Self study submitted to the

Commission on Collegiate Nursing Education

Accreditation Site Visit (DNP)

October 14-16, 2015

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TABLE OF CONTENTS Overview ................................................................................................................................................ 2

Standard I Program Quality: Mission and Governance .................................................................. 4 Key Element I-A .................................................................................................................................... 4 Key Element I-B .................................................................................................................................... 6 Key Element I-C .................................................................................................................................... 7 Key Element I-D .................................................................................................................................... 8 Key Element I-E .................................................................................................................................... 9 Key Element I-F ................................................................................................................................... 10

Standard II Program Quality: Institutional Commitment and Resources ................................... 12 Key Element II-A ................................................................................................................................. 12 Key Element II-B ................................................................................................................................. 16 Key Element II-C ................................................................................................................................. 21 Key Element II-D ................................................................................................................................. 22 Key Element II-E ................................................................................................................................. 27 Key Element II-F ................................................................................................................................. 28

Standard III Program Quality: Curriculum and Teaching-Learning Practices ......................... 30 Key Element III-A ............................................................................................................................... 30 Key Element III-B ................................................................................................................................ 31 Key Element III-C ................................................................................................................................ 33 Key Element III-D ............................................................................................................................... 36 Key Element III-E ................................................................................................................................ 36 Key Element III-F ................................................................................................................................ 38 Key Element III-G ............................................................................................................................... 38 Key Element III-H ............................................................................................................................... 39

Standard IV Program Effectiveness: Assessment and Achievement of Program Outcomes ...... 41 Key Element IV-A ............................................................................................................................... 41 Key Element IV-B ............................................................................................................................... 42 Key Element IV-C ............................................................................................................................... 42 Key Element IV-D ............................................................................................................................... 43 Key Element IV-E ................................................................................................................................ 44 Key Element IV-F ................................................................................................................................ 44 Key Element IV-G ............................................................................................................................... 49 Key Element IV-H ............................................................................................................................... 50

APPENDICES Appendix A. College of Nursing Workload Guidelines ....................................................................... 52 Appendix B. 3 and 4 Year DNP Program of Study: NP, Family/Individual ........................................ 54 Appendix C. 3 and 4 DNP Program of Study: NP, Psychiatric/Mental Health .................................... 59 Appendix D. Evidence of DNP Compliance with NTF Criteria ........................................................... 64 Appendix E. DNP Program Outcome Survey ....................................................................................... 71 Appendix F. Faculty Review Card ........................................................................................................ 73

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OVERVIEW Montana is a rural state with a large land mass of 145,522 square miles and a small resident population estimated to be 1,023,579 in 2014. The state is primarily Caucasian (89.4%) with American Indian being the largest ethnic minority (6.3%). The state’s number one industry is agriculture; tourism is second with the extraction of oil and coal also being significant industries. Access to affordable care is a concern in Montana with 49 out of 56 counties being designated as health professions shortage areas (http://dphhs.mt.gov/publichealth/primarycare/-Shortage-Area-Designations ).

Montana State University (MSU) was founded in 1893 as the Agricultural College of the State of Montana, the state’s land-grant institution. In the 1920’s the institution’s name was changed to Montana State College until 1963 when the legislative assembly changed it to Montana State University in recognition of the advances in the school’s commitment to research. The Montana Board of Regents restructured the state’s colleges and universities into one system, the Montana University System (MUS) in 1994, with two umbrella universities within that system - Montana State University (MSU) and the University of Montana (UM). Montana State University has four campuses: Montana State University Bozeman, the flagship campus; Montana State University Billings; Montana State University – Northern; and Great Falls College Montana State University. Today, Montana State University Bozeman (hereafter referred to as Montana State University or MSU) has a national and international reputation for its excellence in undergraduate and graduate education. There are nine academic colleges including Agriculture, Arts and Architecture, Business, Education and Health and Human Development, Engineering, Gallatin College, Honors College, Letters and Science, and Nursing plus the Graduate School. MSU is routinely listed in U.S. News and World Report as one of American’s “best buys” for undergraduate education and ranks among the leaders in Goldwater scholarship recipients. As the land grant institution it reaches out through MSU Extension offices located in each of the 56 counties of the state to improve the lives of all Montana citizens by providing research-based education and information to strengthen the well-being of individuals, families, and communities. MSU is recognized by the Carnegie Foundation for the Advancement of Teaching as having “very high research activity.” Examples of areas of high research interest and productivity at MSU include biofilm engineering, optical technology, paleontology, infectious diseases and immunology, health disparities of vulnerable populations, and mental health. MSU recently earned the Carnegie Foundation’s designation as an “engaged university” recognizing the school’s commitment to teaching that encourages volunteer service in communities and the spreading of knowledge that benefits the public. Having both the very high research classification and community engagement classification puts MSU in a unique class of only 51 institutions that hold those two designations.

MSU is Montana’s largest university with an enrollment of 15,421 students in fall 2014 with 13,371 of those being undergraduate students and 2,050 being graduate students. Sixty four percent of the student body in fall 2014 were from Montana. The average high school GPA of entering freshmen at that time was 3.43, the average ACT score was 25.3, and the average SAT score was 1720. There were 466 tenurable/tenured instructional and 458 adjunct instructional faculty in fall 2014.

The MSU College of Nursing has always been known for the quality preparation of its graduates and its commitment to the people of the state of Montana. The program has had a statewide presence since its inception in 1937 when its founder, Dr. Anna Pearl Sherrick, spearheaded the merger of three widely scattered Montana hospital schools of nursing into one unified university-based program. Today, the college has four upper division campuses located in Billings, Bozeman, Great Falls, and Missoula/Kalispell where students complete their junior and senior year. Lower division classes (freshman and sophomore) can be completed on the Bozeman campus or any accredited institution. The number of students assigned to each of the campuses is dependent on clinical capacity in those communities. Each of the college’s campuses has resident faculty who serve both undergraduate and graduate students. The didactic component of all graduate courses is delivered using distance technology

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strategies such as interactive video, teleconferencing or the internet via MSU’s learning platform Desire to Learn (D2L). The undergraduate program leading to a bachelor of science in nursing degree is available to students through a traditional four year full-time curriculum. An accelerated bachelor of science in nursing degree option (ABSN) was begun in May 2011. This option is available to students who have a baccalaureate degree in any discipline but nursing. Initially 16 students were admitted to the Bozeman campus but because the number of applications was so large, a second cohort of 16 students was admitted to the Great Falls campus and began studies in May 2012. ABSN students complete the curriculum in four academic terms. The curriculum and number of clinical hours are identical to those required of traditional baccalaureate students. The college offers a master’s of nursing (MN) clinical nurse leader option. MN graduate students are educated to be leaders at the bedside with a broad range of opportunities to influence health practices and are prepared to take the certification exam as a clinical nurse leader (CNL). It is anticipated that a new option for admission to the CNL will be launched in 2016. This program has been designed for registered nurses who hold an associate degree in nursing, have at least two years of experience, and have demonstrated leadership. After successfully completing university CORE 2.0 requirements and baccalaureate transition courses, students will matriculate in the MN degree, CNL option.

In September 2013 the first class of doctor of nursing practice (DNP), nurse practitioner students began studies. Students can choose a focus of family/individual or psychiatric/mental health populations. Admission to the master’s level nurse practitioner options has ceased but students already enrolled in those options are continuing to progress through the master’s curriculum. The advent of the DNP program has increased interest in doctoral education among faculty and currently 12 are pursuing a doctoral degree. Admission to the post master’s nurse practitioner certificate options (FNP and FPMHNP) has been discontinued.

The college remains committed to supporting faculty as they advance their programs of research. Two faculty were named Robert Wood Johnson Nurse Faculty Scholars. One nursing faculty, Dr. Elizabeth Kinion, is the principle investigator on a study that focuses on oral health and health disparities in rural American Indian communities that was recently funded by the Montana INBRE (IDeA Network of Biomedical Research Excellence) with a five year multimillion dollar award. Dr. Peter Buerhaus, a national expert on nursing and medical workforce, quality and safety, and the cost effectiveness of care by nurse practitioners recently joined the faculty in the college.

Outreach efforts in the college also continue to expand. Junior and senior students are given the opportunity to travel to Latin America to provide primary health care and public health services to vulnerable populations. Groups of 14-16 students travel for approximately two weeks along with two faculty. A group of students traveled last winter to Cuba to study the health care delivery system in that country. The college has collaborated with the first year medical students and their faculty to travel to Mongolia for the past two summers to provide primary care services in remote areas of that country.

Dr. Elizabeth Nichols, dean of the College, retired in August 2009. Dr. Helen Melland began her tenure as dean at that time and continues to this date. Two of the campus directors have stepped down from their administrative positions in the past three years. Both have remained in the college but opted to spend more time on their programs of research. Both of those positions have been filled. The associate dean for the undergraduate program retired in June 2015; that position has been filled.

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Standard I Program Quality: Mission and Governance

The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals, and expected program outcomes are:

congruent with those of the parent institution; and consistent with relevant professional nursing standards and guidelines for the preparation of

nursing professionals.

Elaboration: The program’s mission statement, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree/certificate programs exist. Student outcomes may be expressed as competencies, objectives, benchmarks, or other terminology congruent with institutional and program norms.

The program identifies the professional nursing standards and guidelines it uses. CCNE requires, as appropriate, the following professional nursing standards and guidelines: The Essentials of Baccalaureate Education for Professional Nursing Practice [American

Association of Colleges of Nursing (AACN), 2008]; The Essentials of Master’s Education in Nursing (AACN, 2011); The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006); and Criteria for Evaluation of Nurse Practitioner Programs [National Task Force on Quality Nurse

Practitioner Education (NTF), 2012].

A program may select additional standards and guidelines. A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education. An APRN education program (degree or certificate) prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008).

Program Response:

Montana State University is the state’s first land grant university. As such it is charged, through the Morrill Act of 1862, to provide "liberal and practical education...in the several pursuits and professions of life." As a member of the Montana University System, MSU is further charged with providing programs that "stimulate critical analysis, clear and effective communication, and the creative process." Students should also "broaden their cultural horizons by contact with the creative arts, sciences and the humanities, and achieve an understanding of the political, social, economic and ethical problems of the contemporary world and the relation of their studies to these problems.” These expectations are met through a combination of the undergraduate common core curriculum known as CORE 2.0. The intent of this core curriculum is to ensure a wide-ranging general education of consistent and high quality to all MSU students regardless of their major or area of study. The mission, vision, and values of MSU form the basis of the MSU Strategic Plan which identifies six overarching goals for the university

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(http://www.montana.edu/strategicplan/documents/montanastate-strategic-plan.pdf). The mission of the college covers all programs in the college and is available on the college’s website (http://www.montana.edu/nursing/about/index.html). The College of Nursing has a strategic plan that was adopted in 2012 that identifies four goals in the areas of: Teaching/Leadership –Leaders in Practice; Teaching/Interactive Learning Environment; Discovery and Knowledge – Research and Scholarly Activities; and Outreach – Promotion of Health and Wellness (http://www.montana.edu/nursing/pdf/Strategic%20Plan%20Rev%20May%202013.pdf. Table 1 compares the mission, goals, and vision of MSU with those of the College of Nursing.

TABLE 1: Comparison of MSU and College of Nursing Mission, Goals, and Vision

MONTANA STATE UNIVERSITY COLLEGE OF NURSING MISSION Montana State University, the state's land-grant

institution, educates students, creates knowledge and art, and serves communities by integrating learning, discovery and engagement.

Our mission is to enhance the health of the people of Montana, our nation, and the global community by providing leadership for professional nursing through excellence in education, research, practice and service.

GOALS 1) MSU prepares students to graduate equipped for careers and further education 2) MSU will raise its national and international prominence in research, creativity, innovation and scholarly achievement, and thereby fortify the university’s standing as one of the nation’s leading public research universities 3) Members of the Montana State University community will be leaders, scholars and engaged citizens of their local, national and global communities, working together with community partners to exchange and apply knowledge and resources to improve the human prospect 4) By integrating learning, discovery and engagement, and by working across disciplines, the MSU community will improve the world 5) Montana State University is committed to widening access to higher education and ensuring equality of opportunity for all. 6) As steward of a land-grant institution, MSU will responsibly manage its human, physical, economic and environmental resources in an open and sustainable manner. (Montana State University Strategic Plan, adopted 2012)

1) To inspire baccalaureate and graduate students, within a diverse, challenging, and engaging learning environment, to become leaders in the practice of professional nursing. 2) To create an interactive environment in which faculty and students discover, learn, and integrate knowledge into nursing practice. 3) To serve as leaders in nursing by generating, translating, and disseminating knowledge through research and scholarly activities. 4) To promote health and wellness through professional practice, collaboration, consultation, civic engagement, education, and leadership. (College of Nursing Strategic Plan, adopted, May, 2012)

VISION Montana State University is as remarkable as its setting. Created as a land-grant institution, it is a welcoming, adventurous community of students, faculty and staff distinguished by its commitment to address the world's greatest challenges. The university energizes individuals to discover and pursue their aspirations. It inspires people to engage with the university to improve the human prospect through excellence in education, research, creativity and civic responsibility.

MSU College of Nursing will be internationally recognized for innovation, discovery, excellence and leadership in education, research and practice.

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The goals of the DNP program are consistent with those of the university and are available on the College of Nursing website (http://www.montana.edu/nursing/graduate/fnp.html) and in the Graduate Student Handbook (http://www.montana.edu/nursing/student/GradHandbook2014-15Final.pdf). The DNP curriculum is based on the following professional standards:

• Criteria for Evaluation of Nurse Practitioner Programs [National Task Force on Quality Nurse Practitioner Education (NTF), 2012];

• Population-Focused Nurse Practitioner Competencies [The National Organization of Nurse Practitioner Faculties (NONPF), 2013]

• The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006).

The DNP program prepares nurse practitioners with a population focus of families and individuals (NP Family/Individual) or persons with psychiatric/mental health needs (NP Psychiatric/Mental Health). Graduates are prepared to assume the advanced practice registered nurse (APRN) role and sit for the certification exam with the population focus related to the curriculum they complete. The Educational Objectives of the Doctor of Nursing Practice Degree are congruent with documents listed above and are:

• Integrate nursing science and theory, biophysical, psychosocial, ethical, analytical, and organizational sciences as the foundation for the highest level of nursing practice.

• Analyze complex health care systems to assess strengths and weaknesses and facilitate organization-wide changes in practice delivery.

• Synthesize, interpret, and apply knowledge from nursing practice, research, theory, and informatics to evaluate outcomes and sustain evidence-based advanced nursing practice.

• Advocate for health care policy addressing issues of social justice and equality in the delivery of advanced practice nursing services.

• Enact leadership and effective communication in inter- and intra-professional collaborator relationships to facilitate and improve outcomes for individuals, populations, and health care systems.

• Assess epidemiological, financial, sociopolitical, occupational, and organizational forces in the development, implementation, and evaluation of clinical prevention and population health.

• Integrate professional standards, values, accountability, and ongoing self-reflection into role acquisition as an advanced practice nurse.

• Influence health outcomes by providing advanced independent comprehensive health care services including health promotion and counseling, health assessment and diagnosis, disease prevention, and management of health and illness of individuals and families throughout the lifespan.

• Complete and successfully defend a scholarly project appropriate to the role and scope of the doctorally prepared advanced practice registered nurse.

I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest.

Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement.

Program Response:

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The mission, goals and expected student outcomes are all policies thus they are reviewed every five years by faculty per college Policy A-1: Policy on Policies (http://www.montana.edu/wwwnu/pdf/A1.pdf) and related procedure (http://www.montana.edu/nursing/documents/pdf/Procedure_Policies.pdf) or more often if deemed necessary. The vision, mission, goals, and philosophy of the college were last reviewed and approved in 2011 (http://www.montana.edu/nursing/documents/pdf/A3.pdf). The DNP program outcomes were created in 2014 (http://www.montana.edu/nursing/documents/pdf/D1.pdf) and are congruent with professional standards.

The community of interest has both external and internal constituents. The external constituents include the clinical partners, primary care providers, mental health providers, the health care industry in general, employers, leaders in professional nursing organizations and other nursing education programs, and the dean’s advisory council. Input is received from these communities of interest in several ways. As the DNP program was being planned, employers and nurse leaders in the state were consulted. The dean’s advisory council meets twice a year (http://www.montana.edu/nursing/documents/pdf/A44.pdf). Updates of college activities, plans, and student achievements are shared at those meetings. As the strategic plan was being written, progress was shared with this group and input received. Input from clinical partners and providers is gathered on an ongoing basis through annually scheduled meetings with campus directors and faculty, meetings with the campus director and the dean as she makes campus visits, and spontaneous meetings on an “as needed” basis. Several faculty serve as officers and on the boards of professional organizations thus often receiving input from those groups.

The internal constituents include, for example, university and college committees, students, faculty, staff, and administration. The college developed a new strategic plan through a year-long process (http://www.montana.edu/nursing/documents/pdf/Strategic%20Plan%20Rev%20May%202013.pdf). An external consultant to the college was used to facilitate this process. Faculty, staff, and college administrators were involved in that process as input was obtained at subgroup meetings and then shared with the larger group of constituents. The strategic plan is reviewed annually or biennially by the Executive Council and revised if needed.

I-C. Expected faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations.

Elaboration: The nursing unit identifies expectations for faculty, whether in teaching, scholarship, service, practice, or other areas. Expected faculty outcomes are congruent with those of the parent institution.

Program Response:

Attachment #9 Position Description: Faculty Member (http://www.montana.edu/wwwnu/pdf/A5_att9.pdf) identifies the expectations of faculty in terms of requirements for appointment and general work expectations. All faculty are evaluated annually by their campus director, which is in keeping with the university evaluation criteria and processes. Tenure track faculty are reviewed in their third year for retention and in their sixth year for tenure. In addition, as a part of the annual evaluation process, faculty members develop individual goals for the coming year. These are discussed with, and approved by their campus directors as a part of the annual evaluation process and become a component of the evaluation process for the subsequent year. Tenure track/tenured faculty develop a research and scholarly activity plan and submit that to the associate dean for research and graduate education. This plan provides a launch for discussion and mentoring between the faculty member and the associate dean.

University faculty voted to unionize in spring 2009. There were two contracts negotiated between faculty, one for tenure track (TT) faculty and one for non-tenure track (NTT) faculty. The tenure track faculty voted to decertify the union in spring 2013. There remains a collective bargaining agreement (CBA) between MSU and the non-tenure track faculty (http://www.montana.edu/provost/documents/nontenure/documents/2013-2015CompleteCBA.pdf). The

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CBA defines full-time workload for non-tenure track faculty as 15 credits or credit equivalents per semester as defined by the college. Per the new CBA, NTT faculty who do not hold the terminal degree may not be appointed at a rank higher than instructor/clinical instructor, lecturer/clinical lecturer, or senior lecturer/senior clinical lecturer, but current faculty were grandfathered into their rank. College administrators follow this mandated agreement when hiring NTT faculty, making workload assignments, and evaluating them.

Promotion and tenure expectations for tenure track faculty are included in Policy E-1: Evaluation of Faculty for Annual and Formal Reviews, which is available on the CON’s website at http://www.montana.edu/wwwnu/pdf/E1_Archive/E1_AY08_09.pdf. Expectations in the areas of teaching, research/creative activity, and service are included in this policy. The university’s expectations for promotion and tenure are being revised as a result of the decertification of the collective bargaining agreement for tenure track faculty in spring 2013. As university policies are reviewed and revised, college policies are also being revised to be more useable and streamlined, to be consistent with college goals, and to be reflective of the university’s revised expectations.

I-D. Faculty and students participate in program governance.

Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Nursing faculty are involved in the development, review, and revision of academic program policies.

Program Response:

The structure of the CON is depicted on the organizational chart (http://www.montana.edu/nursing/documents/pdf/A4.pdf). The role of faculty and students in the governance of the College of Nursing is outlined in the bylaws of the CON, which is Policy F-1: Faculty Organization of the College of Nursing Bylaws (http://www.montana.edu/wwwnu/pdf/F1.pdf). Faculty, staff, administrators, and students participate in the decision making within the college and the university. The central unit of faculty governance within the college is the Faculty Organization whose major responsibilities are to facilitate the mission of the College of Nursing, enhance communication among the faculty, and to make recommendations to the dean. The faculty has major responsibility for academic affairs and College of Nursing policy. All members of the faculty who are at least .5 full time equivalent (FTE) for a whole year are voting members of the organization; those with less FTE may have voice, but no vote. The involvement of faculty in governance of the program does not vary whether faculty teach using distance technologies or live in the classroom.

There are 12 standing committees of the faculty. Students are represented on two of those committees, the Undergraduate Academic Affairs Committee (UAAC) and the Graduate Academic Affairs Committee (GAAC); they have a voice but no vote on those committees. Student input is also sought informally by faculty on issues of relevance to them. The attendance of the graduate student representative at GAAC meetings is good as evidenced by meeting minutes (http://www.montana.edu/nursing/docs/minutes/GAAC/index.html). Another option that supports students’ voices is the Nursing Student Forum, a student governance structure that provides a mechanism for students to share and obtain feedback on issues of their concern. Additionally, the associate dean for research and graduate education has an “open door” policy, which includes receipt of e-mail and phone calls at any time. Service is provided to graduate students by the associate dean as well as the graduate program assistant and both clinical coordinators who report to the associate dean. Students receive the clear message at orientation from the associate dean that they are free to report issues of concern and that all evaluation feedback requested during their education will be reviewed and considered. Students do take advantage of this communication mechanism and substantive changes have been made as a result of their valuable input.

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Staff have input in governance of the CON through their representative on the Executive Council, a standing committee that is chaired by the dean and comprised of the four campus directors, the Kalispell site coordinator, the associate deans, the president of the faculty organization and four faculty members each elected to represent their campus, and the director of administration and finance. This group provides advice and consultation to the dean, and is empowered to act on behalf of the faculty when the faculty is not available. I-E. Documents and publications are accurate. A process is used to notify constituents about

changes in documents and publications.

Elaboration: References to the program’s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, grading policies, degree/certificate completion requirements, tuition, and fees are accurate. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. For APRN education programs, transcripts or other official documentation specify the APRN role and population focus of the graduate.1, 2

If a program chooses to publicly disclose its CCNE accreditation status, the program uses either of the following statements:

“The (baccalaureate degree in nursing/master's degree in nursing/Doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, 202-887-6791.”and

“The (baccalaureate degree in nursing/master's degree in nursing/Doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education (http://www.aacn.nche.edu/ccne-accreditation).”

Program Response:

The website for the CON is well-developed, easily navigated, and up-to-date and includes information related to program offerings, outcomes, accreditation/approval status, recruitment and admission policies, and degree requirements (http://www.montana.edu/wwwnu/) and is the primary method used to communicate with constituents about programmatic changes. Graduate students also receive email notices from the Graduate School and the CON’s graduate office. Currently needed updates on the CON’s website are forwarded to the CON’s part-time web coordinator. The associate dean for research and graduate education is responsible for the accuracy of all website information related to research and the graduate program.

The CON’s homepage has a link to information about the DNP program (http://www.montana.edu/nursing/graduate/dnp.html). Information about DNP student technical requirements, admission requirements, clinical experience preferences, program of study and course descriptions are included on that page. Students wishing to apply are linked from that page to the Graduate School, which then takes them through the online application process. Graduate students already admitted seeking resources can access information linked from the CON’s homepage (http://www.montana.edu/nursing/student/graduate.html). Resources are broad and varied on that page,

1 Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008). 2 Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012).

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but include the Graduate Handbook and Clinical Manuals for each of the graduate program options. The MSU website contains information related to tuition and fees (http://catalog.montana.edu/expenses/) and the academic calendar (http://calendar.msu.montana.edu/academic-term-calendar).

Administrators in the CON are responsible for maintaining the currency of documents and publications related to the college whether in electronic or paper format for their areas of responsibility. Transcripts of the DNP graduates will clearly specify the role and area of specialization. Information (including the number of clinical learning hours of students) needed so graduates are eligible to sit for national certification exams are tracked by the clinical coordinator for each option and housed in a file located in the office of the associate dean for research and graduate education. This process is in the process of being transitioned to the software program Typhon. The assistant to the dean sits on a university wide communications committee. In that capacity, she remains informed on format and standards for college web pages and is able to provide input on future policies and developments related to university communications. The CON began publishing a new document in 2011 titled The Bobcat Nurse which focuses on highlights of the past year in the college, student and faculty accomplishments, and external funding received. This publication is mailed to members of the external community of interest including donors to the CON, clinical partners, policy makers, and many others and is also linked to the CON’s website (http://www.montana.edu/nursing/about/newsletters.html). A new publication titled Continuum which was first published in spring 2015 highlights each of the researchers in the college and their area of investigation. This document is linked to the CON’s homepage (http://www.montana.edu/nursing/documents/pdf/Continuum%20Issue%201.pdf) and is also shared with friends and donors of the college. The dean sends out a weekly Friday Message to the entire college where she hi-lights accomplishments of faculty in the college as well as significant changes. This message is also forwarded to the dean’s advisory council.

I-F. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected student outcomes. These policies are: fair and equitable; published and accessible; and reviewed and revised as necessary to foster program improvement.

Elaboration: Academic policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are identified and support achievement of the program’s mission, goals, and expected student outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs and revisions are made as needed.

Program Response:

University and college policies are published and available on the MSU website; many are included in the university catalogue as well. College of Nursing policies are available electronically in the CON’s Policy and Procedure Manual (http://www.montana.edu/nursing/facstaff/policies.html); policies relevant to students are included in student handbooks. Some university and CON policies are congruent with each other and support the mission, goals, and expected student outcomes. When appropriate, university policies are followed so as to avoid duplication and possible confusion by students. For example, nursing students are referred to the MSU Conduct Guidelines and Grievance Procedures for Students when filing a grievance (http://www.montana.edu/policy/student_conduct/).

Some CON policies are unique to nursing due to the rigorous demands of the nursing major or expectations of clinical partners. For example, policies related to Graduate Program Admissions (Policy D-3; http://www.montana.edu/nursing/documents/pdf/D3.pdf), Nursing Student Background Checks (Policy A-36; http://www.montana.edu/nursing/documents/pdf/A36.pdf), and Student Urine Drug Testing

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(Policy A-38; http://www.montana.edu/nursing/documents/pdf/A38.pdf) are different for CON students than university students in general. These unique policies are included in student handbooks; students are also informed of them at orientation sessions and on the web.

College of Nursing policies are developed, reviewed, and revised by nursing faculty and appropriate college administrators and staff. Policy A-1: Policy on Policies of the CON Policies & Procedures Manual states that the processes of formulating, distributing, posting, reviewing, revising and retaining or deleting policies may be initiated by administrators, faculty, or staff within the appropriate CON committees (http://www.montana.edu/wwwnu/pdf/A1.pdf). New policies are to be reviewed after one year and current policies every five years thereafter. Policies are grouped into one of six sections in the CON Policies and Procedures Manual (Section A: Executive Council [EC]; Section B: UAAC & GAAC (both); Section C: Undergraduate Academic Affairs Committee [UAAC]; Section D: Graduate Academic Affairs Committee [GAAC]; Section E: Faculty Committees; Section F: Bylaws Committee; Section G: Student Forum Liaison. Procedures follow policies in the manual. An unwieldy number of policies was identified in the last accreditation self-study as an area of needed improvement thus policies are being reviewed on an ongoing basis to differentiate policies from procedures and to ascertain if some policies should simply be placed in student handbooks and not be included in the CON Policies and Procedures Manual. The university attorney has affirmed that content in student handbooks can be viewed as an extension of policies and/or procedures.

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Standard II Program Quality: Institutional Commitment and Resources The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enable the achievement of the mission, goals, and expected program outcomes. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals,

and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed.

Elaboration: The budget enables achievement of the program’s mission, goals, and expected outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the program’s mission, goals, and expected outcomes. A defined process is used for regular review of the adequacy of the program’s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate.

Program Response:

Fiscal resources: Fiscal resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Table 2 provides an overview of sources and uses of college funds.

TABLE 2: Montana State University College of Nursing Finances

Revenue FY 2012 FY 2013 FY 2014 FY 2015 State Funds $ 5,462,705 $ 6,011,661 $ 6,251,371 $ 6,353,390 Indirect Costs Returned

$ - $ - $ 2,764 $ -

Gifts/Foundation Income (excluding endowment earnings)

$ 439,136 $ 97,399 $ 203,504 $ 246,912

External Revenue $ 182,301 $ 132,529 $ 73,201 $ 39,765 TOTAL $ 6,084,142 $ 6,241,589 $ 6,530,840 $ 6,640,067

Expenses FY 2012 FY 2013 FY 2014 FY 2015 Faculty Salaries $ 3,647,171 $ 4,585,658 $ 4,738,266 $ 4,857,419 Staff Salaries $ 983,246 $ 771,753 $ 773,200 $ 863,526 GTA Salaries $ 56,400 $ 70,500 $ 53,580 $ 45,825 Wages (student) $ 4,270 $ 1,131 $ 5,465 $ 4,545 Other Compensation $ 10,262 $ 2,132 $ 10,929 $ 1,216 Contracted Services $ 54,073 $ 67,197 $ 123,128 $ 37,251

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Supplies $ 246,797 $ 264,858 $ 192,841 $ 177,318 Communications $ 70,619 $ 72,621 $ 68,347 $ 63,830 Travel $ 124,077 $ 124,247 $ 107,177 $ 105,995 Rent $ 11,891 $ 12,706 $ 8,073 $ 556 Maintenance $ 32,553 $ 20,711 $ 14,910 $ 23,171 Other $ 80,075 $ 81,332 $ 83,389 $ 100,050 Equipment - Capital $ 263,304 $ 99,130 $ 162,382 $ 218,316 Non-Mandatory Transfer

$ 58,330 $ 93,395 $ 130,974 $ 76,636

Debt Service $ - $ - $ 4,356 $ 2,549 Scholarships $ 160,373 $ 78,031 $ 146,146 $ 87,935 TOTAL $ 5,803,441 $ 6,345,402 $ 6,623,163 $ 6,666,138

The college receives funding from four major sources: state appropriations, program fees, grants, and MSU Alumni Foundation funds. The dean and the director of administration and finance meet on a monthly and as needed basis to assess the adequacy of fiscal resources. The dean is responsible for keeping the provost informed on the financial status of the college. The self-evaluation that the dean prepares for the provost includes a section on adequacy of fiscal resources in the college.

State Appropriations: The university budget is set by the State Legislature and the Board of Regents. The legislative appropriation for 2013-14 accounted for the 29% of the university’s revenue. The allocation of funds assigned to the university is managed by the MSU Budget Office. This office is responsible for coordinating all aspects of the development, allocation, processing, and monitoring of the university’s annual budget, as well as its biennial legislative request. As MSU has experienced an increase in enrollment, additional funds have been allocated to the university as tuition dollars come directly to the institution. Additionally, the Montana University System (MUS) is engaged in the process of exploring and developing performance funding models to be included as an additional component in the allocation methodology for distributing state appropriations to the MUS campuses. MSU’s performance was positive in terms of retention and graduation rates in FY 14 resulting in the allocation to the university an additional $2.3 from the MUS.

There is a University Budget Council whose mission it is to create, communicate and implement logical and easily understood fiscal processes that lead to fair budgetary guidance or resource allocations that directly support university strategic goals and priorities (http://www.montana.edu/budgetcouncil/). Membership on the Budget Council includes representation of the deans and department chairs among others.

State funds are allocated annually to the colleges through the Office of the Provost and support the instructional and administrative components of the colleges. The vice president for administration and finance reports that 67% of the university’s total general fund has been allocated to instruction and academic support for the past three years. That 67% breaks down to 50% for instruction and the remainder of the budget, for example, for the dean’s offices, the Provost’s office, and the library. The additional tuition funds and performance funding dollars have benefited the colleges in that there have been opportunities for an increase of base dollars allocations through processes such as a strategic investment proposal process and a performance funding process. The College of Nursing benefitted from these processes when additional base dollars were allocated to support the DNP program (FY13), an additional faculty line for the graduate program to support the overall increase in enrollment in recent years (FY14), and base dollar support for faculty salaries on the Kalispell campus (FY15).

Faculty salaries continue to be lower than many would like but are at the level to allow for recruitment of qualified faculty and staff. Montana State University in general and the entire university

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system offers low faculty salaries. This has been a topic of discussion and prioritization with the Montana Board of Regents and while some progress has been made, improvement in the salary structure is needed. Table 3 compares CON salaries with other colleges on campus. As is evident on that table, the College of Engineering and the College of Business are outliers in salaries at MSU and are the result of the market demands for those two professions.

TABLE 3: Comparison of CON Mean Salaries to MSU Colleges (Source: Office of Planning and Analysis; MSU)

College Professor Associate Assistant

Agriculture $96,305 $69,281 $70,549 Arts & Architecture $81,090 $61,174 $53,020 Business $121,168 $106,959 $101,125 Education, Health, & Human Dev

$81,749 $64,200 $57,953

Engineering $106,913 $81,258 $76,239 Letters & Science $95,427 $68,176 $65,297 Nursing $96,296 $71,534 $64,629 Libraries $63,999 $54,796 $43,083

A goal in MSU Strategic Plan 2012 is that “By 2019, increase the average MSU faculty and

administrative salary to at least 80% of the representative peer market average.” Table 4 compares CON salaries to Oklahoma State University average salary survey data, the benchmark used at MSU. As is evident, the CON mean salaries are near the goal of 80% of the OSU benchmark. Several faculty do already exceed that goal.

TABLE 4: Comparison of CON Mean Salaries by Rank with Oklahoma State University Benchmark Salary Data (Source: Oklahoma State University Survey, fall 2014;

http://www.montana.edu/opa/restricted/OSUAverages14F.pdf)

Rank OSU Benchmark 80% of OSU Benchmark

CON Mean Salary

Professor $120,369 $96,295 $96,296 Associate Professor $91,917 $73,533 $71,534 Assistant Professor $75,111 $69,088 $64,629

In each of the past three years all MSU faculty have received a two to three percent raise and

some also received merit raises per a clearly defined university procedure. Additionally the Provost’s Office was able to give market and equity raises to faculty using Oklahoma State data as a benchmark. For FY15, only one College of Nursing faculty had a salary that was lower than the goal of the strategic plan, which was used as the internal benchmark for those raises; that person did receive a market raise. Six non-tenure track faculty received merit raises for FY 16. Those raises were distributed according the NTT CBA.

Program Fees: DNP students pay program fees to offset additional costs in clinically-based graduate education such as teaching models, specialized computer programs, and faculty travel to arrange and supervise clinical education across the state and beyond. Fees also are used to replace and

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upgrade the interactive video equipment used for distance delivery of graduate courses. These funds come directly to the college.

Students also pay university fees that support technology, membership in the student organization, an activity fee, sustainability fees and others. The college participates annually in a university-level funding proposal process for computers and equipment and has been successful with that process. For example, in the past three years the college has been awarded funds to purchase additional simulation manikins and simulation lab enhancement equipment for each of its campuses. The college relies heavily on interactive technology and has been fortunate to receive funding via this university process for replacement of an interactive video control server and high definition videoconference endpoint, two interactive video multipoint video conferencing control units, and dual monitor high definition conference systems totaling approximately $500,000.

A change in student program fees requires Board of Regents approval; the cycle for that review is every two years. The college brought forth a request during the 2015 regential review process to be allowed to expand the scope of the use of program fees to include partial support of personnel to maintain and support the use of simulation equipment at each instructional site (campus). This request was approved effective FY16.

Grants: Faculty write grants to support special research projects or programs. Program grants received in the last 5 years have supported, for example, the Caring for Our Own Program (CO-OP) for American Indian students (HRSA; Indian Health Service); the Psychiatric Mental Health Nurse Practitioner Program (HRSA) and the Clinical Nurse Leader Program (HRSA). Each of those grants were for three years except the Indian Health Service grant to support the CO-OP program which was for five years. The total dollars awarded exceeded $1,000,000 for each grant.

The college has not received indirect or facilities and administration (F&A) funds on external grants in the past five years. The university adopted a formula that a college must attain a certain level of external funding before any indirect funds are returned to the college. The CON has not reached that level of external funding to benefit from that resource. A new allocation model for F&A distribution is under development as the new Vice President for Research and Economic Development believes all colleges should benefit from the distribution of F&A funds so that support is available to advance research priorities.

MSU Alumni Foundation: Funds from the MSU Alumni Foundation are generated through gifts to the college and are used primarily for scholarships and discretionary spending by the dean. The college has a major gifts officer who works closely with the dean to support philanthropic giving to the college. The major gifts officer’s salary is paid for by the MSU Alumni Foundation. Donor gifting has steadily increased in recent years to support the dean’s discretionary account so that the balance now exceeds $100,000. Those funds are used, for example, to support student travel to national conferences or meetings such as the AACN Student Policy Summit, student travel to present scholarly work at conferences with faculty mentors or individually, faculty travel not funded by state appropriations, or for speakers who travel to the college so all can benefit. New endowments have been established for student scholarships and for student domestic and international service learning trips. The university is embarking on its first ever comprehensive campaign with the public launch scheduled in fall 2015. College priorities for fundraising within that university wide effort include support for: an endowed chair, student scholarships, faculty research and leadership grants, and travel for domestic and international service learning trips.

Physical Resources: The College of Nursing has instructional sites (campuses) in five Montana communities: Billings, Bozeman, Great Falls, Kalispell, and Missoula. All instructional sites have classrooms equipped with Smart Podiums and audiovisual connectivity. All sites include faculty offices, student computer areas, simulation learning space, and basic skills laboratories. Space on all but the Bozeman campus is rented and paid for by MSU Facilities Services. The space in Bozeman, Great Falls, and Kalispell is good to excellent, but space on the Billings and Missoula campuses is small, and in need of improvement. The Billings campus is located on two floors of an old dormitory on the Montana State

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University-Billings campus. Faculty office space is adequate, but the simulation and skills laboratory space is small. On the Missoula campus, the faculty offices, classrooms and the learning laboratory are also housed in an old dormitory on the campus of the University of Montana. Classroom space is adequate on this campus, but simulation and skills lab space is too small. There are ongoing efforts to find different space on or off the campus of the University of Montana. Full-time faculty have private offices on all of the campuses; part-time faculty often share office space.

Each of the campuses has a fully equipped lab for the instruction of basic nursing skills and physical assessment skills. Additionally each campus has a simulation lab space that is equipped with high fidelity simulation manikins including one Laerdal 3-G SimMan, a Noell simulated birthing manikin, a simbaby, and child simulated manikin (on each campus). The Great Falls campus was the recipient of a generous private gift to support their simulation laboratory thus that learning space is more elaborate than what is found on other campuses.

Review of the adequacy of space on each of the campuses is ongoing. Especially because space on two of the campuses (Billings and Missoula) is less than ideal, ideas are frequently forthcoming on ways to attain better space. During the past academic year the campus director and dean collaborated closely with the chief nurse officer of a primary clinical partner in Missoula about the possibility of renting unused, but highly desirable space. This was appearing to be a viable plan but changes in the health care environment in that community resulted in the space no longer being available. The dean collaborates on an ongoing basis with the major gifts officer of the college and the associate director of the MSU Alumni Foundation regarding potential donors and fundraising plans to support space renovation or relocation on the Missoula and Billings campuses.

Since all graduate courses are taught using distance technology, graduate students do not utilize college physical resources as much as undergraduate students. They do utilize college clinical learning lab space some as they learn skills needed in their future roles as advanced practice nurses. DNP students also use the classroom space on any of the campuses during graduate intensive classes as some are taught using the interactive video network, or during oral comprehensive exams and final project defenses. The graduate students have access to the physical facilities on all five campuses three times per year for video conferenced graduate intensives.

Clinical Resources: There are excellent clinical resources available to the College of Nursing at both the undergraduate and graduate levels. In all of the communities where there is a CON campus there is a community hospital and/or a level II regional trauma center. Learning resources in, for example, schools, community health clinics, public health departments, primary care clinics, and long term care settings are abundant. College administrators and faculty collaborate with faculty from other nursing programs in the state to assure learning experiences are available for all students. Meetings are scheduled once to twice a year or more often as needed with leaders from other programs to discuss schedules and assure no overlap. Precepted learning experiences for upper level baccalaureate students and graduate students are adequate. Review of the adequacy of clinical resources occurs annually as campus directors consult with clinical faculty and also as the dean, accompanied by the campus director in a given location, meets with the chief nurse officer at the clinical sites on a semi-annual basis. Clinical coordinators review clinical placements, preceptors, and sites used by graduate students on an on-going basis.

II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs.

Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected program outcomes. There is a defined process for regular review of the adequacy of the program’s academic support services. Review of academic support services occurs and improvements are made as appropriate.

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Program Response:

Academic support services are sufficient for students and faculty to meet program objectives. The MSU website (http://www.montana.edu/students/) provides links (RESOURCES) for students in the areas of Academic Info, MSU Resources, Finance and Jobs, Uniquely MSU, Communication and Snow Reports. The Graduate School website (http://www.montana.edu/gradschool/) provides links with information on the application process, resources for current students (e.g. Policy & Procedures, Funding Opportunities, Thesis and Dissertation Guidelines, Defense Announcements, Student Concerns & Appeals, Organizational Chart, Graduate Students Collective Bargaining Agreement). The college enjoys a close collaborative relationship with administrators of the various academic support services on campus. If issues arise, college administrators initiate discussion with the appropriate administrator or administrators to discuss ways to improve services for DNP students. Academic support services are evaluated both formally and informally through discussions with college and university administrators and advisors as well as through annual surveys administered by the university and by the college. Library Resources: Library resources are available to students located on the Bozeman campus and all undergraduate or graduate students at a distance through the Renne Library whose mission it is to facilitate student and faculty success by providing access to information and knowledge. The library supports the university’s commitment to teaching and research through its information resources (most of which are electronic), research assistance to students and faculty, and by providing technology-rich learning and study spaces. Students and faculty in need of help generating scholarly project or research ideas, locating information resources for assignments or research projects, or citation management get assistance during live or distance connected meetings with librarians (http://www.lib.montana.edu/forms/rapreq.php). Much of the MSU nursing and health related collection is on-line and full text, making excellent library resources available across all sites through remote access. Each discipline on campus has its own subject librarian (http://www.lib.montana.edu/services/liaisons-by-department.html).

The dean meets annually with the librarian assigned to the college to discuss any potential issues or ways to improve services. The librarian generally makes an annual or biennial visit to a faculty organization meeting to update faculty on what’s new in the library and answer any questions. The college also has a representative on the university library committee. The charge of that committee is to “Recommend policy and programs to improve and maintain the services of the Libraries…” The CON”s representative to that committee regularly sends lists of new resources to faculty to assess interest. During AY14-15, one faculty expressed interest in attaining the Johanna Briggs Institute EBP database. That request was forwarded through the CON’s library representative to the library and that database was purchased.

Besides having distance access to the Renne Library, students at a distance also have access to local institutional libraries such as the Mansfield Library at the University of Montana, MSU-Billings library, Flathead Valley Community College (FVCC) library in Kalispell, and the Great Falls College and University of Great Falls libraries in Great Falls. Librarians at these distant sites are helpful and welcoming to students; some of these libraries house MSU nursing collections. Further, local hospitals welcome CON students into their medical libraries. Information Technology Resources: The IT coordinator in the college sits on MSU IT Council. The mission of that group is to “oversee information technology investments to assure alignment with strategic direction, to maximize value, minimize risk, and provide transparency to constituents. In its advisory role to the president, the IT Council represent information technology needs to enable the learning, discovery, and engagement mission of Montana State University in Bozeman.”

The Information Technology Center (ITC) is a current, rapidly evolving information technology resource for the university (http://www.montana.edu/itcenter/). It is committed to promoting, developing, delivering and facilitating the use of information technology services and resources in support of the

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MSU mission. This center provides central information technology (IT) services to the university through the campus data network, information security, the campus telephone system, the university-wide administrative software system, web infrastructure, ITC student computing laboratories, Smart Podiums in campus classrooms, and the campus information technology Help Desk. All nursing faculty whether located in Bozeman or at distant campuses or at home have access to support through the IT Help Desk.

The college IT coordinator supports the mission of the College as he serves as the architect, implementer, and manager of the college’s information technology infrastructure, which includes video and teleconference resources; server and NAS resources; network transversal connections; lecture capture and delivery resources; faculty/staff computational, security and backup needs; and five (four of them remote) student computer labs. This individual works in a coordinated fashion with other service providers at MSU when planning, installing, using, and supporting videoconferencing. The college IT coordinator also advises and assists faculty and staff on all IT related questions and issues including, but not limited to, advanced technical support for computer hardware, software, peripheral devices, and desktop systems. The coordinator visits the distant campuses at least once a year and more often if necessary to install new equipment and trouble shoot if any of the technology or videoconference equipment is malfunctioning. Besides support from the college IT coordinator, campus directors are encouraged to seek local part-time temporary help to provide IT support as needed. The college IT coordinator reports to the director of administration and finance in the college.

As a direct result of this self-study, a communication infrastructure that will link the academic users of IT to the architect, implementer, and manager of IT in the college will be formalized. A college IT Council will be formed in the fall, 2015. Members will be the campus directors, associate deans, and the director of administration and finance. This council will be an ad hoc group during the upcoming year and has been charged with broadening knowledge of IT on the academic side and broadening knowledge of academic requirements on the IT side. The hope is that this academic/IT council will bridge, connect, and operationalize the vast number of IT details and potential with the educational and research missions of the college. The council’s value and effectiveness will be evaluated at the conclusion of the year to determine if it should become a standing committee in the college.

As a result of requests by faculty on the Missoula campus for additional IT support as they deliver the undergraduate curriculum via video conference to the Kalispell site, the college added an additional .5 full time equivalent (FTE) technology support person on that campus. This person provides additional support for faculty as the entire undergraduate curriculum is delivered via distance to Kalispell. This part-time person collaborates frequently with the college IT coordinator and supports all scheduling that is necessary for the graduate program (e.g. scheduling proposal meetings, comprehensive exams, and defenses).

Distance-education support: The college relies heavily on the use of distance education to deliver courses. The entire didactic portion of the graduate program continues to be offered using distance technology including teleconference, audio visual conferencing, and the internet (D2L).

Support services are available for faculty and students who are teaching and learning using distance technologies both within and beyond the college. As previously described, the college IT coordinator maintains the complex video conferencing system and also provides support for other technical issues that may arise. The video conferencing system between Missoula and Kalispell has been a challenge in recent years with intermittent breaks in coverage. College administrators as well as faculty and students were concerned that these technological issues were compromising the quality of education for the students in Kalispell thus the college made a significant investment and upgraded the video conference system between Missoula and Kalispell, which did improve connectivity. During the 2014-15 academic year, the primary clinical partner in Kalispell funded the laying of a 425 mile fiber optic cable between Kalispell and Missoula resulting in now near perfect transmission between those two sites.

Desire to Learn is the online learning platform used by MSU. The MSU Extended University (http://eu.montana.edu/) offers a variety of resources for faculty teaching online or via distance. For example, free workshops and learning opportunities are available including the Teaching Online Program

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(TOP), which is an introductory program to help faculty be successful when teaching online. Upon completion of that program, faculty can enroll in Teaching Online: The Next Level, a three week more intensive course. MSU does not require faculty participation in these learning opportunities although there are current discussions centered on this topic. Many faculty have taken advantage of those learning opportunities to refine their skills at teaching online. In addition to the structured learning opportunities, there are many online tools for faculty to assist them to become skillful at teaching online. Support staff from Extended University are available on an as needed basis.

The university recently completed a year-long review of the role of Extended University in distance education. The task force was chaired by the dean of the Jake Jabs College of Business and Entrepreneurship. As a result of the work of that group, plans are to move all courses administered by Extended University for credit to the Registrar and to move support for D2L to the ITC. Beginning in AY15-16, all students will be charged an additional $45/credit for any course taken online. These fees will generate additional dollars that will be used to provide additional training for faculty who teach online and expanded student support services for those enrolled in online courses.

Research support: MSU is ranked as an institution with “very high research activity” by the Carnegie Foundation for the Advancement of Teaching thus support for the research and scholarly endeavors of faculty and students is a high priority. The Office of Research and Economic Development (http://www.montana.edu/research) is responsible for administering MSU's research enterprise and oversees the Office of Research Compliance (http://www.montana.edu/orc/index.html), Office of Sponsored Programs (http://www.montana.edu/research/osp/index.html), and the Technology Transfer Office (http://tto.montana.edu/index.html). Faculty and deans have a voice in the research enterprise at MSU through membership on the Research Council (http://www.montana.edu/researchcouncil/). Each college has a faculty representative on that council who is elected by the college faculty and serves a two year term. The integration of learning and discovery is a hallmark of the undergraduate experience at Montana State University, which offers every student a hands-on research or creative project experience. The university recently hired a new “star” researcher, Dr. Renee Pera, from Stanford University, to serve as its vice president for research and economic development (VPRED). Faculty have many opportunities for involvement in nursing research or multidisciplinary investigations. For example, the Montana IDeA Network for Biomedical Research Excellent (INBRE) grant offers faculty, undergraduate and graduate students throughout Montana enhanced research opportunities in biomedical sciences and health disparities. Two nursing faculty currently have studies supported by that program. The Center for Native Health Partnerships strives to create an environment to improve Native American health through community-based participatory research, a research method of particular interest to nursing faculty. The new VPRED recently called for proposals for innovative grants to advance the research mission of the university with funding of up to $200,000 per year with the potential of two years of funding. Nursing faculty and many others on campus had expressed concern that there is not an individual on campus whose role it is to provide statistical support as they design and analyze studies. An individual with stellar credentials including 19 years of service as a mathematical statistician at the Center for Disease Control has now been hired and has begun consulting with research faculty in the college providing support with project design and analysis. The college hired three researchers this past year, one at each academic rank (assistant, associate, and professor). The VPRED was actively involved in the recruitment of each of these faculty and provided generous start-up packages. Within the college, tenured and tenure track faculty are mentored by the associate dean for research and graduate education. Dr. Donna Williams is a physiologist who maintains an active lab on campus and has a strong commitment to research and advancing the programs of research of faculty. Dr. Williams oversees the college’s Office of Research and Scholarship and provides support through monthly individual meetings with faculty to discuss their research progress, reviewing manuscripts, planning and implementing mock reviews prior to grant submissions, and holding group meetings to facilitate peer review. The college receives funds most years from the VPRED’s office to be used as seed

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grants. College faculty apply for those funds through a formal proposal process administered by the Office of Research and Scholarship. In anticipation of the college offering a doctoral program, the CON’s Office of Research and Scholarship began offering a research seminar series about four years ago that is broadcast via video to all campuses. Presenters have included accomplished research faculty from the college, university and beyond. For example, in 2014, Dr. Marilyn Rantz from the Sinclair School of Nursing, University of Missouri and, in 2015, Dr. Bernadette Melnyk from The Ohio State University College of Nursing spoke on their programs of research. The university is committed to supporting the research and scholarly work of both undergraduate and graduate students. Faculty are particularly committed to involving them in their work and to mentoring students to become scholars and researchers. The outcomes of those efforts are evident by the number of MSU students who win competitive national grants and awards such as Goldwater Scholarships. Undergraduate students have the option of accessing support for their research through the Undergraduate Scholars Program (USP) (http://www.montana.edu/usp/), which facilitates, encourages, and supports undergraduate research. These students often serve as research assistants to nursing faculty and are mentored by faculty at the same time. There are a variety of support options for graduate students as most are required to conduct some type of original research or scholarly project. Most colleges, including the College of Nursing, have a designated research center that provides resources and support to faculty (http://www.montana.edu/wwwconor/). Many colleges offer opportunities for graduate teaching and research assistantships. General duties, benefits, and application deadlines are described on the Graduate School website (http://www.montana.edu/gradschool/policy/appointments.html). Opportunities for students to secure funding are ample with listings linked from the Graduate School website (http://www.montana.edu/gradschool/fellowships/index.html). Admission and advising services: With the arrival of a new dean of the Graduate School, the process of admission to the graduate school has been reviewed and updated including making it an electronic process. The college has a representative who serves on the University Graduate Council who was involved in the development, review, and acceptance of that process (http://www.montana.edu/gradschool/gradcouncil/bylaws.html).

DNP student technical requirements, admission requirements, clinical experience preferences, program of study and course descriptions are all linked to the CON’s homepage http://www.montana.edu/nursing/graduate/dnp.html). Students wishing to apply are linked from that page to the Graduate School, which then takes them through the online application process.

Once applicants have completed the online application process to the Graduate School, they are interviewed and scored by two different College of Nursing faculty. Final recommendations to admit or not are made by GAAC to the associate dean for research and graduate education who, in turn, officially recommends applicants for admission to the Graduate School. The number of students to be admitted is decided by the dean based on resources. Final admission decisions rest with the dean of the Graduate School.

The associate dean for research and graduate education serves as the temporary academic advisor for all entering graduate students until a permanent academic advisor is identified (during the students’ first fall semester). The permanent academic advisor also serves as the student’s chairperson and acts as a channel of communication within the college. If a permanent advisor is not identified by the end of the first semester, the associate dean will assign a temporary academic advisor to guide the student until a permanent advisor/chair is selected. MSU College of Nursing faculty across the state are available in person, by phone, or by e-mail to guide students through their Program of Study and DNP Scholarly Project. Faculty teaching in the graduate program can be accessed during the fall, spring, and summer semesters when school is in session. Support services to both undergraduate and graduate American Indian students are available through the Caring for our Own Program (CO-OP) in the college. About 6% of Montana’s population is American Indian thus the goal of the Caring for Our Own Program (CO-OP) is to have 6% of the students

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in the college be American Indian so as to reflect the state’s population. CO-OP does this through providing intense culturally sensitive advisement, mentoring, and tutoring of American Indian students. CO-OP staff and programs are funded through Indian Health Service and HRSA grants and are committed to helping American Indian nursing students succeed. One of the students in the first DNP class is American Indian and supported by the CO-OP program.

II-C. The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in nursing; holds a doctoral degree if the nursing unit offers a graduate program in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected

program outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected

program outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and

expected program outcomes.

Elaboration: The administrative authority of the chief nurse administrator is comparable to that of chief administrators of similar units in the institution. He or she consults, as appropriate, with faculty and other communities of interest to make decisions to accomplish the mission, goals, and expected program outcomes. The chief nurse administrator is perceived by the communities of interest to be an effective leader of the nursing unit. The program provides a rationale and a plan to come into compliance if the chief nurse administrator does not hold a graduate degree in nursing and a doctoral degree (if applicable).

Program Response:

Helen Melland, PhD, RN began her tenure as dean of the College of Nursing in August 2009 and is well qualified for this position. She earned a Bachelor of Science in Nursing from Pacific Lutheran University, a Master’s of Science from the University of Portland with a major in nursing education and primary care of the adult, and PhD from the University of Minnesota in Higher Education Administration. With over 35 years in nursing education, Dr. Melland has extensive experience as an educator, researcher, and administrator. Prior to coming to MSU, she was employed at the University of North Dakota for 20 years where she served as a department chair for 12 years, associate dean of the undergraduate program for three years, and interim dean (two different tenures) for a total of four years. She is a graduate of the Harvard Management Development Program (2005), a member of the inaugural class of the AACN Wharton Executive Leadership Program (2012), and a graduate of the HERS Institute for Women in Higher Education Administration (Wellesley College, 2011). Dr. Melland has served the profession in a variety of capacities at the state and national levels. She served as a member of the North Dakota Board of Nursing for 8 years, which included two years as president. Dr. Melland has been an active researcher in the area of pressure ulcers and wound care and also faculty roles and responsibilities. She was a member of the research team awarded the Sigma Theta Tau International Research Dissemination Award in 1999. Dr. Melland reports to the provost and vice-president for academic affairs of the university as do all deans. By virtue of her position, she is a member of the MSU Deans Council and the University Council. She is the chief academic and administrative officer of the CON and is responsible for the management of the college’s fiscal resources needed to meet its mission and vision to carry out its strategic plan.

Dr. Melland participates in a variety of nursing and health related boards and activities such as the Gallatin Heart Rescue Board of Directors, the steering committee for the Montana Center to Advance Health Through Nursing (MT-CAHN) – the Robert Wood Johnson Action Coalition, the MT AHEC Board of Directors, and the advisory board of One Montana, a non-profit organization with the mission of bridging the rural-urban divide in MT (MSU presidential appointment).

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Dr. Melland does an annual self-evaluation, which is submitted in writing to the provost and is also evaluated annually by the college faculty and staff through an anonymous electronic survey. Additionally, the MSU Faculty Senate conducts an electronic survey of each administrator every two to three years. Data from both electronic surveys are shared with the provost who also evaluates the dean annually. The dean meets at least twice a month on a one-on-one basis with each of the administrators in the college, which includes the associate dean for undergraduate education, the associate dean for research and graduate education, the campus directors at each of the campuses, and the director of administration and finance. She travels to each of the distant campus sites at least once per semester. During those visits she meets with the campus faculty collectively, with faculty individually if they so desire, and students. The local campus director and the dean also meet with clinical partners during those visits. In addition to those scheduled distant campus visits, the dean collaborates with faculty on an individual basis or on an as needed basis, on the Executive Council which she chairs, and during monthly meetings of the general faculty. Semi-annual two day off-site retreats for the administrative team are also scheduled to address college-wide issues, challenges, and plans.

II-D. Faculty are: sufficient in number to accomplish the mission, goals, and expected program outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach.

Elaboration: The full-time equivalency (FTE) of faculty involved in each program is clearly delineated, and the program provides to CCNE its formula for calculating FTEs. The overall faculty (whether full-time or part-time) is sufficient in number and qualifications to achieve the mission, goals, and expected program outcomes. Faculty-to-student ratios ensure adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies and professional nursing standards and guidelines. Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree. The program provides a rationale for the use of any faculty who do not have a graduate degree. Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies. Advanced practice nursing tracks are directly overseen by faculty who are nationally certified in that same population-focused area of practice in roles for which national certification is available.

Program Response:

The number and composition of the faculty, whether full-time or part-time, is sufficient in number and qualifications to achieve the mission, goals, and expected program outcomes. Table 5 shows faculty by rank employed during AY14-15.

Faculty are not designated as graduate or undergraduate faculty as many teach in both programs. The college appoints four to six graduate student assistants (GTAs) each year. These GTAs assist faculty with skills labs, clinical supervision, or other instructional duties related to education of undergraduate students as is appropriate for a GTA. Per the new collective bargaining agreement for graduate students, the most hours a GTA can work is 19 per week.

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TABLE 5: Faculty by Rank, AY14-15

Tenure Track Total = 17 Professor 5 Associate Professor 8 Assistant Professor 4 Non-Tenure Track Total = 68 Clinical Professor 1 Associate Clinical/Teaching 9 Assistant Clinical/Teaching 40 Instructor 18 Clinical Resource Registered Nurse Total = 15 Total Faculty (Full and Part-time) 100 During AY14-15, 14 of the 17 faculty on the tenure track were tenured. A goal of the college as stated in the strategic plan is to increase the net number of tenure-track faculty by three to four by the year 2016. There has been an increase in the number of college faculty enrolling in doctoral education. Currently, there are 22 faculty in the college who are doctorally prepared and 12 are enrolled in doctoral study at several different institutions in curricula leading to a variety of degrees (DNP, PhD, EdD). Doctorally prepared faculty are not required to be on the tenure track at MSU. The college has been able to provide the equivalent of one three-credit course release time per year to faculty pursing the doctorate.

Full-time equivalency of non-tenure track faculty is clearly defined in the NTT collective bargaining agreement (CBA), which requires faculty workload be no less than 15 credits or credit equivalents per semester (30 credits per year) to be considered full-time. The CBA allows for individual colleges to develop credit equivalency policies and to develop guidelines for service responsibilities. The CON workload guidelines state that 1.5 credit equivalents (ce) are given per credit for faculty teaching in the clinical setting, certain designated college labs, and course coordination at the undergraduate level only. The guidelines also speak to credits equivalents given for service in the college with the maximum of 1 ce/year except in unusual circumstances. The tenure track faculty no longer have a CBA thus their workloads are not as prescriptive as for those on the non-tenure track. This has created some confusion and challenges at the university level. Three university work groups are currently addressing issues related to the faculty role including promotion and tenure guidelines, grievance procedures, and annual review processes. For now, tenure track workload is based on 24 credits per year. The workload guidelines in the CON tenure track/tenured faculty are: teaching 60-65%; research 30-35%; and service 5-10%. These percentages can vary depending on whether the faculty member has buyout funding to support research. See Appendix A for the College of Nursing Workload Guidelines. The Montana State Board of Nursing administrative rules require that all faculty members hold at least a master’s degree in nursing, or be enrolled in a master’s degree program. The number of individuals that can be appointed as faculty while still enrolled in a master’s program is restricted by Board of Nursing Administrative Nursing Education Rules to 2 FTE or 10% of the faculty full-time equivalents (whichever number is greater). These board rules require that faculty members have clinical experience in their field of instruction and that they report annually the activities they have engaged in to maintain/enhance their practice. The college can hire baccalaureate prepared nurses to serve as clinical resource registered nurses (CRRNs); these individuals can only teach students during clinical learning experiences and must be supervised by a master’s prepared faculty.

All nursing faculty hold current RN licensure in Montana and are qualified through experience and education to teach in their assigned areas. Their expertise is maintained through ongoing practice or continuing education. Forty six (full and part-time) faculty are certified in their specialty areas including all faculty who teach clinical in the DNP program.

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The clinical coordinator of the family/individual nurse practitioner DNP option is American Nurses Credentialing Center (ANCC) certified as a family nurse practitioner and practices part-time at a nurse owned clinic. The coordinator of the psychiatric/mental health nurse practitioner DNP option is board certified as a psychiatric mental health nurse practitioner by ANCC and practices part-time at the Gallatin Mental Health Center in Bozeman where she manages the care of adults with mild to severe mental illness. One-half of each of the clinical coordinators’ workload is dedicated to the coordinator of their respective graduate program option. See Position Description #10a (http://www.montana.edu/nursing/documents/pdf/A5-10a-DNP%20Clinical%20Coordinator.pdf) for clinical coordinators’ role. Table 6 displays qualifications of faculty who currently teach or have taught in the DNP program. Complete faculty curriculum vitaes will be available in the resource room.

TABLE 6: Faculty Teaching DNP Courses (AY 13-14; AY14-15; and/or AY15-16)

CLINICAL COURSES Faculty Course(s) Educational Credentials Certifications Deanna Babb 601 Advanced Health

Assessment

BSN. - Montana State University MN - Montana State University DNP - University of Missouri - St. Louis, Nursing

Family Nurse Practitioner

Kelli Begley; DNP Psych/Mental Health Coordinator (AY 13/15; 14/15)

632 Advanced Clinical II (Psych/Mental Health) Clinical supervisor (P/MH)

BSN - University of Portland MSN - Gonzaga University

Psychiatric Mental Health Nurse Practitioner

Rebecca Bourret; DNP Psych/Mental Health Coordinator (AY 15/16)

630 Advanced Pharmacology II 634 Advanced Clinical IV (P/MH)

BS – University of New Hampshire MSN – University of Colorado Denver Health Sciences

Psychiatric Mental Health Nurse Practitioner

Hillary Corson 633 Advanced Clinical III (P/MH) Clinical supervisors (P/MH)

BA - University of Montana BS - Montana State University MSN – Gonzaga University

Psychiatric Mental Health Nurse Practitioner

Deborah Kern 621 Advanced Clinical I (Family/Individual)

BSN - Washington State University MSN - Idaho State University FNP – Montana State University

Family Nurse Practitioner

Janice Hausauer

601 Advanced Health Assessment

BSN -University of Utah MS -University of Nevada-Reno FNP – Montana State University

Family Nurse Practitioner

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Erin Oley 607 Diagnostic Reasoning 607 Clinical supervisor

BA - University of Notre Dame BS - University of Notre Dame MA - Ohio State University MS - Ohio State University DNP - University of Colorado - Denver

Family Nurse Practitioner

Julie Pullen 607 Diagnostic Reasoning 607 Clinical supervisor

BSN - Union University MN - Montana State University Bozeman MS - Chaminade University Of Honolulu DNP - Concordia University Wisconsin - Mequon, Nursing

Geriatric Nurse Practitioner; QPR (Question Persuade Refer) Suicide Prevention Instructor

Kathleen Schachman

601 Advanced Health Assessment 601 College lab supervisor 602 Advanced Physiology/Pathophysiology

BSN - University of Michigan Post MSN (FNP) – Albany State University MSN - (Maternal-Child CNS) Albany State University PhD –University of Missouri

Family Nurse Practitioner

Jennifer Sofie: DNP Family/Individual Coordinator

602 Advanced Physiology/Pathophysiology 603 Advanced Pharmacology I 622 Advanced Clinical II (Family/Individual) 674 DNP Scholarly Project Seminar 623 Advanced Clinical III (Family/Individual)

BSN - Seattle University MSN - University of Washington, Adult/Older Adult Nurse Practitioner & Occupational Health/Environmental Health Nursing DNP - University of Colorado, Denver

Adult Nurse Practitioner, Family Nurse Practitioner; QPR (Question Persuade Refer) Suicide Prevention Instructor; Nat’l Registry of Certified Medical Examiners

Stacy Stellflug 620 Advanced Pharmacology II (F/I) 623 Clinical supervisors (F/I)

BA - Carroll College, 1997 BSN - Montana State University Bozeman MN - Montana State University Bozeman

Family Nurse Practitioner, Pediatric Advanced Life Support Instructor

Mary Kay Thurston

601 Advanced Health Assessment 624 Advanced Clinical IV (F/I) 624 Clinical supervisor (F/I)

ADN - Montana State University-Northern BS - Montana State University Bozeman MS - Montana State University Bozeman

Family Nurse Practitioner

NON-CLINICAL COURSES Susan Ahrens 674 DNP Scholarly Project

Seminar

BSN - The Ohio State University MSN - University of Toledo (Formerly Medical College of

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Ohio), Nursing PhD - Wayne State University, Nursing

Glenna Burg 610 Health Care Informatics BS - South Dakota State University, Nursing MS - South Dakota State University, Nursing

Certified Nurse Educator Health Care Informatics

Katheryn Courville

602 Advanced Physiology/Pathophysiology

BA - George Washington University BA - Texas Woman’s University BSN - University of Texas – Tyler MSN - Texas Woman’s University

Trauma Nurse Care Coordinator; Emergency Nurse Pediatric Care

Laura Larsson 606 Statistical Appl for Graduate Nursing

BS - Montana State University Bozeman BS - Lewis and Clark College MPH - Oregon Health Sciences University PhD - Oregon Health Sciences University

Dorothy Mayer 604 Evidence Based Practice I BS - University of Mary Hardin-Baylor BS - U of California-San Francisco PhD - Oregon Health Sciences University

Adult Clinical Nurse Specialist

Polly Peterson 611 Program Planning and Eval Outcomes, QI

BSN - New Mexico State University MSN - New Mexico State University PhD - New Mexico State University

Alice Running 609 Advanced Practice Nursing Leadership

BSN - Minot State University MSN - University of Portland PhD - University of Colorado-Denver

Adult Nurse Practitioner; Medical Acupuncture certification

Jean Shreffler-Grant

613 Finance and Budget 612 Ethics, Law, and Policy (core)

BSN - University of Cincinnati MSN - University of Cincinnati PhD - University of Washington

Christina Sieloff

674 DNP Scholarly Project Seminar

BSN - Wayne State University MSN - Wayne State University, Nursing Administration PhD - Wayne State

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University, Nursing Sharon Sweeney-Fee

610 Health Care Informatics AS - Yavapai College BA - Prescott College BS - Northern Arizona University MSN - University of Arizona PhD - University of Arizona

Linda Torma 608 Design of Healthcare Delivery Systems

BA - University of Montana, Liberal Studies MSN - University of New Mexico, Geriatric Nursing PhD - Oregon Health Sciences University - Nursing

Clinical Nurse Specialist in Gerontological Nursing

Charlene Winters

614 Vulnerability and Health Care In Diverse Communities 614 Clinical lab supervisor

BS - California State U-Long Beach, Nursing MS - California State U-Long Beach, Critical Care Clinical Nurse Specialist PhD - Rush University, Nursing

Clinical Nurse Specialist in Adult Health

Karen Zulkowski

605 Evidence Based Practice II BSN - University of Akron DNS - SUNY at Buffalo MSN - Kent State University

Certified Wound Care Specialist

II-E. Preceptors, when used by the program as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes.

Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are: clearly defined; congruent with the mission, goals, and expected student outcomes; and congruent with relevant professional nursing standards and guidelines. Preceptors have the expertise to support student achievement of expected outcomes. Preceptor performance expectations are clearly communicated to preceptors and are reviewed periodically. The program ensures preceptor performance meets expectations.

Program Response:

Preceptors are experientially and academically qualified to assist in the achievement of the mission, goals, and expected student outcomes. Students in the family/individual option of the DNP program can be precepted by nationally certified NP’s, nurse midwives, or physician assistants who hold a master’s degree with at least one year of experience, have prescriptive authority, and are practicing or by board certified physicians licensed in MT who are practicing (http://www.montana.edu/nursing/student/DNP%20FamilyIndividual%20Clinical%20Manual%202014-2015.pdf). Preceptors for students enrolled in the psychiatric/mental health option of the DNP program must be either nationally certified psychiatric mental health practitioners or nationally certified clinical nurse specialists, hold a master’s degree with at least one year experience and have APRN prescriptive authority. Psychiatrists must be actively involved in clinical practice, board certification is preferred, and licensed as an MD or DO. Psychologists or licensed mental health counselors must be practicing and

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licensed for at least a year. Beyond those qualifications, they are evaluated individually (http://www.montana.edu/nursing/student/DNP%20P-MH%20Clinical%20Manual%202014-2015.pdf). DNP students are provided with a clinical manual that includes a section “Who can be a preceptor?”

Individuals agreeing to serve as preceptors for both undergraduate and graduate students receive a packet that includes a letter outlining their responsibilities and expectations of the experience and also evaluation forms to be completed by the preceptor of the student’s clinical performance. Other packet contents may include course objectives and description, a preceptor data form, a form for the preceptor to evaluate the experience of serving as preceptor, and a courtesy affiliate appointment request form. Forms to be used when evaluating specifically DNP students by faculty, by preceptors and evaluation of preceptors are included on the Graduate Student Resources webpage: http://www.montana.edu/nursing/student/graduate.html

II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes.

Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role and in support of the mission, goals, and expected faculty outcomes. For example: Faculty have opportunities for ongoing development in the scholarship of teaching. If scholarship is an expected faculty outcome, the institution provides resources to support

faculty scholarship. If practice is an expected faculty outcome, opportunities are provided for faculty to maintain

practice competence, and institutional support ensures that currency in clinical practice is maintained for faculty in roles that require it.

If service is an expected faculty outcome, expected service is clearly defined and supported. Program Response:

Faculty have multiple development opportunities in the areas of teaching, scholarship, service and practice in keeping with the mission and goals of the program and institution, and expected faculty outcomes. At the university level, the Center for Faculty Excellence supports the professional enhancement of all faculty across all career stages in the areas of teaching, research/creative activity, outreach/service, and work/life integration. (http://www.montana.edu/teachlearn/). This center offers multiple faculty development opportunities throughout the year such as an early career mentoring program, brown bag lunches and webinars that focus on topics relevant to the role of the faculty, and mini summer courses. Grants are available to support faculty development opportunities. The Teaching Excellence Action Committee, which is housed in the Center for Faculty Excellence, is charged with allocating funds to support the development of teaching related projects, supporting assessment and outcomes on campus by sponsoring teaching improvement activities, and supporting attendance at instructional development workshops that provide the potential to impact teaching methods on campus. A nursing faculty member serves on that committee. Faculty can earn a Certificate of Teaching Enhancement that provides evidence of the faculty member’s involvement in activities such as workshops, seminars, training sessions, tutorials that are oriented to the enhancement of teaching. That certificate can be earned after completing 12 units of teaching enhancement activities and submitting documentation of how learning was incorporated into classes taught. The certificate can be included in annual review and promotion and tenure materials as well as in applications for teaching awards.

Even though there are many faculty development opportunities offered on campus, the opportunities for faculty at College of Nursing distant campuses is not equivalent. The college recently received funding from the university to purchase audio visual projection equipment for a room in the student union where many of faculty development events on campus occur so that they can be transmitted

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in real time to faculty at distance campuses as opposed to viewing archived versions after the fact. This will provide faculty at distant sites significantly improved access to faculty development opportunities.

Both the Provost’s Office and the office of the Vice President for Research and Economic Development support ongoing faculty development by offering grants to support faculty initiatives that focus on, for example, pedagogy or scholarship. During AY14-15, one faculty was awarded a full year sabbatical and one a semester sabbatical for the upcoming year. Faculty receive 100% salary when on leave for a semester and 75% when on leave for a year. The Provost’s Office provides 25% of salary support to the college when faculty are on sabbatical.

The College of Nursing supports faculty development in a variety of ways. The college Faculty Development Committee is charged with advocating for the professional development of faculty. The dean allocates funds to this committee at the beginning of each academic year to support faculty travel to national conferences. The dean has been able to provide $20,000 for each of the last three years to that committee. A policy guides their decision-making as to the allocation of funds (http://www.montana.edu/nursing/pdf/E2.pdf). That committee also plans a faculty development event at the beginning and/or end of each academic year where faculty gather at one site for one to two days. Usually at least half of this time is devoted to faculty development. The exact format of that development time varies. For example, one year faculty applied to present some of their most innovative teaching strategies. Faculty enjoyed learning from and hearing of their peers’ successes. About every other year an outside speaker presents to faculty. At the May 2015 faculty development meeting, a workshop was conducted by the national presenter, Michelle Deck, who spoke on “Flipping the Classroom.”

Additionally, the dean’s office supports individual travel to conferences that support the development of the entire college or a specific program in the college, as opposed to the development of an individual faculty member’s program of research. For example, the dean generally supports one to two faculty to attend the AACN baccalaureate, master’s and doctoral conferences, and the annual NONPF meeting. Faculty are expected to make a report to the entire college upon their return. The undergraduate and graduate curriculum committees (UAAC and GAAC) solicit faculty interest to attend these conferences. The dean’s office has also been able to support up to four faculty to attend the AACN Faculty Development Conference for the past three years. During the summer of 2015 the dean supported four faculty to attend the Elsevier Boot Camp, a national conference that focuses on faculty development of pedagogy. The dean offered this opportunity for professional development to each of the campuses asking campus directors to identify faculty who were interested, able to attend, and who would most benefit from attendance at that conference. The Faculty Organization meets monthly and frequently a component of that meeting focuses on some kind of faculty development often including a speaker external to the college.

Nurse practitioner faculty practice in a variety of settings to maintain clinical currency and retain certification. Several have part-time practices or are employed by agencies. In Great Falls, the college contracts with the University of Great Falls to provide nurse practitioner services to their students. Many faculty who are not required to practice do so especially during the summer months. The Collective Bargaining Agreement is silent on the issue of faculty practice, however, the MT Board of Regents policy allows faculty to consult or practice to maintain currency in clinical practice up to one day per week beyond their college employment and to retain that income. Some choose to be employed less than 100% (often 80%) and then practice approximately one day per week. Individual faculty negotiate these practice arrangements with their campus directors. If a faculty chooses to be employed full-time and practice 20% beyond the full-time college contracted work assignment, there are no alterations in workload assignment in the college. This sometimes becomes a challenge in that faculty who have this practice arrangement are not always as available as would be expected especially for college service activities.

Faculty get a small amount of workload credit for service to the college and university. Professional service is lauded but no workload credit is given for it. Many faculty serve on local, regional, and national boards, committees, and task forces. See Appendix A for College of Nursing Workload Guidelines.

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Standard III Program Quality: Curriculum and Teaching-Learning Practices The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. III-A. The curriculum is developed, implemented, and revised to reflect clear statements of

expected student outcomes that are congruent with the program’s mission and goals, and with the roles for which the program is preparing its graduates.

Elaboration: Curricular objectives (e.g., course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected learning that relate to student outcomes. Expected outcomes relate to the roles for which students are being prepared.

Program Response:

The curricular objectives and expected student outcomes for the DNP program are consistent with the mission of the university and the college. The MSU College of Nursing DNP Program Objectives are listed under Standard I, Key Element I-A. The objectives/outcomes were reviewed and revised in 2015 and, going forward, will be revisited every five years or as appropriate per the College of Nursing Master Evaluation Plan (http://www.montana.edu/nursing/documents/pdf/A9.pdf). The college vision, mission, and philosophy plus the purpose and program objectives for nursing graduate degrees are included in the College of Nursing Graduate Handbook, which is posted on the Graduate Student Resources page of the college website (http://www.montana.edu/nursing/student/graduate.html) and provided at orientation to each student entering the program.

All graduate level courses in the College of Nursing have a set of educational objectives that are written clearly to reflect expected student learning outcomes. These course objectives are presented in a series of documents referred to as master resource outlines (MROs) that flow from the broader DNP Program Objectives and are congruent with the professional nursing standards and guidelines identified in Standard I, Key Element I-A. The MROs for the DNP degree courses are housed on the college website at: http://www.montana.edu/nursing/facstaff/mro.html. Content listed in the MROs includes the DNP Essential/s and DNP Program Objectives to which the course connects plus course credits, pre- or co-requisite courses, description, and objectives. The college uses MROs to assure required content, knowledge, and skills are incorporated into its curricula and that courses remain reflective of professional nursing standards. Statements of expected learning outcomes for each course are provided to students via the course syllabus. Faculty who teach in the graduate program develop their own course syllabi (Individual Faculty Syllabus, IFS), which reflects the course MRO and provides course instructional detail such as assignments, schedules, and course policies.

At the outset of the DNP curriculum, faculty serving on the Graduate Academic Affairs Committee (GAAC) assumed leadership roles in the development of the DNP program. Initially, four faculty ad hoc task forces were charged with developing a draft DNP curriculum. The work of those task forces was submitted to GAAC. GAAC used those documents to launch their work. MROs for each course were developed by small groups of faculty and fine-tuned by faculty serving on GAAC. The chair of GAAC reported to the general faculty on a regular basis as to the progress being made in designing the DNP program. Upon approval by GAAC, each MRO (27 in total) was then recommended to the entire college faculty for vote and final approval. The program of study that students would be required to follow and the MROs were voted on and approved by the membership of the Faculty Organization. Those documents were then reviewed and approved by the Graduate Committee of the university and,

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ultimately, all 27 courses were processed through the university new course review mechanism, which includes the Provost and the Registrar.

The process of curriculum review is ongoing in that MROs and course syllabi are reviewed at regular intervals (every three years) to assure that they continue to reflect the DNP Essentials and DNP Program Objectives. Curriculum revision also is continuous. Faculty teaching graduate level courses can recommend MRO changes to GAAC at any time. The process for revising a course MRO is initiated with GAAC as outlined in Policy D-10 (http://www.montana.edu/nursing/documents/pdf/D10.pdf). GAAC then reviews recommendations within the context of the DNP Essentials, the DNP Program Objectives, and the whole DNP curriculum (curriculum evaluation tools are posted at the bottom of the MROs page on the college website – http://www.montana.edu/nursing/facstaff/mro.html). If warranted, GAAC recommends changes to the general faculty for vote and final approval.

III-B. Curricula are developed, implemented, and revised to reflect relevant professional nursing

standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education

for Professional Nursing Practice (AACN, 2008). Master’s program curricula incorporate professional standards and guidelines as

appropriate. a. All master’s degree programs incorporate The Essentials of Master’s Education in

Nursing (AACN, 2011) and additional relevant professional standards and guidelines as identified by the program.

b. All master’s degree programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012).

Graduate-entry program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines.

DNP program curricula incorporate professional standards and guidelines as appropriate. a. All DNP programs incorporate The Essentials of Doctoral Education for Advanced

Nursing Practice (AACN, 2006) and additional relevant professional standards and guidelines if identified by the program.

b. All DNP programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012).

Post-graduate APRN certificate programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012).

Elaboration: Each degree/certificate program incorporates professional nursing standards and guidelines relevant to that program, area, role, population focus, or specialty. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curriculum. APRN education programs (degree and certificate) (i.e., Clinical Nurse Specialist, Nurse Anesthesia, Nurse Midwife, and Nurse Practitioner) incorporate separate comprehensive graduate level courses to address the APRN core, defined as follows: Advanced physiology/pathophysiology, including general principles that apply across the

lifespan; Advanced health assessment, which includes assessment of all human systems, advanced

assessment techniques, concepts and approaches; and Advanced pharmacology, which includes pharmacodynamics, pharmacokinetics, and

pharmacotherapeutics of all broad categories of agents. Additional APRN core content specific to the role and population is integrated throughout the other role and population-focused didactic and clinical courses.

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Separate courses in advanced physiology/pathophysiology, advanced health assessment, and advanced pharmacology are not required for students enrolled in post-master’s DNP programs who hold current national certification as advanced practice nurses, unless the program has deemed this necessary. Master’s programs that have a direct care focus but are not APRN education programs (e.g., nursing education and Clinical Nurse Leader), incorporate graduate level content addressing the APRN core. They are not required to offer this content as three separate courses.

Program Response:

The DNP curriculum incorporates professional standards and guidelines. The objectives/outcomes for the DNP degree have been written to reflect The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012) and the Population-Focused Nurse Practitioner Competencies (NONPF, 2013).

The DNP degree program has been designed to educate advanced practice nurses prepared to provide care to individuals or families (Nurse Practitioner, Individual/Family) or those experiencing mental health disorders (Nurse Practitioner, Psychiatric/Mental Health) throughout the life span. The two specialties adhere to appropriate national standards for such programs and prepare graduates for their nurse practitioner roles with either a family/individual or psychiatric/mental health population focus.

The curricula incorporate core content for the DNP APRN students. Students in the Nurse Practitioner, Family/Individual option complete two courses in advanced pharmacology: NRSG 603 – Advanced Pharmacology I (2 credits) and NRSG 620 – Advanced Pharmacology II (Family/Individual) (3 credits). Nurse Practitioner, Psychiatric/Mental Health students complete the first advanced pharmacology course (NRSG 603) and then take NRSG 630- Advanced Psychopharmacology II (3 credits). All APRN students complete NRSG 601 – Advanced Health Assessment (2 credits lecture, 1 credit clinical lab) and NRSG 602 – Advanced Physiology/Pathophysiology (4 credits). Programs of Study for both specialties are posted on the college website and are provided in Appendices B and C. Table 7 screens for AACN DNP’s Essentials in the NP, Family Individual and NP, Psychiatric/Mental Health curricula. MROs that include the objectives for each of the courses on that table are available at http://www.montana.edu/nursing/facstaff/mro.html.

TABLE 7: Screening of Essentials of DNP Education in Nursing (AACN, 2006) with Samples of DNP Courses Covering Essential Content

AACN DNP Essential NP Family/Individual Option -

Courses NP Psychiatric/Mental Option -

Courses I: Scientific Underpinnings for Practice

NRSG 602: Advanced Physiology and Pathophysiology

NRSG 602: Advanced Physiology and Pathophysiology

II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking

NRSG 609: Advanced Practice Nursing Leadership

NRSG 608: Design of Health Care Delivery Systems

III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

NRSG 604: Evidence Based Practice I

NRSG 605: Evidence Based Practice II

IV: Information Systems/Technology for Improving and Transforming Health Care

NRSG 610 Health Care Informatics NRSG 610 Health Care Informatics

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V: Health Care Policy for Advocacy in Health Care

NRSG 612: Ethics, Law and Policy NRSG 612: Ethics, Law and Policy

VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes

NRSG 624 Advanced Clinical IV (Family/Individual)

NRSG 634 Advanced Clinical IV (Psych/Mental Health)

VII: Clinical Prevention and Population Health for Improving the Nation’s Health

NRSG 607 Diagnostic Reasoning NRSG 614 Vulnerability and Health Care in Diverse Communities

VIII: Advanced Nursing Practice

NRSG 622 Advanced Clinical II (Family/Individual)

NRSG 631 Advanced Clinical I (Psych/Mental Health)

Appendix D provides evidence of incorporation of Criteria for Evaluation of Nurse Practitioner Programs (NFT, 2012) into the DNP Program.

III-C. The curriculum is logically structured to achieve expected student outcomes. Baccalaureate curricula build upon a foundation of the arts, sciences, and humanities. Master’s curricula build on a foundation comparable to baccalaureate level nursing

knowledge. DNP curricula build on a baccalaureate and/or master’s foundation, depending on the level

of entry of the student. Post-graduate APRN certificate programs build on graduate level nursing competencies and

knowledge base.

Elaboration: Baccalaureate program faculty and students articulate how knowledge from courses in the arts, sciences, and humanities is incorporated into nursing practice. Post-baccalaureate entry programs in nursing incorporate the generalist knowledge common to baccalaureate nursing education as delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) as well as advanced course work. Graduate curricula are clearly based on a foundation comparable to a baccalaureate degree in nursing. Graduate programs delineate how students who do not have a baccalaureate degree in nursing acquire the knowledge and competencies comparable to baccalaureate education in nursing as a foundation for advanced nursing education. Accelerated programs that move students from basic nursing preparation (e.g., associate degree or diploma education) to a graduate degree demonstrate how these students acquire baccalaureate level knowledge and competencies delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), even if they do not award a baccalaureate degree in nursing in addition to the graduate degree. DNP programs, whether post-baccalaureate or post-master’s, demonstrate how students acquire doctoral-level competencies delineated in The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The program provides a rationale for the sequence of the curriculum for each program.

Program Response:

BSN Degree: The BSN program at Montana State University builds upon a foundation of the arts, sciences, and humanities. A requirement of all BSN students graduating from any school in the Montana University System (MUS) is completion of the CORE 2.0 curriculum (http://www.montana.edu/core2/). This curriculum is designed to enhance students’ intellectual experience in all realms of academia, with the express goal of providing students with a broad exposure to and knowledge of multiple and varied

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methods of scholarship. The CORE 2.0 curriculum consists of required classes that focus on clear verbal and written expression(s) of critical analysis and evaluation of academic fields of study at the heart of human intellectual inquiry and artistic achievement. Specific CORE 2.0 requirements include:

• Foundation courses: university seminar, college writing, quantitative reasoning, diversity, and contemporary issues in science;

• Ways of knowing: rational and student learning outcomes – arts, humanities, natural sciences, and social sciences (one three-credit course in each area);

• Research and creative experience course: one three-credit course. Completion of the CORE 2.0 curriculum requirements introduce students to theories, methods,

and foundations of these academic fields, enable them to critically evaluate information in these subject areas, and teach them to present their knowledge clearly in both verbal and written form. In addition to CORE 2.0 requirement, all BSN students must complete pre-requisite non-nursing courses prior to beginning the upper division (junior year) of the curriculum. Nursing students complete 30 credits in the natural and social sciences including human development across the lifespan, introduction to psychology and sociology, general chemistry, human anatomy and physiology, organic and biochemistry, and microbiology.

Baccalaureate program objective #2 states: “Synthesize theoretical and empirical knowledge from nursing, the sciences, the arts and the humanities to practice safe and effective professional nursing across the lifespan.” Upper division nursing courses build on and integrate content and knowledge from the CORE 2.0 foundation and sophomore nursing courses that students bring to the nursing curriculum. The nursing curriculum is organized logically and builds from simple at the sophomore level, to complex at the junior level, to care for individuals, families, and communities at the senior level. The curricular threads are woven throughout the curriculum with students expected to demonstrate increasing abilities to integrate those threads into their practice as they advance.

BSN to DNP Degree: The DNP curriculum is based on the foundations of baccalaureate nursing education and is designed for students to acquire doctoral-level competencies. Requirements for admission to the graduate program include a BSN degree from an accredited program, RN licensure, and successful completion of undergraduate courses in research, statistics (including inferential content), physical assessment, and community health. Applicants to the Nurse Practitioner, Psychiatric/Mental Health option must have an undergraduate course in mental health nursing.

The core courses of the graduate program curriculum build on baccalaureate pharmacology, health assessment across the lifespan, and pathophysiology. The core DNP courses, NRSG 601 Advanced Health Assessment; NRSG 602 Advanced Physiology/Pathophysiology; NRSG 603 Advanced Pharmacology I; NRSG 604 Evidence Based Practice I, lead to specialty courses with specific prerequisites when applicable. The NP Family/Individual and NP Psychiatric/Mental Health options of the DNP program have eleven courses in common - NRSG 605 Evidence Based Practice II, NRSG 606 Statistical Applications for Graduate Nursing, NURS 607 Diagnostic Reasoning, NRSG 608 Design of Health Care Delivery Systems, NRSG 609 Advanced Practice Nursing Leadership, NRSG 610 Health Care Informatics, NRSG 611 Program Planning and Evaluation, Outcomes & Quality Improvement, NRSG 612 Ethics, Law and Policy, NRSG 613 Finance and Budget, NRSG 614 Vulnerability and Health Care in Diverse Communities, and NRSG 615 Translational Research for Advanced Practice. These courses build on baccalaureate courses in research, population based care, community health, and family health courses. DNP students take a second course in advanced pharmacology plus 25 credits of advanced clinical, primary care courses specific to their area of specialization. The Nurse Practitioner, Family/Individual and Nurse Practitioner, Psychiatric/Mental Health options require 1,125 clinical practice hours, more than the amount required to be eligible for certification.

MN to DNP Degree: The program of study for students who have earned a master’s degree in nursing (MN) and are nurse practitioners is designed for students to acquire doctoral-level competencies. If the student is certified as an Advanced Practice Registered Nurse, transcripts are reviewed individually to verify courses in advanced health assessment (equivalent to NRSG 601), advanced pathophysiology (equivalent to NRSG 602), and advanced pharmacology (equivalent to NRSG 603). The advanced clinical

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courses from the MN degree also are reviewed. If all pre-requisite courses and clinical courses have been successfully completed, a likely scenario for a MN to DNP student is the following DNP coursework: NRSG 604, 605, 606, 608, 609, 610, 611, 612, 613, 614, and 615 - minus core courses, diagnostic reasoning (607), advanced pharmacology II, and the advanced clinical series in their specialty (if they seek a DNP degree in their current specialty). If they seek a DNP degree in a new specialty, then the advanced pharmacology and advanced clinical series is required specific to that specialty. All MN to DNP students complete a minimum of 41 credits which includes 405 clinical lab hours associated with their DNP Scholarly Project.

Students are expected to achieve the competencies outlined in The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) upon completion of this logically sequenced curriculum. Detailed Programs of Study are provided in Appendix B (NP, Family/Individual) and Appendix C (NP, Psychiatric/Mental Health). All BSN to DNP students have at least 500 direct supervised clinical care hours.

All BSN to DNP and MN to DNP degree-seeking students take a written and oral comprehensive examination that is administered by a committee of five faculty (comprised of a minimum of three from the College of Nursing, often a qualified community member, and a Graduate School Representative who is a member of the MSU faculty, but not connected with the College of Nursing). The comprehensive exam is administered in the final semester of the student’s program and is designed to evaluate mastery of the subject material.

DNP students also complete and defend a DNP Scholarly Project before their committee as a requirement for an earned doctoral degree from MSU. The scholarly project product is designed and implemented to impact the practice environment. Students are expected to conduct scholarly and professional activities in an ethical manner. Table 8 provides a list of DNP Scholarly Project topics identified by the first cohort of DNP students who entered the program in fall semester, 2013.

TABLE 8: Scholarly Project Topics of First Cohort of DNP Students

Student # Scholarly Project Focus 1 caregivers’ preparedness to provide care for the rapidly increasing aged population,

especially those with dementia 2 delivery of health care/expert consultation via distance technology in rural communities 3 improving identification and management of depression in primary care 4 identifying environmental health risks related to water quality in rural communities 5 strategies to address assaults toward healthcare workers 6 ways to improve primary care provider retention at a rural clinic 7 end of life preparations and how primary care providers discuss these issues with family

members 8 connecting high risk expectant mothers prenatally with education and support provided

by a lactation consultant 9 pediatric health care, most likely in Ethiopia

10 a wellness and exercise intervention for hospital employees 11 developing a protocol for promoting collaboration and increased communication

between physical and mental health providers 12 examining the frequency of the Kennedy Terminal Ulcer (KTU) in hospice care 13 oral health care issues in American Indians who have Type II diabetes 14 implement an oral health intervention and referral program into the Indian Health

Service procedure for performing well-child assessments 15 improve access to preventative oral health care in a low income (Title 1) school 16 investigate how we can improve awareness of the prevention and management of head

injuries in high school athletes in rural Montana school districts

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The curriculum includes a DNP Scholarly Project Seminar course (NRSG 674, 2 credits) that is

taken before beginning project credits (9 credits total). To assist students with different aspects of their project, faculty have created a DNP Scholarly Handbook. The handbook is posted on the Graduate Student Resources page of the college website (http://www.montana.edu/nursing/student/graduate.html).

III-D. Teaching-learning practices and environments support the achievement of expected student

outcomes.

Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student outcomes identified in course, unit, and/or level objectives.

Program Response:

Members of the faculty who teach at the graduate level are committed to providing a challenging yet supportive learning environment to facilitate students’ achievements of expected learning outcomes. In the graduate program, all course instructors are responsible for assuring that learning activities are planned in accordance with the course MROs and that the syllabus reflects the general faculty-approved objectives listed in the MRO. GAAC is responsible for assuring that the Graduate Program Objectives are reflected in the MRO content and that the DNP Essentials are reflected in the Graduate Program Objectives.

In the classroom, faculty members have moved away from relying solely on traditional lecture approaches to more interactive approaches. Clinical education is accomplished in agency settings with qualified preceptors. Case study software (for example, Shadow Health used in NRSG 601 Advanced Health Assessment) and live patient actors (for pelvic and prostate exams) are planned strategically to meet course objectives and used effectively by faculty to supplement clinical content at the graduate level. Debriefing is implemented routinely and understood to be a critical element to student learning.

The didactic portion of all graduate courses is taught using distance technology including the internet via the MSU learning management system Desire to Learn (D2L), interactive video connections, JABBER (remote desktop audio-video conferencing), or teleconferencing. Graduate students meet face-to-face at the beginning of the school year for a two day “intensive” which, for first year students, includes a third, orientation day designed to familiarize them with graduate program and the university. Faculty members are creative as they teach using a variety of strategies provided by the distance technologies. In the past four years, two members of the faculty who teach in the DNP degree program have won the university’s “Outstanding Online Teaching” award and one faculty recently earned an Educator’s Certificate in Health Care Informatics from the University of Colorado – Denver School of Nursing. The university provides excellent support to faculty who teach online as well as professional development opportunities to strengthen their skills.

The college faculty identified the need to offer more elective courses in its strategic plan. The first elective (special topics) course developed at the graduate level is titled “Recognizing, Building, and Strengthening Individual and Organizational Resilience” and will be offered during summer semester, 2016. At MSU, elective courses can be offered twice as a special topics course before being assigned a permanent number.

The college has begun offering the opportunity for students to participate in domestic or international off-campus service-learning experiences. Graduate students have the opportunity to travel to Ecuador or the Dominican Republic with faculty to provide primary care and public health services for two weeks. These educational experiences count for some of the clinical hours required in the primary care courses for the NP, Family/Individual specialty of the DNP degree.

III-E. The curriculum includes planned clinical practice experiences that:

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enable students to integrate new knowledge and demonstrate attainment of program outcomes; and

are evaluated by faculty.

Elaboration: To prepare students for a practice profession, each track in each degree program and post-graduate APRN certificate program affords students the opportunity to develop professional competencies in practice settings aligned to the educational preparation. Clinical practice experiences are provided for students in all programs, including those with distance education offerings. Clinical practice experiences involve activities that are designed to ensure students are competent to enter nursing practice at the level indicated by the degree/certificate program. The design, implementation, and evaluation of clinical practice experiences are aligned to student and program outcomes.

Program Response:

Clinical learning experiences for graduate students are designed to meet course objectives and afford students the opportunity to develop professional competencies as advanced practice nurses. Clinical sites are chosen as to their fit with the curriculum, and agency characteristics such as population served, geographic location, and availability of qualified personnel to serve as preceptors or mentors for students. As described previously, the course and learning objectives in the MROs and syllabi are reviewed periodically by GAAC to assure consistency with graduate program objectives. Educational objectives for the advanced clinical courses are evaluated in the same manner to assure that they meet the same program standards.

Clinical education for the APRN (Nurse Practitioner, Family/Individual and Nurse Practitioner, Psychiatric/Mental Health) students is planned and implemented by their respective clinical coordinators. The clinical coordinators must be certified nationally in their respective area of advanced practice, licensed as an APRN in the state of Montana with full prescriptive authority, have a minimum of two years APRN practice experience, and maintain a clinical practice. The clinical coordinators of the APRN students are responsible for networking with professional colleagues to maintain a positive relationship with Montana health care practitioners and to facilitate and coordinate clinical placements for incoming and continuing APRN students. As outlined in the Master Evaluation Plan, the clinical coordinators assure that all evaluations of students, preceptors, and clinical supervisors for the clinical course work are completed. Issues of concern are addressed and improvements made in concert with the associate dean for research and graduate education as indicated (http://www.montana.edu/nursing/pdf/A5-10-Program%20Coordinator.pdf). DNP students for both of the APRN specialties are provided a clinical manual specific for their area, which guides them through the processes related to their clinical education. Links to manuals and all evaluation tools used by clinical faculty and preceptors in both Family/Individual and Psychiatric/Mental Health specialties for the DNP degree are available on the following website: (http://www.montana.edu/wwwnu/student/graduate.html).

Clinical learning sites have a wide geographic range across the state of Montana and include acute care settings, homes, schools, community care agencies, primary care clinics, public health departments, Indian reservations, and industry. Montana is a geographically large state and students are sometimes required to travel long distances for some of their clinical education. The Montana Area Health Education Consortium (AHEC) often provides some financial support to students for that travel. The college contracts with 85 clinical learning sites that provide high quality opportunities for graduate students to integrate new knowledge and demonstrate attainment of course objectives. Clinical contracts are reviewed by MSU Legal Counsel and are reviewed as needed dependent on the terms of the original contract. Letters of agreement are used for smaller agencies and clinics. These agreements are good for one year. As stated in the previous key element, international learning experiences are available for graduate students. Faculty student ratios do not exceed 1:6 assuring adequate faculty supervision of student learning.

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III-F. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest.

Elaboration: The curriculum and teaching-learning practices (e.g., use of distance technology, didactic activities, and simulation) are appropriate to the student population (e.g., adult learners, second language students, students in a post-graduate APRN certificate program) and consider the needs of the program-identified community of interest.

Program Response:

The community of interest was defined in Standard I, Key Element I-B. Strong collaborative relationships have evolved over the years between the college and its clinical partners. The nurse leaders at those agencies eagerly welcome students and hire many graduates of the college. This relationship is evidenced by the amount of student scholarship support that is provided by some of our partners. A hospital in Billings pays for part of the salary of a faculty member who teaches students in that facility.

The program outcomes are consistent with the needs and expectations of the community of interest. The Nurse Practitioner, Psychiatric/Mental Health option of the DNP curriculum is an excellent example, since the curriculum for that option was written in response to a request directly from the community to the college. The College of Nursing answered the call and responded to the strong need for primary care psychiatric/mental health providers in Montana by developing one option for the DNP degree with a psychiatric/mental health focus. The other DNP option with a Family/Individual population focus also was developed following assessment of the stated needs of the health care industry and potential students, and the resources and needs of the nursing education community in rural Montana and the west.

The dean’s advisory council meets twice a year and is comprised of community members, agency stakeholders, and nurses from across the state. Most meetings occur on the Bozeman campus, but to meet the needs of many cabinet members who live a long distance from Bozeman, occasionally a meeting is held using the video conferencing network. Members then only need to travel to the closest campus site and can be connected to the meeting electronically. Their input regarding curricular issues, teaching-learning practices, college priorities, and potential donors to the college is valuable.

Internally, members of the faculty have opportunities to provide input as curricular and programmatic decisions are made. A faculty member from each campus sits on GAAC as do the Clinical Coordinators for the DNP Family/Individual and DNP Psychiatric/Mental Health options. A graduate student also sits on GAAC. College faculty members collaborate with faculty from other disciplines on campus with the goal of increasing the amount of inter-professional educational efforts. One example of collaborative teaching is NRSG 608 “Design of Health Care Delivery Systems”. This course is cross-listed between the Colleges of Engineering and Nursing and is taught by both industrial engineering and nursing faculty. Graduate students in both engineering and nursing enroll. Systems issues are addressed from a nursing perspective as well as an engineering perspective as students sit together and collaborate on solving complex problems.

With Montana being such a geographically large and rural state, the multi-campus structure of the college meets the need of current and prospective students. The didactic component of the graduate program has been delivered by distance for many years and meets the needs of many students who are place bound due to family and career responsibilities.

III-G. Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied.

Elaboration: Evaluation of student performance is consistent with expected student outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. Processes exist by which the evaluation of individual student performance is

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communicated to students. In instances where preceptors facilitate students’ clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students in all programs. Faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms.

Program Response: While a large variety of clinical resources are used for student learning, evaluation policies and

procedures for individual student performance are defined and consistently applied. All course syllabi describe the method of evaluation including how student achievement of course objectives will be evaluated (most commonly via written examinations, written assignments, and classroom presentations), dates of evaluation procedures such as exams, and the weight of each evaluation procedure. Graduate students must achieve a passing grade in both the theory and clinical or college laboratory portion of a course to pass a given clinical course.

Members of the faculty are generally prompt in their feedback to students on written assignments, most commonly within a week, and exam grades are posted on the course D2L website. Faculty analyze their exams by item to assess quality of exam questions. Exam items that demonstrate poor quality as a result of that analysis are often deleted or revised.

Clinical faculty are members of the college faculty. Clinical faculty evaluate the clinical performance of each assigned graduate student and provide evaluation of clinical performance throughout the academic term with students receiving formative feedback on an ongoing basis. In spite of the fact that graduate students are located broadly around the state and beyond, clinical faculty travel to clinical sites to evaluate the student learning environment, meet with preceptors, and assure the quality of the teaching-learning practices. Clinical faculty travel to visit students at their clinical site once for each of the four primary care advanced clinical courses. During the first advanced clinical course there is additional contact with preceptors and students using various methods including Skype, e-mail, and teleconferences. More frequent face-to-face visits are made by faculty in any of those courses if necessary. Policy D-6: Clinical Site Visits and Performance in Required Graduate Clinical Nursing Courses (http://www.montana.edu/nursing/documents/pdf/D6.pdf) elaborates on the evaluation of clinical performance of graduate students. Input is sought from clinical preceptors who also evaluate students and share those evaluations with the clinical supervisors and lead faculty for each clinical course. Each student’s final grade for the course is decided on and issued by the faculty.

“Satisfactory” clinical performance is defined as achievement of all clinical objectives at a satisfactory level. “Unsatisfactory” clinical performance is defined as failure to meet one or more clinical objectives at a satisfactory level or the student requires more faculty or preceptor supervision than other students at a similar level. If the student’s clinical performance remains “Unsatisfactory” at the end of the term, the student receives a grade of F in the course regardless of theory grade.

III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement.

Elaboration: Faculty use data from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of student outcomes. Such evaluation activities may be formal or informal, formative or summative. Curriculum is regularly evaluated by faculty and other communities of interest as appropriate. Data from the evaluation of curriculum and teaching-learning practices are used to foster program improvement.

Program Response:

The curriculum and teaching-learning practices used in the graduate program are evaluated at regularly scheduled intervals. GAAC has overall responsibility for both options (NP Family/Individual and NP

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Psychiatric/Mental Health) of the DNP curriculum. The curriculum is evaluated at the course level, overall curriculum level, and the program level. Three documents used by GAAC when reviewing the curriculum are posted on the MROs page of the college website (http://www.montana.edu/nursing/facstaff/mro.html) at the bottom of the Doctor of Nursing Practice Degree section.

Faculty review their courses at the end of each academic term as they review student outcomes in the course. Students anonymously evaluate all courses through a clearly defined university process. Faculty receive student feedback after courses are completed and grades are submitted. Other teaching learning evaluation practices include campus director annual evaluations of faculty, evaluation of distance delivery technologies by students and faculty, preceptor evaluations for those courses using preceptors, evaluation of scholarly project chairs, and evaluation of clinical sites as faculty meet with agency personnel.

Members of GAAC review the (MROs) for each course in the curriculum at least every three years or more often as needed. The outcomes of these reviews are shared with college faculty at general faculty meetings or retreats.

At the curriculum level, faculty members have initiated curriculum meetings that often occur at the beginning or end-of-the-year meetings when faculty gather at one location. The discussions at these meetings focus on consistency of application of the course MRO’s, gaps and overlaps of content or learning experiences, and sharing of innovative teaching strategies. The graduate faculty meet for a full-day retreat annually to discuss, for example, curriculum, scholarly projects, and new technologies in distance education.

At the programmatic level, the college evaluates the curriculum through the use of surveys of alumni, regularly scheduled meetings with clinical partners, certification exam outcome rates, completion rates, discussions with the dean’s advisory council, and the university administered doctoral student satisfaction survey. Programmatic evaluation is discussed more fully under Standard IV.

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Standard IV Program Effectiveness: Assessment and Achievement of Program Outcomes

The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. IV-A. A systematic process is used to determine program effectiveness.

Elaboration: The program uses a systematic process to obtain relevant data to determine program effectiveness. The process: is written, ongoing, and exists to determine achievement of program outcomes; is comprehensive (i.e., includes completion, licensure, certification, and employment rates, as

required by the U.S. Department of Education; and other program outcomes); identifies which quantitative and/or qualitative data are collected to assess achievement of

the program outcomes; includes timelines for collection, review of expected and actual outcomes, and analysis; and is periodically reviewed and revised as appropriate.

Program Response:

In order to ensure quality, every program at MSU is reviewed on a regularly scheduled basis per Board of Regents policy. The provost consults with the college deans to make decisions about whether internal or external reviewers will be used for the departmental reviews for each year. External reviews are conducted by a team of two or three disciplinary experts from other institutions, who may be assisted by an MSU faculty member from a closely related field. Internal reviews are conducted by a team of two or three MSU faculty selected from related fields. Deans work with the provost to identify appropriate reviewers. Departments must prepare self-studies in advance of reviews and the teams are asked to submit final reports within a few weeks of completing their visits. The next review for the College of Nursing will be in the 2018-2019 academic year.

Policy A9: Master Evaluation Plan (MEP) (http://www.montana.edu/wwwnu/pdf/A9.pdf) provides the structure for the systematic internal college process used to determine program effectiveness. This plan coordinates the evaluation of all program components and guides the college analysis, dissemination, and utilization of the outcomes of evaluation. At the beginning of every academic year the dean and the president of the Faculty Organization meet to identify tasks to be completed by the standing committees in the college as outlined in the MEP. At the end of the year, the president of the Faculty Organization is to assure mandated evaluations have been completed, results summarized, and reports filed in appropriate location. The MEP is structured around the four CCNE accreditation standards: Mission and Governance, Institutional Commitment and Resources, Curriculum and Teaching-Learning Practices, and Program Effectiveness. The MEP was last updated in spring 2014 and reflects the 2013 Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (AACN). Table 9 shows the template of the MEP:

TABLE 9: Template of Master Evaluation Plan

CCNE STANDARD: Key Element MSU

Evidence MSU/CON Documents

Responsible Group/Person

Time Frame Feedback Loop

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The MEP is a policy in the college thus it is reviewed every 5 years or more often if needed. Assessment of program outcomes data (completion, licensure, certification, assessment, employment rates) is included in the plan in the appropriate accreditation standard. IV-B. Program completion rates demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of required program outcomes regarding completion. For each degree program (baccalaureate, master’s, and DNP) and post-graduate APRN certificate program: The completion rate for each of the three most recent calendar years is provided. The program specifies the entry point and defines the time period to completion. The program describes the formula it uses to calculate the completion rate. The completion rate for the most recent calendar year is 70% or higher. However, if the

completion rate for the most recent calendar year is less than 70%, (1) the completion rate is 70% or higher when the annual completion rates for the three most recent calendar years are averaged or (2) the completion rate is 70% or higher when excluding students who have identified factors such as family obligations, relocation, financial barriers, and decisions to change major or to transfer to another institution of higher education.

A program with a completion rate less than 70% for the most recent calendar year provides a written explanation/analysis with documentation for the variance.

This key element is not applicable to a new degree or certificate program that does not yet have individuals who have completed the program.

Program Response:

There have been no students complete the DNP program. Twenty three BSN to DNP students began studies in fall 2013. Of those 23, 11 selected the full-time three year program of study and will graduate in spring of 2016 and 8 selected the four program of study. Four were MN to DNP so the three year or four year programs do not apply exactly.

The DNP completion rate (%) will be calculated as the number of students who complete the curriculum in the maximum time allowed for the program of study (4 years) divided by the number of students who chose that program of study in the described time frame multiplied by 100. For example, if 25 students started the program together and 20 of those completed in four years, the completion rate would be 80% (20/25 x 100).

IV-C. Licensure and certification pass rates demonstrate program effectiveness.

Elaboration: The pre-licensure program demonstrates achievement of required program outcomes regarding licensure. The NCLEX-RN® pass rate for each campus/site and track is provided for each of the three

most recent calendar years. The NCLEX-RN® pass rate for each campus/site and track is 80% or higher for first-time takers

for the most recent calendar year. However, if the NCLEX-RN® pass rate for any campus/site and track is less than 80% for first-time takers for the most recent calendar year, (1) the pass rate for that campus/site or track is 80% or higher for all takers (first-time and repeat) for the most recent calendar year, (2) the pass rate for that campus/site or track is 80% or higher for first-time takers when the annual pass rates for the three most recent calendar years are averaged, or (3) the pass rate for that campus/site or track is 80% or higher for all takers (first-time and repeat) when the annual pass rates for the three most recent calendar years are averaged.

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A campus/site or track with an NCLEX-RN® pass rate of less than 80% for first-time takers for the most recent calendar year provides a written explanation/analysis with documentation for the variance and a plan to meet the 80% NCLEX-RN® pass rate for first-time takers. The explanation may include trend data, information about numbers of test takers, data relative to specific campuses/sites or tracks, and data on repeat takers. The graduate program demonstrates achievement of required program outcomes regarding certification. Certification results are obtained and reported in the aggregate for those graduates taking each examination, even when national certification is not required to practice in a particular state. Data are provided regarding the number of graduates and the number of graduates taking

each certification examination. The certification pass rate for each examination for which the program prepares graduates is

provided for each of the three most recent calendar years. The certification pass rate for each examination is 80% or higher for first-time takers for the

most recent calendar year. However, if the pass rate for any certification examination is less than 80% for first-time takers for the most recent calendar year, (1) the pass rate for that certification examination is 80% or higher for all takers (first-time and repeat) for the most recent calendar year, (2) the pass rate for that certification examination is 80% or higher for first-time takers when the annual pass rates for the three most recent calendar years are averaged, or (3) the pass rate for that certification examination is 80% or higher for all takers (first-time and repeat) when the annual pass rates for the three most recent calendar years are averaged.

A program with a pass rate of less than 80% for any certification examination for the most recent calendar year provides a written explanation/analysis for the variance and a plan to meet the 80% certification pass rate for first-time takers. The explanation may include trend data, information about numbers of test takers, and data on repeat takers. This key element is not applicable to a new degree or certificate program that does not yet have individuals who have taken licensure or certification examinations.

Program Response:

This key element is not applicable, because there have not been any graduates of the DNP program. IV-D. Employment rates demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of required outcomes regarding employment rates.

The employment rate is collected separately for each degree program (baccalaureate,

master’s, and DNP) and post-graduate APRN certificate program. Data are collected within 12 months of program completion. For example, employment data

may be collected at the time of program completion or at any time within 12 months of program completion.

The employment rate is 70% or higher. However, if the employment rate is less than 70%, the employment rate is 70% or higher when excluding graduates who have elected not to be employed.

Any program with an employment rate less than 70% provides a written explanation/analysis with documentation for the variance.

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This key element is not applicable to a new degree or certificate program that does not yet have individuals who have completed the program.

Program Response:

This key element is not applicable because there have not been any graduates of the DNP program.

IV-E. Program outcomes demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of outcomes other than those related to completion rates (Key Element IV-B), licensure and certification pass rates (Key Element IV-C), and employment rates (Key Element IV-D); and those related to faculty (Key Element IV-F). Program outcomes are defined by the program and incorporate expected levels of achievement. Program outcomes are appropriate and relevant to the degree and certificate programs offered and may include (but are not limited to) student learning outcomes; student and alumni achievement; and student, alumni, and employer satisfaction data.

Analysis of the data demonstrates that, in the aggregate, the program is achieving its outcomes. Any program with outcomes lower than expected provides a written explanation/analysis for the variance.

Program Response:

Alumni of the DNP program will be surveyed six months after graduation to assess how prepared they were to meet each of the DNP program objectives. See Appendix E: DNP Program Outcome Survey for a draft of the survey. This draft will be reviewed by GAAC during the upcoming academic year for use after the first class graduates in May 2016. The goal is that at least 80% of graduates report that they were prepared adequately to meet each of the program objectives. The associate dean for research and graduate education and GAAC will review the survey results annually and when themes or patterns arise changes may be recommended to campus directors or individual faculty by the associate dean or to the general faculty by GAAC.

IV-F. Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness.

Elaboration: The program demonstrates achievement of expected faculty outcomes. Expected faculty outcomes: are identified for the faculty as a group; incorporate expected levels of achievement; reflect expectations of faculty in their roles and evaluation of faculty performance; are consistent with and contribute to achievement of the program’s mission and goals; and are congruent with institution and program expectations.

Actual faculty outcomes are presented in the aggregate for the faculty as a group, analyzed, and compared to expected outcomes.

Program Response:

Expectations for outcomes of faculty work are consistent with the mission of the college and university and clearly outlined in their role descriptions. Faculty are expected to be effective teachers, productive in research and scholarly work, and active engaged members of the university community through participation in service activities. Specific expectations are outlined in the promotion and tenure criteria for tenure track faculty and collective bargaining agreement for the non-tenure track faculty.

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All faculty employed at .5 FTE or greater are evaluated in the spring of each academic year by their campus director. The review process for tenure track faculty is described in the Interim Faculty Policies of the university, section 300.3: http://www.montana.edu/provost/documents/InterimFacultyPolices2013.pdf Non tenure track faculty are evaluated according to procedure outlined in the NTT CBA section 8.08: http://www.montana.edu/provost/documents/nontenure/documents/2013-2015CompleteCBA.pdf Per university policy, the campus director completes a faculty review card (see Appendix F) on each faculty member that rates the faculty according to the following ratings: Extraordinary Performance (EP-, EP); Exceeded Performance Expectations (EE-, EE, EE+); Met Performance Expectations (ME-, ME, ME+); Below Performance Expectations (BE-, BE, BE+), and Unacceptable Performance (UP, UP+). These ratings are based on the expectations at rank for faculty and encompass all aspects of their academic assignment. After the campus directors meet with faculty to discuss the evaluations, they are reviewed by the dean and submitted to the Office of the Provost by a predetermined deadline. Expectations are that all faculty will be rated at the Met Performance Expectations level. Campus directors work individually with faculty who do not meet that level of performance with the common practice being to establish a performance improvement contract with the faculty member.

Because the DNP program is a new program and the first doctoral program in the college, there is need for further faculty development in the area of research/scholarship to be consistent with the mission of MSU as a very high research activity institution and to assure faculty are qualified to teach doctoral students. Consequently, the college has set specific goals reflective of accomplishment in research/scholarship beyond the rating above that covers all areas of the academic life. Expectations are that 100% of tenure/tenure-track faculty will provide evidence of active research/scholarship each year and that 60% of non-tenure track faculty will provide evidence of active scholarship within the next 3 years.

Faculty Outcomes in All Areas of Academic Performance: Table 10 shows aggregate faculty rankings for the previous two academic years. As is evident in that table, all faculty were ranked at the level of Met Performance expectations or higher for 2013 and 2014.

TABLE 10: Aggregate Faculty Ratings of Overall Performance

Rating 2013 2014 Extraordinary Performance 18 17 Exceeded Performance Expectations 38 41 Met Performance Expectations 6 8 Below Performance Expectations 0 0 Unacceptable Performance 0 0

Faculty Outcomes in Teaching: The first goal in MSU’s Strategic Plan 2012 refers to Learning and states that “MSU prepares students to graduate equipped for careers and further education.” (http://www.montana.edu/strategicplan/documents/montanastate-strategic-plan.pdf ). Quality teaching is essential to the achievement of that goal and is highly valued at MSU. Faculty performance in teaching is evaluated in terms of a wide range of criteria including quality and relevant course content and objectives, classroom effectiveness, student learning and achievement, and student advising. All faculty are evaluated by students for every course they teach. Campus directors review those evaluations and consider those data when evaluating faculty in the process described above. The associate dean for research and graduate education reviews all graduate student evaluations of teaching for faculty teaching in the graduate program.

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Faculty are accomplished teachers and have received recognition of that accomplishment. Faculty regularly participate in faculty development opportunities offered through the Center for Faculty Excellence. Four faculty have earned a Certificate of Teaching Enhancement through that center that provides evidence of having completed twelve units of teaching enhancement activities and documenting how they have incorporated what they have learned into their teaching. Approximately eight faculty have been nominated by students in the past two years for MSU teaching awards and three for advising awards. In the past three years, one faculty received the “MSU Teaching with Technology Award” and another the “MSU Outstanding Online Teaching Award.” One faculty has been nominated each of the past five years for the “MSU Outstanding Online Teaching Award.”

Faculty Outcomes in Research and Scholarship: MSU’s Strategic Plan 2012 identifies Discovery as its second goal and states: “Innovative and significant research and creative activities distinguish the 21st century university and are a recognized hallmark of MSU, where faculty, students and staff all participate in the creation of knowledge and art.”

Research and scholarly publications are an expectation of all T/TT faculty thus faculty are productive scholars as evidenced by the grants submitted and awarded and dissemination of their work in the form of refereed publications. Two faculty in the CON were named Robert Wood Johnson New Faculty Scholars. Topics that are currently being investigated by faculty include:

• Economics of the nursing workforce including forecasting nurse and physician supply, developing and testing measures of hospital quality of care, and assessing the quantity and quality of health care provided by nurse practitioners

• Health care disparities of the Latino population • Depression among women methamphetamine users • Generational and cultural difference in end-of-life decision making, especially among Japanese

and American Indians • Oral health and health disparities in rural and American Indian communities • Incivility in nursing and nursing education • Characteristics of advanced practice nurses that support independent practice and primary care for

patients especially in rural Montana • Utilization of complementary therapies for the treatment of chronic conditions • Health literacy about complementary care among rural residents • How nursing group empowerment can impact patient outcomes • Microcirculation and the control of permeability by intact living capillaries • Chronic illness with a particular interest in asbestos related disease Table 11 provides aggregate data of faculty research and scholarly activities. The Office of Sponsored

Programs list includes both research and program grants under the category of External Funding thus that line in the table reflects research expenditures and program grants.

TABLE 11: College of Nursing Faculty Research and Scholarly Productivity 2011-2014

(Excluding AHEC)

FY 11 FY12 FY13 FY14

External Funding $1,324,783 $1,824,464 $1,888,334 $1,195,594

Peer Reviewed Journals and Book Chapters

17 12 16 21

Presentations 44 43 49 52

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Table 12 shows grants that were awarded in the past three fiscal years.

TABLE 12: External Grants Awarded in FY 13, FY 14, FY 15

Faculty Funder Amount Start End Title Buerhaus American Association of

Nurse Practitioners $249,000 2015 2016 Determining the Quality of

Care provided by Nurse Practitioners to Medicare

Buerhaus Johnson & Johnson $350,000 2015 2016 Johnson Campaign for Nursing’s Future on Increasing the Number of People Becoming RN’s

Kinion New York University $2,000 2013 2014 Enhancing Oral-Systemic Health Through Interprofessional Education

Kinion NIH $231,131 2013 2014 Increasing Access to Oral Health Care: Evaluating the Outcomes of a Community Health Worker

Larson NIH $13,110 2013 2014 Montana Radon Project Mayer STTI, Zeta Upsilon

Chapter $2,500 2014 2015 The Elephant in the Room:

Critical Incidents in Health Care

Melland HRSA; IHS $414,924 2013 2016 Caring for Our Own Program: Nursing Education Program for American Indian and Alaska Native Students

Petersen STTI, Zeta Upsilon Chapter

$1,500 2015 2016 Advanced Practice Registered Nurses and Physicians in Rural Health Care Settings

Seright American Organization of Nurse Executives

$5,000 2014 2015

Williams HRSA $693,500 $693,500

2012 2014

2014 2016

Advanced Education Nurse Traineeship

Table 13 shows grants that were active in the past three fiscal years but were not necessary awarded in those years.

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TABLE 13: External Grants Active in FY 13, FY 14, FY 15 but

Not Awarded in FY13 and Beyond

Faculty Funder Amount Start End Title Burg University of Washington $17,045 2008 2014 WWAMI Nursing

Technology Col. Holkup HRSA $814,021 2009 2013 Family Psychiatric Mental

Health Nurse Practitioner Program

Kuntz Robert Wood Johnson $336,470 2009 2013 Methylmercury Risk, Awareness, and Exposure; Ft. Peck Tribal Community and Academic

Larsson NIH $47,500 2012 2013 MT Radon Study Larsson Robert Wood Johnson $350,000 2010 2013 MT Radon Study McNeely Robert Wood Johnson $5,200 2012 2013 Accelerated Students

Assistance Project Melland HRSA $980,405 2011 2015 Caring for Our Own

Program Melland IHS $1,762,909 2008 2015 Caring for Our Own

Program Running NIH $20,000 2008 2013 Use of Energy Biofield

Therapy for the Treatment of Cancer and GVHD

Shreffler-Grant

NIH $418,471 2011 2014 Refining and Evaluating the MSU CAM

Winters HRSA $1,600,468 2007 2015 Enhancing Rural Health with Clinical Nurse Leaders

Faculty Outcomes in Engagement: The third goal of the MSU Strategic Plan 2012 is Engagement stating: “Engagement is the collaboration between MSU and its local, state, national and global communities for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity” (Carnegie Foundation, 2006). Engagement is viewed as a form of scholarship that bridges teaching, research, and service.

Examples of faculty professional service at the local and state levels within the past three years include: Montana Comprehensive Geriatric Education advisory board; King International Nursing Group – President; Steering Committee member (2 faculty) for MT-CAHN (Robert Wood Johnson Action Coalition); Western Institute of Nursing (WIN) – Board and President-elect; Technical Expert Panel member for the AHRQ Effective Health Care report; advisory committee for a HRSA State Partnership Regionalization of Care Program Grant; Institute of Medicine review panel for Human Biological Effects of Low Level Ionizing Radiation: Research Directions and the Role of the Armed Forces Radiobiological Research Initiative; PCORI Standing Panel for Improving Methods for Conducting Patient Centered Outcomes Research; Board of Directors (one year as President ) of Benefis Hospital; Board member – Providence Health & Services; National Emergency Management and Preparedness Committee for Emergency Nurses Association; NLN Education Research Review Panel; Committee member, Liaison to the Missoula City County Board of Health, Maternal Child Advisory Council, Board Member of the Missoula City-County Health, Air Pollution Control & Water Quality District Boards; EPA Child Health Protection Advisory Committee; Asia Pacific Disaster & Emergency Nursing Network, Committee Member; Missoula Aging Service Advisory Board. One faculty was recognized for her steady, long term

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service activities as she was awarded the MSU Presidential Award for Excellence in Service Learning and a second faculty member was recognized by the MSU Presidential Award for Excellence in Outreach.

As the partnership with the Ft. Peck Indian Reservation in northeastern Montana has strengthened, faculty have become more engaged in that setting. During the summer of 2013, two faculty who are certified nurse practitioners traveled to that reservation on their own time and spent a week doing sports physicals for children on that reservation so that they would be able to participate in such activities in the fall. Faculty who have become certified as Question, Persuade, and Refer (QPR) instructors, have also volunteered time as they have conducted suicide prevention education sessions on the Ft. Peck Reservation. Faculty Outcomes in Service: Faculty provide service to the college, university, the local health care community, and the profession. At the university level, faculty serve on the university councils and faculty senate. Even though faculty are located on distant campuses, they are encouraged to serve on standing university councils and committees, ad hoc committees, and search committees. They often participate via teleconference or video conference; some faculty choose to drive to Bozeman for meetings and the college does reimburse that travel. Service in the college is an expectation of all faculty who are full-time.

Because of their expertise and reputations as scholars, faculty are frequently sought out to serve in a variety of capacities that require those abilities. For example, one faculty serves on the editorial board of Nursing Research and another as the Research Editor of the Systems Update Newsletter, King International Nursing Group. Four faculty serve on institutional review boards or research councils at local health care agencies including the MSU Institutional Review Board, the Billings Area Institutional Review Board, Research Council – Bozeman Deaconess Hospital, and St. Patrick’s Hospital Research Council. One faculty is an NIH grant reviewer and another just completed a 3-year term as a reviewer for grant proposals for the American Heart Association. Others serve as a reviewer for Nurse Education Today, the Journal of Professional Nursing, and NLN Perspectives in Nursing Education. One faculty is the editor of the 4th edition of Rural Nursing: Concepts, Theory, and Practice (2013, Springer). Faculty Outcomes in Practice: All faculty who teach clinical courses to the nurse practitioner students are expected to practice in some capacity. Many of the undergraduate clinical faculty practice part-time during the academic year and/or during the summer as well. Faculty competence as nurse practitioners is assured as they meet initial or ongoing certification requirements. Nurse practitioner faculty from the Great Falls campus staff the student health center on the campus of the University of Great Falls.

IV-G. The program defines and reviews formal complaints according to established policies.

Elaboration: The program defines what constitutes a formal complaint and maintains a record of formal complaints received. The program’s definition of formal complaints includes, at a minimum, student complaints. The program’s definition of formal complaints and the procedures for filing a complaint are communicated to relevant constituencies.

Program Response: Formal complaints of graduate students generally fall under two categories: appeals regarding academic policies and grade grievances. The dean of the graduate school is the final decision maker regarding academic policy complaints: http://www.montana.edu/gradschool/policy/rights_responsibilities.html#rights_compliance

The definition and process of formal complaints related to grade grievances is included in the MSU Conduct Guidelines and Grievance Procedures for Students, section 500.00 and are easily accessible to undergraduate and graduate students on MSU’s website: http://www.montana.edu/policy/student_conduct/#academicgrievances. Both undergraduate and graduate

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students are informed about this policy in their respective handbooks. These guidelines are reviewed annually by the Dean of Students Office. As outlined in the policy, when a graduate student files a grade grievance it is reviewed by the department head/director and then, if not settled, the grievance advances to the dean of the graduate school. Even though the dean of the graduate school makes the final decision in grievances concerning grades for graduate students, occasionally a student will violate policy and notify the provost of a grievance thus common practice is for the dean to alert the provost’s office and even occasionally the president’s office of a grievance just so all are informed. University legal counsel is also consulted if there is a question about the grievance.

There is also a process for students who have complaints about instructors whom they believe have failed to meet their instructional responsibilities in the MSU Conduct Guidelines and Grievance Procedures. http://www.montana.edu/policy/student_conduct/#instructioncomplaint.

Grievances are essentially non-existent at the graduate level. No graduate student grievances have been filed during the tenure of the current dean of the college. A record of graduate student grievances, if there were any, would be retained in the office of the associate dean for research and graduate education. IV-H. Data analysis is used to foster ongoing program improvement.

Elaboration: The program uses outcome data for improvement. Data regarding completion, licensure, certification, and employment rates; other program outcomes; and formal complaints are used as indicated to foster program improvement. Data regarding actual outcomes are compared to expected outcomes. Discrepancies between actual and expected outcomes inform areas for improvement. Changes to the program to foster improvement and achievement of program outcomes are

deliberate, ongoing, and analyzed for effectiveness. Faculty are engaged in the program improvement process.

Program Response: The Master Evaluation Plan includes a “feedback loop” for each of the CCNE key elements, the framework around which the plan is developed. The scheduled five year review of all policies provides opportunities for faculty assessment and discussion as to if the policy is reflective of current practice and consistent with the mission of the program and expected outcomes. Outcome data are reviewed and analyzed by various constituencies within the college including the undergraduate and graduate academic affairs committees, as well as the administrative team, to determine the effectiveness of the baccalaureate, master’s, and doctoral programs. Summarized data are shared with the faculty, the college’s advisory council, the university Assessment and Outcomes Committee, the Montana State Board of Nursing, and others. The data are predominately positive, although occasionally, recommendations are made to improve program effectiveness. The undergraduate and graduate curriculum committees review program outcome data each year. An example of program improvement in the graduate program occurred after GAAC reviewed student outcomes and discovered there had been failures on the CNL certification exam, the first time ever in the history of the program. The associate dean for research and graduate education promptly convened a task force to review the CNL program including the curriculum, program goals, teaching strategies, clinical experiences, and faculty qualifications. As a result of that review, recommendations for minor curricular changes were recommended by the task force to GAAC, and ultimately approved by the general faculty.

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APPENDICES

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APPENDIX A

MEMO DATE: April 22, 2014 FROM: Helen Melland, Dean TO: Campus Directors RE: Faculty Workload Guidelines for AY 2014-2015

Below are the updated guidelines to follow as you prepare teaching assignments for AY 2014-2015 only. These guidelines supersede any previous workload related documents. TEACHING AND RESEARCH:

1. The full-time equivalent (FTE) workload for all non-tenure track (NTT) faculty will be based on 15 workload units per semester (see Article 8: Workload of the 2013-2015 NTT collective bargaining agreement [CBA]). Normally, workload units given for a teaching assignment will be equivalent to the credit assigned to the course.

2. Tenure-track and tenured faculty normally have teaching, research, & service expectations of T= 60-65%, R= 30-35%, S=5-10%. This equates to an approximately 15–16 credit teaching expectation over the academic year (AY), or two three credit courses one semester and three the other.

a. A teaching assignment less than this can be given if the faculty member has “bought out” time during the AY with external, internal, or “block” grants, or if there are particular circumstances that have been negotiated with the Dean, the campus director, and the faculty member. For example, first semester for a new tenure-track faculty member to get a step up on research or a special assignment negotiated with the Dean and campus director may be negotiated for teaching release time.

b. The initial Letter of Hire indicates distribution of effort for the first year only. Those distributions are subject to change and negotiation based on the needs of the college/campus.

3. Credit equivalents (CE) means that you can give a larger number of workload credit (1.5 CE/cr) for clinical experiences and designated college labs*. Credit equivalents are for undergraduate classes only.

4. Course coordination will be given at .25 CE/course only when there are multiple sections with a course.

5. Workload CE for thesis/professional paper support are provided only once per student and with the following guidelines: Chair of committee – 1 CE, Committee member – 0.5 CE. Credit is not given for thesis/dissertation committee work done outside the College of Nursing.

6. Additional workload adjustments for teaching a course for first time is not to be given, except as indicated in #2 above for tenure-track faculty.

7. Courses that are taught totally on-line can be taught by any appropriate faculty from any campus. This will be coordinated among the campus directors.

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8. Skills/simulation lab coordinator work can carry a maximum of 7.5 CE/semester/campus or 0.5FTE/sem. If additional support is needed, the campus director(s) must negotiate individually with the Dean.

9. Undergraduate student advisement will count for .5 CE/semester only when advising at least 15 (or more) students.

10. Faculty who are 0.5 FTE or greater are expected to attend general faculty meetings. These individuals have voting privileges, and should be participating in the activities of the College. They are not expected to serve on College committees, but certainly may serve in that capacity if they so choose.

SERVICE:

1. No one should get more than 1 CE for service for the AY, except the individuals chairing UAAC and GAAC who may receive up to 1 CE each semester.

2. Faculty serving on standing committees except UAAC and GAAC will receive .5 CE/year. Those serving on UAAC and GAAC will receive 1 CE/year.

3. Except in extremely unusual circumstances, part-time (0.5 FTE or less) NTT faculty should not get CE for service or advising.

4. With the exception of those special cases noted in #1 above, no NTT faculty should receive more than three CE/AY for a combination of service and advising.

* Additional clarification of CE’s for labs: NRSG 336 – 1 credit college lab will receive 1.5 CE per section (8-10 students/section) NRSG 341 – 2 credit lecture and 1 credit college lab (no CE for college lab; 8-10 students/lab section) NRSG 387R – 2 credit lecture and 1 credit recitation/discussion (no CE for recitation/discussion; 16-20 student per R/D section) NRSG 418 - 1 credit lecture and 1 credit seminar (no CE; 16-20 student per section) NRSG 444 – 2 credit lecture and 1 credit recitation/discussion (no CE; 16-20 students per R/D section)

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APPENDIX B

Doctor of Nursing Practice (DNP) Degree 3 Yr Program of Study (NP Family/Individual)

Fall (Semester 1)

601 Advanced Health Assessment 3 (2 lec; 1 clinical lab)

602 Advanced Physiology/Pathophysiology 4

604 Evidence Based Practice I 4

606 Statistical Applications for Graduate Nursing 2

13 credits

Spring (Semester 2)

603 Advanced Pharmacology I 2

605 Evidence Based Practice II 3

607 Diagnostic Reasoning 3 (2 lec; 1 clinical lab)

608 Design of Health Care Delivery Systems 3

674 DNP Scholarly Project Seminar 2 (1 lec; 1 clinical lab)

13 credits

Summer (Semester 3)

609 Advanced Practice Nursing Leadership 2

620 Advanced Pharmacology II (Family/Individual) 3

621 Advanced Clinical I (Family/Individual) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 1 (1 clinical lab)

12 credits

Fall (Semester 4)

610 Health Care Informatics 3

622 Advanced Clinical II (Family/Individual) 6 (3 lec; 3 clinical lab)

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675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

11 credits

Spring (Semester 5)

611 Program Planning and Evaluation, Outcomes & QI 3

612 Ethics, Law and Policy 3

613 Finance and Budget 2

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

10 credits

Summer (Semester 6)

623 Advanced Clinical III (Family/Individual) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

8 credits

Fall (Semester 7)

614 Vulnerability and Hlth Care in Diverse Communities 4 (2 lec; 2 clinical lab)

615 Translational Research for Advanced Practice 3

675 DNP Scholarly Project (Defense) 2 (1 lec; 1 clinical lab)

9 credits

Spring (Semester 8)

624 Advanced Clinical IV (Family/Individual) 7 (1 lec; 6 clinical lab)

Comprehensive Exam

7 credits

Total Program Credits: 83

Total Clinical Hours: 1125 (25 cr x 3 = 75 x 15 wks = 1125)

Approved by GAAC: 3/19/12; 11/5/12; amended 11/19/12; 11/24/14 Approved by Faculty: 12/10/12; 12/12/14

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Doctor of Nursing Practice (DNP) Degree 4-Yr Program of Study (NP Family/Individual)

Year 1

Fall (Semester 1)

601 Advanced Health Assessment 3 (2 lec; 1 clinical lab)

602 Advanced Physiology/Pathophysiology 4

610 Health Care Informatics 3

10 credits

Spring (Semester 2)

603 Advanced Pharmacology I 2

607 Diagnostic Reasoning 3 (2 lec; 1 clinical lab)

613 Finance and Budget 2

7 credits

Summer (Semester 3)

609 Advanced Practice Nursing Leadership 2

620 Advanced Pharmacology II (Family/Individual) 3

5 credits

Year 2

Fall (Semester 4)

604 Evidence Based Practice I 4

606 Statistical Applications for Graduate Nursing 2

6 credits

Spring (Semester 5)

605 Evidence Based Practice II 3

608 Design of Health Care Delivery Systems 3

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674 DNP Scholarly Project Seminar 2 (1 lec; 1 clinical lab)

8 credits

Summer (Semester 6)

621 Advanced Clinical I (Family/Individual) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 1 (1 clinical lab)

7 credits

Year 3

Fall (Semester 7)

615 Translational Research for Advanced Practice 3

622 Advanced Clinical II (Family/Individual) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

11 credits

Spring (Semester 8)

611 Program Planning and Evaluation, Outcomes & QI 3

612 Ethics, Law and Policy 3

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

8 credits

Summer (Semester 9)

623 Advanced Clinical III (Family/Individual) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

8 credits

Year 4

Fall (Semester 10)

614 Vulnerability and Hlth Care in Diverse Communities 4 (2 lec; 2 clinical lab)

675 DNP Scholarly Project (Defense) 2 (1 lec; 1 clinical lab)

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6 credits

Spring (Semester 11)

624 Advanced Clinical IV (Family/Individual) 7 (1 lec; 6 clinical lab)

Comprehensive Exam

7 credits

Total Program Credits: 83

Total Clinical Hours: 1125 (25 cr x 3 = 75 x 15 wks = 1125)

Approved by GAAC: 3/19/12; 11/5/12; amended 11/19/12; 1/13/14; 11/24/14; 1/8/15 Approved by Faculty: 12/10/12; 2/10/14; 12/12/14; 1/12/15

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APPENDIX C

Doctor of Nursing Practice (DNP) Degree 3 Yr Program of Study (NP, Psych/Mental Health)

Fall (Semester 1)

601 Advanced Health Assessment 3 (2 lec; 1 clinical lab)

602 Advanced Physiology/Pathophysiology 4

604 Evidence Based Practice I 4

606 Statistical Applications for Graduate Nursing 2

13 credits

Spring (Semester 2)

603 Advanced Pharmacology I 2

605 Evidence Based Practice II 3

607 Diagnostic Reasoning 3 (2 lec; 1 clinical lab)

608 Design of Health Care Delivery Systems 3

674 DNP Scholarly Project Seminar 2 (1 lec; 1 clinical lab)

13 credits

Summer (Semester 3)

609 Advanced Practice Nursing Leadership 2

630 Advanced Psychopharmacology II 3

631 Advanced Clinical I (Psych/Mental Health) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 1 (1 clinical lab)

12 credits

Fall (Semester 4)

610 Health Care Informatics 3

632 Advanced Clinical II (Psych/Mental Health) 6 (3 lec; 3 clinical lab)

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675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

11 credits

Spring (Semester 5)

611 Program Planning and Evaluation, Outcomes & QI 3

612 Ethics, Law and Policy 3

613 Finance and Budget 2

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

10 credits

Summer (Semester 6)

633 Advanced Clinical III (Psych/Mental Health) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

8 credits

Fall (Semester 7)

614 Vulnerability and Hlth Care in Diverse Communities 4 (2 lec; 2 clinical lab)

615 Translational Research for Advanced Practice 3

675 DNP Scholarly Project (Defense) 2 (1 lec; 1 clinical lab)

9 credits

Spring (Semester 8)

634 Advanced Clinical IV (Psych/Mental Health) 7 (1 lec; 6 clinical lab)

Comprehensive Exam

7 credits

Total Program Credits: 83

Total Clinical Hours: 1125 (25 cr x 3 = 75 x 15 wks = 1125)

Approved by GAAC: 3/19/12; 11/5/12; amended 11/19/12; 11/24/14 Approved by Faculty: 12/10/12; 12/12/14

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Doctor of Nursing Practice (DNP) 4 Yr Program of Study (NP Psych/Mental Health)

Year 1

Fall (Semester 1)

601 Advanced Health Assessment 3 (2 lec; 1 clinical lab)

602 Advanced Physiology/Pathophysiology 4

610 Health Care Informatics 3

10 credits

Spring (Semester 2)

603 Advanced Pharmacology I 2

607 Diagnostic Reasoning 3 (2 lec; 1 clinical lab)

613 Finance and Budget 2

7 credits

Summer (Semester 3)

609 Advanced Practice Nursing Leadership 2

630 Advanced Psychopharmacology II 3

5 credits

Year 2

Fall (Semester 4)

604 Evidence Based Practice I 4

606 Statistical Applications for Graduate Nursing 2

6 credits

Spring (Semester 5)

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605 Evidence Based Practice II 3

608 Design of Health Care Delivery Systems 3

674 DNP Scholarly Project Seminar 2 (1 lec; 1 clinical lab)

8 credits

Summer (Semester 6)

631 Advanced Clinical I (Psych/Mental Health) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 1 (1 clinical lab)

7 credits

Year 3

Fall (Semester 7)

615 Translational Research for Advanced Practice 3

632 Advanced Clinical II (Psych/Mental Health) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

11 credits

Spring (Semester 8)

611 Program Planning and Evaluation, Outcomes & QI 3

612 Ethics, Law and Policy 3

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

8 credits

Summer (Semester 9)

633 Advanced Clinical III (Psych/Mental Health) 6 (3 lec; 3 clinical lab)

675 DNP Scholarly Project 2 (1 lec; 1 clinical lab)

8 credits

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Year 4

Fall (Semester 10)

614 Vulnerability and Hlth Care in Diverse Communities 4 (2 lec; 2 clinical lab)

675 DNP Scholarly Project Defense 2 (1 lec; 1 clinical lab)

6 credits

Spring (Semester 11)

634 Advanced Clinical IV (Psych/Mental Health) 7 (1 lec; 6 clinical lab)

Comprehensive Exam

7 credits

Total Program Credits: 83

Total Clinical Hours: 1125 (25 cr x 3 = 75 x 15 wks = 1125)

Approved by GAAC: 3/19/12; 11/5/12; amended 11/19/12; 1/13/14; 11/24/14; 1/8/15 Approved by Faculty: 12/10/12; 2/10/14; 12/12/14; 1/12/15

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Appendix D: DNP Program Compliance with NTF Criteria for Evaluation of Nurse Practitioner Programs

CCNE Criteria

NTF Criteria

DNP Program Compliance

I-D: Faculty and students participate in program governance.

II.A: Any admission criteria specific to the NP program/track reflect ongoing involvement by NP faculty. II.B: Any progression and graduation criteria specific to the NP program/track reflect ongoing involvement by NP faculty. III A: NP faculty members provide ongoing input into the development, evaluation, and revision of the NP curriculum.

Faculty are involved in all aspects of program development, implementation, and evaluation through representation on that Graduate Academic Affairs Committee (GAAC) and membership in the faculty organization. There is a student representative on GAAC. The two clinical coordinators are members of GAAC. GAAC’s two major responsibilities are curriculum and admissions.

I-E: Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications.

III.C.2: Official documentation must state the NP role and population focus of educational preparation.

Transcripts of NP master’s graduates have clearly stated the role and population focus. That practice will continue for DNP graduates.

II-A: Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed.

IV.A: Institutional resources, facilities, and services support the development, management, and evaluation of the NP program/track. IV.A. 2: Facilities and physical resources support the implementation of the NP program/track.

The college receives funding from four major sources: state appropriations, program fees, grants, and MSU Alumni Foundation. See Table 2 which evidences adequate college fiscal resources. All five instructional sites offer modern technological equipment to support the implementation of the DNP program.

II-B: Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs.

IV.A: Institutional resources, facilities, and services support the development, management, and evaluation of the NP program/track.

Academic support services are sufficient for the development, management, and evaluation of the DNP program. Library resources are available to students on campus and at a distance including direct access to librarians. Distance education support is offered through the MSU Extended University. Research support is available to students through

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university and college resources. II.D: Faculty are:

sufficient in number to accomplish the mission, goals, and expected program outcomes;

academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach.

I.A: The director/coordinator of the NP program is nationally certified as a nurse practitioner and has the responsibility of overall leadership for the nurse practitioner program. I.B: The faculty member who provides direct oversight for the nurse practitioner educational component or track is nationally certified in the same population-focused area of practice. IV.A.1: Faculty resources support the teaching of the didactic components of the NP program/track. IV.B. 1: A sufficient number of faculty members are available to ensure quality clinical experiences for NP students. NP faculty have academic responsibility for the supervision and evaluation of NP students and for oversight of the clinical learning environment. The faculty/student ratio is sufficient to ensure adequate supervision and evaluation. V.A.1: NP programs/tracks have sufficient faculty members with the preparation and current expertise to adequately support the professional role development and clinical management courses for NP practice. V.A.2: NP program faculty members who teach the clinical components of the program/track maintain current licensure and national certification.

V.B: Non-NP faculty members have expertise in the area in which they are teaching.

See CON Position Description #11: http://www.montana.edu/nursing/documents/pdf/A5-10a-DNP%20Clinical%20Coordinator.pdf The faculty who provides direct oversight for the DNP options is the clinical coordinator. See CON Position Description #10: http://www.montana.edu/nursing/documents/pdf/A5-10-ClinicalCoordinator.pdf The clinical coordinator of the NP, Family/ Individual DNP focus is American Nurses Credentialing Center (ANCC) certified as a family nurse practitioner and practices part-time at a nurse owned clinic. The coordinator of the NP, Psychiatric/ Mental Health DNP focus is board certified as a psychiatric mental health nurse practitioner by ANCC. One-half of each of the director’s workload is as clinical coordinator of their respective graduate program option. The clinical coordinators of the APRN students must have a minimum of two years APRN practice experience and maintain a clinical practice. Faculty resources are sufficient to support the teaching of the didactic components of the DNP program. The number of DNP faculty is adequate. Faculty are educationally prepared to teach in the areas they do to support professional role development of DNP students. See Table 6 “Qualifications of Faculty Teaching in the DNP Program” of the self-study.

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All DNP program faculty members who teach clinical components maintain current licensure and appropriate national certification. Non-NP faculty members have expertise in the area in which they are teaching. See curriculum vitae in the resource room. DNP Program

II-E: Preceptors, when used by the program as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes.

IV.B.3: NP faculty may share the clinical teaching of students with qualified preceptors. IV.B.3.a: A preceptor must have authorization by the appropriate state licensing entity to practice in his/her population-focused and/or specialty area. IV.B.3.b: A preceptor must have educational preparation appropriate to his/her area(s) of supervisory responsibility and at least one year of clinical experience. IV.B.3.c: Preceptors are oriented to program/track requirements and expectations for oversight and evaluation of NP students.

The role of preceptors is outlined in the DNP Clinical Manual for Students which includes a section “Who Can Serve as a Preceptor” and in the preceptor packet (available in resource room). Expectations state that preceptors must be licensed in the state, have expertise in the population focus, and have a least one year of experience. http://www.montana.edu/nursing/student/DNP%20FamilyIndividual%20Clinical%20Manual%202014-2015.pdf Forms that outline the process for evaluation of preceptors by students are found at: http://www.montana.edu/nursing/student/Evaluation%20of%20Preceptor%20by%20DNP-Family-Individual%20Student.pdf ; Forms that outline the process of evaluation of students by preceptors are found at: http://www.montana.edu/nursing/student/Evaluation%20of%20the%20DNP-Family-Individual%20Student%20%20By%20Preceptor.pdf

II-F: The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes.

I.C: Institutional support ensures that NP faculty teaching in clinical courses maintain currency in clinical practice. V.A.3: NP faculty demonstrate competence in clinical practice and teaching through a planned, ongoing faculty development

Per Montana Board of Regents policy, faculty may practice 20% beyond their current full-time appointment or be appointed on a part-time basis in order to allow time to practice. There are a variety of opportunities for faculty to participate in professional development

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program designed to meet the needs of new and continuing faculty members.

opportunities. A policy guides allocation of funds from the dean’s office to the Faculty Development Committee in the college (http://www.montana.edu/nursing/pdf/E2.pdf). See curriculum vitae in the resource room for evidence of faculty accomplishments and professional development.

III-A: The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that are congruent with the program’s mission and goals, and with the roles for which the program is preparing its graduates.

III.C.1: The NP educational program must prepare the graduate to sit for a national NP certification that corresponds with the role and population focus of the NP program. III.F: Post-graduate students must successfully complete graduate didactic and clinical requirements of an academic graduate NP program through a formal graduate-level certificate or degree-granting graduate level NP program in the desired area of practice. Post-graduate students are expected to master the same outcome criteria as graduate degree granting program NP students. Post-graduate certificate students who are not already NPs are required to complete a minimum of 500 supervised direct patient care clinical hours.

There have been no graduates of the DNP program. The DNP curriculum was built by CON faculty to reflect content and learning outcomes consistent and reflective of national standards required for students to sit for the certification exam reflective of the role and population focus of their program. The program of study for students who have an earned master’s degree in nursing (MN) is designed for students to acquire doctoral level competencies identified in the AACN Essentials of Doctoral Education for Advanced Nursing Practice (AACN 2006). If the student is certified as an APRN, transcripts are reviewed individually. Post-graduate students who are not NP’s complete the program of study for the NP role and population focus with a minimum of 500 supervised direct patient care clinical hours.

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III-B: Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate).

• DNP program curricula incorporate professional standards and guidelines as appropriate. a. All DNP programs

incorporate The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and additional relevant professional standards and guidelines if identified by the program.

b. All DNP programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012).

III.B: The curriculum is congruent with national standards for graduate level and advanced practice registered nursing (APRN) education and is consistent with nationally recognized core role and population-focused NP competencies.

The MSU College of Nursing DNP degree program has two specialties (NP, Family/Individual and NP, Psychiatric/Mental Health). Both options adhere to appropriate national standards for such programs and prepare graduates for their nurse practitioner roles. See the DNP curriculum evaluation tools, programs of study, and master resource outlines (MROs) that evidence congruence with national standards (http://www.montana.edu/nursing/facstaff/mro.html).

III.C: The curriculum is logically structured to achieve expected student outcomes. DNP curricula build on a

baccalaureate and/or master’s foundation, depending on the level of entry of the student.

III.D: The curriculum plan evidences appropriate course sequencing.

The curriculum builds on the foundations of baccalaureate nursing education and is designed for students to acquire doctoral-level competencies. It is logically structured. The program of study for each of the population foci can be reached from the following web site: http://www.montana.edu/nursing/graduate/dnp.html

III-D: Teaching-learning practices and environments support the achievement of

IV.B: Clinical resources support NP educational

Clinical resources are sufficient to support NP education.

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expected student outcomes. experiences. IV.B.2: Clinical settings used are diverse and sufficient in number to ensure that the student will meet core curriculum guidelines and program/track goals.

The college contracts with 85 clinical learning sites that provide a rich diversity of learning opportunities for students and the assurance that program goals can be met.

III-E: The curriculum includes planned clinical practice experiences that:

enable students to integrate new knowledge and demonstrate attainment of program outcomes; and are evaluated by faculty.

III.E: The NP program/track has a minimum of 500 supervised direct patient care clinical hours overall. Clinical hours must be distributed in a way that represents the population needs served by the graduate. III.F: Post-graduate students must successfully complete graduate didactic and clinical requirements of an academic graduate NP program through a formal graduate-level certificate or degree-granting graduate level NP program in the desired area of practice. Post-graduate students are expected to master the same outcome criteria as graduate degree granting program NP students. Post-graduate certificate students who are not already NPs are required to complete a minimum of 500 supervised direct patient

All NP students (BSN to DNP or MN to DNP) are required to complete a minimum of 500 hours of direct supervised patient care. The transcripts of post-graduate NP students are analyzed individually so a program of study can be developed to assure they meet the same outcome criteria as BSN to DNP students.

III-G: Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied.

VI.A.3: Evaluate student progress through didactic and clinical components of NP program/track each semester/quarter. VI.A.4: Evaluate students’ attainment of competencies throughout that program. VI.A.5: Evaluate students cumulatively based on clinical observation of student competence and performance by NP faculty and/or preceptor assessment.

Faculty and clinical supervisors evaluate students in a systematic, consistent manner. Clinical faculty travel to distant clinical sites to evaluate student learning and the clinical learning environment. Preceptors provide input into student performance but course faculty ultimately decide upon and issue the course grade. Policy D-6: Clinical Site Visits and Performance in Required Graduate Clinical Nursing courses outlines the evaluation of clinical performance of graduate students (http://www.montana.edu/nursing/documents/

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pdf/D6.pdf). III-H: Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement.

VI.A.1: Evaluate courses at regularly scheduled intervals. VI.A.6: Evaluate clinical sites at regularly scheduled intervals VI.A.7: Evaluate preceptors at regularly scheduled intervals. VI.B: Formal NP curriculum evaluation should occur every 5 years or sooner.

Master resource outlines (MROs) for all graduate courses are reviewed every three years per policy D-10 (http://www.montana.edu/nursing/documents/pdf/D10.pdf). Clinical faculty evaluate the clinical sites as they regularly visit students during clinical learning experiences. Preceptors are evaluated by clinical faculty (http://www.montana.edu/nursing/student/Evaluation%20of%20Preceptor%20by%20MSU%20Clinical%20Faculty.pdf) and students (http://www.montana.edu/nursing/student/Evaluation%20of%20Preceptor%20by%20DNP-Family-Individual%20Student.pdf). The first cohort of DNP students started in fall semester, 2013. The entire DNP curriculum will be reviewed formally during academic year 2017-2018 with revisions occurring as needed in the interim.

IV-A: A systematic process is used to determine program effectiveness.

VI.A: There is an evaluation plan for the NP program/track. VI.C: There is an evaluation plan to measure outcomes of graduates.

The Master Evaluation Plan provides structure for the systematic college process used to determine program effectiveness (http://www.montana.edu/wwwnu/pdf/A9.pdf)The outcome of graduates will be measured via certification rates, employment rates, and alumni satisfaction rates.

IV-F.: Faculty outcomes, individually and in the aggregate,

VI.A.2: Evaluate NP program faculty competence at regularly scheduled intervals.

Faculty competence as nurse practitioners is assured as they meet initial or ongoing certification requirements. All faculty are evaluated annually by their campus director.

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APPENDIX E

Doctor of Nursing Practice Program Outcome Survey Dear Graduate! One of our most important functions as graduate program faculty and administrators is to participate in continuous assessment of program quality and outcomes for the purpose of improvement. Without a doubt the best and richest source of information from which we can determine the need for change is you. Please find a quiet spot and reflect back to what you learned in the DNP graduate degree program and then through this survey please provide us with your feedback. You know we will read it and you know we will take it very seriously. I know you finished strong –thank you and, once again, congratulations! Dr. Donna A. Williams Associate Dean for Research and Graduate Education College of Nursing Montana State University

Your Focus: ______ Family/Individual Population ______ Psychiatric/ Mental Health Population

Please comment on how the College of Nursing curriculum prepared you to meet each of the DNP Program Objectives:

1. Integrate nursing science and theory, biophysical, psychosocial, ethical, analytical, and organizational science as the foundation for the highest level of nursing practice

2. Analyze complex health care system to assess strengths and weaknesses to facilitate

organization-wide changes in practice delivery. 3. Synthesize, interpret, and apply knowledge from nursing practice, research, theory, and

informatics to evaluate outcomes and sustain evidence-based advanced nursing

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practice. 4. Advocate for health care policy addressing issues of social justice and equality in the

delivery of advanced practice nursing services. 5. Enact leadership and effective communication in inter- and intra-professional collaborator

relationships to facilitate and improve outcomes for individuals, populations, and health care systems.

6. Assess epidemiological, financial, sociopolitical, occupational, and organizational forces in the

development, implementation, and evaluation of clinical prevention and population health. 7. Integrate professional standards, values, accountability, and ongoing self-reflection

into role acquisition as an advanced practice nurse. 8. Influence health outcomes by providing advanced independent comprehensive health care

services including health promotion and counseling, health assessment and diagnosis, and disease prevention and management of health and illness of individuals and families throughout the lifespan.

9. Complete and successfully defend a scholarly project appropriate to the role and scope of the doctorally prepared advanced practice registered nurse.

Any additional comments? Thank you.

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APPENDIX F

ANNUAL REVIEW – OVERALL RATING Calendar Year 2014

Department: Faculty Name: Please select the appropriate overall rating:

Extraordinary Performance EP- EP Exceeded Performance Expectations EE- EE EE+ Met Performance Expectations ME- ME ME+ Below Performance Expectations BE- BE BE+ Unacceptable Performance UP UP+

__ Check here if on leave. AY 2014 Assignment: Teaching ____% Research ____% Service ____% Other: ____% Assignment percentages must sum to 100%

______________________________ ___________ Faculty (indicates receipt, not agreement) Date

______________________________ ___________ Department Head Date

______________________________ ___________ Dean Date