Fayetteville Technical Community College

Fayetteville Technical Community College

Detailed Assessment Report2015-2016 Practical Nursing

As of: 8/01/2016 01:06 PM EST

Mission / Purpose

The purpose of the Practical Nursing Department of Fayetteville Technical Community College is to establish and maintainquality staff, faculty, and facilities necessary to educate and train competent entry level Practical Nurse's to serve the healthcare needs of the citizens of our state, while achieving the educational goals of our students. The Practical Nursing Program is aface-to-face program that is offered at the Fayetteville Campus and the Spring Lake Campus.

Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets,Reporting Findings, and Action Plans

SLO 1: Communication in Healthcare Settings Practical nursing students must be able to communicate effectively with patients, family members and other healthcareprofessionals. Communication is a vital component in providing quality healthcare.

Relevant Associations:General Education/Core Curriculum Associations

1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.

InstitutionalGoals Associations2 Establish a culture of quality customer service.3 Ensure fiscal responsibility, accountability and financial stability.4 Focus on workforce preparedness to support economic development.

StrategicObjectives AssociationsFTCC

3 Partner with community organizations to connect students to potential employers.10 Improve assessment plans with documented evidence of outcomes.

Related Measures

M 1: Communication in Healthcare SettingsWhy: It is important the Practical Nurse understands the process of therapeutic communication. The face to face andoff campus students (Spring Lake Center - SLC) must be able to communicate with patients, family members and thehealthcare team in an effective manner. What/How: Students will interview patients to obtain information, establish atherapeutic nurse-patient relationship, complete verbal and written reports of patient's status and maintaincommunication with clinical instructor during clinical experience about assigned patient. Documentation must begrammatically correct and free of spelling errors. When/Who: Evaluation will be completed by each face to face andoff campus (SLC) student's clinical instructor at the end of the semester.Source of Evidence: Written assignment(s), usually scored by a rubricConnected Document

Communication Evaluation

Target: 95% of students will receive satisfactory grade in communication on clinical evaluation.

Reporting Finding (2015-2016) - Target: Met97% of students were complete Satisfactory in all communication areas of their clinical evaluations for clinicalrotation Spring 2016 Med/Surg.Connected Documents

Communication Clinical EvaluationGrading Communication

SLO 2: Clinical Simulation Experience in Medical/Surgical Nursing In Nur 102BB, students will demonstrate critical thinking skills and be proficient in providing nursing care during thesimulation clinical experience. Students will perform nursing care to medical/surgical related cases for adults and children.


1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.2 Use critical thinking to analyze problems and make logical decisions.3 Demonstrate socialization skills that support cultural awareness and a global perspective.5 Demonstrate computer literacy.

InstitutionalGoals Associations2 Establish a culture of quality customer service.4 Focus on workforce preparedness to support economic development.


10 Improve assessment plans with documented evidence of outcomes.

Related Measures

M 2: Clinical Simulation Experience in Medical/Surgical NursingWhy: Upon successful completion of the spring semester (medical/surgical nursing), face to face and off campusstudents (Spring Lake Center - SLC) must have the critical thinking skills, knowledge and abilities needed to work inthe various practice settings of nursing. Clinical experiences are a good measurement of a student's ability to takeinformation learned in the classroom and lab and apply that knowledge to a real-world situation. Simulation Clinicaloffer many different situations that students may not have an opportunity to obtain in hospital settings. What/How: In response the action plan developed during the previous assessment cycle, the department decidedto focus upon one specific course instead of the entire program due to completion timelines extending into futureassessment cycles. Student's performance in the simulation using virtual experiences will be assessed in springsemester Nur 102BB. The face to face, distant education, and off campus students will be evaluated by clinical andsimulation instructors at the end of spring semester. Situations will be recorded for instructional feedback forstudents. When/Who: Analysis of the results for the face to face and off campus students (Spring Lake Center - SLC) clinicalsimulation will be completed by the clinical instructor at the end of Nur 102BB after med/surg nursing.

Source of Evidence: Performance (recital, exhibit, science project)Connected Documents

Simulation Eval Results Nur 102B 2016Simulation Rubric

Target: 90% of students will meet expectations or exceed expectations in evaluations of simulated clinical rotation inmed/surg.

Reporting Finding (2015-2016) - Target: Met94% of students met expectations or exceeded expectations in simulated clinical rotation in Spring Semester.Connected Document

Simulation Eval Results Nur 102B 2016

Reporting Finding (2014-2015) - Target: Not Met80% of students have not met clinical simulation performance at a expected level or exceeded expectationlevel.Connected Document

Simulation Eval Results Nur 103B

Reporting Finding (2013-2014) - Target: Partially Met85% of students received a satisfactory or above average evaluation during simulation clinical rotation.Students were able to view their performance during debriefing and know which areas need improvement.

SLO 3: Cultural Competence The students will demonstrate the ability to communicate with patients and healthcare providers professionally thatsupports and respects cultural differences and beliefs.


2 Use critical thinking to analyze problems and make logical decisions.3 Demonstrate socialization skills that support cultural awareness and a global perspective.




Related Measures

M 3: Cultural CompetenceWhy: It is important that the Practical Nurse understand cultural differences in order to communicate effectivelyduring the treatment of patients and interaction with other healthcare professionals. What/How:Face to face and off campus students (Spring Lake Center - SLC) will learn the differences in differentcultures and religions. Students will respect cultural differences in providing care to patients, families and workingwith other professionals. When/Who: Faculty and students alike will share and teach cultural differences to eachother. The face to face and off campus students (Spring Lake Center - SLC) will be tested on knowledge of culturalsensitivity, differences and how to better understand others needs through test analysis.

Source of Evidence: Writing exam to assure certain proficiency levelConnected Document

Cultural Competence

Target: 80% of students will score 80% or better on unit exams related to content that has been taught in lecture and inclinical setting related to cultural diversity.

Reporting Finding (2015-2016) - Target: Met87.9% of students obtained 80% or above on Cultural Diversity segment of Unit II exam in Nur 102AB.Connected Document

Cultural Diverrsity Exam Results

SLO 4: Dosage Calculations Students will be able to demonstrate quantitative competencies by correctly preforming calculations required to properlyadminister correct dosage of medications.


2 Use critical thinking to analyze problems and make logical decisions.4 Demonstrate quantitative competencies.




Related Measures

M 4: Dosage CalculationsWhy: Practical Nurses are required to perform calculations in medication administration. The ability to accuratelyperform these calculations is essential for safe medication preparation and administration.

What and How: The face to face and off campus students will practice calculations in medication administrationduring the Spring semester, as reflected in the action plan from last assessment cycle, which offers a longer periodof time in which to pass the exam. Students face to face and off campus (Spring Lake Center - SLC) are offeredmultiple attempts in which to pass the exam.

When and Who: Analysis of the results from the dosage calculation exams will be completed by the instructors anddepartment chair each semester.Source of Evidence: Standardized test of subject matter knowledgeConnected Document

Dosage Calculation Rubic

Target: 80% of students will receive a 90 or better on a comprehensive dosage calculations exam. Accurate calculationsare necessary in order to properly calculate and administer medications and prevent patient harm. Studentswho can successfully pass a comprehensive dosage calculation exam with a 90 or better demonstrate thepotential to perform at a near 100% rate with additional training and experience.

Reporting Finding (2015-2016) - Target: MetMore than 80% of the students in Spring semester received 90% of better on the dosage calculation exam. Atthe end of the three attempt all students were successful in receiving 90% or better. Connected Document

Dosage Calculation Results 2016

Reporting Finding (2014-2015) - Target: Partially Met80% of students were able to achieve 90% or better after possible 3 attempts of dosage calculations. Studentshad difficulties with combining medications and IV therapy medications. Students had difficulties when allowedto use calculators with first summer dosage calculation exam.Connected Document

Nur 103B Dosage Calculation Results

Reporting Finding (2013-2014) - Target: Met95% of students received 90% or better in one to three attempts on the dosage calculation exam.

SLO 5: Computer Literacy Students will demonstrate computer literacy as they navigate through the Virtual Clinical Excursion exercises and submitcompletion online for grading.


1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.2 Use critical thinking to analyze problems and make logical decisions.5 Demonstrate computer literacy.




Related Measures

M 5: Demonstrate Computer LiteracyWhy: Face to face and off campus students must have the skill and ability to use a computer effectively. Computerskills are desired in nursing for data entry, charting and medication documentation.

What and How: Students face to face and off campus (Spring Lake Center - SLC) are required to document andsubmit computerized data, nursing notes and medication information through a computerized program for clinicalpaperwork and simulation clinical. When and Who: Upon successful completion of each clinical rotation students must have basic computer skills fordocumentation. Face to face and off campus (SLC) students must complete sections of computer charting as well asnurses notes.Source of Evidence: Written assignment(s), usually scored by a rubricConnected Document

Demonstrate Computer Literacy

Target: 85% of students will complete and submit these Virtual Clinical Excursion assignments for during the SpringSemester. Paperwork will be submitted proper grammar, spelling and will send through the Virtual ClinicalExcursion computerized system. For the purposes of this assignment, the student will receive a grade ofsatisfactory as long as the assignment is completely accurately via the computer system and submitted.

Reporting Finding (2015-2016) - Target: Not MetVirtual Clinical Excursion is a computerized program purchased by students along with the book from Elsevierbook company. This year the computerized portion of the program has had many problems that wereunresolved. So the paperwork was not submitted through the computer system. Elsevier in good faith havegiven students another computer program to will assist with studying for their NCLEX and program success.The students are now submitting through the computer the NCLEX and remediation questions answered forreview from faculty. This has been a demonstration of their computer literacy for this year. We will not revisitVCE but use other computer means for computer literacy.

Related Action Plans (by Established cycle, then alpha):For full information, see the Details of Action Plans section of this report.

New computer program for computer literacyEstablished in Cycle: 2015-2016Elsevier has sent student an access to another computer program that allows faculty to see the results ofanswers to questions t...

Details of Action Plans for This Cycle (by Established cycle, then alpha)Dosage Calculation

Students will meet required 100% completion of dosage calculation by third week of summer semester. Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighImplementation Description: Completion of dosage calculation exam.Projected Completion Date: 06/2015Responsible Person/Group: Dept Chair/PN faculty

Dosage Calculations95% of students will be proficient in using calculators in dosage calculation exam,s with a score of 90% or better in 3attempts.Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighImplementation Description: Students who have not received 90% after first summer exam will be required to re-mediate and take next exams scheduled.Projected Completion Date: 06/2015Responsible Person/Group: Department Chair and Faculty

SimulationStudents will complete clinical rotations in simulation at the end of summer semester. Students will be able to completetotal patient care as if in actual clinical setting with also emergency management. Students will be able to critically thinkusing the knowledge base they have. Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighImplementation Description: Completion Clinical SimulationProjected Completion Date: 07/2015Responsible Person/Group: Department Chair PN/PN Faculty

Simulation PerformanceStudents will complete all clinical simulation case studies and scenarios this summer. All student will rotate one or twotimes for complete proficiency in simulated clinical situation.Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighImplementation Description: Students will rotate day or evening through simulation for clinical experience withdebriefing.Projected Completion Date: 07/2015Responsible Person/Group: Department Chair and Simulation Clinical FacultyAdditional Resources: Simulation Lab with B line for recording.

New computer program for computer literacyElsevier has sent student an access to another computer program that allows faculty to see the results of answers toquestions through submission in the computer system. Faculty are able to see that students are answering questionsin preparation for NCLEX and content being taught.

Established in Cycle: 2015-2016Implementation Status: PlannedPriority: Medium

Relationships (Measure | Outcome/Objective):Measure: Demonstrate Computer Literacy | Outcome/Objective: Computer Literacy

Implementation Description: Computer program from ElsevierProjected Completion Date: 07/2016Responsible Person/Group: Sandra Monroe

Analysis Questions and Analysis Answers

What were the strengths of your assessment process?

The assessment allows for the department to see how Face to Face, distance education and off campus students areperforming. It also allows the department to use different tools to measure the competency of skills of the students. Thedepartment also sees what is working well in the department with students.

What were the weaknesses of your assessment process?

More assessment of different areas or more specific segments may need to be measured of the face to face, distanceeducation and off campus students. Some other segments may need to be looked at or other tools used to measureassessment. A weakness of one assessment that we had use a substitution, was the the book company was havingcomputer problems with the implementation of one of the programs that we were to use.

What was learned as a result of your assessment process?

The department is able to work together with the face to face, distance education and off campus students and look at theclass as a whole in overall outcomes. We work to help with the enhancement of learning and outcomes for all the students.The assessment of the different skills of the students were much better. Simulation was used more this year to givestudents that actual workplace environment situation. This helps with providing the workforce with prepared entry levelnurses.

How will what was learned impact the direction and emphasis of your academic or support unit?

The department used some of the responses that our Advisory Committee elicited at the meeting concerning competententry level nurses being better critical thinkers. Using simulation a student does not have the instructor in the room withthem and they have to take care of the client as they have been taught. They have to be able to think quickly on their feetand respond adequately. This gives the student a wake up call to the actual workplace. The department continues to seekinnovative ideas of helping students to be prepared for the workforce. We want the students to provide safe qualitynursing care with confidence.

Annual Report Section Responses

Program Review (Academic Units) Attached is the most recent academic program review.

Connected Document2014 Practical Nursing Program Review Evaluation

Advisory Comm. Minutes (Academic Units) All academic programs have associated Advisory Committees that provide community input on program direction andoutcomes.

Connected DocumentsFall Advisory Meeting Mins 2015Nursing Advisory Newsletter Sp/Su 2016

End Of Year Reports (VPs, AVPs, Deans) Strategic Plan (2015-2020) and other related documentsConnected Documents

2016 Grad SurveyStrategic Plan 2015-2020

FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE

Practical Nursing

Clinical Evaluation

Student: ___________________________________________________ S = Satisfactory

Unit/Date: __________________________________________________ U = Unsatisfactory

Instructor: ___________________________________________________

S U Comments 1. Assessing:

A. Defines patients medical diagnoses.

B. Defines patients past medical conditions and surgical procedures.

C. Monitors vital signs and recognizes deviations from normal.

D. Lists all medicine giving generic and chemical names and pertinent rationales. Computes drug cards appropriately.

E. List all current therapies/treatments and pertinent rationales.

F. List all allergies. Code status and safety measures, as well as up to date information on diet, activity, etc.

G. List patients impairments, habits (i.e. smoking) and basic needs.

H. Identify alteration in health patterns and list appropriate data.

2. Planning:

A. States patients problem in appropriate terms.

B. Prioritizes problem utilizing the established nursing care plan.

C. Plans appropriate and realistic nursing actions with pertinent rationales utilizing established NCP on chart.

D. Establishes priorities for meeting identified needs of patient(s). Has greatly improved throughout clinical rotation

S U Comments 3. Implementing:

A. Implements nursing actions based on beginning knowledge of scientific principles and the nursing process.

B. Checks medical orders prior to implementing care.

C. Implements nursing actions consistent with safety standards. Safe practitioner

1. medical asepsis and universal precautions

2. body mechanics/alignment for self & patient

3. positioning

4. protective devices

5. notes location of emergency equipment & maintains safe physical environment

D. Interacts therapeutically with patient to provide psychological support: fosters patient independence.

E. Recognizes and performs nursing actions to meet the basic needs of the patient(s):

1. airway management

2. nutritional support

3. elimination (cath/condom are: dealing with bowel/bladder incontinence)

4. hygiene (bathing, bed, oral, hair nails)

5. rest and activity (therapies, ROM, etc. carried out appropriately)

6. recognizes patient’s needs for rest and carriers out care accordingly F. Works independently to give basic nursing care but recognizes and seeks supervision and/or

assistance appropriately.

S U Comments

G. Administers medication in a safe manner:

1. check physician’s orders and MAR

2. researches drugs prior to administration: able to state purpose, dose, and significant nursing interventions

3. checks appropriate records before giving prn medications

4. uses proper asepsis when administering medicines

5. calculates dosage correctly

6. reads medication labels at least three times

7. properly identifies patient before medicating

8. observes 5 R’s of medication administration

9. checks that oral medications are swallowed

10. stores medications and cleans area

11. properly documents medication administration

4. Evaluation:

A. Evaluates overall results of nursing actions.

B. Evaluates patient response to nursing actions and documents prn’s on patient records

C. Recognizes and reports adverse/inappropriate response actions. 5. Documentation:

A. Charts vital signs and weights accurately.

B. Charts additional flow-sheet information with appropriate supervision

C. Reports abnormal conditions, responses, immediately to appropriate person(s). Able to identify abnormal conditions

D. Writes complete and concise nursing notes when appropriate

S U Comments 6. Communication:

A. Interviews patient and/or family members to obtain specific information.

B. Establishes, maintains, and terminates a therapeutic nurse-patient relationship

C. Obtains report at the start of the shift in prescribed manner.

D. Provides complete verbal report of patient’s status and care given before leaving floor and at the end of the

shift.

E. Maintains communications with instructor; uses instructor as first resource for information/assistance as

appropriate

F. Uses proper grammar and terminology in oral reports and discussion with instructor, staff, and peers

G. Uses proper grammar and terminology in written work.

1. worksheet

2. nursing notes

H. Uses proper grammar and communicates at an appropriate level with the patient and family members; explains

procedures and actions to patient prior to and during procedures.

7. Professional Development:

A. Practices appropriate care at the PN student level.

B. Demonstrates accountability and responsibility

1. submits written assignments on time and completed

2. does own research

3. verifies orders and checks schedules to give care at appropriate times

4. reports errors/oversights to instructor 5. if unable to be present, follows department procedure to notify instructor

S U Comments 7. Professional Development: (Continued)

C. Accepts and utilizes constructive feedback.

1. demonstrates beginning skills in carrying out all aspects of care

2. identifies strengths

3. identifies own weaknesses and those identified by instructors, and uses this knowledge to improve

performance

D. Demonstrates flexibility by responding appropriately to changing situations/assignments.

E. Exhibits professional conduct.

1. uses proper language

2. adheres to dress code

3. maintains confidentiality

4. is punctual in (1) reporting to clinical area; (2) taking meal breaks; (3) reporting for post-conference

5. incorporates ethical/legal standards into nursing care provided

F. Demonstrates initiative in seeking learning opportunities.

G. Participates in post-conference

1. volunteers input

2. asks for appropriate clarification of issues

3. focuses on subject being presented

Evaluation Rating:

Final: _____________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Instructor Signature/Date: ___________________________

Student Signature/Date: _____________________________

Student comments: _______________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE

Practical Nursing

Student Self-Evaluation

ROTATION 1

1. Areas of Strength:

2. Areas Needing Improvement:

3. Goals/Plans for Improvement

4. Have previously set goals been met? How or why not?

Communication section of Clinical Evaluation – Spring 2016 Med/Surg Clinical Rotation

S U Comments 1. Communication:

A. Interviews patient and/or family members to obtain specific information.

B. Establishes, maintains, and terminates a therapeutic nurse-patient relationship

C. Obtains report at the start of the shift in prescribed manner.

D. Provides complete verbal report of patient’s status and care given before leaving floor and at the end of the

shift.

E. Maintains communications with instructor; uses instructor as first resource for information/assistance as

appropriate

F. Uses proper grammar and terminology in oral reports and discussion with instructor, staff, and peers

G. Uses proper grammar and terminology in written work.

1. worksheet

2. nursing notes

H. Uses proper grammar and communicates at an appropriate level with the patient and family members; explains

procedures and actions to patient prior to and during procedures.

Communication Section of Clinical Evaluation – Nur 102BB Spring 2016

Key: Satisfactory

Needs Improvement

Unsatisfactory

Students A B C D E F G H Total Eval

FTCC DAYS

1 S S S S S S S S S

2 S S S S S S S S S

3 S S S S N S S S S

4 S S S S S S S S S

5 S S S S S S S S S

6 S S S S S S S S S

7 S S S S S N S S S

8 S S S S S S S S S

9 S S S S S N S S S

10 S S S S S S S S S





















FTCC EVENING





35 S S S S N S S S S






41 S S S S N N N S S









50 S S S S N S N S S

SLC Evening







57 S S S S N N S S S






Performance Evaluation for Simulation: Spring 2016 Clinical Rotation (Days,

Evenings, SLC)

Students Exceeds Expectations Meets Expectations Does Not Meet Expectations

DAYS

1 X

2 X

3 X

4 X

5 X

6

7 X

8 X

9 X

10 X

11

12 X

13 X needs improvement

14 X

15 X

16 X

17 X

18 X


20 X

21 X

22 X


24 X

25 X


27 X

28 X

29 X

30 X

EVENINGS

31 X

32 X

33 X

34 X

35 X

36 X


38 X

39 X

40 X

41 X

42 X

43 X


45 X

46 X

47 X

48 X

49 X

50 X

51 X

SLC EVENING


53 X

54 X

55 X

56 X

57 X


59 X

60 X

("'-'.·,1Performance Checklist Student Name:

'-'.' "...•.•,--..-.."..-.-.-, ..".-----."-- ..,,'''.-----, ,,..,,-- -- ..-_."".--_."._.--__ ...•-- --, _. --- ,.._.,-.- ..- ..----.--.-.-"1'''---''".-." --."•.,.."..,-_.""",,,...•..".•"".., _ _ .•" , _..,-.._ " ··..·"·_-"'.··""_".w_ _,,,,.,! Evaluation Rating ! Performance Criteria ! Comments 1:

I' "--,, ·······..···"--" ..·---1-·..·..-----····-,, ·..-··-00;5Not "·-r-·_· ,,·_·,·_-,··,_,,'-.·"""·""·"---"·_·-"-----··"·"·--r--···"· .-..".~.- -- ..-~.- --.--." ..-- ..-.--".-.-- ..-,,--.-, ..-··""·--·-fi Excee~s l Meet>: I Meet ! I I!.,~~.~.:.~~~_~I.~~:".~~.~~~~~.t.~~.~~JExp.~ctationsJ! \

Initial Assessment... " .•.......•.•.... ,.__ .." ..... " ..," ..".... . .. "

Performs hand hygiene:• Before and after patient contact• After removing gloves

Uses gloves:• When in contact with bodily fluid• Between dirty and clean tasks

Introduces self to patient.

~, ..~...- .•....,-..~,.•.,..~." ~,,-

Verifies patient identity with twoidentifiers.

Facilitates informed patient consentfor care by explaining actions to betaken, purpose of interaction, and

, pertinent outcomes,

Reviews patient's medical record,

Copyright © 2012 by Elsevier Inc. All rights reserved.$.E:Ji~;:'(;~~~illrii§~;~r;sJ;:'~;lb~Jl;::;;:.~~~~J..s;~~\ifIT&f.~~~~~~.;.&~:;t:;;,):;;.*~.;,~;·iJ~:;g;:'2.';il,fti:~~i;~f~:;~~;Q;;::;~~;ih;i1:~fl~';;:;{:~;',:::""::';'·~~..r':·:~·,'·-;.,·:tt;j}}:7D;;5::Y:,'~Zi~;:\;-:,r:;c;;{;~g:'~~ii~;u:g{:ig,;yt;;r-i;:;~~I2}~;;:~2,;;$f~"W

Fundamentals 4 I Page 14 of 19

( ( (

( (

Performance Checklist-cont'd Student Name: [ . .__ . .._. .~=~-~~J~-..- -.-...•---.•-.-.- ..- ---.- --.-.-.--- ..-.-- ..~.-.._ ,_ _ .._.__ .........•.- __ ._.__. -_.__ ._ ......•... -._.__ ._-_.- •.._ .....•.__ _ _--.__ .._-_ .._--_ .•._ _-_ ..•-,! Evaluation Rating I Performance Criteria I Comments 1:

L__.._ _.._ _--._ ] .•.._._ .._-_ _ _ .._-c - ·..-- ··---·..····t"·--·--·-- -···..·--- ..·..----·--·-.--.--~.-.- ..---.-.--- -- -- - ----.-.-.- .._ _-- __ _-_.--1.

l IDoes Not j 1

Excee~s Meet~ Meet I .Expectations Expectations I Expectations! I.-_ __"'.-·· -·-r--- -----··---t---------r," Performs ..~nvi~~;~·~~tal·~~f~ty----------------- ---------·----,,·"'1

1 ;I ! I assessment: I

I! • Patient safety 1J____ I • ~mergency eqUiPment. ..

I I i -l=sesses peripheralintravenoussite.I l I1 - " , _.. . . __ _ .. _._J ---- " - -------- -.. ..~ "- ..- . -- -- - ." _ .._.,'- .. _._"._ '-~'--'- "",-' .- ---- .Focused Assessment..·.."-·..···-·I·---·..·-~--- "' - - "I·'

Conducts focused neurologic andpain assessments, recognizingdisorientation to time.

--.--.--...-.---.."'~.-----.---- ..-....,-----.-.--.-..-.,-----··-----·---·-------·-·--1---··--·--..-----··-..-·----..-·-·---·---·..·--·--...- ....---· ..---·1I Conducts a fall risk assessment: I

• Uses the Morse Fall Scale• Obtains appropriate subjective data

from patient to adequatelycomplete assessment

.".----l- ...---. '-'_.'IIConducts a pressure ulcer risk

\

. ! assessment:j • Uses the Braden ScaleI ! • Obtains appropriate subjective data

_J .____LE~J:~~!~s~~~t'y._...J.... !I'--

(

Fundamentals 41 Page 15 of 19~·~~~"l,:xG:i'?~~~r~~3lm~'~~~-.:{ii1~*"~;:;iii,~~"~'§'W'£~~~·~·~~

I IEvaluation Rating Performance Criteria Comments

Exceeds Meets Does NotMeetExpectations Expectations Expectations

Recognizes abnormal findings:

I • High fall risk• Moderate pressure ulcerI

development risk

I • Wet urinary incontinence pad~ ••• >.,~ ,'.,',·.-·' •••••.. '.'''v~_."".•.",.~

""' ___ '" '_"~~"."'" , '~"'''_''''' _," •._.~.,~_, ·~.b ••••••

Interventionsr"¥'" ;.;,,.-,,,"~"-~ .".,,,,, .. ,""-"'~-"-' ,~.-, .•.•.. ,'-,-"".~ ..••.•/."-'> .• ".- ••"'"

Treats patient with dignity andrespects her independence .

•,.,•.,'._",,~~'~""_L'~_'''._'~'''~'''''''___'..',

Utilizes therapeutic communicationto provide education and addresspatient concerns.

Reorients patient to time.

Provides incontinence care.

Develops fall prevention plan withpatient.

Copyright © 2012 by Elsevier Inc. All rights reserved. Fundamentals 4 I Page 16 of 19

,) ) )

(

Performance Checklist-cont'd Student Name: C---- Jr:;~1;:J:;~~~:i:!~:~~rf~~~~!iri~--=-r=__=__~~~__=_~I 1_.

1" --------1----.--------.------._-------.---------------.-----.-.----

I 1 f ! Initiates fall prevention measures:\ I 'I • Call light within reach

I I l • Upper side rails in up position. I • Bed in low position

I I I · Bed brakes onI • Needed supplies within patient's! reach

I ! • Non-skid socks on patient! • Bedside commode next to bed in! proper position for patient use

I1I Informs patient of additional fall \I prevention measures: II · Nursing rounds at set intervals II • Placement of patient closer to !

---------ll·--------II-------------llD::::~ ::~:~re ulcerprevenlion ' -------------- ·---------1plan with patient.

!___ -L _

( (

! ---'Initiates pressure ulcer preventionmeasures:• Bed at 30-degree position to

decrease friction• Barrier ointment after incontinence

carel , I__ ...J_.

Copyright © 2012 by Elsevier Inc. All rights reserved.G~'-

[) ~,l~Vt1iJ:~j~~"fO[}) ;~;~§[LJE/~tR!t~~~U~":~:1:. §'\.J~~~TE}\·.~'.C£'!~~~~~~:~c.;.,:£'k:~'i~'_~l~~~:;!J.!.:...i J:::31."'!!G:;:z.~li~;:,;;::::-::::..~~'8"~~~z~. __...._ ..._ ...__,~~"'_:..<_ ...••....•·.•...•••4-_~..•..•.__'_=. .•.••.••_ .•"' •._~~.~. _.,...-"'._.'""'"''''" ..;o.:.,..~ .•~ ..•.,........_-........'''''''=''''''~~''_."""" •••,,.;...'_.=. _- ., ••• "_~",._ •.•• ,_ ••• -,,,

Fundamentals 4 I Page 17 of 19~~~-'O: ..'ll""'l",~t~~"':"'~~,....~""..,...~~~~,_..~It!"'.".,.C;' .•,:~7·~~~~~~~ •.•.•G..~~~~~:-..-:,..~~~

Performance Checklist-cont'd Student Name:,.-.---------.- ---.-.-- ..----- -..- ---..---·--·---..-·----··--·--·..-T-..··--·---·---·---·····-- ..--·--..-- ..··..-·..-~l-·--·--··---- --..-.----- -.- ---.- _ _··..__ _..···..· ·..1.! Evaluation Rating Performance Criteria I Comments ~t •......._ __ .- ..,,·-·_ r · ---"-.·-..·..·-·····..··..·~- ___.._t __." _~__ ..- ..- .. - -- ..----- ..- ..--•....-r.-- -.- --- ..---- -.- ,,_ _ .. . ___ __!Ii! Does Not I I! Excee~s I Meet~ ! Meet I! I! Expectations; Expectations i Expectations" iI-·- -..·..·..··-· c.- }- ··- ----- ..1--..-·-·-- ·..--- ..---·1--·..-· -·-·..-..- - __ - - - - ~- - -.- -.-"- ..- -.-..- -- -- --.-.-- ._ _ ----1\ t.. I 'I Informs patient of additional pressure ! I

! ! ulcer prevention measures: I !it! • Toileting schedule ~ !

1 I Ii· Repositioning schedule 1 !i I I II • Nutrition consult: I" ~

I,! "'-.--."".-"..-.-."-.-.-!-- " " ,, -..----.-_·-- ..""-'-_·.."..- _.._-_ ,, _ -·" -·1·--·-· ·-"_ ..--- ----.-.- •. '-"-"'''--'''--'~- .--_ .......•.•" : "." - _-- ••......_ .."-•.._. "_.,, .. '-'-"''''''-''''''- .-.- •..•.•....--." .._ " ......•....- - ,,-" -...•...........,,-· 1! ! I ! Provides rationale for fall 1 'II i I ! prevention/safety measures. ! I

L..- ..-..-- ---- - J--._ ..__._._._.._..__~.L"_.__.._..---""-,,..--.---1..-.- - ----.- -.----- --- ..- ..--- ..- - l.."..--..·--..-·..·-·-..··-..·-··-..·-..·----··,,··..·-·---·-..--·-- -.._..· ,,_.__ . ..__.1!! ! Provide~ rationale for pressure ulcer ~ I~ I ! prevention measures. ,f l I Ir I i I II "L ...• ,,-..•.....•......•. - •••...• , ••.•.•.• - ....•.•.•..•• ".• , " -'-'- .•..•.....•..••• ".. -,,,- ..- •.•..• ..••••..... ,.. '" l

Evaluation ;,•.. " ..•.~.,., •.• ,-,. .- •• ,;~o .~,..•.,.".,".-...... , .•.• ~"-.. ,.,.,-.-.,.. •••• •.••"., .•.••.•_.••~" .•_.•."~,, ,e,""""""

Evaluates patient's response tointervention s.

..--.- ..,-~.-.-"--""

Evaluates effectiveness ofcommunication.

Evaluates effectiveness of patienteducation.

1.=;';""'" k" J, .•.•• ,\ . i, i.'," l. ..;:.!l~',.i:?,l:,i,j~? ....:.:.. _., :;.,.. , Copyright © 20[2 by Elsevier Inc. All rights reserved. Fundamentals 4 I Page 18 of 19.;jIT"'''1!i':lm&:~:J'ii'E!.!!~;JlIJ!:'~;t!!~:m:;~2;El''':llG,·~''lt'~·~;f.Cr:;'''Jl'',t7'l:~ij"~;~..r:::¥:~.i·i"N1\;,,':(F'~:;;;;;''';;;'-'. ,~"!;,,....; c'F7i,'f ".'<c,:;<·',·r~~1p,.,:i",'ji.:"J'\~;;' ,\»,.,',"" .-' >;:" :"?<'.",~",·'~'····'··"~;}.c··'Ct',:gt',",::r:iZ2::21::;::lw;:""';~:1',iJT1';'::::iiCZZ:'l'i;~;;r..2E'";],"':'",,Scs:z:Cia'ilJ:1T!~:ur1.l::::i1J::"''';::?:r;2r,:0!iu:3Z.2J

) ) J

( ( (

Performance Checklist-cont'd Student Name: L__.-----.-------- -r--'----. Evaluation Rating 'J Performance Criteria __ L _

----- ..---~ ·---------'··'--1-----------,.------. I Does Not ;Excee~s! Meet~ : Meet j

Expectattons! ExpectatIOns i Expectations 1~ ••• M~' .• "· ." ••••• ,. "'~'.~.' ••.••••. , ••• , •••• _,... ••• Me.' ''''_' ••• ,• .t

------...~

Comments.---~-----(.

-.•.,.-~

. I.

, J!I

'.. ! "- ---.

DocumentationDocuments all findings, interventions, "1-- ----_.-'.'.--.,.----- ..-.-- --., ..- ,

and patient responses_, __ ... 1 _ ::.,. .._ .•....J,

1?f<~"r.'·.tj;. ft'i r~ .s:: ,,!'rr:-;.:' ',,') (t;:ldij\i~'.. ",Il :••..r-« .,,),1 \J •..•);, ~~ :,:.•••t·..I;o:~~~.r;::;J"=::~m::~:~~~jWZ~~~~,;;:;..:~x;;r:?:-··~T~~~W~7"'ij:':"~.

Copyright © 2012 by Elsevier Inc. All rights reserved. Fundamentals 41 Page 19 of 19-~-' .,,"'" ,,.., ·c·."", =>'-' '~~,:H~,~7,>';', i,1-'r~_:.1~,~~~~:~~~~~~~~~:i~~'t~@ .•.-•••.•.••:;rT.~r;:,~.1;lW

Performance Evaluation for Simulation: Nur 103BB July 14, 2015

Students Exceeds Expectations Meets Expectations Does Not Meet Expectations

1 X

2 X

3 X (work on pulling all together)

4 X


6 X

7 X

8 X

9 X

10 X

11 X

12 X

13 X

14 X(work on pulling all together)

15 X

16 X

17 X

18 X

19 X

20 X

21 X

22 X

23 X

24 X

25 X

26 X

27 X

28 X


30 X

31 X

32 X

33 X

34 X

35 X

36 X

37 X

38 X X

39 X

40 X

41 X

42 X

43 X

44 X

Cultural Awareness

Students are required to obtain 80 or above on unit exam that contains categories listed below in Cultural Diversity, part of the Unit II module exam in Nur 102AB. Students are asked to complete a non-graded exercise ‘Test Your Cultural Sensitivity’ involving individuals of different backgrounds and cultural awareness. All submissions are expected to have appropriate answers that show an awareness and sensitivity to other cultures.

CATEGORY POINT VALUE Ability to identify different cultural backgrounds

20

Ability to recognize that individuals from different cultures have different ideas and points of view

20

Recognize behaviors that could be considered offensive by individuals from different cultures

20

Recognize the importance of respect when interacting with different cultures

20

Recognize the importance of cultural sensitivity when providing care to patients

20

Unit II Exam Nur 102AB Fall 2015: Cultural Diversity, Ethics and Law, Spiritual Needs in Nursing (Cultural Diversity Segment of unit exam)

Students Total Grade Cultural Diversity Segment

Days FTCC

1 78 82

2 84 86

3 71 78

4 66 75

5 82 88

6 88 90

7 70 78

8 84 88

9 84 89

10 77 83

11 82 87

12 84 88

13 80 84

14 84 87

15 72 79

16 92 96

17 64 74

18 76 80

19 86 85

20 80 84

21 76 83

22 94 97

23 80 83

24 86 85

25 66 76

26 92 96

27 78 80

28 92 95

29 80 85

30 74 80

Evening FTCC

31 88 93

32 76 80

33 70 80

34 98 99

35 86 87

36 88 85

37 84 83

38 78 81

39 78 82

40 86 88

41 76 83

42 90 94

43 86 88

44 78 83

45 80 84

46 76 82

47 78 80

48 84 86

49 90 94

SLC Evening

50 65 77

51 84 86

52 78 83

53 80 84

54 84 85

55 88 90

56 98 99

57 76 81

58 88 90

PN Dosage Calculations

Students have the three attempts at this type of exam to score 90% of 33 questions to progress to the next semester. The following table lists the topics that are covered and the point value assigned to the category. The test is worth 100 points.

CATEGORY ASSESSED POINT VALUE

Using Ratios, Percents and Proportions

20

Literacy Skills

20

Applying Metric Measurements and Calculating Doses

20

Using Household Measure in Calculations

20

Using Special Calculations to Combine Medications

20

Dosage Calculation Results – Spring 2016 Nur 102BB

Students Math Exam 1 Math Exam 2 Math Exam 3

FTCC Days

1 F F P

2 P

3 F F P

4 P

5 P

6 P

7 P

8 F P

9 P

10 F P

11 P

12 P

13 P

14 F P

15 P

16 P

17 P

18 P

19 F P

20 F F P

21 P

22 P

23 P

24 F P

25 F F P

26 P

27 F P

28 F P

29 F F P

30 P

31 P

FTCC Evening

32 F F P

33 F P

34 F P

35 F F P

36 P

37 P

38 P

39 F P

40 P

41 F P

42 P

43 P

44 F P

45 P

46 P

47 F P

48 F F P

49 P

50 P

SLC Evening

51 F P

52 P

53 F P

54 P

55 P

56 F P

57 P

58 F P

Dosage Calculation Results – Summer 2015 Nur 103B

Students Math Exam 1 Math Exam 2 Math Exam 3

1 100

2 100

3 100

4 80.3 92.4

5 77.2 83.3 92.4

6 96.9

7 78.7 75.6 92.4

8 95.4

9 100

10 98.4

11 95.4

12 100

13 96.9

14 93.4

15 100

16 83.3

17 100

18 78.7 98.4

19 87.7 100

20 98.4

21 98.4

22 98.4

23 100

24 90.9

25 78.7 78.7 90.9

26 89.3 80.3 92.4

27 90.9

28 92.4

29 90.9

30 92.4

31 90.9

32 90.9

33 81.8 90.9

34 93.9

35 100

36 100

37 93.9

38 98.4

39 78.7 90.9

40 90.9

41 96.9

42 100

43 98.4

44 77.2 93.9

45 100

46 80.3 84.8 93.9

47 93.9

48 90.9

49 98.4

1. Identify the fight needs categories that must be considered when performing an assessment(data collection) on Patricia Newman. (Hint: See page 60 in your textbook.)

43

LESSON 1Priorit; Setti ngand G~al Development

t010 Reading Asl,gnment:

Patient: Pat 'cia Newman, Medical-Surgical Floor, Room 406

Concepts of Health, Illness, Stress, and Health Promotion(Chapter 2)

The Nursing Process and Critical Thinking (Chapter 4)Assessment, Nursing Diagnosis, and Planning (Chapter 5)Concepts of Basic Nutrition and Cultural Considerations

(Chapter 26)

Objectives:

1. Prioritize n rsing diagnoses in order of importance for a patient's well-being.2. Prioritize t sks appropriately.3. Develop in( ividualized patient outcomes.

Exercise 1

Writing Activity: Patient Needs

5 minutes

Copyright © [014.2009. _ by Saunders, an ;mpriot: :re,;o_In_c_. A_l_ln_.g_ht_s_re_se_rv_e_d. •••••

44 VIRTUAL CLINICAL Ex ¢URSIONS FOR FUNDAMENTAL CONCEPTS AND SKILLS FOR NURSING

Exercise 2

Jat Virtual Hospital Activity- Problems and Nursing Diagnoses

~ 15 minutes

• Sign in to wor at Pacific View Regional Hospital on the Medical-Surgical Floor for Periodof Care 3. (No e: If you are already in the virtual hospital from a previous exercise, click onLeave the Flo1orand then on Restart the Program to get to the sign-in window.)

• From the Pati9nt List, select Patricia Newman (Room 406).• Click on Get Ifeport and read the report.• Click on Go t Nurses'Station.• Click on EPR rind then on Login. .• Specify 406 from the Patient drop-down menu and Nutrition from the Category drop-down

menu.

1. Patricia Newran ate __ % of her breakfast and __ % of her lunch.

~. Click on Exit Il:PR.• Next, click on iChart and then on 406.• Click on Constta60ns and read the Dietary Consult.

2. What are the dietary recommendations made by the dietitian?

3. Below, match each NANDA nursing diagnosis with the related problem area.

Probl rm Area

Disch rge

Nursing Diagnosis

a. Gas exchange, impaired

Fluid/ 10lumeelectrolyte imbalance

Infectid n

b. Deficient knowledge

c. Nutrition, less than body requirements

d. Hyperthermia

e. Infection (risk for)

f. Fluid volume, risk for imbalance

Copyright © 20 4.2009.2006 by Saunders. an imprint of Elsevier Inc. All rights reserved.

Copyright ©T4. 2009.2006 by S,",,,",,. M imprint of Elsevier Inc. AU'~~ :"'"'"

4. Below.

LESSON 1 - PRIORITY SETTING AND GOAL DEVELOPMENT 45

.atch each piece of data with the nursing diagnosis it supports.

rl ursing Diagnosis Data

Gas exchange, impaired a. Is eating 30% to 40% of meals

l'(rition, less than body requirements

Ilfection (risk for)

Frid volume, risk for imbalance

D ficient knowledge

b. Potassium 3.2 mEq/L

c. Temperature 102.5 degrees F

d. Crackles in lower lobes of lungs

e. Is removing nasal oxygen cannula

f. White blood cell count 16,000 mm-'

5. What elem1ents and considerations would be used in prioritizing nursing diagnoses forPatrician .ewman?

6. The followii g nursing diagnoses apply to Patricia Newman. Match the columns to put themin priority o(er (with 1 being the highest priority).

Nu 'sing Diagnoses Order of Priority

Gas exchange. impaired a. 1

Def cient knowledge b. 2

Nut ition.less than body requirements c. 3

~ 7. Write expectrd outcomes for the three nursing diagnoses listed in the preceding question.(Hint: See palges 522-523 in your textbook.)

Copyright © 20l4~ 2009, 2006 by Saunders. an imprint of Elsevier Inc. All rights reserved.

Exercise 3

)Bl Virtual Hospital Activity-Priorities Based on Maslow's Hierarchy

~ 30 minutes

• Sign in to worlrl at Pacific View Regional Hospital on the Medical-Surgical Floor for Periodof Care 3. (NO~: If you are already in the virtual hospital from a previous exercise, click onLeave the FIOO[ and then on Restart the Program to get to the sign-in window.)

• From the Patient List, select Patricia Newman (Room 406).• Click on Go to ~urses' Station and then on 406 at the bottom of the screen.• Read the Initial Observations.• Click on Chart and then on 406.• Click on and review the Nursing Admission.

46 VIRTUAL CLINICAL EXCl~RSIONS FOR FUNDAMENTAL CONCEPTS AND SKILLS FOR NURSING

b. What is her Iweight? _

1. a. What is Patricia Newman's height? _

c. What is her age? _

2. Do you think that Patricia Newman's weight is appropriate for her height and age?

~. Click on Laboratory Reports and note the laboratory values for the various tests.

3. Which three tesls are of the highest importance, considering Patricia Newman's diagnosisof pneumonia?

LESSON 1- PRIORITY SETTING AND GOAL DEVELOPMENT 47

4. Besides th . fact that Patricia Newman is eating only small portions of her meals, what otherdata have IOU gathered that support the nursing diagnosis of Nutrition, less than bodyrequireme ts? Select all that apply.

5 f 5 in tall; weight 120 lb

blood cell (RBC) count 4.9

He atocrit 45

Fl. '1at gues east y

Has frequent infections

Nee ds supplemental oxygen

5. Considering the dietitian's recommendations, Patricia Newman's respiratory status, andher diagnosi of pneumonia, select the action that would be the first priority for her.(Hint: Read rbout pneumonia in your medical-surgical textbook if you need help.)

Exp ain the importance of keeping the oxygen cannula in place.

Return the oxygen cannula to her nose.

Enceurage her to drink 8 oz of water.

Ass ISSwhat liquids she finds appealing.

DiSCrS why she should eat more of her meals.

6. Now select the next priority action for Patricia Newman.

EXPl.\in the importance of keeping the oxygen cannula in place.

Retum the oxygen cannula to her nose.

Enco rage her to drink 8 oz of water.

Asse s what liquids she finds appealing.

Discuss why she should eat more of her meals.

Copyright © 2014, 2009, 2006 by Saunders. an imprint of Elsevier Inc. All rights reserved.

48

If .••

VIRTUAL CLINICAL EX!"RSIDNS FOR FUNDAMENTAL CoNCEPTS AND SKILLS FOR NURSING

7, Which of the following would be considered first-level needs for Patricia Newman,according to!Maslow's hierarchy? Select all that apply,

HY1iene

Rest and comfort

PsyjhOlogic comfort

Afferion

Acti vity

Elimination

safer'

Sexu I procreation

Intim(Cy

Achievement

__ Learning

Copyright © 201 .2009,2006 by Saunders. an imprint of Elsevier Inc. All rights reserved.

[COMPANY NAME] CONFIDENTIAL PAGE 1

Program Review Recommendations

Practical Nursing

(Program Title) Reviewer: David Brand, Senior Vice President for Academics & Student Services Date: October 1, 2014 Purpose of Program Review The purpose of the FTCC program review is to strengthen department programs and increase department effectiveness. The review assesses and evaluates a program’s stated outcomes and supporting resources to determine if the program fulfills its goals and furthers the mission of FTCC. The process necessitates documenting successful efforts, identifying needs, and ensuring compliance with accreditation and college standards. The results of the review process will serve as a tool for continuous program improvement and will impact the planning and budgeting activities at both the institutional and program levels. After a thorough review of your program review for Academic Year (AY) 2013-2014, there were several issues or opportunities for growth and improvement identified from your submitted program review. The next step in the process is to chart a solution to either rectify the issues or to capitalize on the opportunity. Please review the table below and respond with a proposed solution for each of the issues or opportunities. Additionally, provide a timeline for research and implementation of the proposed solution.

Academic Program Review Recommendations Table Issue or Opportunity for

Growth and Improvement Proposed Solution Proposal Timeline

Need to review the purpose of and the process for creating, implementing and maintaining a quality interactive Advisory Committee to help move the program ahead.

The nursing departments annually the reviews the Advisory Committee to meet standards of the FTCC. The committee meets to discuss goals of each program, employment opportunities for graduates, clinical site criteria and success of the programs. Due to lack of majority of attendees at meeting this year, new committee members will be selected. Looking for members who will be able to

Ongoing

[COMPANY NAME] CONFIDENTIAL PAGE 2

Issue or Opportunity for Growth and Improvement Proposed Solution

Proposal Timeline

meet the obligations of the committee and focus of the nursing programs.

Develop plan for expansion of simulation and nursing labs.

The PN Program is expanding to the SLC with an additional section in the evening program. We will utilize one of the nursing labs at the SLC and plan to order a Vita Sim mannequin to be used at the SLC. This allowed the program to increase enrollment to 90 students this fall. The expansion of the simulation and nursing lab is limited on main campus due to our current location. Due to lack of clinical sites in the community with so many other nursing programs from other schools, we are forced and are using simulation more as a clinical option, which is approved by the SBON. Expanding simulation lab and obtaining more equipment would alleviate some of the overbooking and more time to provide clinical experiences for students.

Fall 2016/ Ongoing

Review Advisory Council Memberships to assess value added by each member.

This committee is comprised of local nursing staff, nursing managers and local high school counselor. More committed members in the nursing profession are needed for the committee. We are actively recruiting nursing personal at all levels to be participate on this committee.

Ongoing

Need to seek out partnerships, articulations and agreements with other schools.

Working with FTCC ADN department for future advance placement from LPN to RN program. Plan meeting with FSU to discuss possible program LPN to BSN as WSS and other colleges have. Possible articulation and agreement with Methodist University for LPN to BSN program in future.

Ongoing

Need to review the methods (both formal and informal) used to ensure program currency.

We work very closely with the NC Board of Nursing and the NC Community College Practical Nursing Education committee. Plan to implement new curriculum 2016-2017.

Ongoing/ 2016-2017

FTCC Form M-9 Revised 02/20/2013

Committee Minutes

Nursing Programs Advisory Committee

December 2, 2015 2:00 pm HTC 141

Members present: Sandra Monroe-F, Erin Hinson-F, Pam James, Andrea Novak, Legend: (A= Administration, F = Faculty, S = Staff) Members absent: << Enter Name & employment status as faculty or staff (using the legend of S or F) for each person absent from the meeting>> Legend: (A= Administration, F = Faculty, S = Staff) OLD BUSINESS: None NEW BUSINESS: Updates of the Practical Nursing Program were given by PN Department Chair, Sandra Monroe. For fall 2015, she reported 259 interested students, 151 eligible, 91 were offered seats and 80 students were enrolled in the first week of class. The Spring Lake campus has re-opened and the program is being conducted via the Information Highway There are 16 student at the SP Campus. Ms. Monroe and her staff assited Womack Army Medical Hospital with a job fair on the FTCC campus this fall with 255 nurses in attendance and 75 hired that day. Another fair will be held during the spring semester. Roni Paul will be leaving FTCC in January for an education position at Womack. A part time instructor has been hired for the full time position. Updates for ADN were given by department chair Erin Hinson. Currently, there are 36 senior students in the fall semester and they are all expected to move forward to the last semester of the program. First year began with 91 and will be completing the fall semester with 70. The NCLEX first time pass rate scores from 2015 (58 students) are95%, up from 75% in 2014. ACEN is scheduled to visit the program in 2018 and preparation is underway to complete the standards and reports. Currently there are no faculty positions open. Actions/Activities/Assignments before next meeting: Each advisory member gave input to the program directors regarding needed skills from the graduating nurses. Professionalism, dress code and real world schedules need to more emphasis according to the members. They are seeing the same trends involving new grads in each of the facilities. The program directors agreed to place more time on these concepts/skills. Andrea Novak, SR-AHEC reminded the directors that she is available to speak with students during the second year of the program regarding interviewing skills and resume writing.

FTCC Form M-9 Revised 02/20/2013

Next Meeting: The next meeting has not been scheduled. Members will be notified by mail. Adjournment: December 2, 2015 4:00 pm> Minutes Prepared by: Erin Hinson, MSN RN ADN Department Chair Minutes Approved by: Sandra Monroe, MSN RN PN Department Chair Minutes submitted to Office of HR & IEA for Web Page Posting: Click here to enter text.

Nursing Advisory

Committee

Spring/Summer

2016

Thank you for your

support to our

programs

Department Chairs:

Associate Degree Nursing:

Erin Hinson—910-678-8482

[email protected]

Practical Nursing:

Sandra Monroe—910-678-8355

[email protected]

The Associate Degree Nursing

Program has completed the pro-

cess of selecting our students

for the upcoming year. We have

offered admission to 103 generic

students for fall 2016.

In May, we graduated 34 gener-

ic students for the 2016 class.

The program faculty members

are busy preparing our students

to sit for the NCLEX Exam. We

have worked hard this year to

ensure continued success with

our board scores.

Forty two students will be mov-

ing forward in fall 2016 to the

begin their second year in the

program.

The NCLEX-RN pass rate for

FTCC ADN 2015 is 95%.

The annual Pinning ceremony

was held on May 11 at 4:00 PM in

Horace Sisk Gym and the gradu-

ation was May 16 at the Crown.

Practical Nursing The PN program is in the process of

selecting students for the class of

2017. With the larger than normal

eligible applicant pool we will be

expanding the program from 86 to

90. We will have 3 sections of prac-

tical nursing. One day main cam-

pus, evening main campus with the

information highway class at the

SLC. There are currently 53 stu-

dents in the class of 2016 in sum-

mer semester.

The PN program will implement the

CIP fall 2016. This is concept –

based teaching curriculum. All fac-

ulty are involved in curriculum

changes for classroom and clinical.

This year we have hired 2 full time

faculty, one to replace a faculty

member and another for SLC.

The NCLEX-PN pass rate from the

NCBON for FTCC 2015 is 95%.

Pinning ceremony will be July 16,

2015 at 11am in HOS Gym. Stu-

dents will be encouraged to take

NCLEX-PN within 3 months after

completion of the program.

All invited - PN Pinning Ceremony

July 19, 2016 HOS GYM 11:00 am.

Associate Degree Nursing

Fayetteville Technical Community College

Documents

Transcript of Fayetteville Technical Community College