year) five semester

program for generic students. The fast track for RN-BSN students can be completed in three

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semesters. The Master's of Science in Nursing, with a specialty focus in Adult/Gerontological Nurse

Practitioner preparation, was approved by the State University System Board of Regents in 1997 and

admitted its first class in 1998. The Master's of Science in Nursing program received initial

accreditation from NLNAC in 2002 and reaccreditation in 2007. A Women's Health Nurse

Practitioner concentration was added in 2004.

Summary of Standards and Criteria

Standard 1: Mission and Administrative Capacity

The mission, philosophy, and outcomes of the nursing education unit are congruent with that

of the University. All faculty serve on a School of Nursing Committee. Ten nursing faculty and the

interim dean each serve on at least one University Committee. Elected/selected students serve on

School of Nursing and Student Government Association Committees.

The Florida Board of Nursing, the School of Nursing Advisory Board, Florida Association of

Colleges of Nursing, Big Bend Clinical Spaces Committee, and School of Nursing Student Advisory

Council have major input into program processes and decision-making. Partnerships exist with

clinical agencies, Big Bend Area Health Education Center, Inc., Live Oak Geriatric Education

Center, and the SMART Center at Case Western University School of Nursing. These partnerships

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

Dr. Ruena Norman is academically and experientially qualified for the role of Interim Dean.

In this capacity, she has authority and responsibility for the development and administration of the

program, has adequate time and resources to fulfill the role and responsibilities, and, with faculty

input, has the authority to prepare and administer the program budget. She advocates for equity

among the units of the governing organization.

Polices of the nursing unit are consistent with those of the University for faculty and staff

with the exception of policies required by Florida Board of Nursing and/or the clinical practice

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Standard 4: Curriculum

The curriculum, revised in 2008-2009 by undergraduate faculty, incorporates University

requirements, State University System (SUS) of Florida mandates, and 2008 AACN Essentials of

Baccalaureate Education for Professional Nursing Practice. The generic curriculum plan requires

120 credit hours and is designed to be completed in a four year period. The curriculum for RN-BSN

students may be completed in three semesters. The BSN program has ten program objectives

(learning outcomes) that are in concert with the AACN Essentials. Cultural, ethnic and socially

diverse concepts, as well as collaboration and research, are introduced in the first semester and

reiterated as students progress in the program. The learning outcomes are used to organize the

curriculum, guide the delivery of instruction, direct learning activities and evaluate student progress.

Simulation experiences are incorporated in all clinical practicum courses. Students also complete an

80-hour end of program preceptorship. Current written agreements with sixteen clinical agencies

allow for excellent practice learning environments. Students' clinical experiences support the

achievement of program outcomes and reflect nationally established goals.

Bloom’s taxonomy, cognitive learning theory, research, interdisciplinary collaboration, and

other best practices are reflected in the curriculum and instructional process. Examinations, projects,

mastery of cognitive, affective and psychomotor skills, and demonstrated achievement of clinical

objectives are used to evaluate students' achievement of learning objectives. Program outcomes are

evaluated using standardized assessment tools and surveys. As a component of the systematic

evaluation plan, the curriculum is reviewed every two years for adequacy, relevancy and rigor.

Student learning and program outcomes are evaluated every year.

Standard 5: Resources

Fiscal resources are sufficient to achieve program outcomes of the School and commensurate

with resources of the University. The School is housed in Ware-Rhaney Building, 33,636 square feet

of space with central air and heat and wireless technology. Two classrooms, two

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School of Nursing Mission

1. To educate individuals to function as generalists at the undergraduate level and as specialists at the master’s level in professional nursing;

2. To provide a supportive environment to foster research by faculty and students; and

3. To be responsive to the service needs of the community.

School of Nursing Philosophy

The philosophy of the School of Nursing is in accord with the mission of Florida Agricultural

and Mechanical University. The faculty of the School of Nursing believes that baccalaureate

education is the beginning preparation for the professional nurse to function as a generalist in a

variety of healthcare settings. Master’s education builds upon the baccalaureate nursing foundation,

preparing nurses for specialization in advanced practice roles. Major emphases of the curriculum are

humans and their society/environment, the multiplicity of factors affecting their health, and the safe

practice of professional nursing.

The faculty believe that each human is a unique, integrated biopsychosocial being, who

functions in a changing environment. Environment refers to both internal and external forces

affecting health. Basic needs must be satisfied for humans to function optimally. Human behavior is

a response to commonly occurring, multiple, and complex interacting stimuli. Adaptation to these

stimuli is influenced by individual patterns of development.

Societies are globally dynamic and culturally diverse. Societies are characterized by

language, shared beliefs, and common norms that influence the behavior and development of all of

its members. Humans simultaneously occupy many roles within society: as individuals, as members

of families, groups, communities, and populations. Health is conceptualized as occurring on a

continuum with movement between a state of optimum wellness and degrees of illness. The adaptive

abilities of humans are major determinants of their position on the health continuum. Primary health

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10. Demonstrate professional values and accept responsibility and accountability for safe nursing practice as well as for professional growth.

The congruency between the mission/philosophy and outcomes (objectives) of the School of

Nursing and the mission of the University is displayed in Table 1.1a

Table 1.1a Congruency of the Mission of FAMU and the Mission/Philosophy/Objectives of the School of

Nursing

Florida A&M University School of Nursing Mission Mission/Philosophy/Objectives

…is committed to educating students at the undergraduate, graduate, doctoral and professional levels

The mission of the School of Nursing is to educate individuals to function as generalists at the undergraduate level and as specialists at the master’s level in professional nursing.

…is committed to… preparing graduates to apply their knowledge, critical thinking skills and creativity in their service to society

The faculty believes that nursing is … a science built on knowledge... ...outcomes are maximized by incorporating critical thinking skills… The mission of the School of Nursing is to be responsive to the service needs of the community. An expected outcome (objective) is that graduates evaluate knowledge and skills derived from the humanities, the natural and behavioral sciences, and nursing as a basis for making sound judgments and decisions.

FAMU’s distinction as a research institution will continue to provide mechanisms to address emerging issues through local and global partnerships.

The mission of the School of Nursing is to provide a supportive environment to foster research by faculty and students. The faculty believes… the baccalaureate prepared nurse functions as a… consumer of research. The delivery of care should always reflect the changing demands of society… An expected outcome (objective) for SON graduates is that they demonstrate scholarship for appraisal and application of evidence-based practice to improve nursing and health care.

...is dedicated to the advancement of knowledge, resolution of complex issues and the empowerment of citizens and communities

The faculty believes …The delivery of care should always reflect the changing demands of society… The consumer has a right … and … an obligation to share the responsibility…. Societies are globally dynamic and culturally diverse. An expected outcome (objective) is for graduates to provide culturally competent and sensitive nursing care.

The University provides a student-­‐centered environment …

The faculty believes…The learning environment… should foster an enriching interaction between the teacher and learner.

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The congruency between the philosophy and student learning objectives (outcomes) of the

School of Nursing and the core values of the University is displayed in Table 1.1b

Table 1.1b Congruency of FAMU Core Values and the Philosophy and Student Learning Objectives

(Outcomes) of the School of Nursing

FAMU School of Nursing Core Values Philosophy Objectives (Outcomes) Scholarship, Excellence

The faculty believes that nursing is both a science and an art. It is the art of applying scientific principles using evidence-based practice…. The faculty believe that the baccalaureate prepared nurse provides…evidence-based care… …the nurse functions...as… consumer of research

Demonstrate scholarship for appraisal and application of evidence-based practice to improve nursing and health care.

Fiscal Responsibility

The faculty believes that nursing is both a science and an art. It is a science built on knowledge from humanities, the natural, psychological, sociological, and nursing sciences… …outcomes are maximized by incorporating critical thinking skills, to make sound judgments and decisions… … nurse functions as a… leader… Safe, quality health care is a right of all people. As a member of the multidisciplinary health team, the professional nurse collaborates…

Demonstrate leadership for promotion of safe quality care. Communicate and collaborate effectively with client systems (individuals, families, groups, communities, and populations) and the health care team to improve health outcomes. Evaluate knowledge and skills derived from the humanities, the natural and behavioral sciences, and nursing as a basis for making sound judgments and decisions.

Accountability, integrity, ethics, courage

The learner is an active participant and has the responsibility to share in the teaching/learning process. The faculty believes that nurses demonstrate professional values and accept responsibility and accountability for safe nursing practice as well as for professional growth while continuing their education and professional development. The School of Nursing has a firm commitment to facilitate the professional and personal development of its learners.

Demonstrate professional values and accept responsibility and accountability for safe nursing practice as well as for professional growth.

Collaboration, collegiality, openness

As a member of the multidisciplinary health team, the professional nurse collaborates…

Communicate and collaborate effectively with client systems (individuals, families, groups, communities, and populations) and the health care team to improve health outcomes.

Diversity, respect, fairness, openness, courage, freedom

The faculty believes that each human is a unique, integrated biopsychosocial being… Societies are… culturally diverse. …nurses provides culturally sensitive, …care… for diverse clients …

Provide culturally competent and sensitive nursing care.

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FAMU School of Nursing Core Values Philosophy Objectives (Outcomes) Service Health is conceptualized as occurring on a

continuum with movement between a state of optimum wellness and degrees of illness. The adaptive abilities of humans are major determinants of their position on the health continuum. Primary health considerations are the promotion of wellness, prevention of injury/illness, restoration of health, and maintenance of optimal functioning. It (nursing) is the art of applying scientific principles… while utilizing the nursing process… to achieve optimal health. The... nurse provides …care … utilizing the nursing process.

Utilize the nursing process for promoting adaptation of humans along the health continuum and through the life span in a variety of client systems.

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

The School of Nursing’s administrators, faculty, and students participate in the governance of

the parent institution (FAMU). Shared governance of the SON is in accordance with the

organizational structure of FAMU. The University’s organizational chart is available as an Exhibit.

The School of Nursing’s administrators, faculty, and students participate in the governance of the

organization through membership on several university committees. The participation of School of

Nursing administrators and undergraduate faculty on university committees is depicted in Table 1.2a.

Table 1.2a School of Nursing Administrators and Undergraduate Faculty Participation on University

Committees

Name 2007-2008 2008-2009

2009-2010

Baker, Janelle

• Lyceum Series Faculty Senator

• Lyceum Series • Faculty Senator:

Steering Committee Bronson, Sevilla • University Toy Drive Bryant, Brenda • Adjunct Faculty

Handbook • Adjunct Faculty

Handbook Darity, Donna

• University Honors • Committee on

Technology • School of Nursing

• University Honors • Defibrillator • Community Health

Center

• University Honors • Defibrillator • Admission • University Toy Drive

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and By-Laws of the Student Government Association delineate the student body’s role and functions

in the decision-making processes. School of Nursing students’ participation in governance through

the Student Government Association is depicted in Table 1.2b

Table 1.2b Undergraduate Students Participation in Student Government Association

Year Committee Student

2008-2009

Deputy Secretary of Community Affairs: Junior Cabinet

Stephanie Carmon

Student Government Association Volunteers

Amanda Edwards Fabienne Joseph

2009-2010 Junior Class Cabinet Brittini Oden

The Dean, Associate Dean of the Graduate Program and Associate Dean of the

Undergraduate Program comprise the School of Nursing administrative staff as depicted on the

organizational chart in Appendix A. The School of Nursing’s administrators, faculty, and students

participate in the governance of the School through membership on school committees. There are

seven standing committees which provide a variety of opportunities for faculty, staff, and student

participation in the governance of the School of Nursing. The committees are: (1) Admission,

Progression, Retention, and Graduation; (2) Assessment and Evaluation; (3) Constitution; (4)

Curriculum; (5) Promotion, Tenure, Merit Equity, and Professional Relations; (6) Faculty, Research

and Development; and (7) Faculty, Staff and Student Relations. Membership on the committees is

derived through faculty, staff, or student election(s), self-selection or appointment by the Dean to

ensure a balance of representation as specified by the School of Nursing Constitution and By-Laws.

Students hold membership, with a vote, on five of the seven standing committees. The Constitution

and Bylaws of the School of Nursing was revised in Fall of 2009. Students will begin participation

on Assessment and Evaluation Committee in Spring of 2010. The school of nursing also establishes

Ad Hoc committees to manage special needs. Table 1.2c presents undergraduate faculty and

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Committees of the SON

2007-2008 2008-2009

2009-2010

Faculty, Research and Development

*Dr. Mary Ella Graham Dr. Janelle Baker Dr. Mildred Fennal Dr. Uloma Onubogu Dr. Janet Marshall

*Dr. Mary Ella Graham Dr. Janelle Baker Dr. Sharyn Janes

*Dr.Sharyn Janes Dr. Janelle Baker Dr. Mary E. Graham

Faculty, Staff and Student Relations Committee

*Mrs. Sevilla Bronson Mrs. Mary Allen Mrs. Carswella Phillips Mrs. Shawana Wilder Mrs. Yvette Tellis

*Dr. Janelle Baker Ms. Alba Cunningham Mrs. Robin Butler Mrs. Cheree Wiltsher Dr. Delores Lawson Mrs. Carswella Phillips **Naomi Manuel **Patrice Fountain **Mona St. Val

*Dr. Janelle Baker Dr. Delores Lawson Mrs. Carswella Phillips Mrs. Yvette Tellis Ms. Tarolyn Waymon **Naomi Manuel **Patrice Fountain **Demetria Lewis **Michelle Love

* Chair **Undergraduate Student ***Tenured ****Graduate faculty (Chair)

Criterion 1.3 Communities of interest have input into program processes and decision making.

The Florida Board of Nursing, the School of Nursing Advisory Board, Florida Association of

Colleges of Nursing, Big Bend Clinical Spaces Committee, and School of Nursing Student Advisory

Council have major input into program processes and decision-making.

The Florida Board of Nursing, with authority granted by provisions in the Florida Statute:

Chapters 120, 456, and 464, approves nursing programs. The School of Nursing was granted

continuing approval on April 10, 2009. The letter granting approval is available as an Exhibit.

The School of Nursing Advisory Board is charged with the responsibility of making

recommendations to the School of Nursing on processes and decision-making regarding (a) the

undergraduate and graduate curricula, (b) evaluation findings, (c) the practice of nursing now and in

the future (d), advancements in the work place for which our graduates should be prepared (e) the

enhancement of faculty and programs in the School of Nursing, (f) the positioning of the School to

take advantage of future professional and research opportunities (g) fundraising and grant

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opportunities, (h) exposure of students to positive role models, (i) expanding postgraduate

opportunities for students and (j) networking opportunities with individuals, institutions,

organizations, etc. The Advisory Board meets fall and spring semesters each academic year. The

members of the Advisory Board are listed in Table 1.3. The minutes of the Spring 2009 and Fall

2009 meetings are available as an Exhibit.

Table 1.3 School of Nursing Advisory Board Members

2009-2011

NAME TITLE PLACE OF EMPLOYMENT Ms. Florence Bamgbose ARNP Shaun Laurie, MD (Private Practice)

Tallahassee, Florida Ms. Robin Byrd ARNP North Florida Regional Thyroid Center

Tallahassee, Florida Dr. Lenora R. Campbell

Associate Dean of Nursing Winston Salem State University Winston Salem, North Carolina

Mr. Ian Clark Nursing Supervisor Tallahassee Memorial Hospital Tallahassee, Florida

Ms. Loyce Hill Registered Nurse Consultant Florida Department of Health Tallahassee, Florida

Ms. Robin Kretschman Executive Director of Nursing Practice

Tallahassee Memorial Hospital Tallahassee, Florida

Dr. Versie Mallard-Johnson Assistant Professor Robert Woods Johnson Nurse Faculty Scholar

University of South Florida Tampa, Florida

Ms. Barbara Peters Clinical Educator: Education Department

Capital Regional Medical Center Tallahassee, Florida

Dr. Tamika Sanchez-Jones Assistant Professor of Nursing Kennesaw State University Kennesaw, Georgia aw GA

Ms. Natasha R. Sledge Staff Nurse Tallahassee Memorial Hospital Tallahassee, Florida

Ms. Carolyn Wright-Tanner Director, Office of Public Health Nursing

Florida Department of Health Tallahassee, Florida

The purpose of the Florida Association of Colleges of Nursing is to improve the nursing care

provided to persons in Florida through advancing nursing education, research and practice. The

specific activities of the organization include presenting a common voice for the baccalaureate and

higher degree programs within the state, providing a means for members to communicate ideas,

make recommendations and take appropriate action on recommendations and coordinate effort with

the state's associate degree nursing programs. The organization has three regularly scheduled

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meetings per year. The Interim Dean of the School of Nursing is a voting member of the

organization. Bylaws and minutes are available as an Exhibit.

The Big Bend Clinical Spaces Committee meets at least three times per year, prior to each

semester, to discuss the clinical agency requests from area nursing schools. At the meetings,

scheduling conflicts are resolved and other placement issues are discussed. The Associate Dean of

the Undergraduate Program represents the interests of FAMU.

The School of Nursing Student Advisory Council, comprised of four undergraduate class

presidents, meets twice a year, during the fall and spring semester. The purposes of the Council are to

advise the Dean and Associate Deans on matters affecting students and to provide a formal liaison

between the student body and the School of Nursing Administration. Appropriate parties address the

issues identified by students. Fall 2009 minutes are available as an Exhibit.

Criterion 1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community.

The School of Nursing has agreements with a variety of clinical partners to provide access to

learning experiences that promote the achievement of undergraduate program objectives/outcomes.

Clinical agencies include a nonprofit comprehensive teaching and research hospital, for profit

community and rehabilitation hospitals, psychiatric–mental health facilities, convalescence/nursing

homes, health maintenance organizations, and public health departments. In addition, students are

placed in day care centers, senior citizen centers, schools, outpatient clinics and hospice. In addition

to their benefit to the program, clinical agency partners have increased access to highly qualified

prospective employees. A summary of the clinical agency partners used in the baccalaureate

program with reference to the location and name of the facility, type of services provided, and

accreditation/approval/licensure status are presented in Table 1.4. Contracts with clinical partners are

available as an Exhibit.

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Table 1.4 Clinical Agency Partners

Agency Services Provided Accreditation/ Approval/Licensure Status Apalachee Center for Human Services Tallahassee, FL

Mental health clinics and community support programs; All ages

Joint Commission on Accreditation of Healthcare Organization (JCAHO) Aug 2008 Agency for Healthcare Administration (AHCA) 5/2010; 12/2010: 1/2011; 2/2011

Big Bend Hospice (beginning May, 2010)

Provides expert health care, encouragement, hope, compassion and companionship to people with a limited life expectancy

Agency for Healthcare Administration (AHCA) 3/2011

The Birthing Cottage Home-like birth center designed so that expectant parents are involved in normal pregnancy & childbirth

AHCA 7/2011

Capital Health Plan Tallahassee, FL

Health maintenance organization: Primary care

AHCA 6/2011 9/2011

Capital Regional Medical Center Tallahassee, FL

Full service hospital JCAHO July 2006

Children’s Medical Services Tallahassee, FL

State-funded program for children with chronic health problems

AHCA 1/2010

FAMU Developmental Research School Tallahassee, FL

School health services: K-12 Southern Association of Colleges and Schools (SACS)

Florida State Hospital Chattahoochee, FL

Psychiatric hospital for residential geriatric, forensic, developmental and health care services

AHCA 6/2011

Gadsden County Health Department Quincy, FL

County public health unit: Preventive, All ages, Ambulatory clients

Florida Department of Health

Health South Rehabilitation Corporation Tallahassee, FL

Rehabilitative Services: Inpatient and outpatient; All age groups

Joint Commission on Accreditation of Healthcare Organization (JCAHO) 5/2008 ARCH 12/2011

Leon County Health Department Tallahassee, FL

County public health unit: Preventive health; All ages ambulatory clients

Florida Department of Health

Miracle Hill Nursing and Convalescent Home Tallahassee, FL

Long-term care nursing facility; Adults and older adults

ACHA 8/2011

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Agency Services Provided Accreditation/ Approval/Licensure Status New Beginning Child Care Center, FAMU Tallahassee, FL

Child care center: Full service, after- school care; 2 years to 12 years

Florida Department of Children & Families 1/2010

Tallahassee Memorial Hospital Tallahassee, FL

Full service tertiary hospital, All ages Mental health hospital: tertiary care; all ages

JCAHO 5/30/2009

Tallahassee Senior Center, Tallahassee, FL

Senior citizen center

Wakulla County Health Department Crawfordville, FL

County public health unit: Preventive health; All ages ambulatory clients

Florida Department of Health

The Big Bend Area Health Education Center, Inc. (Big Bend AHEC) is an educational

program with a mission to improve access to quality health care in a 14 county service area through

collaborative relationships between educational institutions and service institutions. The School of

Nursing collaborates with this agency by providing community-based client services to improve the

health care of rural and medically underserved areas. The School of Nursing has a second partnership

with Big Bend AHEC to incorporate tobacco training information into the nursing curriculum and to

provide a Day of Sharing at the middle schools by nursing students. This agreement was established

to decrease smoking among youth in the local community. Both agreements are available as Exhibits.

The Live Oak Geriatric Education Center (LOGEC) is a collaborative effort of faculty at

Florida State University, Florida A&M University (including the School of Nursing), and the

University of South Alabama. The mission of LOGEC is to provide training in geriatrics for health

care professionals and community-based providers, with a special emphasis placed on the training of

professionals serving rural and urban underserved and minority elders. LOGEC serves older adults in

the Florida Panhandle, South Georgia, and Southeast Alabama. In conjunction with its LOGEC

partner, nursing faculty and students have enhanced their knowledge of and commitment to serving

older adults. The agreement is available as an Exhibit.

The School of Nursing is a collaborating partner with the SMART Center at Case Western

University School of Nursing. The SMART Center is a National Institute of Nursing

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proposed operating budget and the Legislative Budget Request (LBR) for the coming year. The

Spring 2009 request from the School of Nursing is presented in Table 1.7

Table 1.7 School of Nursing 2009-10 Budget Priorities

School of Nursing Priorities 2008-2009 University Strategic Goals 1. Secure reaccreditation of the undergraduate program by National League of Nursing Accrediting Commission in Spring of 2010

Secure reaffirmation by the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC) and move the accredited disciplines toward compliance with the standards of their respective accrediting bodies

2. Increase enrollment in the graduate program in nursing

To increase enrollment, as well as retention and graduation rates by improving the quality of the student experience

3. Renovate (remove wall) two small existing classrooms to accommodate the larger enrollment of undergraduate students. Convert (paint, minor repairs, etc.) existing under utilized space to accommodate the larger enrollment of undergraduate students.

To increase enrollment, as well as retention and graduation rates by improving the quality of the student experience

The University Budget, including the School of Nursing request, is next examined by the

University Budget and Planning Council (UBPC). This Council oversees the allocation of the

University’s resources to accomplish the goals and objectives of the Strategic Plan, and to make

recommendations to the President regarding allocations. The UBPC consists of representatives from

the entire University community, including the Provost and Vice President for Academic Affairs.

The Board of Trustees, in consultation with the University President, approves and submits

the institutional budget to the Board of Governors. The Chancellor of the University system submits

a legislative budget request to the governor and legislature for approval. The process is reversed after

the state legislature appropriates funds. Funds are allocated to each unit in the University according

to the amount of monies available. If new funds are available, they are allocated based on the priority

order of the request submitted to the BOG. Administration of the budget is the responsibility of the

Dean.

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Criterion 1.8. Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit.

Faculty policies of the School of Nursing are consistent with the governing institution

with the exception of the nursing practice discipline requirements. Faculty members

appointed at the undergraduate level are subject to the same policies as faculty teaching on the

undergraduate level at the governing institution. Faculty policies addressing non-discrimination,

faculty, academic rank, grievance procedures, promotion, salary and benefits, tenure, rights and

responsibilities and termination are described below. The Collective Bargaining Agreement Between

Florida Agricultural & Mechanical University Board of Trustees and United Faculty of Florida

(available as an Exhibit), University Faculty Handbook (www.famu.edu/facultysenate/Faculty

Handbook) and FAMU Constitution and By-Laws (www.famu.edu/facultysenate/Academic

Constitution and By-Law) and/or Board of Trustee Regulation: Chapter 10

(http://www.famu.edu/index.cfm?regulations&Chapter10(Personnel)) describe these policies. The

School of Nursing Faculty Handbook contains policies specific to the nursing unit and is available as

an Exhibit.

Non-Discrimination

It is the policy of Florida A&M University that each member of the University community be

permitted to work or attend class in an environment free from any form of discrimination including

race, religion, color, age, handicap, disability, sex, marital status, national origin, veteran status, and

sexual harassment, as prohibited by state and federal statutes.

Promotion

Faculty members holding the rank of instructor, assistant professor, and associate professor in

one of the academic units of the university are eligible for promotion to a higher rank. Specific

criteria for promotion are established in the academic unit in which promotion is initiated. After an

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STANDARD III: STUDENTS

Student policies, development, and services support the goals and outcomes of the nursing education unit.

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

Polices are publicly accessible General student policies relating to nursing students are published in the Florida A and M

University Catalog and the Florida Agricultural & Mechanical University FANG: The Student

Handbook. Policies specific to undergraduate nursing students are also published in the School of

Nursing Undergraduate Student Handbook, available as an Exhibit.

The University Catalog (http://www.famu.edu/index.cfm?catalog) and the FANG: The

Student Handbook (http://www.famu.edu/Students/NEWFANG%202008-2010X.pdf) are publicly

accessible and only available online. Upon admission to the professional level, the School of Nursing

Undergraduate Handbook is distributed and discussed with all baccalaureate students in NUR 3825:

Introduction to Professional Nursing.

Policies are Non-discriminatory

All School of Nursing policies are nondiscriminatory. Although the majority of students

admitted to the School are African-American females, there is diversity within the highly qualified

student population with regards to race and gender as presented in Table 3.1.

Table 3.1 Gender and Ethnic Background of Students Admitted

Academic Year Gender Ethnic Background M F African-American Caucasian Hispanic-American Other

2008-2009 6% 94% 94% 3% 1% 2% 2007-2008 10% 90% 97% 3% 0 0 2006-2007 6% 94% 97% 1% 1% 1%

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5) to decrease medication errors. Electronic nursing documentation is another example of the area's

clinical agencies’ commitment to best safety practices. Students actively participate in achieving the

safe and quality health care goals of the agencies. In addition, TMH is the recipient of the National

Research Corporation’s National Consumer Choice Award for five consecutive years as a high

quality health care providing hospital. TMH is also striving to obtain Magnet Hospital status.

Capital Health Plan is a health maintenance organization and clinical agency utilized for

students clinical experiences. Capital Health Plan was ranked among the Nation's Top 5 Commercial

and Medical Health Plans by U.S. News and World Report in 2009. Providing clinical experiences

reflective of current best practices and nationally established patient health and safety goals is a

collaborative endeavor for all parties involved in educating students enrolled in the program.

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STANDARD V: RESOURCES

Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.

Criterion 5.1 Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization.

Florida A&M University’s fiscal year runs from July 1 through June 30th of the following

year. In 2005, the University developed a formalized integrated planning and budgeting process.

The process seeks to objectively and systematically align the initiatives, activities and resources

allocated to each college, school, program, academic and administrative services unit with the

University’s goals as identified in its Strategic Plan. The budget for the School of Nursing is

presented in Table 5.1a

The fiscal allocation of institutional funds to schools and colleges are referred to as the

State’s Education and General (E & G ) funds. The E & G funds allocated to the School of Nursing

(SON) have been sufficient to ensure a passing rate on 2006 and 2008 licensure examination that

exceeded the national average, appropriate faculty-student ratios and satisfaction with program

expressed by alumni and employers for the past two years. In spite of the national recession and

resulting budget cuts in state resources provided to all the state universities, Florida A&M University

has made preserving the quality of academic programs and meeting accreditation standards a priority.

Fiscal resources for the School of Nursing (SON) are commensurate with the resources of the

governing organization. The budget for the School of Nursing is presented in Table 5.1a.