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CONNECTICUT STATE BOARD OF EXAMINERS
FOR NURSING
SELF-STUDY REPORT 2015
For the
THE CONNECTICUT COMMUNITY COLLEGE
NURSING PROGRAM
Offered at:
Capital Community College, Gateway Community College, Naugatuck Valley Community College, Northwestern CT Community College
Norwalk Community College, Three Rivers Community College
i
TABLE OF CONTENTS
Page
LIST OF TABLES……………………………………………………………………...…ii
LIST OF APPENDICES…………………………………………………………….…...vi
INTRODUCTION………………………………………………………………………...1
PHILOSOPHY AND OBJECTIVES
Criterion 1………………………………………………........................................2
Criterion 2………………………………………………………………..………17
ADMINISTRATION
Criterion 3.……………………………………………………………………….28
Criterion 4.……………………………………………………………………….32
Criterion 5………………………………………………………………………..46
FACULTY
Criterion 6.……………………………………………………………………….64
Criterion 7………………………………………………………………………..97
Criterion 8...…………………………………………………………………….115
STUDENTS
Criterion 9………………………………………………………………………122
CURRICULUM
Criterion 10.…………………………………………………………………….129
Criterion 11...…………………………………………………………………...131
Criterion 12……………………………………………………………………..134
Criterion 13...…………………………………………………………………...143
Criterion 14……………………………………………………………………..148
RESOURCES AND FACILITIES
Criterion 15……………………………………………………………………..150
Criterion 16……………………………………………………………………..193
Criterion 17……………………………………………………………………..205
ii
LIST OF TABLES
Tables Page
Table 1.1 Comparison of Capital Community College Mission,
CT-CCNP Core Values and Student Learning Outcomes.………..5
Table 1.2 Comparison of Gateway Community College Mission,
CT-CCNP Philosophy and Student Learning Outcomes……........6
Table 1.3 Comparison of Naugatuck Valley Community College
Mission and Goals, CT-CCNP Core Values and Student
Learning Outcomes………………………………………………..9
Table 1.4.1 Comparison of Norwalk Community College Mission,
CT-CCNP Core Values and Student Learning Outcomes….……11
Table 1.4.2 Comparison of Norwalk Community College Goals,
CT-CCNP Core Values and Student Learning Outcomes……….12
Table 1.5 Comparison of Three Rivers Community College Mission
Statement Foci, CT-CCNP Core Values and Student
Learning Outcomes...…………………………………………….13
Table 2.1 Relationship of CT-CCNP Nursing Program Philosophy,
Student Learning Outcomes and Program Outcomes……………18
Table 2.2 Relationship of Student Learning Outcomes, Core Values,
Course Objectives, Learning Activities and
Evaluation Methods..…………………………………………….20
Table 3.1 Outline of Nursing Administrators’ Qualifications.………….….29
Table 4.1 College Specific Position Summary of CT-CCNP
Administrators..…………………………………………………..37
Table 4.2 College Specific Authority and Responsibility Summary for
CT-CCNP Administrators………………………………………..41
iii
List of Tables
Page
Table 5.1 Location of Administrative Records at Capital Community
College…..……………………………………………………….47
Table 5.2 Location of Administrative Records at Gateway Community
College.……….………………………………………………….50
Table 5.3 Location of Administrative Records at Naugatuck Valley
Community College…..………………………………………….53
Table 5.4 Location of Administrative Records at Northwestern CT
Community College…..………………………………………….xx
Table 5.5 Location of Administrative Records at Norwalk Community
College.……….………………………………………………….56
Table 5.6 Location of Administrative Records at Three Rivers
Community College..…………………………………………….59
Table 5.7 Location of Administrative Records at the BOR System
Office……………....…………………………………………….62
Table 6.1 Capital Community College
Full-Time Faculty Credentials…………………………….……..66
Part-Time Faculty Credentials…………………………….……..70
Table 6.2 Gateway Community College
Full-Time Faculty Credentials……………………………….…..74
Part-Time Faculty Credentials…………………………………...77
Laboratory Staff Credentials…………………………………….82
Table 6.3 Naugatuck Valley Community College Faculty Credentials.……83
Table 6.4 Northwestern CT Community College Faculty Credentials……..xx
Table 6.4 Norwalk Community College Faculty Credentials…………....…87
Table 6.5 Three Rivers Community College
Full-Time Faculty Credentials……………………………….…..91
Part-Time Faculty Credentials…………………………………...94
Table 7.1 Faculty to Student Clinical Ratios
Capital Community College………………………..……………99
iv
Table 7.2 Faculty to Student Clinical Ratios
Gateway Community College………………………..…………103
List of Tables
Page
Table 7.3 Faculty to Student Clinical Ratios
Naugatuck Valley Community College……………………...…107
Table 7.4 Faculty to Student Clinical Ratios
Norwalk Community College……………………..……………109
Table 7.5 Faculty to Student Clinical Ratios
Three Rivers Community College…………………….…..……112
Table 8.1 Capital Community College
Fall 2010 Semester Clinical Placements………...……….…….117
Table 8.2 Gateway Community College
Fall 2010 Semester Clinical Placements………...……….…….118
Table 8.3 Naugatuck Valley Community College
Fall 2010 Semester Clinical Placements………...……….…….119
Table 8.4 Norwalk Community College
Fall 20142010 Semester Clinical Placements ...……….…….120
Table 8.5 Three Rivers Community College
Fall 2010 Semester Clinical Placements………....……….…….121
Table 9.1 CT-CCNP Policy Documentation Sources……………………..127
Table 9.2 CTCC BOT Policies Specifically Related to the CT-CCNP...…128
Table 11.1 Plan of Study and Theory, Laboratory and Clinical Hours….....133
Table 12.1 CT-CCNP Program of Study………..………………………….142
Table 13.1 Connecticut Community College Nursing Program
First Time RN NCLEX Candidates**…………………….……145
Table 13.2 CT-CCNP Colleges NCLEX-RN Success Rates as Compared
to National Mean 2006-2009......……………………….………147
v
Table 13.3 Table 13.3 Initial NCLEX-RN Success Rates
for Spring 2010 Graduation Cohorts by College…..…………….….147
Table 17.1 Agency Contracts – Capital Community College…...………….206
List of Tables
Page
Table 17.2 Agency Contracts – Gateway Community College…....…...….208
Table 17.3 Agency Contracts – Naugatuck Valley Community College.... .209
Table 17.4 Agency Contracts – Norwalk Community College…....……….211
Table 17.1 Agency Contracts –Three Rivers Community College…......….212
vi
LIST OF APPENDICES
Appendices Page
Appendix A: Systematic Plan for Evaluation...………………………...…….214
Appendix B: Position Descriptions for Nursing Directors...………………….251
Appendix C: Resumes/CVs CT-CCNP Directors...…………………………..261
Appendix D: Organizational Charts……………………………………….….281
Appendix E: CT-CCNP Bylaws...…………………………………………….290
Appendix F: CT-CCNP Nursing Information Packet………………….……..298
Appendix G: CT-CCNP Pertinent Websites….……………………………….310
Appendix H: Application Process and Admission Requirements…….....……311
Appendix I: Nursing Program Selection Process…………………………….313
Appendix J: CT-CCNP Nursing Student Handbook
Located in the Front Pocket of the Report Binder
Appendix K: CT-CCNP Guide and Application for Admission for
External Transfer Applicants……………………..…………….314
Appendix L: CT-CCNP Articulation Agreement Sample…...……………….323
Appendix M: CT-CCNP Health Assessment Form for Students Participating
in Clinical Activities………….………………………………...332
Appendix N: BOT Policies Related to the Nursing Program……….…….…..335
Appendix O: Employer and Graduate Surveys……………………….…...….349
vii
Appendix P: Cumulative Clinical Evaluation Criteria…………….…………366
Appendix Q: Nursing Course Descriptions…………………...………………375
List of Appendices
Page
Appendix R: Relationship of Program Outcomes, Core Values,
Course Objectives, Learning Activities and
Evaluation Methods…………………………………….….…...384
Appendix S: Alignment of Student Learning Outcomes and Core Values
with Professional Standards, and Course Objectives……….......392
.
Appendix T: Position Description for CT-CCNP Director of System
Nursing Curricular Operations...………………………….……400
Appendix U: Position Description for CT-CCNP Nursing Admissions
Specialist………………………………………………….…….404
Appendix V: Clinical Contract Template Approved by the State of
Connecticut, Office of the Attorney General……………….…..408
1
CRITERION 1
The philosophy and educational outcomes of the nursing education program are consistent
with the philosophy and objectives of the parent institution. [Regulations, Section 20-90-
48(c)(2)]
20-90-48(c)(2) The philosophy and educational outcomes of the nursing education program shall be
consistent with the philosophy and objectives of the parent institution.
The Board of Regents for Higher Education (BOR), assumed governance of the state’s
seventeen public colleges and universities, with the exception of the University of Connecticut
(UCONN), on July 1, 2011. The philosophy and student learning outcomes of the Connecticut
Community College Nursing Program (CT-CCNP) are consistent with the philosophy and
objectives of each of the community colleges offering the nursing program and with the mission,
vision and goals of the Connecticut State Colleges and Universities (CSCU) of the BOR.
The BOR’s Mission, Vision and Goals for CCSU follow, additional detail can be found at
(http://www.ct.edu/regents/mission).
Vision for CSCU: The Connecticut State Colleges & Universities will continually
increase the number of students completing personally and professionally rewarding
academic programs.
CSCU Mission: The Connecticut State Colleges & Universities (CSCU) contribute to the
creation of knowledge and the economic growth of the state of Connecticut by providing
affordable, innovative, and rigorous programs. Our learning environments transform
students and facilitate an ever increasing number of individuals to achieve their personal
and career goals.
CSCU Goals:
Goal 1 A Successful First Year: Increase the number of students who successfully
complete a first year of college.
Goal 2 Student Success: Graduate more students with the knowledge and skills to achieve
their life and career goal.
Goal 3: Maximize access to higher education by making attendance affordable and our
institutions financially sustainable.
2
Goal 4: Create educational environments that cultivate innovation and prepare students
for successful careers in a fast changing world.
Goal 5: Eliminate achievement disparities among different ethnic/racial, economic, and
gender groups.
The BOR designated specific missions for each constituent unit on June 20, 2013. As a
constituent unit of the BOR the Connecticut Community Colleges Mission Statement follows:
As part of the Connecticut State Colleges & Universities (ConnSCU) system, the twelve
Connecticut Community Colleges share a mission to make excellent higher education and
lifelong learning affordable and accessible. Through unique and comprehensive degree
and certificate programs, non-credit life-long learning opportunities and job skills
training programs, they advance student aspirations to earn career-oriented degrees and
certificates and to pursue their further education. The Colleges nurture student learning
and success to transform students and equip them to contribute to the economic,
intellectual, civic, cultural and social well-being of their communities. In doing so, the
Colleges support the state, its businesses and other enterprises and its citizens with a
skilled, well-trained and educated workforce.
Currently six of the Connecticut Community Colleges offer the CT-CCNP, each college
with its individual mission that echoes the distinct purposes the BOR has given to Connecticut’s
two-year colleges. The philosophy of the CT-CCNP follows:
The associate degree nursing program supports the mission of the Connecticut
Community Colleges and is committed to the educational preparation of safe, competent,
entry level practitioners of nursing. This is accomplished through a dynamic educational
experience which involves active and diverse learning processes. Program graduates are
prepared to assume the multi-faceted role of the professional nurse which includes
planning and provision of care, patient advocacy, communication, teaching, and
managing human, physical, financial and technological resources. Graduates must
possess the ability to recognize and respond to current trends and issues while upholding
standards of care through life-long learning.
The faculty believe nursing is a dynamic profession that incorporates evidenced-based
theory and skills required for safe practice. Nursing practice integrates the art and
science of nursing with theoretical principles from the natural, social, behavioral,
biological and physical sciences.
3
The faculty has identified six core values that provide the framework for organizing the
curriculum. The core values and their corresponding subconcepts are:
CRITICAL THINKING – Critical thinking skills are essential in today’s rapidly
changing health care environment. Critical thinking is a complex process that is
purposeful, goal-directed and based on factual evidence. Critical thinking requires the
skills of collecting, identifying, examining, interpreting and evaluating data. Critical
thinking in nursing utilizes the nursing process to identify problems, determine goals and
interventions and evaluate outcomes in patient care situations. Critical thinking skills
encourage nursing students to think for themselves and initiate appropriate interventions
after defining the health care needs.
Subconcepts: Nursing Process
SAFE AND COMPETENT PRACTICE –Safe and competent practice embraces
standards of professional nursing. These standards are implemented through clinical,
cultural, and technological proficiency in a variety of health care settings. Nurses
continuously strive to provide high level nursing care and to improve patient outcomes
based upon scientifically supported evidence. Subconcepts: Evidence-based
Practice, Technological Competency, Application of Theory to Practice
CARING – Caring is fundamental to nursing practice. Caring encompasses comfort,
empathy, compassion, concern and advocacy within a culturally diverse patient
population. Caring nurses enhance the dignity and integrity of individuals, families and
groups within the health care delivery system. Subconcepts: Cultural
Competency, Empathy, Respect for Human Dignity, Diversity, Advocacy
PROFESSIONALISM – Professionalism is acquired through a complex process by
which the nursing student internalizes values inherent to the practice of nursing. These
values include integrity, legal-ethical standards, confidentiality, political awareness, and
collegiality. Professional role development includes the acquisition of knowledge and
skills through life-long learning. Subconcepts: Legal-Ethical, Life-Long
Learning, Integrity, Role Development, Confidentiality, Political Awareness, Collegiality
COMMUNICATION – Communication is essential to the practice of professional
nursing and includes both verbal and non-verbal skills, and information technologies to
enhance patient care. The nursing student develops skills in presentation, documentation,
teaching, conflict resolution, assertiveness, negotiation, and therapeutic communications
with individuals, families, groups, health care team, and community agencies.
Subconcepts: Teaching-Learning, Information Technology, Documentation,
Therapeutic Communications
4
HOLISTIC CARE – Nursing utilizes a multidisciplinary approach to managing care that
recognizes the uniqueness of the individual. Holistic nursing has as its goal the
enhancement of illness prevention, health promotion, wellness maintenance, and health
restoration across the life span. Holistic care involves the identification of the bio-
psycho-social and cultural dimensions of the patient across the life span on the wellness-
illness continuum. Patients, families, and groups are respected according to their
physical, emotional, social, economic, cultural, and spiritual needs.
Subconcepts: Life Span; Wellness- Illness; Health Promotion, Maintenance,
Restoration, Prevention; Spirituality; Community; Interdisciplinary
The student learning outcomes established for the CT-CCNP articulate the knowledge
and skills necessary to function safely and effectively as a safe, competent entry level registered
nurse. The outcomes are consistent with the mission of the Connecticut Community Colleges
and that of the BOR, and are as follows:
The graduate of the CT-CCNP will:
Integrate the principles of the natural, physical, social, biological and behavioral sciences,
and nursing theory to provide holistic care to individuals, families and groups across the
wellness-illness continuum.
Integrate nursing process and critical thinking skills for decision making in nursing
practice.
Provide safe and competent care to individuals, families and groups utilizing evidence-
based practice, quantitative reasoning and technological proficiency.
Integrate effective communication skills through professional interactions with
individuals, families, groups and the health care team.
Create an environment where therapeutic interventions reflect a respect for human
dignity.
Collaborate as a member of a multidisciplinary health team.
5
Integrate accountability and responsibility for practice within the legal and ethical
standards of the nursing profession.
Function in the professional role utilizing current standards of nursing practice.
Tables1.1 to 1.6 illustrate the congruency of the each of the college’s mission/vision
statements with the CT-CCNP philosophy and student learning outcomes.
6
Table 1.1
Comparison of Capital Community College Mission, CT-CCNP Core Values and
Student Learning Outcomes
Capital Community College
Mission Statement
CT-CCNP Core Values CT-CCNP Student Learning Outcomes
Instilling life changing knowledge in a
community of learners from multi-cultural
backgrounds in a vital urban setting.
Critical thinking Integrate the nursing process as a critical thinking skill for
decision making in nursing practice.
Prepares individuals for careers through
associate programs in academic and technical
disciplines.
Safe and competent practice Provide safe and competent care to individuals, families,
and groups utilizing evidenced-based practice, quantitative
reasoning, and technological proficiency.
Fostering a student-centered environment. Caring Create an environment where therapeutic interventions
reflect a respect for human dignity.
Maintaining programs and support services
that enable students to develop academic and
professional skills that equip them for ongoing
challenges and opportunities
Professionalism Integrate accountability and responsibility for practice
within the legal and ethical standards of the nursing
profession.
Function in the professional role utilizing current standards
of practice.
Collaborate as a member of a multidisciplinary health team.
Fostering respectful and vigorous dialog which
nourishes active participation and service to
the community.
Communication Integrate effective communication skills through
professional interactions with individuals, families, groups
and the health care team.
Provide access to higher education to the
diverse residents of the greater Hartford region Holistic care Integrate the principles of the natural, physical, social,
biological, and behavioral sciences, and nursing theory to
provide holistic care to individuals, families, and groups
across the wellness-illness continuum.
7
Table 1.2
Comparison of Gateway Community College Mission, CT-CCNP Philosophy and Student Learning Outcomes
Gateway Community College Mission
Statement and Purpose
CT-CCNP Nursing Philosophy CT-CCNP Student Learning
Outcomes
To offer high-quality instruction and
comprehensive services in an environment
conducive to learning. We respond to the
changing academic, occupational,
technological, and cultural needs of a diverse
population
The CT-CCNP is committed to the educational
preparation of safe, competent, entry level
practitioners of nursing. This is accomplished
through a dynamic educational experience
which involves active and diverse learning
processes. Program graduates are prepared to
assume the multi-faceted role of the
professional nurse which includes planning and
provision of care, patient advocacy,
communication, teaching, and managing
human, physical, financial and technological
resources. Graduates must possess the ability
to recognize and respond to current trends and
issues while upholding standards of care
through life-long learning.
The scope of practice for the Associate Degree
graduate is to provide and manage care for a
diverse group of individuals, families and
communities in collaboration with members of
the health care team consistent with the CT-
CCNP core values.
Core Values: Safe and Competent Practice,
Holistic Care
Provide safe and competent care to
individuals, families and groups
utilizing evidenced-based practice,
quantitative reasoning and
technological proficiency.
Integrate the principles of the
natural, physical, social, biological
and behavioral sciences, and nursing
theory to provide holistic care to
individuals, families and groups
across the wellness-illness
continuum.
Offers a broad range of credit and credit-free
liberal arts and sciences, technical and career
associate degree and certificate programs and
courses leading to transfer, employment and
lifelong learning;
The faculty believes nursing is a dynamic
profession that incorporates evidenced-based
theory and skills required for safe practice.
Nursing practice integrates the art and science
of nursing with theoretical principles from the
Provide safe and competent care to
individuals, families and groups
utilizing evidenced-based practice,
quantitative reasoning and
technological proficiency.
8
Gateway Community College Mission
Statement and Purpose
CT-CCNP Nursing Philosophy CT-CCNP Student Learning
Outcomes
natural, social, behavioral, biological, and
physical sciences.
Graduates must possess the ability to recognize
and respond to current trends and issues while
upholding standards of care through life-long
learning.
Core Values: Safe and Competent Practice
and Professionalism
Function in the professional role
utilizing current standards of nursing
practice
Encourages student success and inclusion
through stimulating learning opportunities,
innovative teaching, support services, and co-
curricular activities;
The CT-CCNP is committed to the educational
preparation of safe, competent, entry level
practitioners of nursing. This is accomplished
through a dynamic educational experience
which involves active and diverse learning
processes.
Core Values: Critical Thinking, Safe and
Competent Practice & Caring
Integrate nursing process and critical
thinking skills for decision making in
nursing practice.
Provide safe and competent care to
individuals, families and groups
utilizing evidenced-based practice,
quantitative reasoning and
technological proficiency.
Create an environment where
therapeutic interventions reflect a
respect for human dignity.
Supports economic development through
partnerships with business, industry,
government, and our community by providing
workforce development, business development
and technology transfer;
Program graduates are prepared to assume the
multi-faceted role of the professional nurse
which includes planning and provision of care,
patient advocacy, communication, teaching,
and managing human, physical, financial and
technological resources. Graduates must
possess the ability to recognize and respond to
current trends and issues while upholding
Collaborate as a member of a
multidisciplinary health team.
Integrate effective communication
skills through professional
interactions with individuals,
families, groups and the health care
team.
9
Gateway Community College Mission
Statement and Purpose
CT-CCNP Nursing Philosophy CT-CCNP Student Learning
Outcomes
standards of care through life-long learning.
The scope of practice for the Associate Degree
graduate is to provide and manage care for a
diverse group of individuals, families and
communities in collaboration with members of
the health care team consistent with the CT-
CCNP core values
Core Values: Professionalism &
Communication
Strengthens our community through the
sponsorship of intellectual, cultural, social, and
recreational events and activities;
Core Values: Safe and Competent Practice &
Communication
Provide safe and competent care to
individuals, families and groups
utilizing evidenced-based practice,
quantitative reasoning and
technological proficiency.
Integrate effective communication
skills through professional
interactions with individuals,
families, groups and the health care
team.
Engages students and community members as
active, responsible leaders.
Core Value: Professionalism Function in the professional role
utilizing current standards of nursing
practice
10
Table 1.3
Comparison of Naugatuck Valley Community College Mission and Goals,
CT-CCNP Core Values and Student Learning Outcomes
Mission statement: Naugatuck Valley Community College offers quality, affordable education and training in response to
evolving community needs by providing opportunities to individuals and organizations to develop their potential.
Naugatuck Valley
Community College
Goals
CT-CCNP Core Values CT-CCNP Student Learning Outcomes
At NVCC, students
achieve their goals. Holistic Care
Safe and Competent
Care
Integrate the principles of the natural, physical, social, biological, and behavioral
sciences, and nursing theory to provide holistic care to individuals, families, and
groups across the wellness-illness continuum.
Provide safe and competent care to individuals, families, and groups utilizing
evidenced-based practice, quantitative reasoning, and technological proficiency.
NVCC faculty and staff
make a difference – at the
college, in the community,
in their fields of study and
in the lives of students.
Critical Thinking
Holistic Care
Integrate the nursing process as a critical thinking skill for decision making in
nursing practice.
Integrate accountability and responsibility for practice within the legal and ethical
standards of the nursing profession.
NVCC programs meet and
beat academic and
industry standards.
Professionalism Function in the professional role utilizing current standards of practice.
NVCC is an engine of
change within Waterbury
and the broader
community.
Communication
Professionalism
Integrate effective communication skills through professional interactions with
individuals, families, groups and the health care team.
Collaborate as a member of a multidisciplinary health team.
Function in the professional role utilizing current standards of nursing practice.
NVCC is an effective,
performance-based Caring
Integrate the principles of the natural, physical, social, biological, and behavioral
sciences, and nursing theory to provide holistic care to individuals, families, and
11
Naugatuck Valley
Community College
Goals
CT-CCNP Core Values CT-CCNP Student Learning Outcomes
institution.
Communication
Holistic Care
Professionalism
groups across the wellness-illness continuum.
Create an environment where therapeutic interventions reflect a respect for human
dignity.
Collaborate as a member of a multidisciplinary health team.
Integrate accountability and responsibility for practice within the legal and ethical
standards of the nursing profession.
Function in the professional role utilizing current standards of nursing practice.
12
Table 1.4
Comparison of Northwestern Community College Mission and Goals,
CT-CCNP Core Values and Student Learning Outcomes
NORTH-WESTERN CC
MISSION STATEMENT
& PHILOSOPHY
CT-CCNP PHILOSOPHY & CORE VALUES CT-CCNP STUDENT LEARNING
OUTCOMES
To produce educated men and
women fully equipped to
understand and engage the
complexities of the modern world
The CT-CCNP is committed to the educational
preparation of safe, competent, entry-level practitioners
of nursing. This is accomplished through a dynamic
educational experience, which involves active and
diverse learning processes. Program graduates are
prepared to assume the multi-faceted role of the
professional nurse which includes planning and
provision of care, patient advocacy, communication,
teaching, and managing human, physical, financial and
technological resources. Graduates must possess the
ability to recognize and respond to current trends and
issues while upholding standards of care through life-
long learning.
The scope of practice for the Associate Degree
graduate is to provide and manage care for a diverse
group of individuals, families and communities in
collaboration with members of the health care team
consistent with the CT-CCNP core values.
Core Values: Safe & Competent Practice and Holistic
Care
The faculty believes nursing is a dynamic profession
that incorporates evidenced-based theory and skills
required for safe practice. Nursing practice integrates
the art and science of nursing with theoretical
principles from the natural, social, behavioral,
Provide safe and competent care to
individuals, families and groups utilizing
evidenced-based practice, quantitative
reasoning and technological proficiency.
Integrate the principles of the natural,
physical, social, biological and behavioral
sciences, and nursing theory to provide
holistic care to individuals, families and
groups across the wellness-illness
continuum.
Provide safe and competent care to
individuals, families and groups utilizing
evidenced-based practice, quantitative
reasoning and technological proficiency.
Function in the professional role utilizing
current standards of nursing practice.
13
NORTH-WESTERN CC
MISSION STATEMENT
& PHILOSOPHY
CT-CCNP PHILOSOPHY & CORE VALUES CT-CCNP STUDENT LEARNING
OUTCOMES
biological, and physical sciences.
Graduates must possess the ability to recognize and
respond to current trends and issues while upholding
standards of care through life-long learning.
Core Values: Safe and Competent Practice and
Professionalism.
To inspire learning through
accessible, high quality education.
To enrich lives by meeting
individual and community needs in
a supportive environment.
The CT-CCNP is committed to the educational
preparation of safe, competent, entry-level practitioners
of nursing. This is accomplished through a dynamic
educational experience, which involves active and
diverse learning processes.
Core Values: Critical Thinking, Safe and Competent
Practice & Caring
Program graduates are prepared to assume the multi-
faceted role of the professional nurse which includes
planning and provision of care, patient advocacy,
communication, teaching, and managing human,
physical, financial and technological resources.
Graduates must possess the ability to recognize and
respond to current trends and issues while upholding
standards of care through life-long learning.
The scope of practice for the Associate Degree
graduate is to provide and manage care for a diverse
group of individuals, families and communities in
collaboration with members of the health care team
consistent with the CT-CCNP core values
Integrate nursing process and critical
thinking skills for decision making in
nursing practice.
Provide safe and competent care to
individuals, families and groups utilizing
evidenced-based practice, quantitative
reasoning and technological proficiency.
Create an environment where therapeutic
interventions reflect a respect for human
dignity.
Collaborate as a member of a
multidisciplinary health team.
Integrate effective communication skills
through professional interactions with
individuals, families, groups and the health
care team.
14
NORTH-WESTERN CC
MISSION STATEMENT
& PHILOSOPHY
CT-CCNP PHILOSOPHY & CORE VALUES CT-CCNP STUDENT LEARNING
OUTCOMES
Core Values: Professionalism & Communication
To make the meaningful connection
between classroom and the rest of
the world which comes through a
devotion to inquiry and a respect for
others.
To aim to produce educated men
and women fully equipped to
understand and engage the
complexities of the modern world.
The scope of practice for the Associate Degree
graduate is to provide and manage care for a diverse
group of individuals, families and communities in
collaboration with members of the health care team
consistent with the CT-CCNP core values.
The Associate Degree Nurse is responsible for his/her
continued professional growth and development
through continuing education programs and
educational advancement to a higher degree level.
Core Value: Caring
The CT-CCNP will provide the student with the
knowledge and technical skills to practice in a safe,
effective and competent manner within the legal and
ethical framework for an entry-level registered nurse.
The CT-CCNP is committed to the educational
preparation of safe, competent, entry-level practitioners
of nursing.
The Associate Degree Nurse is responsible for his/her
continued professional growth and development
through continuing education programs and
educational advancement to a higher degree level.
Core Values: Safe and Competent Practice &
Professionalism
Create an environment where therapeutic
interventions reflect a respect for human
dignity.
Provide safe and competent care to
individuals, families and groups utilizing
evidenced-based practice, quantitative
reasoning and technological proficiency.
Function in the professional role utilizing
current standards of nursing practice.
Integrate accountability and responsibility
for practice within the legal and ethical
standards of the nursing profession.
15
Table 1.5
Comparison of Norwalk Community College Mission, CT-CCNP Core Values and Student Learning Outcomes
Norwalk Community
College
Mission Statement
CT-CCNP Core
Values
Student Learning Outcomes
Norwalk Community College
is a leader and partner in the
academic, economic and
cultural life of Southwest
Fairfield County, providing
comprehensive, accessible,
innovative and affordable
learning to diverse
populations.
Holistic care Integrate the principles of the natural, physical, social, biological, and behavioral
sciences, and nursing theory to provide holistic care to individuals, families, and
groups across the wellness-illness continuum.
Norwalk Community College
is the educational center of
the community, providing
opportunities for intellectual
inquiry, open dialogue,
multicultural awareness of
life-long learning.
Recognizing the diverse
needs of our students, the
college strives to provide an
environment in which they
are empowered to achieve
their highest potential.
Critical thinking
Holistic care
Integrate the nursing process as a critical thinking skill for decision making in
nursing practice
Integrate the principles of the natural, physical, social, biological, and behavioral
sciences, and nursing theory to provide holistic care to individuals, families, and
groups across the wellness-illness continuum.
16
Table 1.5
Comparison of Norwalk Community College Goals, CT-CCNP Core Values and Student Learning Outcomes
Norwalk Community
College
College Goals
CT-CCNP Core
Values
Student Learning Outcomes
Institutional Advancement Develop a structure within the
college that makes all
decision making transparent,
data driven, participatory and
based on a one-college
approach. Identify, attract and
obtain the funding and other
resources needed for the
College to achieve our long
range goals.
Student Centered Experience Create and
nurture an environment which
supports students in the
achievement of their
educational and life goals.
Strong Community
Partnerships Collaborate
with external constituencies
to establish effective working
partnerships in the interest of
adding value to the
Communication
Professionalism
Safe and competent
practice
Caring
Integrate effective communication skills through professional interactions with
individuals, families, groups and the health care team.
Integrate accountability and responsibility for practice within the legal and
ethical standards of the nursing profession.
Function in the professional role utilizing current standards of practice.
Provide safe and competent care to individuals, families, and groups utilizing
evidenced-based practice, quantitative reasoning, and technological proficiency
Collaborate as a member of a multidisciplinary health team.
Create an environment where therapeutic interventions reflect a respect for
human dignity.
Integrate the principles of the natural, physical, social, biological, and behavioral
sciences, and nursing theory to provide holistic care to individuals, families, and
groups across the wellness-illness continuum.
Integrate accountability and responsibility for practice within the legal and
ethical standards of the nursing profession.
Integrate the principles of the natural, physical, social, biological, and
behavioral sciences, and nursing theory to provide holistic care to individuals,
17
Norwalk Community
College
College Goals
CT-CCNP Core
Values
Student Learning Outcomes
communities we serve as well
as enhancing NCC’s
programmatic endeavors.
Educational Excellence Create a competency based
learning environment that
fulfills the college’s vision by
providing opportunities for
intellectual inquiry, open
dialogue, multicultural
awareness and life-long
learning.
families, and groups across the wellness-illness continuum.
Create an environment where therapeutic interventions reflect a respect for
human dignity.
18
Table 1.6
Comparison of Three Rivers Community College Mission Statement Foci, CT-CCNP Core Values and
Student Learning Outcomes
Three Rivers
Community College
Mission Statement Foci
CT-CCNP Philosophy and Core Values Student Learning Outcomes
To offer post-secondary
educational opportunities and
assist students to achieve their
goals.
The CT-CCNP is committed to the educational
preparation of safe, competent, entry level
practitioners of nursing. This is accomplished
through a dynamic educational experience
which involves active and diverse learning
processes
Core Values: Critical Thinking, Safe and
Competent Practice
Provides safe and competent care to individuals,
families and groups utilizing evidenced-based
practice, quantitative reasoning and technological
proficiency
Integrate the principles of the natural, physical, social
biologic and behavioral sciences and nursing theory to
provide holistic care to individuals families and
groups across the wellness –illness continuum
To encourage life-long
learning
The faculty believes that nursing is a dynamic
profession that incorporates evidence-based
theory and skills required for safe practice.
Graduates must possess the ability to recognize
and respond to current trends and issues.
Standards of care must be maintained
throughout practice with a commitment to life-
long learning.
Core Values: Critical Thinking, Safe and
Competent Care, Professionalism
Provides safe and competent care to individuals,
families and groups utilizing evidenced-based
practice, quantitative reasoning and technological
proficiency
19
Three Rivers
Community College
Mission Statement Foci
CT-CCNP Philosophy and Core Values Student Learning Outcomes
To provide a well-rounded
and rewarding educational
experience with an emphasis
on critical thinking, effective
communication, and the
College’s institutional
values: Teaching and
Learning, Integrity and
Service, Community and
Diversity
The CT-CCNP is committed to the educational
preparation of safe, competent, entry level
practitioners into nursing. Nursing practice
integrates the art and science of nursing theory
utilizing principles for the natural, social,
behavioral, biological and physical sciences.
Core Values: Critical Thinking ,Safe and
Competent Practice, Professionalism and
Holistic Care
Function in the professional role utilizing current
standards of nursing practice
Provides safe and competent care to individuals,
families and groups utilizing evidenced-based
practice, quantitative reasoning and technological
proficiency
To foster an appreciation of
the natural and social
sciences, humanities,
technology and the arts
Program graduates are prepared to assume the
multi-faceted role of the professional nurse
which includes planning and provisions of care,
patient advocacy, communication, teaching, and
managing human, physical, financial and
technological resources
Core Values: Communication, Critical
Thinking, Professionalism and Safe and
Competent care
Integrate nursing process and critical thinking skills
for decision making in nursing practice
Integrate the principles of the natural, physical, social
biologic and behavioral sciences and nursing theory to
provide holistic care to individuals families and
groups across the wellness –illness continuum
Integrate effective communication skills through
professional interactions with individuals, families,
groups and the health care team
20
Three Rivers
Community College
Mission Statement Foci
CT-CCNP Philosophy and Core Values Student Learning Outcomes
To serve as a community
resource for people and
institutions within its service
area that helps students
achieve their goals.
Graduates are prepared to assume the role of the
professional nurse inclusive of provisions for
patient care, patient advocacy, communication,
teaching and managing human, physical,
financial and technology resources.
The scope of practice for the Associate Degree
graduate is to provide managed care for a
diverse group of individuals, families and
communities in collaboration with members of
the health care team consistent with the CT-
CCNP core values
Core Values: Caring, Professionalism, Holistic
Care, Communication
Integrate nursing process and critical thinking skills
for decision making in nursing practice
Provides safe and competent care to individuals,
families and groups utilizing evidenced-based
practice, quantitative reasoning and technological
proficiency
Create an environment where therapeutic
interventions reflect a respect for human dignity
To deliver its services
efficiently and measurably
and encourage life-long
learning.
The CT-CCNP will provide the students with
the knowledge and technical skills to practice in
a safe, effective and competent manner within
the legal and ethical framework for an entry-
level registered nurse
Core Values: Critical Thinking, Safe and
Competent Care, Professionalism
Provides safe and competent care to individuals,
families and groups utilizing evidenced-based
practice, quantitative reasoning and technological
proficiency
Function in the professional role utilizing current
standards for nursing practice
Integrate accountability and responsibility for practice
within the legal and ethical standards of the nursing
profession
To contribute to the
economic development of
Graduates must possess the ability to recognize
current trends and issues while upholding
Collaborate as a member of a multidiscipline team
Function in the professional role utilizing current
21
Three Rivers
Community College
Mission Statement Foci
CT-CCNP Philosophy and Core Values Student Learning Outcomes
this region and the state standards of care through life-long learning
Core Values: Professionalism, Caring, Critical
Thinking, Communication
standards for nursing practice
22
CRITERION 2
The educational outcomes of the nursing program are consistent with the philosophy and
describe the competencies of the graduate and provide the framework for the development,
implementation, and periodic evaluation of the program. [Regulations, Section 20-90-
48(c)(3)(4)]
20-90-48(c) Philosophy and educational outcomes of the nursing education program shall: (3) Describe the
competencies of the graduate; and (4) Provide the framework for the development, implementation and
periodic evaluation of the program.
The educational outcomes (student learning outcomes) of the CT-CCNP are consistent
with the CT-CCNP philosophy and core values. The curriculum flows directly from the CT-
CCNP nursing philosophy and utilizes six core values as its organizing framework. The core
values and associated sub-concepts reflect the professional competencies expected of the
Associate Degree graduate nurse in today’s health care environment. These core values and
student learning outcomes provide the framework for the nursing course objectives and
ultimately the learning activities. Table 2.1 illustrates the relationship between the CT-CCNP
philosophy and core values, the student learning outcomes, and the program outcomes. Table
2.1 outlines the relationship between student learning outcomes, core values, course objectives,
course content and learning activities and evaluation methods. Table 2.2 aligns Program
Outcomes and Core Values with course level learning outcomes, examples of learning activities
and evaluation methods.
Evaluation of the student learning outcomes and program outcomes (i.e. graduation rate,
NCLEX performance, and program satisfaction rates) is ongoing at the college and system
levels. Examples of assessment methods include course, program and clinical site evaluations by
students, curriculum review and clinical site evaluation by faculty, and graduate and employer
surveys.
23
Table 2.1 Relationship of CT-CCNPCCNP Nursing Program Philosophy, Student Learning Outcomes and Program Outcomes
CT-CCNP Nursing Program Philosophy
Statements
Student Learning Outcomes Program Outcomes
Committed to the educational preparation of safe, competent,
entry level practitioners of nursing.
Core Values: Safe and Competent Practice, Holistic Care
Provide safe and competent care to individuals, families and groups utilizing
evidenced-based practice, quantitative reasoning and technological proficiency.
Collaborate as a member of a multidisciplinary health team.
Program Completion
Performance on Licensure
Exam
To provide a dynamic educational experience that involves
active and diverse learning processes.
Core Values: Critical Thinking
Safe and Competent Practice
Integrate the principles of the natural, physical, social, biological and behavioral
sciences, and nursing theory to provide holistic care to individuals, families and
groups across the wellness-illness continuum.
Integrate nursing process and critical thinking skills for decision making in
nursing practice.
Program Satisfaction
Performance on Licensure
Exam
To prepare students to assume the multi-faceted role of the
professional nurse, which includes: planning and provision
of care, patient advocacy, communication, teaching, and
managing human, physical, financial and technological
resources.
Core Values: Caring, Professionalism, Holistic Care,
Communication, Critical Thinking
Integrate effective communication skills through professional interactions with
individuals, families, groups and the health care team.
Create an environment where therapeutic interventions reflect a respect for
human dignity.
Integrate accountability and responsibility for practice within the legal and ethical
standards of the nursing profession.
Program Completion
Job Placement
Performance on Licensure
Exam
To possess the ability to recognize and respond to current
trends and issues while upholding standards of care through
life-long learning.
Core Values: Professionalism
Safe and Competent Practice
Collaborate as a member of a multidisciplinary health team.
Integrate accountability and responsibility for practice within the legal and ethical
standards of the nursing profession.
Program Satisfaction
Nursing is a dynamic profession that incorporates evidence-
based theory and skills required for safe practice.
Core Values: Critical Thinking
Safe and Competent Practice
Integrate the principles of the natural, physical, social, biological and behavioral
sciences, and nursing theory to provide holistic care to individuals, families and
groups across the wellness-illness continuum.
Provide safe and competent care to individuals, families and groups utilizing
evidenced-based practice, quantitative reasoning and technological proficiency.
Program Satisfaction
Performance on Licensure
Exam
Job Placement
24
CT-CCNP Nursing Program Philosophy
Statements
Student Learning Outcomes Program Outcomes
Nursing Practice integrates the art and science of nursing with
theoretical principles from the natural, social, behavioral,
biological and physical sciences.
Core Values: Professionalism , Holistic Care
Integrate the principles of the natural, physical, social, biological and behavioral
sciences, and nursing theory to provide holistic care to individuals, families and
groups across the wellness-illness continuum.
Create an environment where therapeutic interventions reflect a respect for
human dignity.
Program Satisfaction
Program Completion
Performance on Licensure
Exam
25
Table 2.2 Relationship of Student Learning Outcomes, Core Values, Course Objectives,
Learning Activities and Evaluation Methods
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
Integrate the principles of
the natural, physical, social,
biological and behavioral
sciences, and nursing theory
to provide holistic care to
individuals, families and
groups across the wellness-
illness continuum.
Core Value:
Holistic Care
Sub-concepts:
Life Span
Wellness-Illness
Health Promotion,
Maintenance,
Restoration,
Prevention
Spirituality
Community
Inter-disciplinary
Nursing 101: Identify principles of holism in providing basic nursing
care to selected individuals.
Nursing 102: Apply principles of holism in providing nursing care for
individuals and/or families from diverse cultures across the lifespan.
Nursing 103: Integrate pharmacological principles as they relate to
holistic and clinical medication application when caring for a patient
with obstetrical, geriatric, pediatric, psychiatric, peri-operative,
gynecological, genitourinary, and orthopedic conditions.
Nursing 201: Implement principles of holistic care for individuals,
families and groups from diverse cultures across the wellness-illness
continuum.
Nursing 202: Integrate pharmacological principles as they relate to
holistic and clinical medication application when caring for a patient
with endocrine, gastrointestinal, respiratory, cardiovascular,
autoimmune, and psychiatric conditions and survivors of bioterrorism.
Nursing 203: Integrate the principles of holism and nursing theory in
providing care to individuals, families and groups with complex health
needs.
Nursing 204: Integrate pharmacological principles at they relate to
holistic and clinical medication application when caring for a patient
Cultural diversity-perform a
cultural assessment
Develop nursing care plan for
childbearing family
End-of-life, clinical day, and
hemorrhage simulation
Teaching & Learning related to
medications that affect uterine
functioning- Discussion Board
Evidence based theory related
to diabetes mellitus -care of
patient with Diabetes
Teaching & Learning related to
prototype medications for
Cardiovascular Disease- Case
Study
High Fidelity neurological
assessment simulation
Mass casualty simulation
Integration of The Village case
studies to explore impact of
Cultural
assessment
quiz
Evaluation of
Clinical
Experience
Workbooks
Debriefing &
Reflection
Formative and
summative
clinical
evaluations
Participation in
discussion of
case study
Debriefing &
Reflection
Skills
Performance
Assessment
Debriefing &
Reflection
26
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
with psychiatric, renal, oncology, neurological, multisystem organ
conditions, and trauma.
Nursing 205: Analyze the principles of nursing theory in managing and
coordinating holistic care for individuals, families, and groups of
patients across the wellness-illness continuum.
poly pharmacy.
Interactive Population Health
Case Studies
Interactive On
line Discussion
Debriefing &
Reflection
Integrate nursing process
and critical thinking skills
for decision making in
nursing practice.
Core Value:
Critical Thinking
Sub-concepts:
Nursing Process
Nursing 101: Utilize the nursing process (NP) in planning care for
individuals with basic health care needs.
Nursing 102: Demonstrate application of the nursing process when
providing nursing care to individuals and/or families across the lifespan.
Nursing 103: Apply the nursing process to drug theory as it relates to
patients with obstetrical, geriatric, pediatric, psychiatric, peri-operative,
gynecological, genitourinary, and orthopedic conditions.
Nursing 201: Analyze multiple variables when implementing the
nursing process in the care of individuals, families, and groups
from diverse populations across the wellness-illness continuum.
Nursing 202: Apply the nursing process to drug theory as it relates to
patients with endocrine, gastrointestinal, respiratory, cardiovascular,
autoimmune, and psychiatric conditions and survivors of bioterrorism.
Nursing 203: Integrate nursing interventions by utilizing the nursing
process in providing care to groups of patients with complex health
problems across the life-span.
Nursing 204: Apply the nursing process to drug theory as it relates to
patients with psychiatric, renal, oncology, neurological, multisystem
Critical thinking and nursing
process- Utilize 3 case studies
to identify aspects of NP
Nursing Process (NP) applied
to families who have given
birth
High Fidelity Simulation:
Postpartum hemorrhage
Anti-Infective Medications-
Develop a teaching plan for
patient during the perioperative
period
Administration of insulin
utilizing the sliding scale-
Skills lab – insulin
administration
Interactive lesson on the
pharmacological management
of respiratory conditions-
Crisis Theory- Interactive Case
Study
Development of a medication
teaching plan for a patient
Interactive
discussion of
the case studies
Evaluation of
teaching plan
Debriefing &
Reflection
Skills
demonstration
Unit
Examination
Interactive
Discussion of
case study
Examination
Participation in
discussion
Peer sharing &
evaluation
27
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
organ conditions and trauma.
Nursing 205: Evaluate the delegation process in providing safe and
competent care to individuals, families, and groups utilizing evidence-
based practice and outcomes.
focusing on poly pharmacy
Delegation of care case studies
using the NCSBN Decision
Tree as a framework
Formative and
summative
clinical
evaluations
Debriefing &
Reflection
Provide safe and competent
care to individuals, families
and groups utilizing
evidenced-based practice,
quantitative reasoning and
technological proficiency.
Core Value:
Safe and Competent
Care
Sub-concepts:
Evidence-Based
Practice
Technological
Competency
Application of
Theory to Practice
Nursing 101: Demonstrate safe use of scientific and quantitative
principles and technology in providing basic nursing care to individuals.
Nursing 102: Administer safe and competent care to individuals and/or
families using evidence- based practice, quantitative reasoning, and
technological competence.
Nursing 103: Describe safe and competent medication administration as
it relates to patients with obstetrical, pediatric, geriatric, psychiatric,
peri- operative, gynecological, genitourinary, and orthopedic conditions.
Nursing 201: Integrate evidence-based practice, quantitative reasoning
and technology in providing competent care to individuals, families, and
groups with intermediate health problems.
Nursing 202: Describe safe and competent medication administration as
it relates to patients with endocrine, gastrointestinal, respiratory,
cardiovascular, autoimmune, and psychiatric conditions and survivors of
bioterrorism.
Medication Administration-
Practice IM & SQ injections on
simulator
Antepartum Period- Antepartal
clinical experience
Interactive lesson and assigned
readings on pharmacological
management of hypovolemic
shock
Prevention and detection of
colon cancer- GI observational
experience Crohn’s disease and
Ulcerative Colitis- Study guide
questions
Compare and contrast common
Peer
Mentoring/
Skills
validation
Written
assignment
post experience
Formative and
summative
clinical
evaluations
Course exam
Completion of
written
assignment
28
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
Nursing 203: Provide safe and competent care to groups of patients with
complex health problems using evidence-based practice, quantitative
reasoning and technology.
Nursing 204: Describe safe and competent medication administration as
it relates to patients with psychiatric, renal, oncology, neurological,
multisystem organ conditions, and trauma.
Nursing 205: Evaluate the delegation process in providing safe and
competent care to individuals, families, and groups utilizing evidence-
based practice and outcomes.
modalities used to treat cancer-
develop discharge teaching
plan
Develop a holistic medication
plan of care for a patient with
multiple health problems
Interactive discussion of the
patient outcomes as a result of
delegation of care in simulated
clinical scenarios
Completion of
a patient
discharge plan
Debriefing &
Reflection
Clinical
assignment
teaching plan
Debriefing &
Reflection
Integrate effective
communication skills
through professional
interactions with
individuals, families, groups
and the health care team.
Core Value:
Communication
Sub-concepts:
Teaching-Learning
Information
Technology
Documentation
Therapeutic
Communications
Nursing 101: Use basic communication in nurse-patient interactions.
Nursing 102: Demonstrate effective communication when interacting
with individuals, families, and members of the health care team.
Nursing 103: Develop a comprehensive pharmacological teaching plan
for patients with obstetrical, pediatric, geriatric, psychiatric, peri-
operative, gynecological, genitourinary, and /or orthopedic conditions.
Nursing 201: Utilize therapeutic communication techniques in providing
care to individuals, families, and groups with intermediate health
problems.
The communication process-
Classroom exercise on
nonverbal communication
Use of simulated and Live
Electronic Health Records
Therapeutic communications
with multi-generational
members of the
family/assigned patient.
Implementation of a patient
teaching plan for effective pain
management in collaboration
with the patient
Lab: Patient and family
education with psychiatric
disorder- Care for a patient in
psychiatric setting
Hearing voices simulation
Classroom
exercise to
identify
nonverbal
messages
Clinical
evaluation -
communication
skills
Course
examination
Process
recording
Evaluation of
medication
administration
records
29
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
Nursing 202: Develop a comprehensive pharmacological teaching plan
for patients with endocrine, gastrointestinal, respiratory, cardiovascular,
autoimmune, psychiatric and/or survivors bioterrorism conditions.
Nursing 203: Evaluate the therapeutic communication techniques used in
nurse-patient interactions.
Nursing 204: Develop a comprehensive pharmacological teaching plan
for patients with psychiatric, renal, oncology, neurological, multisystem
organ conditions, and/or trauma.
Nursing 205: Integrate effective communication skills through
professional interactions with colleagues and the multidisciplinary health
care team.
Bronchodilators- prepare
interprofessional medication
guidelines
Develop a teaching patient with
a patient with a communication
impairment
Effective communication in the
workplace- change of shift
report.
Analysis of patient handoffs
utilizing SBAR approach
through interactive discussion
Second step players
performance (Community
advocate for Mental Health-
theater group)
Evaluation of
teaching plan
Evaluation of
change of shift
report/patient
handoffs
Debriefing &
Reflection
Create an environment
where therapeutic
interventions reflect a
respect for human dignity.
Core Value:
Caring
Sub-concepts:
Cultural competency
Empathy
Diversity
Advocacy
Nursing 101: Utilize therapeutic interventions that consider the unique
rights of individuals.
Nursing 102: Foster a caring environment by demonstrating respect for
individuals and/or families across the life span.
Nursing 103: Interpret cultural and individual awareness when tailoring
drug therapy to patients with obstetrical, pediatric, geriatric, psychiatric,
peri-operative, gynecological, genitourinary, and orthopedic conditions.
Nursing 201: Integrate respect for human dignity through therapeutic
relationships with individuals, families, and colleagues.
Skin Integrity and wound care-
review updated treatments and
dressing types for specific
wound problems
Violence: spousal abuse, elder
abuse, child abuse, sexual
assault-Watch film “The
Accused”
Vaccinations across the
lifespan- assigned readings
Determine the role of the
family/significant others in the
rehabilitation phase of
treatment for COPD- Case
study: Family coping with
Skills
Laboratory
practice-wound
care
Classroom
discussion
Participation in
discussion
board
Unit
examination
30
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
Nursing 202: Interpret cultural and individual awareness when tailoring
drug therapy to patients with endocrine, gastrointestinal, respiratory,
cardiovascular, autoimmune, and psychiatric conditions and survivors of
bioterrorism.
Nursing 203: Collaborate with members of the health care team to
establish a culturally competent environment that promotes caring
behavior.
Nursing 204: Interpret cultural and individual awareness when tailoring
drug therapy to patients with psychiatric, renal, oncology, neurological,
multisystem organ conditions, and trauma.
Nursing 205: Create an environment where professional interactions
reflect a respect for human dignity.
COPD
Integration of cultural and
individual differences related to
pharmacology- Develop a
teaching plan
Nursing practice that enhances
dignity & integrity of patients-
post-clinical conference
discussion
Communication with
colleagues- attend a multi-
disciplinary team meeting
Evaluation of
teaching plan
Post-clinical
discussion
Formative and
summative
clinical
evaluations
Written
assignment
Collaborate as a member of
a multidisciplinary health
team.
Core Value:
Professionalism
Sub-concepts:
Role Development
Political Awareness
Collegiality
Nursing 101: Identify the roles of various members of the health care
team.
Nursing 102: Demonstrate a basic ability to function as a member of the
health care team.
Nursing 103: Differentiate the roles of the multidisciplinary health team
members when implementing a pharmacological plan of care for patients
with obstetrical, pediatric, geriatric, psychiatric, peri-operative,
gynecological, genitourinary, and orthopedic conditions
Nursing 201: Function effectively as a member of the health care team.
Nursing 202: Differentiate the roles of the multidisciplinary health team
members when implementing a pharmacological plan of care for patients
with endocrine, gastrointestinal, respiratory, cardiovascular,
Planning collaborative care
plans- Introduce students to
interprofessional care plans in
clinical
Intraoperative Nursing-
surgical team- OR
observational experience
Role of the interdisciplinary
team- interactive case study
Care of patients with
disturbances in a variety of
body systems- Provide care for
a patient with intermediate
health problems
Examine/analyze the role of
interprofessional team in the
management of patients with
Evaluation of
care plan
Debriefing &
Reflection
assignment on
clinical
experience
Participation in
discussion
board
Clinical
evaluation
Evaluation of
31
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
autoimmune, and psychiatric conditions and survivors of bioterrorism.
Nursing 203: Collaborate with members of the health care team in a
variety of settings
Nursing 204: Differentiate the roles of the multidisciplinary health team
members when implementing a pharmacological plan of care for patients
with psychiatric, renal, oncology, neurological, multisystem organ
conditions, and trauma.
Nursing 205: Collaborate as a member of the profession of nursing.
psychiatric disorders
Develop medication
administration sheets
Patient advocacy- attend a
multidisciplinary team meeting
Participate in unit Huddles and
Case management meetings in
clinical settings
Leadership Theories- Identify
and describe the qualities of an
effective nurse manager
medication
administration
sheets
Formative and
summative
clinical
evaluations
Written
assignments
Integrate accountability and
responsibility for practice
within the legal and ethical
standards of the nursing
profession.
Core Value:
Professionalism
Sub-concepts:
Legal-Ethical
Integrity
Confidentiality
Nursing 101: Demonstrate basic legal and ethical practice standards
when providing care to selected individuals.
Nursing 102: Exhibit accountability and responsibility when providing
nursing care to the individuals and families across the lifespan.
Nursing 103: Analyze the legal-ethical implications of medication
administration related to patients with obstetrical, pediatric, geriatric,
psychiatric, peri-operative, gynecological, genitourinary, and orthopedic
conditions.
Nursing 201: Implement legal and ethical practice standards in providing
care to individuals, families and groups with intermediate health
problems in diverse health care settings.
Nursing 202: Analyze the legal-ethical implications of medication
administration related to patients with endocrine, gastrointestinal,
respiratory, cardiovascular, autoimmune, and psychiatric conditions and
survivors of bioterrorism.
Nursing 203: Implement strategies to provide accountable and
responsible care within the legal-ethical standards of the nursing
Standards of care- group
activity using media articles
Provision of safe, holistic,
culturally competent care to
geriatric patient- LTC clinical
rotation
Legal and ethical issues of
pharmacology- case study
Legal and ethical issues-
Learning activity-utilizing
QSEN resources
Viral terrorism- interactive
learning activity
Analysis of the Bill of Rights
for Psychiatric patients: Care of
patient in a clinic setting
Unit
examination
Formative and
summative
clinical
evaluations
Participation in
online
discussion
boards
Clinical post-
conference
activity
Evaluation of
medication
administration
sheets
32
Program Student
Learning Outcomes
Core Values and
Sub-Concepts
Examples of Course Objectives/
Student Learning Outcomes
Examples of Content
and Learning Activities
Examples
of
Evaluation
Methods
profession.
Nursing 204: Analyze the legal-ethical implications of medication
administration related to patients with psychiatric, renal, oncology,
neurological, multisystem organ conditions and trauma.
Nursing 205: Explore the legal and ethical implications of membership
in the profession of nursing.
Nursing Practice Regulation-
attend a CT State Board of
Examiners for Nursing meeting
Attend CT Nurses Association
Legislative Day
Health Care Disparities
interactive learning assignment
Process
recording
Debriefing &
Reflection
Written
assignment of
experience
Function in the professional
role utilizing current
standards of nursing
practice.
Core Value:
Professionalism
Sub-concepts:
Life-Long Learning
Role Development
Political Awareness
Nursing 101: Exhibit growth in personal and professional roles in
nursing.
Nursing 102: Assume responsibility for personal growth and
professional role development.
Nursing 103: Examine the professional role of the nurse in medication
administration for patients with obstetrical, pediatric, child/adolescence
psychiatric, pre-post operative, gynecological, genitourinary, or
orthopedic conditions.
Nursing 201: Evaluate the professional nursing roles within the health
care delivery system.
Nursing 202: Examine the professional role of the nurse in medication
administration for patients with endocrine, gastrointestinal, respiratory,
cardiovascular, autoimmune, and psychiatric disorders and victims of
bioterrorism.
Nursing 203: Support the advancement of nursing practice through life-
long learning and political awareness
Nursing 204: Examine the professional role of the nurse in medication
administration for patients with personality, renal, oncology,
neurological, multisystem organ disorders, and trauma
Nursing 205: Evaluate the trends and issues affecting the profession and
the role of the nurse.
Drug regulations and
standards- medication
administration at clinical site
Professionalism- role
development- case study
Role of the nurse in
pharmacology
Evidence based practice related
to Bioterrorism
Overview of pharmacological
principles as they relate to
treatment of survivors of
bioterrorism
Evidence based practice related
to bioterrorism- High Fidelity
Simulation Anthrax
Attend CT Nurses Association
Legislative Day
Societal, political and
economic climate in the health
care system- case study-
nursing unit budget
Formative and
summative
clinical
evaluation of
medication
administration
Participation in
discussion
board
Clinical post-
conference
activity:
Debriefing &
Reflection
Unit
examination
High Fidelity
Simulation
debriefing &
reflection
Reflective
journal
Written
assignments
33
CRITERION 3
The nursing program administrator meets the requirements stated in the regulations.
[Regulations, Section 20-90-51(a)(b)(1)]
20-90-51. Nursing faculty
(a) The faculty and administrator must maintain an active R.N. licensure in Connecticut.
(b) Faculty Education and Experience
(1) Except as provided in subsection (c) of this section, the administrator of the program shall
be a registered nurse and shall have an earned advanced degree in nursing, teaching
experience in a program in nursing, and administrative experience.
Nursing program division directors are in place at all colleges offering the CT-CCNP and
fulfill the role of nursing program administrator. Each director meets all requirements as stated
in the regulations; all possess a minimum of a Master’s degree in nursing and the requisite
clinical and teaching experience; all have been approved by the SBEN at the time of their
appointment. Table 3.1 outlines the qualifications of the CT-CCNP nurse administrators.
In addition to the requirements stated in the regulations, the requirements of the
Connecticut Community College position description for Academic Division Director must also
be met. The Connecticut Community College position descriptions reflecting the role and
responsibilities of the nursing directors are presented in Appendix B and are further elaborated
upon in Criterion 4. Resumes/CVs for all Nursing Directors are provided in Appendix C.
34
Table 3.1 Outline of Nursing Administrators’ Qualifications
Institution Nursing
Administrator
License Number Degrees and
Certifications
Earned
Administrative Background Education Experience
Capital
Community
College
Cynthia Adams CT – 10.R45027 BSN – Simmons
College
MSN – Boston
College
Ed.D.-.-
University of
Hartford
Staff Development
Coordinator
Director of Community
Health Education
Wellbeing Program
Coordinator
Director of Division of
Nursing for fifteen plus
years – Capital
Community College
Nursing Faculty – Capital
Community College
Director of Division of
Nursing since 2000–
Capital Community
College
Gateway
Community
College
Sheila Solernou CT – 10.R44357 BSN – Mount
Saint Mary
College
MSN –
University of
Hartford
Nurse Manager-
Telemetry Unit
Education Coordinator
Program Manager- New
England Technical
Institute
Academic Division
Director – Allied Health
& Nursing
Adjunct Faculty-
Continuing Education
Division – Naugatuck
Valley Community
College
Adjunct Faculty –
Quinnipiac University
Nursing Faculty &
Program Manager New
England Technical
Institute
Academic Division
Director – Allied Health
& Nursing - Gateway
Community College
35
Institution Nursing
Administrator
License Number Degrees and
Certifications
Earned
Administrative Background Education Experience
Naugatuck
Valley
Community
College
Eileen George CT – 10.E48373 AS-Mattatuck
Valley
Community
College
BSN – Central
Connecticut State
University
MSN – Southern
Connecticut State
University
DNP-Chatham
University
Course Leader for the
NUR 201 Course
Co-Chair Elect CT-
CCNP Program
Committee
Chair numerous Search
Committees
Evening/Weekend
Administrator NVCC
Academic Division
Director, Allied Health,
Nursing, and Physical
Education
Clinical Instructor,
NVCC
Professor of Nursing –
Naugatuck Valley
Community College (17
years)
Acting and current
Academic Division
Director, Allied Health,
Nursing, and Physical
Education
Northwestern
Connecticut
Community
College
Constance Hotchkiss CT-10.E51645 BSN—University
of Connecticut
MSN—
University of
Hartford
Clinical Coordinator,
Maternal Child Health
Services, The Charlotte
Hungerford Hospital,
Torrington, CT.
Clinical Manager,
Maternal Child Health
Services, The Charlotte
Hungerford Hospital,
Torrington, CT
Academic Division
Director, Nursing, Allied
Health & Veterinary
Technology,
Northwestern
Connecticut Community
College
Clinical Educator, OB &
Pediatrics, Center for
Professional
Development &
Education, The Charlotte
Hungerford Hospital,
Torrington, CT.
Adjunct Faculty,
Northwestern CT
Community College
Academic Division
Director, Nursing, Allied
Health & Veterinary
Technology,
Northwestern Connecticut
Community College
36
Institution Nursing
Administrator
License Number Degrees and
Certifications
Earned
Administrative Background Education Experience
Norwalk
Community
College
Mary Schuler CT – 10.E41250 BSN – Rhode
Island College
MSN- Southern
Connecticut State
University
Ed.D. –
University
Bridgeport
Certified Nurse
Educator
Nurse Manager – Medical
Unit
Nursing Supervisor –
Meriden Wallingford
Hospital
Assistant Director –
Academic Affairs
Manager – Bridgeport
Hospital School of
Nursing
Director Nursing and
Allied Health – Norwalk
Community College
In-service Instructor
Meriden Wallingford
Hospital
Graduate Assistant –
Nursing Lab Instructor –
Southern Connecticut
State University
Instructor – Bridgeport
Hospital School of
Nursing
Director Nursing and
Allied Health – Norwalk
Community College
Three Rivers
Community
College
Edith Ouellet
CT E5011 Diploma – Saint
Francis Hospital
School of
Nursing
BSN –
CCSUCCSU
MSN –
University of
Hartford, CT
Charge Nurse -- The University of
Connecticut Health
Center (NNICU)
Assistant Nurse Manager
– The University of
Connecticut Health
Center (NNICU)
Course Leader – Three
Rivers Community
College
Interim Director of
Nursing and Allied
Health – Three Rivers
Community College
Director of Nursing and
Allied Health – Three
Full Time Faculty – Three
Rivers Community
College
Clinical Instructor –
Three Rivers Community
College
Clinical Instructor –
University of Connecticut
School of Nursing
Associate Professor of
Nursing – Three Rivers
Community College
Interim Director of
Nursing and Allied
Health – Three Rivers
Community College
Director of Nursing and
37
Institution Nursing
Administrator
License Number Degrees and
Certifications
Earned
Administrative Background Education Experience
Rivers Community
College
Allied Health – Three
Rivers Community
College
38
CRITERION 4
The nursing program shall have its own administrator who reports directly or
indirectly to the controlling body of the parent institution and has the requisite authority
and responsibility for the nursing program. The workload of the administrator reflects the
administrative responsibilities. [Regulations, Section 20-90-48(a)(1)]
20-90-48(a) School organization (1) The authority of and administrative responsibility for the
nursing education program shall be vested in the program administrator, who is responsible to the
controlling body of the program either directly or indirectly through administrative channels. Each nursing
education program shall have its own administrator.
Each of the six nursing education programs has its own administrator who reports
directly to the Academic Dean of the controlling institution. At Capital Community College, the
Academic Division Director of Nursing has administrative responsibility and requisite authority
and responsibility for the associate degree nursing program. At Gateway (GCC), Norwalk
(NCC) and Three Rivers (TRCC) Community Colleges, the Academic Division Director of
Nursing and Allied Health has administrative responsibility for the nursing and allied health
programs offered at the colleges. At Naugatuck Valley (NVCC), the Director of Allied Health,
Nursing, and Physical Education, is responsible for the Nursing, Allied Health and Physical
Educational programs. At Northwestern Connecticut Community College (NCCC), the Director
of Nursing, Allied Health & Veterinary Technology, is responsible for the Nursing, Allied
Health, and Veterinary Technology programs.
39
All individuals hired into the Connecticut Community College system are placed into a
job category based upon their roles and responsibilities. All nursing directors are considered as
an ACL category, which indicates administrator, counselor or librarian. There are 22 levels in
the ACL category. The Director at Gateway was hired as an Academic Division Director (CCCP
21) but was realigned as an Academic Division Director (CCCP 22) in January 2013 when she
assumed responsibility for the allied health programs at the college, in addition to the nursing
program. The other Division Directors were hired as Director of Nursing and Allied Health
(CCCP 22), which indicate authority for nursing and allied health. As roles become vacant in the
future, hiring level (CCCP 21 or CCCP 22) will be dependent on programmatic responsibility
and scope of role. The Academic Division Director at Northwestern was initially hired as a
CCCP 21 with responsibility and authority for the nursing program only but has since been
changed to a CCCP-22 with the additional responsibility for the Allied Health and Veterinary
Technology programs. The position descriptions for CCCP 21 and CCCP 22 are located in
Appendix B.
At all colleges the nursing program administrator reports directly to the Academic Dean
who reports directly to the College President indicating that the administrator of the program
reports in a direct line to the controlling body of the institution. See Organizational Charts
Appendix D.
The Academic Division Director of Nursing and the Academic Division Director,
Nursing and Allied Health, job descriptions provide detail on the administrator’s role in program
development, implementation, and evaluation. In addition, the job descriptions indicate that the
nursing program administrator has authority and responsibility, in conjunction with the
40
management team at each institution, for resource allocation, budget, staffing, and personnel
decisions. The essential functional areas described in both job descriptions include:
Program and curriculum design and development;
Faculty selection and professional development;
Instructional quality;
Budget and fiscal management;
Administration and resource management;
Program evaluation and assessment;
Community relations;
Student relations.
Each nursing administrator follows the employment, staffing and personnel policies and
procedures of the Connecticut State Colleges and Universities System and in addition follows the
policies and procedures of their respective colleges. The Division Directors work collaboratively
with the Academic Dean and the Director of Human Resources to ensure that the policies and
procedures outlined by the CCC system, collective bargaining agreements and college policies
and procedures are followed.
The Directors follow policies for hiring, staffing, and personnel decisions listed on the
Connecticut State Colleges and Universities (CSCU) website (http://www.ct.edu).
In addition, the directors follow the policies of the collective bargaining agreements and
the Connecticut Community College Evaluation Process in evaluating faculty. All of these
policies and procedures are publically accessible under the faculty and staff resources page of
each Connecticut Community College website. These websites provide information for
employees concerning: academic departments, administrative offices, college policies, employee
41
benefits, employment information and schedules, employment opportunities, Outlook Web Mail
Access, technology services and resources, training opportunities.
The Academic Division Directors follow the budget and fiscal policies and procedures of
the State Colleges and Universities system and the policies and procedures of their respective
institutions. The Division Directors work collaboratively with the Academic Dean, the Dean of
Administration and the Director of Fiscal and Administrative Services to ensure that the policies
and procedures outlined by the CSCU system, collective bargaining agreements and college
policies and procedures are followed. Academic Division Directors have access to information
related to system wide policies and procedures for resource allocation and budget through their
local Deans of Administration. Each college has a plan for budget requests and budget
development that the nursing administrators follow. The fiscal year is July 1 through June 30 of
each year.
The CT-CCNP bylaws (see Appendix E) describe the processes in place to ensure that
overall program development and evaluation at the system level is comprehensive and represents
the input of all college faculty, leadership and admissions professionals. CT-CCNP Bylaws
committee actions and initiatives are reflected in meeting minutes and related activities. Each
nurse administrator is responsible for ensuring there is a process for the implementation, program
development, and evaluation of the CT-CCNP curriculum at his/her respective college. This
process allows for nursing program implementation, development and evaluation based upon
community and programmatic needs.
According to the Academic Division Director’s job description, the nurse administrator
performs and/or directs the design and development of curricula, courses, syllabi and
specifications for textbooks, materials, laboratory and technical resources; and develops and
42
defines the learning outcomes which are necessary to measure the instructional, accreditation and
licensing requirements of the Division’s academic programs. Program development and
evaluation processes are documented in minutes at each college. The nurse administrator of each
college nursing program is responsible to ensure that process is comprehensive and inclusive and
follows college policy and procedure. The process of curriculum and program development and
evaluation varies at each college based upon the size of the program, number of faculty, and
college specific committee structures.
The role of the program administrator at each college varies somewhat in accordance
with many variables such as program size, college organization, college/community culture and
student demographics. The uniqueness of each college within the twelve college system is
acknowledged and appreciated as a reflection of the community it serves. The degree of
responsibilities involved with the administration of the nursing and allied health programs is
directly proportional to the level of additional administrative support in place at each of these
colleges. Tables 4.1 and 4.2 outline the roles and authority of each administrator at the respective
community college.
43
Table 4.1 College Specific Position Summary of CT-CCNP Administrators
College Administrator Position
Title
Appointment
Areas of
Responsibility
Percentage
of Time
Spent with
Nursing
Reports
To:
Administrative Duties per
Job Description
Capital
Community
College
Cynthia Adams,
R.N., EdD.
Academic
Division
Director of
Nursing
12 Month
Full Time
Nursing 100% Academic
Dean
Program and curriculum design
and development;
Faculty selection and
professional development;
Instructional quality;
Budget and fiscal management;
Administration and resource
management;
Program evaluation and
assessment;
Community relations;
Student relations. Gateway
Community
College
Sheila Solernou,
R.N., M.S.N.
Academic
Division
Director of
Allied
Health &
Nursing
12 Month
Full Time
Nursing
Dental
Hygiene
Diagnostic
Medical
Sonography
Exercise
Science and
Wellness
Nuclear
Medicine
Nutrition and
50%
Academic
Dean
For all programs:
Program and curriculum design
and development;
Faculty selection and
professional development;
Instructional quality;
Budget and fiscal management;
Administration and resource
management;
Program evaluation and
assessment;
Community relations;
Student relations.
44
College Administrator Position
Title
Appointment
Areas of
Responsibility
Percentage
of Time
Spent with
Nursing
Reports
To:
Administrative Duties per
Job Description
Dietetics
Radiation
Therapy
Radiography
Suzanne
Conlon, RN,
MSN
Professor &
Academic
Chairperson,
Nursing
Full-time Nursing 100% Division
Director of
Allied
Health &
Nursing
Program Development and
Communication; Staffing; Full
time and Clinical Faculty
Development; Problem
Resolution; Student
Advisement; Community/
Clinical Affiliate Liaison
Julie Mangini Professor
and
Academic
Coordinator,
Diagnostic
Imaging
Programs
Full-time Diagnostic
Medical
Sonography
Nuclear
Medicine
Radiation
Therapy
Radiography
100% Division
Director of
Allied
Health &
Nursing
Program Development and
Communication; Staffing; Full
time and Clinical Faculty
Development; Problem
Resolution; Student
Advisement; Community/
Clinical Affiliate Liaison
Naugatuck
Valley
Community
College
Eileen George,
R.N., M.S.N.
D.N.P.
Academic
Division
Director of
Allied
Health,
Nursing,
12 Month
Full Time
Nursing
Respiratory
Care
Radiologic
70% Academic
Dean
Program and curriculum design
and development; orientation
and professional development
of full-time faculty;
Part-time faculty selection and
professional development;
45
College Administrator Position
Title
Appointment
Areas of
Responsibility
Percentage
of Time
Spent with
Nursing
Reports
To:
Administrative Duties per
Job Description
and Physical
Therapy
Technology
Physical
Therapist
Assistant
Physical
Education
Instructional quality;
Budget and fiscal management;
Administration and resource
management;
Program evaluation and
assessment;
Community relations;
Student relations
Mary Sullivan,
R.N., M.S.N.
Clinical
Chair
Nursing
Part Time
(17 hours per
week each
academic
semester)
Nursing 100% Academic
Division
Director of
Allied
Health,
Nursing,
and
Physical
Education
For Nursing program:
Clinical practicum
administration; Clinical faculty
development.
Northwestern
Connecticut
Community
College
Constance
Hotchkiss, RN,
MSN
Academic
Division
Director
Nursing,
Allied
Health &
Veterinary
Technology
12 Months
Full Time
Nursing,
Allied Health,
Veterinary
Technology
75% Dean of
Academic
and
Student
Affairs
Program and curriculum design
and development; Faculty
selection and professional
development; Instructional
quality; Budget and fiscal
management; Administration
and resource management;
Program evaluation and
assessment; Community
relations; Student relations.
Norwalk Kathleen S.
Fries, PhD.,
RN,CNE
Academic
Division
Director
12 Month
Full Time
Nursing
Respiratory
50% Academic
Dean
For All Programs:
Program and curriculum design
and development; Faculty
46
College Administrator Position
Title
Appointment
Areas of
Responsibility
Percentage
of Time
Spent with
Nursing
Reports
To:
Administrative Duties per
Job Description
. Nursing and
Allied
Health
Care
Medical
Office
Management
Medical
Assistant
Health Office
Information
Allied Health
Certificate
Non Credit
Allied Health
Programs:
Certified
Nursing
Assistant
Patient Care
Technician
EKG
Technology
Phlebotomy
selection and professional
development; Instructional
quality; Budget and fiscal
management; Administration
and resource management;
Program evaluation and
assessment; Community
relations; Student relations
Norwalk Mary Ann
Tessier, MSN,
Department
Chair of
Nine Month Nursing 100% Academic
Division
Nursing:
Program Development and
47
College Administrator Position
Title
Appointment
Areas of
Responsibility
Percentage
of Time
Spent with
Nursing
Reports
To:
Administrative Duties per
Job Description
RN, CNE. Nursing Director of
Nursing
and Allied
Health
Communication; Staffing
Full time and Clinical faculty
development; Problem
Resolution; Student
Advisement; Community
Liaison
Judy Mocciola
Three Rivers Edith Ouellet,
M.S.N, R.N.
Academic
Division
Director of
Nursing and
Allied
Health
12 Month
Full Time
Nursing &
Allied Health
100% Academic
Dean
Program and curriculum design
and development; Faculty
selection and professional
development; Instructional
quality; Budget and fiscal
management; Administration
and resource management;
Program evaluation and
assessment; Community
relations; Student relations
48
Table 4.2 College Specific Authority and Responsibility Summary for CT-CCNPCCNP Administrators
College Administrator Parity with other
Departments
Resource
Allocation/Budget
Staffing/Personnel
Issues
Program
Development/Evaluation
Capital
Cynthia
Adams, R.N.,
EdD
The Academic Division has
one Director and five Chairs.
The Director is a 12 month
administrative position,
without teaching
responsibilities.
Department Chairs at Capital
are ten month faculty
positions with release time
from teaching for
administrative
responsibilities.
The Director prepares
the operating and
clinical teaching
budget each spring, and
submits it to the
Academic Dean.
Budget requests by
nursing faculty are
reviewed by the
Director and submitted
to the Academic Dean.
The Academic Dean
grants final approval
for expenditures.
The Director of the
Division of Nursing
adheres to Affirmative
Action Policies in
advertising, and in
interviewing applicants
to fill part-time nursing
faculty positions.
The Director joins the
Dean and President in
interviewing finalists
for full time positions
and makes
recommendations for
appointment.
Recommendations for
retention and
promotion of full-time
nursing faculty are
made by the Director to
the Academic Dean
and/or President in
accordance with
collective bargaining
policies.
The Director evaluates
all nursing faculty
based on job
performance and
The Director provides
leadership in developing,
implementing, and
evaluating the CT-CCNP
at Capital.
Monthly Curriculum
Planning meetings occur
throughout the academic
year to work on the
Systematic Plan for
Evaluation and assess
program outcomes and
strategies for
improvement.
Member of the CT-CCNP
Nursing Directors
Council, and the CT-
CCNP Articulation
Advisory Committee.
The Director participates
in professional nursing
organizations and
community partnerships to
support curriculum
implementation.
49
College Administrator Parity with other
Departments
Resource
Allocation/Budget
Staffing/Personnel
Issues
Program
Development/Evaluation
outcomes.
Gateway Sheila
Solernou,
R.N., M.S.N.
The Academic Division of
the college has two Division
Director’s: Allied Health &
Nursing and Engineering and
Applied Technologies; and
seven Department
Chairpersons.
There is parity with the
workload of the Director of
Engineering and Applied
Technologies.
The Division Director of
Allied Health & Nursing is
the only CCCP 22.
The Division Director
prepares the operating
and clinical teaching
budget each spring, and
submits it to the
Academic Dean.
Budget requests by
allied health and
nursing faculty are
reviewed by the
Director and submitted
to the Academic Dean.
The Academic Dean
grants final approval
for expenditures.
The Division Director
is also responsible for
the management of
grants that provide
additional financial
support for the
Division.
Fiscal year is July 1
through June 30th.
The Division Director
is responsible for hiring
and developing
contracts for all part-
time clinical faculty
and laboratory staff for
the allied health and
nursing programs.
Recommendations for
retention and
promotion of full-time
faculty are made by the
Division Director to the
Academic Dean and/or
President in accordance
with collective
bargaining policies.
The Division Director
evaluates all full-time
allied health and
nursing faculty,
division staff members,
and the nursing
chairperson based on
job performance and
outcomes.
The Division Director
provides leadership in
developing,
implementing, and
evaluating the CT-CCNP
at Gateway.
Monthly Curriculum
Planning meetings occur
throughout the academic
year to work on the
Systematic Plan for
Evaluation, and assess
program outcomes and
strategies for
improvement.
The Director is the
Chairperson of the
Division meeting,
Chairperson of the
Nursing Advisory
Council; member of the
CT-CCNP Nursing
Directors Council, and the
CT-CCNP Articulation
Advisory Committee.
The Director participates
in professional nursing
organizations such as CT
50
College Administrator Parity with other
Departments
Resource
Allocation/Budget
Staffing/Personnel
Issues
Program
Development/Evaluation
League for Nursing and
CT Nursing Collaborative
Action Coalition (CNC-
AC) and has strong
community partnerships
that support curriculum
implementation
Suzanne
Conlon, RN,
MSN
The Academic Chairperson
of nursing is one of seven
department chairpersons.
There is parity in the role
responsibilities.
Participates in the
development and
monitoring of the
nursing budget.
Evaluates the part time
clinical faculty and
laboratory staff
according to CCC and
bargaining unit policies
and procedures
Member of Nursing
Program Curriculum
Committee; Member of
Nursing Division
Meeting; Member of
Nursing Advisory
Council; Clinical Faculty
Development
Naugatuck
Valley
Eileen George,
R.N., M.S.N.
There are five Academic
Division Directors. The
Director of Allied Health and
Nursing is the only CCCP 22.
Develops with faculty
the division budget
which is submitted to
the Dean of Academic
Affairs.
Responsible for
administration of the
division budget and all
grant budgets.
Fiscal year is July 1
through June 30th.
Interviews applicants
and develops contracts
for all part time clinical
faculty and laboratory
staff for the nursing
program.
Evaluates the full time
faculty, the clinical
supervisors, lab staff,
clerical staff, and, with
course leaders, part
time clinical faculty
based on job
performance and
outcomes.
The Director provides
leadership in developing,
implementing, and
evaluating the CT-CCNP
at Naugatuck Valley CC.
The Director is the
Chairperson of Division
Meeting; member of
Nursing (Curriculum)
Committee; member of
CT-CCNP Admissions
Committee; member and
current chairperson of CT-
CCNP Nursing Director’s
Council.
51
College Administrator Parity with other
Departments
Resource
Allocation/Budget
Staffing/Personnel
Issues
Program
Development/Evaluation
The Director participates
in professional nursing
organizations and
community partnerships to
support curriculum
implementation.
Mary
Sullivan,
R.N., M.S.N.
Unique role. Not Applicable Participates in
professional
development of full
and part-time faculty
related to clinical
issues.
Participates in the
evaluation of clinical
sites. Provides input
into the clinical portion
of faculty evaluation.
Northwestern
Connecticut
Community
College
Constance
Hotchkiss, RN,
MSN
There are two Division
Directors at the college.
There is parity with the
workload of the other
division director.
Develops with faculty,
need based, budget
requests which are
submitted to the Dean
of Academic Affairs
for approval, with final
approval from the Dean
of Administration and
the President.
The Director is
responsible for Hiring
and developing
contracts for all part
time clinical faculty
and laboratory staff for
the nursing program.
Recommendations for
retention and
promotion of full-time
nursing faculty are
made by the Director to
the Academic Dean
and/or President in
accordance with
collective bargaining
policies.
The Director evaluates
all nursing faculty
The Director provides
leadership in developing,
implementing, and
evaluating the CT-CCNP
at Northwestern
Connecticut CC.
The Director serves as
Chairperson of Division
Meetings; member of the
CT-CCNP Admissions
Committee, CT-CCNP
Director’s Council and
CT-CCNP Articulation
Advisory Committee.
The Director participates
in professional nursing
organizations and
community partnerships to
support curriculum
52
College Administrator Parity with other
Departments
Resource
Allocation/Budget
Staffing/Personnel
Issues
Program
Development/Evaluation
based on job
performance and
outcomes.
implementation.
Norwalk
Community
College
Kathleen S.
Fries, PhD.,
RN,CNE
There are three Division
Directors in the school.
(ESL, Developmental
Studies, and Nursing and
Allied Health)
There is parity with the
workload of the other
division directors.
The Director of Allied Health
and Nursing is the only
CCCP 22.
Administers the entire
division budget and
monitors 4 grants
which support the
division.
Fiscal year is July 1
through June 30th.
Hires and develops
contracts for all part
time clinical and
laboratory educational
assistants for the
nursing program.
Evaluates the
chairperson.
Evaluates the lab
coordinator
Evaluates nursing and
allied health advisors.
The Director provides
leadership in developing,
implementing, and
evaluating the CT-CCNP
at Norwalk.
Chairperson of Nursing
Division Meeting;
Member of Nursing
(Curriculum) Committee.
Member of CT-CCNP
Program Committee,
Nursing Directors Council
and Articulation Advisory
Committee.
The Director participates
in professional nursing
organizations and
community partnerships to
support curriculum
implementation.
Mary Ann
Tessier, MSN,
RN, CNE
There are 8 Department
Chairs at NCC.
There is parity in the role
responsibilities.
Participates in the
development and
monitoring of the
nursing budget.
Fiscal year is July 1
Participates in the
hiring of Part time
clinical and laboratory
educational assistants
Evaluates the full and
part time faculty
according to CCC
Clinical Faculty
Development
Chairperson of Nursing
Program (Curriculum)
Committee; Member of
Nursing Division
53
College Administrator Parity with other
Departments
Resource
Allocation/Budget
Staffing/Personnel
Issues
Program
Development/Evaluation
through June 30th3030. policy and procedure.
Meeting; Member of all
course teams.
Judy Mocciola
Three Rivers Edith Ouellet,
M.S.N, R.N.
The Academic Division of
the college has two Division
Directors: Nursing, and
Learning Initiatives; and six
Department Chairs.
There is parity with the
workload of the other
division directors.
Develops with faculty,
need based, budget
requests which are
submitted to the Dean
of Academic Affairs
for approval, with final
confirmation with the
President.
The Director is
responsible for
administration of the
Nursing Department
budget and grant
allocation.
Fiscal year is July 1
through June 30th
The Director is
responsible for
interviewing, hiring
and developing
contracts for all part
time clinical faculty
and laboratory staff for
the nursing program.
Evaluates the full time
faculty, lab staff,
clerical staff, and, with
course leaders, part
time clinical faculty
based on job
performance and
outcomes
The Director provides
leadership in developing,
implementing, and
evaluating the CT-CCNP
at Three Rivers.
Member of the TRCC
Curriculum Committee;
Chairperson of Nursing
Department Meeting;
Member of Nursing
(Curriculum) Committee
throughout the academic
year to work on the SPE
and assess program
outcomes and strategies
for improvement.
Chairperson, Nursing
External Advisory
Committee
Member of CT-CCNP
Articulation Advisory
Committee and Nursing
Director’s Council
The Director participates
in professional nursing
organizations such as CT
League for Nursing and
CT Nursing Collaborative
54
College Administrator Parity with other
Departments
Resource
Allocation/Budget
Staffing/Personnel
Issues
Program
Development/Evaluation
Action Coalition (CNC-
AC) and community
partnerships to support
curriculum
implementation.
55
CRITERION 5
Record keeping policies and procedures comply with regulations.
[Regulations, Section 20-90-49].
20-90-49 The nursing education program shall maintain a system of administrative records that shall include
current course outlines and evaluative instruments, faculty personnel records, faculty meeting and committee
meeting reports, student records, pertinent correspondence, pertinent reports, and official publications of the
nursing education program.
The administrative records of the CT-CCNP are maintained according to state and federal
requirements at each college and at the BOR System Office. The colleges follow the standards
and policies of the American Association of Collegiate Registrars and Admissions Officers, the
Family Educational Rights and Privacy Act (FERPA) and the State of Connecticut’s Records
Management Manual and adhere to the Records Retention Schedules as outlined by the
Connecticut State Library. FERPA pamphlets and posters are available in student areas
throughout the campuses. All nursing education programs monitor compliance with the
maintenance and confidentiality of administrative records as a component of their Systematic
Plan for Evaluation.
See Tables 5.1 to 5.7 for location of administrative records at each college and at the
BOR System Office.
56
Table 5.1 Location of Administrative Records at Capital Community College
Documents
Capital Community College
Where Housed
Administrative Records
Academic Calendars Administrative Offices and Nursing Division Office http://www.ccc.commnet.edu/calendar.htm
Accreditation Reports Deans', President's, and Nursing Division Office http://www.ccc.commnet.edu/neasc.htm
Affirmative Action Policies Human Resource Office and Administrative Offices http://www.ccc.commnet.edu/affirAct.htm
Agency Contracts Dean of Administration’s Office and Nursing Division Office
Articulation Agreements Counseling Center, Administrative Offices and Nursing Division Office
http://www.ct.edu/academics/nursing#agreements
Board of Regents Office Correspondence President's/Deans'/ Nursing Division Office
Collective Bargaining Agreements
4 C’s and AFT
Community-wide Distribution, Human Resource Office and Director’s Office and online at
http://www.the4cs.org/contracts-benefits/4cs-contracts/ ; http://ct.aft.org/
College Catalogs Community-wide Distribution and online at http://www.ccc.commnet.edu/publications.htm
Correspondence Nursing Division Office and Faculty Offices
Course Schedules Campus-wide Distribution http://www.online.commnet.edu/pls/x/bzskfcls.P_CrseSearch
Minutes (Faculty, Curriculum, Division,
Professional Staff)
Administrative Offices and Nursing Division Office
NCLEX-RN Results Director’s Office
NLN Surveys Nursing Division Office
State Board Correspondence Director’s Office
57
Documents
Capital Community College
Where Housed
Weekly Bulletin (College Bulletin) Campus-wide Distribution, http://www.ccc.commnet.edu/bulletin.htm
Faculty Records
Faculty CHA Standard Orientation
Curriculum Compliance
Nursing Division Office
Faculty CPR Compliance Nursing Laboratory Office
Faculty Evaluations President's Office and Nursing Director’s Office
Faculty Health Compliance (Hepatitis B,
PPD, etc.)
Nursing Laboratory Office- locked cabinet
Faculty Licensure Nursing Division Office
Faculty Personnel Records President's Office, Human Resource Office
Faculty Professional Development Records President's Office
Student Records
Capital Community College Student
Handbook
Campus-wide Distribution http://www.ccc.commnet.edu/docs/studentHandbook.pdf
Admission Information (application,
transcripts, placement results, etc.) Admissions and Registrar’s Office http://www.ccc.commnet.edu/deptAdmissions.htm
Student Disability Documentation Office of Disability Services, Counseling
Student Academic Adjustment(s) required
for disability(ies)
Nursing Division Office
Financial Aid Information Financial Aid Office http://www.ccc.commnet.edu/financialAid.htm
Graduation Records and Transcripts Registrar’s Office http://www.ccc.commnet.edu/transcripts.htm
58
Documents
Capital Community College
Where Housed
Health/Immunization Records Certified Background Checks Results in Nursing Course Leader Office- locked cabinet
Background Checks Online/Electronic access by nursing director only through CT League for Nursing and/or Certified
Background, Inc.
59
Table 5.2 Location of Administrative Records at Gateway Community College
Documents
Gateway Community College
Where Housed
Administrative Records
Academic Calendars Administrative Offices, Division Offices, and at
http://www.gatewayct.edu/SiteMedia/Gateway/Offices%20and%20Departments/Academic%20A
ffairs/Academic-Calendar-2014-2015-Revised.pdf
http://www.gatewayct.edu/SiteMedia/Gateway/Offices%20and%20Departments/Academi
c%20Affairs/FINAL_calendars_2015-2017.pdf
ACEN Annual Surveys AH & Nursing Division Director’s Office
ACEN Correspondence AH & Nursing Division Director’s Office
Accreditation Reports Deans', President's, and Nursing Division Offices
Affirmative Action Policies Affirmative Action Office, Human Resources Department, Administrative Offices and at
http://www.gatewayct.edu/SiteMedia/Gateway/Offices%20and%20Departments/Human%20Reso
urces/hr-policy-affirmative-action.pdf
Agency/Clinical Affiliate Contracts Dean of Administration’s Office and Allied Health & Nursing Administrative Coordinator’s
Office
Articulation Agreements Nursing Division Office, nursing shared drive, and on the CT-CCNP website at
http://www.ct.edu/academics/nursing#agreements
BOR Office Correspondence President's/Deans'/Division Offices
Collective Bargaining Agreements: 4C’s
and AFT Campus-wide Distribution, Human Resources Department Office, Division Offices and on
websites at http://www.the4cs.org/contracts-benefits/4cs-contracts/ ; http://ct.aft.org/
College Catalogs Campus-wide Distribution and online at
http://www.flipdocs.com/showbook.aspx?ID=10007428_289435&
College Student Handbook Campus-wide Distribution and online at
http://p1.flipdocs.com/books/10007428/476312/th_page1.jpg
Correspondence Nursing Division Offices
60
Documents
Gateway Community College
Where Housed
Course Schedules Campus-wide Distribution and online at
https://www.online.commnet.edu/pls/x/bzskfcls.P_CrseSearch
Faculty and Staff Handbooks Campus-wide Distribution, Nursing Division Offices and Human Resources Department
Meeting Minutes Administrative, Nursing Division Offices, allied health and nursing shared drive, college intranet
NCLEX-RN Results Allied Health & Nursing Division Director’s Office, Nursing shared drive
NLN Annual Surveys Allied Health & Nursing Division Director’s Office
State Board of Nursing Correspondence and
SBEN Approval Documents Allied Health & Nursing Division Director’s Office, Nursing shared drive
College Newsletter Campus-wide Distribution and at www.gatewayct.edu
Faculty Records
Faculty CHA Standard Orientation
Curriculum Compliance Nursing Division Office
Faculty CPR Compliance Nursing Division Office
Faculty Evaluations Human Resources Department Office and the Allied Health & Nursing Division Director’s Office
Faculty Health Compliance (PPD & BLS
Certification) Nursing Division Office
Faculty Licensure Nursing Division Office
Faculty Personnel Records Human Resources Department Office
Faculty Professional Development Records Dean of Academic Affairs, Human Resource Department and Nursing Division Offices
Student Records
Admission Information (includes:
application, transcripts, placement results,
etc.)
Registrar’s Office
Student Disability and Learning Disabilities
Documentation Office of Student Disability Services
61
Documents
Gateway Community College
Where Housed
Student Academic Adjustment(s) required
for disability(ies)
Nursing Division Office
Background Checks Online/Electronic access by nursing director only through CT League for Nursing and/or Certified
Background, Inc.
Financial Aid Information Financial Aid Office
Graduation Records and Transcripts Registrar’s Office
Health Records Nursing Division Office, CertifiedBackground.com portal https://www.certifiedbackground.com/
Results of Standardized Course Tests Allied Health & Nursing Division Director’s Office, Course Leaders Offices
Clinical Performance Evaluations Nursing Division Office
Tests/Exams Nursing Division Office
Remediation Documentation Nursing Division Office
CHA Standard Orientation Curriculum
Compliance Nursing Division Office
Nursing Student Handbook
Acknowledgement of Receipt Nursing Division Office
Audio Recording Agreement Nursing Division Office
Confidentiality Agreement and Consent to
Video Record Nursing Division Office
Yale-New Haven Hospital Confidentiality
and Responsibility Agreement Nursing Division Office
Correspondence Nursing Division Office
Program Records
Admission Policies Admissions and Nursing Division Offices, Nursing Information Packet, and on CT-CCNP
website at http://www.ct.edu/academics/nursing#apply
62
Documents
Gateway Community College
Where Housed
Course Outlines, Syllabi, Evaluation Tools,
Handbooks, Handouts, Tests Nursing Division Offices, Nursing shared drive, and Dean of Academic Office (syllabi only)
Readmission Policies Nursing Division Offices and Nursing Student Distribution (Nursing Student Handbook)
Transfer Policies
Nursing Division Offices and Nursing Student Distribution (Nursing Student Handbook) and at
http://www.ct.edu/admission/transfers
63
Table 5.3 Location of Administrative Records at Naugatuck Valley Community College
Documents
Naugatuck Valley Community College
Where Housed
Administrative Records
Academic Calendars Administrative Offices and Division Offices
Accreditation Reports BOR System Office and Deans', President's, and Division Offices
Affirmative Action Policies Affirmative Action Office and Administrative Offices
Agency Contracts Dean of Administration’s Office and Division Office
Articulation Agreements Counseling Center, Administrative Offices, and Division Offices
BOR System Office Correspondence President's/Deans'/Division Offices
Collective Bargaining Agreement Community-wide Distribution
Personnel Office and Division Offices
http://www.the4cs.org/contracts-benefits/4cs-contracts/
http://ct.aft.org/
College Catalogs Community-wide Distribution and online at
http://www.nv.edu/Portals/0/Documents/Catalogs/2014-15-CollegeCatalog.pdf
Correspondence Division and Faculty Offices
Course Schedules Campus-wide Distribution
Faculty and Staff Handbooks Campus-wide Distribution
Minutes (Faculty, Curriculum, Division,
Professional Staff) Administrative Offices and Division Office
NCLEX-RN Results Division Office
NLN Surveys Division Office
State Board Correspondence Division Office
Weekly Bulletin (College Bulletin) Campus-wide Distribution, On File in Division Office
64
Documents
Naugatuck Valley Community College
Where Housed
Faculty Records
Faculty CHA Standard Orientation
Curriculum Compliance Division Office
Faculty CPR Compliance Division Office
Faculty Evaluations President's Office and Division Office
Faculty Health Compliance (Hepatitis B,
PPD, etc.) Division Office
Faculty Licensure Division Office
Faculty Personnel Records President's, Human Resources’, and Division Offices
Faculty Professional Development
Records Division and Affirmative Action Offices
Student Records
Admission Information (includes:
application, transcripts, placement results,
etc.)
Registrar’s Office
Student Disability Documentation Office of Disability Services
Learning Disabilities Documentation Office of Coordinator of Learning Disabilities
Student Academic Adjustment(s) required
for disability(ies)
Nursing Division Office
Financial Aid Information Financial Aid Office
Graduation Records and Transcripts Registrar’s Office
Background Checks Online/Electronic access by nursing director only through CT League for Nursing and/or Certified
Background, Inc.
Health/Immunization Records Office of Disability Services
65
Documents
Naugatuck Valley Community College
Where Housed
Results of Assessment Tests Division Office
Student Evaluations, Correspondence Division Office
Program Records
Admission Policies Admissions and Division Offices and General Distribution
Course Outlines, Syllabi, Evaluation
Tools, Handbooks, Handouts, Tests Division and Faculty Offices
Readmission Policies Division Offices and Nursing Student Distribution
Transfer Policies Division Offices
66
Table 5.4 Location of Administrative Records at Northwestern Connecticut Community College
Documents
Northwestern CT Community College
Where Housed
Academic Calendars Administrative Offices, Division Offices, online at:
Accreditation Reports Academic Dean's, President’s, and Nursing Division Offices
Affirmative Action Policies Human Resources and Administrative Offices
Agency Contracts Dean of Administration’s Office and Nursing Division Office
Articulation Agreements Administrative Offices and Nursing Division Office
Board of Regents Correspondence President's/Deans'/Division Offices
Collective Bargaining Agreement Community-wide Distribution Personnel Office and Division Offices and online at:
http://www.the4cs.org/contracts-benefits/4cs-contracts/
http://ct.aft.org/
College Catalogs Community-wide Distribution and online at http://www.nwcc.edu/academics/catalogs-schedules
Correspondence Nursing Division Offices
Course Schedules Campus-wide Distribution and at http://www.nwcc.edu/academics/catalogs-schedules
Faculty and Staff Handbooks Campus-wide Distribution and Nursing Division Offices
Minutes (Faculty, Curriculum, Division,
Professional Staff)
Administrative and Nursing Division Offices
NCLEX-RN Results Nursing Division Director’s Office
NLN Surveys Nursing Division Director’s Office
State Board Correspondence Nursing Division Director’s Office
College Newsletter Campus-wide Distribution and at http://www.nwcc.edu/about-nccc
Faculty Records
Faculty CHA Standard Orientation Nursing Division Office
67
Documents
Northwestern CT Community College
Where Housed
Curriculum Compliance
Faculty CPR Compliance Nursing Division Office
Faculty Evaluations Human Resources Department Office and the Nursing Division Director’s Office
Faculty Health Compliance (Hepatitis B,
PPD, etc.) Nursing Division Office
Faculty Licensure Nursing Division Office
Faculty Personnel Records Human Resources Department Office
Faculty Professional Development Records Human Resource Department and Nursing Division Offices
Students Records
Admission Information (includes:
application, transcripts, placement results,
etc.)
Registrar’s Office
Student Disability and Learning Disabilities
Documentation Office of Student Disability Services
Student Academic Adjustment(s) required
for disability(ies)
Nursing Division Director’s Office
Financial Aid Information Financial Aid Office
Graduation Records and Transcripts Registrar’s Office
Health/Immunization Records Nursing Division Director’s Office
Background Checks Online/Electronic access by nursing director only through CT League for Nursing and/or Certified
Background, Inc.
Results of Assessment Tests Nursing Faculty Offices and Nursing Division Director’s Office
Clinical Performance Evaluations Nursing Faculty Offices and Nursing Division Director’s Office
Tests/Exams Nursing Faculty Offices
68
Documents
Northwestern CT Community College
Where Housed
Remediation Documentation Nursing Faculty Offices and Nursing Division Director’s Office
CHA Standard Orientation Curriculum
Compliance Nursing Faculty Offices
Nursing Student Handbook
Acknowledgement of Receipt Nursing Division Director’s Office
Audio Recording Agreement Nursing Division Director’s Office
Confidentiality Agreement and Consent to
Video Record Nursing Division Director’s Office
Correspondence Nursing Division Director’s Office
Program Records
Admission Policies Admissions , Nursing Faculty Offices, Nursing Director’s Office, and online at:
http://www.ct.edu/academics/nursing
Course Outlines, Syllabi, Evaluation Tools,
Handbooks, Handouts, Tests Nursing Faculty Offices, Nursing Director’s Office
Readmission Policies Nursing Faculty Offices, Nursing Student Distribution, Admission Office, and online at:
http://www.ct.edu/academics/nursing
Transfer Policies
Nursing Faculty Offices, Nursing Director’s Office, Nursing Student Distribution, Admission
Office, and online at: http://www.ct.edu/academics/nursing
Nursing Information Packet Nursing Faculty Offices, Nursing Director’s Office, Admission Office and online at:
http://www.ct.edu/academics/nursing
69
Table 5.5 Location of Administrative Records at Norwalk Community College
Documents
Norwalk Community College
Where Housed
Administrative Records
Academic Calendars Administrative Offices and Division Offices. http://www.ct.edu/academics/calendar
Accreditation Reports BOR System Office and Deans', President's, and Division Offices
Affirmative Action Information Affirmative Action Office and Human Resources
Articulation Agreements Administrative Offices, Division Offices and http://www.ct.edu/academics/nursing#agreements
Clinical Contracts Division Office
Collective Bargaining Agreement Community-wide Distribution Human Resources and Division Offices.
http://www.the4cs.org/contracts-benefits/4cs-contracts/
http://ct.aft.org/
College Catalogs Community-wide Distribution and online at http://www.ncc.commnet.edu/catalog.asp
Affirmative Action Information Affirmative Action Officer and Human Resources
Faculty Records
Original transcripts, evaluations, contracts,
promotions material and copies of human
resource information
Human Resources Office
Correspondence, malpractice, R.N. license
and CPR information Nursing Office, Locked Cabinet
Student Records
Current Student Information:
Application, transcripts, high school
information, official immunization record
Records Office
70
Documents
Norwalk Community College
Where Housed
Current Student Information: Clinical evaluations, health records, CPR
information, correspondence
Division of Nursing and Allied Health Office: Locked Cabinet
Enrollment, graduation records, final course
grades Nursing Office/Records Office
Alumni student files Records Office
Division of Nursing and Allied Health Office: Locked Cabinet
Student Transcripts Records Office
Student Admission Records Records Office
Student Financial Aid Records Financial Aid Office
Student Disability and Learning Disabilities
Documentation
Office of Student Disability Services
Student Academic Adjustment(s) required
for disability(ies)
Nursing Division Office
Program Records
a) Current Course Outlines
b) Division and Team Meeting Minutes
c) Enrollment, withdrawal and attrition
statistics
d) Course and Program Evaluations
e) Graduate and Employer Survey Data
f) Employment Survey Data
g) NCLEX Results
Nursing Office Locked Cabinet
Norwalk Community College Student
Handbook
Campus-wide Distribution and on college website
71
Documents
Norwalk Community College
Where Housed
http://www.ncc.commnet.edu/pdf/handbook.pdf LINK does not work
Admission Information (includes:
application, transcripts, placement
results, etc.)
Registrar’s Office
Financial Aid Information Financial Aid Office
Graduation Records and Transcripts Registrar’s Office
Health Records & Background Check Certified Background Student Immunization Records & Background Management
https://www.certifiedbackground.com/
Learning Disabilities Documentation Office of Coordinator of Learning Disabilities http://www.ccc.commnet.edu/counseling.htm
Results of Assessment Tests Nursing Course Leader’s Offices
Student Evaluations, Correspondence Nursing Director’s Office
Program Records
Admission Policies Admissions and Division Offices and General Distribution
http://www.ct.edu/academics/nursing#apply
CT-CCNP Nursing Information Packet http://www.commnet.edu/nursing/docs/Nursing%20Information%20Packet.pdf
Required Competencies for Admitted
Students to Deliver
Safe and Competent Nursing Care
hhttp://www.ct.edu/files/pdfs/nursing-standards.pdf
Financial Aid http://www.commnet.edu/financialaid/
Course Outlines, Syllabi, Evaluation Tools,
Handbooks, Handouts, Tests
Nursing Division Office and Faculty Offices
Readmission Policies Nursing Director’s Office and Nursing Student Distribution, Nursing Student Handbook
http://www.ct.edu/academics/nursing#docs
Internal & External Transfer Policies Nursing Division Offices, Nursing Student Handbook. http://www.ct.edu/academics/nursing#docs;
72
Documents
Norwalk Community College
Where Housed
http://www.ct.edu/academics/nursing#external
73
Table 5.6 Location of Administrative Records at Three Rivers Community College
Documents
Three Rivers Community College
Where Housed
Administrative Records
Academic Calendars Administrative Offices, Nursing Division Office, TRCC College Web site
Accreditation Reports Deans', President's, and Nursing Division Office
Affirmative Action Policies Human Resource Office and Administrative Offices
Agency Contracts Dean of Administration’s Office
Articulation Agreements Administrative Offices and Nursing Division Office and at
http://www.ct.edu/academics/nursing#agreements
BOR System Office Correspondence President's/Deans'/ Nursing Division Office
Collective Bargaining Agreements
4 C’s and AFT
Human Resource Office, Administrative Offices and Nursing Director’s Office
http://www.the4cs.org/contracts-benefits/4cs-contracts/
http://ct.aft.org/
College Catalogs Admissions Office and TRCC College web site
Correspondence Nursing Division Office and Faculty Offices
Course Schedules Nursing Office and Blackboard Learn
Minutes (Faculty, Curriculum, Division,
Professional Staff)
Nursing Office Nursing shared drive
NCLEX-RN Results Nursing Office (locked) D111B
NLN Surveys Nursing Office (locked) D111B
State Board Correspondence Nursing Director’s Office and D111B
Faculty Records
Faculty CHA Standard Orientation
Curriculum Compliance
Nursing Office (locked) D111B
74
Documents
Three Rivers Community College
Where Housed
Faculty CPR Compliance Nursing Office (locked) D111B
Faculty Evaluations President's Office and Nursing Director’s Office (locked )D111B
Faculty Health Compliance (Hepatitis B,
PPD, etc.)
Nursing Office (locked) D111B
Faculty Licensure Nursing Office (locked) D111B
Faculty Personnel Records President's, Human Resource Offices
Faculty Professional Development Records Nursing Office (locked) D111B and Presidents Office
Student Records
Admission Information (includes:
application, transcripts, placement results,
etc.)
Registrar’s Office
Financial Aid Information Financial Aid Office
Graduation Records and Transcripts Registrar’s Office
Health Records Nursing Laboratory Office- (locked) cabinet A214 as of Fall 2014 secure electronic storage by
Certified Background, Inc.
Learning Disabilities Documentation Office of Coordinator of Learning Disabilities
Student Disability Documentation Office of Disability Services, Counseling
Student Academic Adjustment(s) required
for disability(ies)
Nursing Division Office
Results of Assessment Tests Nursing Offices (locked) D111B
Student Correspondence and Evaluations Nursing Office (locked) D111B
TRCC Student Handbook Admissions Office, Blackboard Learn, College website
Program Records
Admission Policies BOR System Office, Admissions Offices and CT-CCNP Information Packet, College website
75
Documents
Three Rivers Community College
Where Housed
CT-CCNP Nursing Information Packet http://www.ct.edu/files/pdfs/nursing-info-packet.pdf
Financial Aid http://www.trcc.commnet.edu/Div_StudentServices/FinancialAid/FinancialAid.shtml
Course Outlines, Syllabi, Evaluation Tools,
Handbooks, Handouts, Tests
Nursing Division Office and Faculty Offices and Blackboard Learn
Nursing Student Handbooks Nursing Admissions Office College website, Blackboard Learn
Required Competencies for Admitted
Students to Deliver
Safe and Competent Nursing Care
hhttp://www.ct.edu/files/pdfs/nursing-standards.pdf
Readmission Policies Nursing Director’s Office and CT-CCNP Nursing Student Handbook
Transfer Policies Nursing Faculty Offices, Nursing Director’s Office, Nursing Student Distribution, Admission
Office, and online at: http://www.ct.edu/academics/nursing
76
Table 5.7 Location of Administrative Records at the BOR System Office
Documents
BOR System Office
Where Housed
Administrative Records
CT-CCNP Admissions Information/
Policies/Materials
Nursing Office; publicly disseminated on BOR System Website
http://www.ct.edu/academics/nursing#apply
Admissions Information and Materials for
staff use such as the Nursing Advisory
Manual
Nursing Office; Secure Shared Network Drive
CT-CCNP Nursing Student Handbook Nursing Office; Secure Shared Network Drive; publicly disseminated on BOR System Website
http://www.ct.edu/files/pdfs/nursing-handbook.pdf
Nursing Scholarships: General Information Publicly disseminated on BOR System Website http://www.ct.edu/academics/nursing#scholarships
Articulation Agreements Secure Shared Network Drive; BOR System Website:
http://www.ct.edu/academics/nursing#agreements
Minutes (All Bylaws Committees i.e.
Admissions Committee, Program
Committee, Nursing Directors Council)
Nursing Office ; Electronically stored on Secure Network Drive
NCLEX-RN Results all programs Nursing Office; Electronically stored on Secure Network Drive
Accreditation/Approval Reports Nursing Office
Standard Correspondence Templates Electronically stored on Secure Network Drive
State Board Correspondence Nursing Office; Electronically stored on Secure Network Drive
ACEN Correspondence Nursing Office; Electronically stored on Secure Network Drive
Faculty Records
Not applicable
Student Records
CT-CCNP Application Stored electronically in the Student Information System; copy; printed out and stored in College
77
Documents
BOR System Office
Where Housed
Admission Offices
Student Correspondence:
1. Letters of acceptance into the CT-
CCNP
2. Letters of ineligibility for
admission
3. Wait list notification and status
update letters
Secure Network Drive for essential staff access only
Nursing Admissions Databases Essential staff access through Secure Shared Network Drive
Outcomes Assessment Databases Essential staff access through Secure Shared Network Drive
Student Course Evaluation Surveys Secure Network Drive for essential staff access only
Graduate and Employer Surveys Secure Network Drive for essential staff access only
Program Records
Curriculum Information/Materials and
Resources for Faculty and Staff
Nursing Office; Secure Shared Network Drive accessible by all colleges offering the nursing
program
78
CRITERION 6
The faculty of the nursing program must meet academic, professional and licensure
requirements. [Regulations, Section 20-90-51(a)(b)(2)]
20-90-51(a)(b)(2)
(a) The faculty and administrator must maintain an active R.N. licensure in Connecticut.
(b) Faculty Education and Experience
(2) Except as provided in subsection (c) of this section, nurse faculty members in programs
preparing registered nurses shall have earned advanced degrees in nursing and shall have
appropriate nursing education or experience in their teaching area(s).
The full time and part time faculty and clinical supervisors of the CT-CCNP nursing
programs meet the academic, professional, and licensure requirements set forth by the
Connecticut State Board of Examiners for Nursing (SBEN), the Connecticut Board of Regents
for Higher Education, and the Accreditation Commission for Education in Nursing
(ACEN). All full-time nursing faculty members are hired at the assistant professor level or
higher, per contractual agreement. All part-time/clinical faculty members are hired to work in
clinical settings and provide direct supervision of students. Full-time clinical supervisors have 35
hours per week positions and function as clinical instructors and/or have college lab
responsibilities; by contract, they are classified as non-faculty professional staff. All laboratory
personnel are experienced clinical practitioners. Lab personnel are responsible for supervising
student practice, return demonstration of skills, remediation, and the maintenance of the
laboratories and equipment, commensurate with credentials and experience. The number of
laboratory assistants varies and depends upon the needs of each program.
All full-time and part time faculty members and clinical supervisors hold master's
degrees in nursing (or have a waiver granted by the SBEN in place) and several hold doctoral
degrees. Many full-time and part time faculty members and clinical supervisors have earned
certification as advanced practice registered nurses, and a considerable number have earned the
NLN certification as nurse educators (CNE) and/or are currently preparing for the CNE
79
credential. Several faculty members and directors are currently completing requirements for
doctoral degrees. Many part-time/clinical faculty members have earned advanced practice
certification as well as certification in their practice areas. All nursing faculty members have
clinical experience in their teaching areas and maintain active R.N. licensure in Connecticut;
copies of licenses are kept on file in each of the division offices.
Tables 6.1-6.6 demonstrate that all CT-CCNP faculty members meet academic and
professional qualifications, as stated in the Regulations. Faculty information for academic year
2014-15 is provided in the following tables.
80
Table 6.1 Capital Community College
FULL-TIME FACULTY CREDENTIALS
Initial
Appointment
To CCC
Faculty
Member
Rank Educational Background Credentials/
Certifications
Area Of
Clinical
Expertise
Academic Teaching (T)
And Other (O) Areas
Of Responsibility PT
12/90 – 07/00
FT
07/00 - present
Cynthia Adams Director BA in Nursing – Simmons
College Boston MA
MS in Nursing– Boston
College
EdD University of Hartford
Leadership
Hospice
Director of Division
FT
1/14 - present
Jennifer
Ackerman
Assistant
Professor
BSN – University of Conn.
MSN-CNL – Sacred Heart
University
BLS,
Neonatal
Resuscitation,
RNC-Inpatient OB
Maternal Child
Health
Medical-
Surgical
NUR 101
Classroom and Clinical (T)
NUR 102
Classroom and Clinical (T)
PT
1/197 – 7/00
FT
9/00 - present
Dawn Bunting Professor Diploma – St Mary’s Hospital
School of Nursing
BS – Central CT. State Univ.
MSN – University of Hartford
EdD (C) – University of
Hartford
CRRN (Certified
Rehabilitation)
CNE (Certified
Nurse Educator)
Medical
Surgical
Pediatric
NUR 201
Classroom and Clinical (T)
NUR 203
Classroom and Clinical (T)
Course Leader – NUR 203
(O)
PT
9/02 – 5/12
FT
8/12- present
Nancy Casey Assistant
Professor
BSN – Boston College
Master’s in Nursing – UCLA
Medical
Surgical
NUR 101 Classroom and
Clinical (T)
NUR 102 Classroom and
Clinical (T)
Course Leader – NUR 102
(O)
PT
1/90 – 6/01
FT
8/01 - present
Lori Cerone Professor BSN – Texas Christian
University
MSN – University of Hartford
Medical
Surgical
Mental Health
NUR 101
Classroom and Clinical (T)
Course Leader – NUR 101
(O)
NUR 203
Classroom and Clinical (T)
NUR204
FT
8/04 – present
Patricia
Duclos-Miller
Professor BSN – Saint Anselm College
MSN – Boston University
Maternal-Child
Health Nursing
Medical
Surgical
NUR 101
Classroom and Clinical (T)
NUR 102
Classroom and Clinical (T)
81
Initial
Appointment
To CCC
Faculty
Member
Rank Educational Background Credentials/
Certifications
Area Of
Clinical
Expertise
Academic Teaching (T)
And Other (O) Areas
Of Responsibility NUR 103
PT
8/86 – 12/09
FT
1/10 – present
Bonnie Edelen Associate
Professor
BSN – University of Conn.
MSN – University of Conn.
PH.D – University of Conn.
Medical
Surgical
NUR 201
Classroom and Clinical (T)
NUR 203
Classroom and Clinical (T)
FT
1/2012 – present
Mary-Joan
Forstbauer
Assistant
Professor
Diploma – Saint Francis
Hospital School of Nursing
BA –Chemistry – Central CT
State Univ.
MSN – University of Hartford
NUR 201
Classroom and Clinical (T)
Course Leader – NUR 201
NUR 102
Classroom and Clinical (T)
PT
8/06 – 12/07
FT
1/08 - present
Gail Gardner-
Baxter
Associate
Professor
BSN – University of
Pennsylvania
MSN – University of Hartford
Medical
Surgical
NUR 201
Classroom and Clinical (T)
NUR 202
NUR 203
Classroom and Clinical (T)
PT
8/08 – 5/14
FT
8/14 - present
Marlene
Hageman
Assistant
Professor
AD (Nursing) -Three Rivers
Community College
BA – University of
Connecticut
MSN – University of Hartford
Medical
Surgical
NUR 101 Classroom and
Clinical (T)
NUR 102 Classroom and
Clinical (T)
PT 8/12 – 5/14
FT
8/14 -
Diane Johnson Temp F/T
Lecturer
Diploma – Bullard-Haven LPN
Program
Diploma – Ona M. Wilcox
School of Nursing
BSN – St Joseph College
MSN – St. Joseph College
Medical-
Surgical
NUR 201 Classroom and
Clinical (T)
FT
8/10 - present
John Lagosz Associate
Professor
Diploma – St. Francis Hospital
& Medical Ctr.
BSN – University of Hartford
MSN – University of Hartford
Medical
Surgical
NUR 201
Classroom and Clinical (T)
NUR 203
Classroom and Clinical (T)
Course Leader – NUR 203
NUR 205
PT Catherine Assistant Diploma- Respiratory Therapy- Medical NUR 201
82
Initial
Appointment
To CCC
Faculty
Member
Rank Educational Background Credentials/
Certifications
Area Of
Clinical
Expertise
Academic Teaching (T)
And Other (O) Areas
Of Responsibility 8/04 – 6/07
FT
8/07 – present
Leary Professor Berkshire Community College
AS- Respiratory Therapy-
Manchester Community
College
BSN-University of Connecticut
MSN-University of Hartford
Surgical
Respiratory
Therapy
Classroom and Clinical (T)
Course Leader NUR 201
(O)
NUR 202
NUR 203 Classroom and
Clinical (T)
NUR 205
PT
9/85 - 6 /01
FT
8/01 - present
Cathy
Pavalock
Professor BSN – University of Rhode
Island
MSN – University of Hartford
In-patient
Obstetrics Educator
Medical
Surgical
Maternal Child
Health
NUR 101
Classroom and Clinical (T)
NUR 102
Classroom and Clinical (T)
PT
5/99 – 5/04
FT
8/04 - present
Maureen
Vildozola
Professor Diploma-Joseph Lawrence
School of Nursing
BSN – University of
Bridgeport
M.Ed. – Teachers College,
Columbia University
(SBEN Permanent Waiver
Grandfathered in)
Medical
Surgical
Mental Health
NUR 201
Classroom and Clinical (T)
NUR 202
NUR 203
Classroom and Clinical (T)
NUR 205
FT
8/13 – present
Alicia Zupan Assistant
Professor
Diploma-Ona M. Wilcox
School of Nursing
BSN – Saint Joseph’s College
MSN – University of Hartford
NUR 101
Classroom and Clinical (T)
NU 102
Classroom and Clinical (T)
Course Leader – NUR 102
83
PART-TIME FACULTY CREDENTIALS
Date Of
Hire
Faculty
Member
Educational Background Credentials/
Certifications
Area Of Clinical Expertise Academic Teaching (T) And
Other (O) Areas Of
Responsibilities 8/09 Janet
Anderson
BSN – Mount Saint Mary
College, Newburgh, NY
MSN – University of Hartford
Medical Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
8/12 Leah
Anderson
AD, Nursing – Capital
Community College
BSN – Chamberlain College of
Nursing, Downers Grove, IL
MSN – Chamberlain College of
Nursing
Medical Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
8/10 Carol Ann
Barnes
AD (Nursing) Quinnipiac
University
BSN – St. Joseph College
MSN – University of Hartford
Medical Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
8/14 Tanya
Bourne
AD (Nursing) Goodwin College
BSN – Sacred Heart University
MSN – Sacred Heart University
Medical-Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
8/13 Alicia
Bravo
BSN – Western Conn State
University
MSN – Western Conn State
University
Medical-Surgical NUR 201 Clinical (T)
NUR 203 Clinical (T)
8/03 Rosalyn
Bravo-
Cavoli
BSN – Northeastern University
MSN – University of California
Medical-Surgical
Pediatrics
NUR 101 Clinical (T)
NUR 102 Clinical (T)
10/14 - Jennifer
Briggs
Diploma (RN) – Saint Francis
School of Nursing
BSN to MSN Executive Track –
Chamberlain College of Nursing
BCLS and ACLS
certified
Medical-Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
8/06 June Bryant BS – New Hampshire College
MSN – University of
Connecticut
APRN Medical Surgical
Mental Health
NUR 101 Clinical (T)
NUR 203 Clinical (T)
8/14 Shenika L. BS – Saint Joseph College Medical-Surgical NUR 201 Clinical (T)
84
Date Of
Hire
Faculty
Member
Educational Background Credentials/
Certifications
Area Of Clinical Expertise Academic Teaching (T) And
Other (O) Areas Of
Responsibilities Carroll MSN – University of Hartford
NUR 203 Clinical (T)
8/14 Meghan
Cicero
BSN – University of Connecticut
MSN – University of Hartford
Medical-Surgical NUR 201 Clinical (T)
NUR 203 Clinical (T)
8/14 Jean
Daniels
Diploma (Nursing) – Hartford
Hospital School fo Nursing
AD (Nursing) – Greater Hartford
Community College
BSN – University of Hartford
MSN – University of Hartford
Medical-Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
5/02 Mary Ann
Emanuele
BSN – D’Youville College
MSN – Fordham University
Medical Surgical
NUR 101 Clinical (T)
NUR 102 Clinical (T)
1/14 Megan
Gonzalez
BS –Biology – Norwich
University, Northfield, VT
BSN- Quinnipiac University
MSN – Sacred Heart University
NCC – Inpatient
Obstetrics
Medical-Surgical
Maternal Child Health
NUR 101 Clinical (T)
NUR 102 Clinical (T)
8/14 Kristen M.
Guida
AD (Nursing) – Capital
Community College
BSN – Central Conn. State
University
MSN – Quinnipiac University
DNP (Nursing) Quinnipiac
University
APRN
ACNP-BC
Medical-Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
9/12 Cassandra
James
BSN – University of Conn.
MSN – University of Hartford
Medical-Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
8/14 Beata
Kubacka
AD (Nursing) – Capital
Community College
BS Dietetics & Nutrition – Saint
Joseph College
MSN – University of Hartford
Certified Dietitian-
Nutritionist,
Certified Diabetes
Educator
Medical-Surgical NUR 201 Clinical (T)
NUR 203 Clinical (T)
1/05 Alison
Luckey-
Percy
BSN – American International
College
MSN – Graceland University
APRN Medical Surgical NUR 101 Clinical (T)
NUR 102 Clinical (T)
85
Date Of
Hire
Faculty
Member
Educational Background Credentials/
Certifications
Area Of Clinical Expertise Academic Teaching (T) And
Other (O) Areas Of
Responsibilities 1/13 Violet
Moses
AD (Nursing)- Springfield
Technical Community College
BSN- American International
College
MSN – Our Lady of the Elms
College
Medical-Surgical NUR 201 Clinical (T)
NUR 203 Clinical (T)
8/08–
5/12
8/14 -
Patrice
Niewinski
LPN – A.I. Prince Technical
School
BSN – American International
College
MSN – University of Hartford
Medical-Surgical
Maternal Child Health
NUR 101 Clinical (T)
NUR 102 Clinical (T)
1/01 Michelle
Ouellet
BSN – Marymount University
MSN – University of Hartford
Medical Surgical NUR 201 Clinical (T)
NUR 102 Clinical (T)
8/08 Rosemarie
Palmieri
AD (Nursing) – Quinnipiac
College
BSN – Southern Connecticut
State University
MSN – Sacred Heart University
Medical Surgical
Mental Health
NUR 101 Clinical (T)
NUR 203 Clinical (T)
8/14 Erica G.
Rizzo
Diploma – Bridgeport Hospital
School of Nursing
BSN – Southern Conn State
University
MSN – Sacred Heart University
Medical-Surgical NUR 201 Clinical (T)
NUR 203 Clinical (T)
FT
8/76–
6/12
PT
8/14
Julia Rosa BSN – McMaster University,
Ontario, Canada
MSN – University of Toronto
Ed.D – University of Hartford
Medical-Surgical NUR 101 Clinical (T)
8/14 Ellen L.
Shaw
Diploma – Bridgeport Hospital
School of Nursing
MBA Health Care Management
- Northeastern University
MSN – Sacred Heart University
OCN
ONS/ONCC
Medical-Surgical NUR 201 Clinical (T)
NUR 203 Clinical (T)
86
Date Of
Hire
Faculty
Member
Educational Background Credentials/
Certifications
Area Of Clinical Expertise Academic Teaching (T) And
Other (O) Areas Of
Responsibilities 1/13 Hsinfen Tu Diploma – National Taipei
College of Nursing, Taiwan
MSN – Chang-Gung University,
Taiwan
Medical-Surgical NUR 201 Clinical (T)
NUR 203 Clinical (T)
8/10 Carol Ann
Barnes
AS (Nursing) Quinnipiac
University
BSN – St. Joseph College
MSN – University of Hartford
Medical Surgical NUR 101 Clinical (T)
87
Table 6.2 Gateway Community College
FULL-TIME FACULTY CREDENTIALS
INITIAL
APPOINT-
MENT TO
GCC
FACULTY
MEMBER
Rank EDUCATIONAL BACKGROUND AREA OF CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS OF
RESPONSIBILITY
PT
01/03 – 03/04
FT
03/05/04
Tracy Blanford Professor ADN – Quinnipiac College
BSN – Central Connecticut State University
MS – University of Connecticut
Advanced Practice Registered Nurse-
Psychiatric
Psychiatric Nursing NUR 101 Classroom & Clinical
NUR 102 Psychiatric Component
(T)
NUR 201 Psychiatric Component
(T)
NUR 203 Classroom & Clinical
8/25/06 Suzanne Conlon Professor Dip. Middlesex Memorial Hospital School
of Nursing
BSN – University of Bridgeport
MSN – Sacred Heart University
Medical Surgical Nephrology
Nursing
NUR 201 & NUR 203 –
Classroom and Clinical (T)
Course Leader- NUR 201 & NUR
203 (O)
Nursing Academic Chairperson
PT - 3/03/03
FT - 1/20/06
Susan DeBarge Associate
Professor
BSN – University of Massachusetts
MSN – Yale University
Certified Nurse Midwife
Maternal Child Health NUR 101- Classroom & Clinical
(T)
NUR 102 - Maternal-Child Health
Component -
Classroom & Clinical (T)
Course Leader- NUR101 & NUR
102 (O)
08/24/04 Claudia Haeckel Professor BS – Southern Connecticut State University
MS – University of Connecticut
Medical Surgical
Perioperative, Cardiothoracic
NUR 101 (T)
NUR 102 (T)
NUR 130 (T)
NUR 201 (T)
NUR 203 (T)
Laboratory Coordinator (O)
LPN Advisor (O)
88
INITIAL
APPOINT-
MENT TO
GCC
FACULTY
MEMBER
Rank EDUCATIONAL BACKGROUND AREA OF CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS OF
RESPONSIBILITY
PT - 09/02 –
10/02
FT –
10/04/02
Karen Kessler Professor ADN – Kingsborough Community College,
CUNY
BSN – Hunter College, CUNY
MSN – University of Wisconsin
Maternal Child Health NUR 101 - Classroom & Clinical
(T)
NUR 102 - Maternal Child Health
Component
Classroom and Clinical (T)
President of local AFT (O)
Course Leader - NUR 101 & NUR
102 (O)
PT- 09/06/05
FT - 11/09/07
Susan Levine
Associate
Professor
Dip. St. Francis School of Nursing
BSN – Central Connecticut State University
MSN – University of Hartford
Medical Surgical Cardiology NUR 201 & NUR 203 –
Classroom (T)
Simulation – NUR 101, 201, & 203
(T)
Simulation Faculty Leader (O)
8/25/06 Barbara McFarland Associate
Professor
Dip. St. Vincent’s School of Nursing
BSN – Florida International University
MSN – University of Hartford
Medical Surgical Critical Care NUR 201 & NUR 203 –
Classroom and Clinical (T)
Course Leader- NUR 201 & 203
(O)
PT – 8/25/10
FT – 3/9/12
Joan Morrison Assistant
Professor
BS – Clark University
MSN – University of Massachusetts
Medical Surgical
Critical Care
NUR 201 & NUR 203 -
Classroom and Clinical (T)
Course Leader – NUR 201
PT- Fall 2003
FT- 8/25/09
Linda Nevins Associate
Professor
BSN – University of Connecticut
MSN – University of Connecticut
APRN – Quinnipiac University
Post Masters Certificate
Adult Nurse Practitioner
Medical Surgical- Cardiac
Nursing
NUR 103 Classroom (T)
NUR 201 & NUR 203 –
Classroom and Clinical (T)
PT – 1/22/10
FT – 3/9/12
Lynette Palm Assistant
Professor
BSN – Rand Afrikaans University,
Johannesburg, South Africa
MSN – Rand Afrikaans University,
Johannesburg, South Africa
Medical Surgical
Critical Care
Maternal Child Health
NUR 101 & NUR 102
Classroom and Clinical (T)
EHR Champion (O)
PT- 09/01/06
FT- 11/21/08
Myra Randall
Assistant
Professor
BSN – Southern Connecticut State
University
MSN – University of Hartford
Medical Surgical Critical Care NUR 102 & NUR 201 -
Classroom and Clinical (T)
08/09/02 Sheila Solernou
Academic
Division
Director, Allied
BSN – Mount Saint Mary College
MSN – University of Hartford
Medical Surgical- Cardiac,
Critical Care
89
INITIAL
APPOINT-
MENT TO
GCC
FACULTY
MEMBER
Rank EDUCATIONAL BACKGROUND AREA OF CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS OF
RESPONSIBILITY
Health and
Nursing
PART-TIME FACULTY CREDENTIALS
DATE OF
HIRE
FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING
(T) AND OTHER (O)
AREAS OF
RESPONSIBILITIES
9/1/06 Mary Ann Abramczyk
BSN – Central Connecticut State University
MSN – University of Hartford
Trauma/Critical Care NUR 201 Clinical
2/20/15 Jeanne Arsenault BSN- Southern Connecticut State University
MSN- University of North Carolina
Certification- Advanced Practice Registered Nurse-
FNP- Southern Connecticut State University
Certification- Clinical Nurse Leader
Medical-Surgical,
Neurology, Geriatrics
NUR 203 Clinical
1/21/13
Lisa Beaucar BSN – Sacred Heart University
MSN – Saint Joseph’s College of Maine
Medical-Surgical,
Telemetry
NUR 201 Clinical
NUR 203 Clinical
5/27/08 Debra Beaudoin Dip. Nursing – New England Baptist School of
Nursing
BSN – Central Connecticut State Univ.
MSN – University of Hartford
Medical-Surgical,
Critical Care
NUR 203 Clinical
8/30/12 Nana Boehamaa
AS (Nursing)- Bronx Community College
BSN- Central Connecticut State University
MSN- in progress- University of Hartford
Temporary waiver- SBEN- 8/2014
Medical-Surgical,
Infection Control,
Hemodialysis
NUR 201 Clinical
4/3/08 Maureen Boylan-Elman
BSN- Marymount University
MSN- Southern Connecticut State University
Medical-Surgical,
Critical Care
NUR 203 Clinical
8/22/14 Donna Brennan BSN – Southern Connecticut State University
MSN - Southern Connecticut State University
Ambulatory Care,
Critical Care
NUR 102 Clinical
1/22/10 Amy Catlin BSN – University of Connecticut
MPH – University of Massachusetts
*Permanent waiver – SBEN- 1/10
Medical- Surgical,
Emergency/Trauma
Continuous Quality
NUR 201 Clinical
NUR 203 Clinical
90
DATE OF
HIRE
FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING
(T) AND OTHER (O)
AREAS OF
RESPONSIBILITIES
Improvement
8/28/13 Nancy Clements
BSN – Sacred Heart University
MSN - Sacred Heart University
Medical-Surgical NUR 201 Clinical
8/28/13 Joan Cover
BSN – University of Hartford
MSN – University of Hartford
Medical-Surgical NUR 101 Clinical
8/25/10 Elizabeth Cozza BSN – Southern Connecticut State University
MSN - Southern Connecticut State University
Medical-Surgical NUR 201 Clinical
NUR 203 Clinical
8/25/11 Patricia DeLucia BSN – Southern Connecticut State University
MSN – University of Hartford
Medical-Surgical NUR 201 Classroom
1/22/14 Susan Doolittle BSN - Southern Connecticut State University
MSN – Sacred Heart University
Medical-Surgical NUR 201 Clinical
NUR 203 Clinical
8/24/12 Andrea Eckels BSN – Southern Connecticut State University
MSN – Benedictine University
Medical-Surgical,
Home Health Care
NUR 101 Clinical
NUR 102 Clinical
1/21/11 Lois Edelman
BSN – University of New York at Buffalo
MSN – Southern Connecticut State University
Medical-Surgical NUR 203 Clinical
1/24/06 Lynne Falcigno BSN- University of Bridgeport
MPH- Southern Connecticut State University
Permanent waiver – SBEN- 4/2013
Maternal- Child
Health
NUR 102 Clinical
1/23/15 Anna Gut
BA – Child and Adolescent Psychology
BSN – Western Connecticut State University
MSN – University of Connecticut
Psychiatric/Mental
Health
NUR 203 Clinical
10/23/09
Annette Haller BSN- Southern Connecticut State University
MSN – Southern Connecticut State University
Medical-Surgical,
Infection Control
NUR 101 Clinical
NUR 102 Clinical
4/10/09 Kathleen Heim BSN- University of Connecticut
MSN- University of Phoenix
Perioperative
Occupational Health
NUR 101 Clinical
NUR 102 Clinical
8/25/10 Kathleen Kelly BSN – University of Phoenix
MSN – University of Phoenix
Medical-Surgical,
Critical Care
NUR 101- Clinical
Lab Assistant-
NUR 101, NUR 102, NUR 203
1/21/13 Debra King BSN – Central Connecticut State University
MSN – University of Hartford
Medical-Surgical,
Perioperative
NUR 101 Clinical
NUR 102 Clinical
8/30/12 Rosale Lobo BSN – Long Island University, Brooklyn Campus
MSN – Hunter College
Medical-Surgical,
Pediatrics, Home Care,
Legal Nurse
NUR 101 Classroom
NUR 102 Clinical
91
DATE OF
HIRE
FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING
(T) AND OTHER (O)
AREAS OF
RESPONSIBILITIES
Consultant
8/26/11 Tracy Lynch BSN – Villanova University
MSN – University of Hartford
Pediatrics NUR 201 & NUR 203 Classroom
1/23/15 Carla Mapelli BSN- Quinnipiac University
MSN- Family Nurse Practitioner- Sacred Heart
University
Cardiac Intensive Care NUR 102 Clinical
1/26/09 Philip Martinez BS- Forensic Science- University of New Haven
MSN – Yale University School of Nursing
Advanced Practice Registered Nurse- Adult
Medical – Surgical
Critical Care
NUR 202 & NUR 204 Classroom
8/28/13 Mariette McCourt BS – Sociology, Southern Conn. State Univ.
Masters – Psychology, Connecticut College
MSN – Yale School of Nursing
Medical-Surgical NUR 101 Clinical
8/28/13 Donna McKeehan BSN – Sacred Heart University
MSN – Sacred Heart University
Medical-Surgical NUR 201
1/21/05 Maria Merola Diploma (Nursing)- Bridgeport Hospital School of
Nursing
BS- Secondary Education- Southern Connecticut
State University
MSN – Fairfield University
Psychiatric/Mental
Health
NUR 203 Clinical & Lab -
Psychiatric
8/26/11 Mary Mitchell-Haddad BSN – Pace University
MS – Columbia University
Critical Care,
Neurology,
Psychiatric/Mental
Health
NUR 101 Clinical
NUR 102 Clinical
1/17/03 Rose Moss AA- Liberal Arts- Mattatuck Community College
AS- Nursing - Mattatuck Community College
BSHS – New Hampshire College
MSN- University of Hartford
DNP- Walden University
Psychiatric/Mental
Health
NUR 203 Clinical & Lab -
Psychiatric
8/28/13 Victoria Ogbejesi BS – University of Nigeria
MSN – Quinnipiac University
Medical-Surgical NUR 201 Clinical
NUR 203 Clinical
8/26/11 Sam Osei AS (Nursing) - Gateway Community College
BS – Charter Oak State College
MSN – University of Hartford
Medical-Surgical,
Rehabilitation
NUR 102 Clinical
NUR 201 Clinical
92
DATE OF
HIRE
FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING
(T) AND OTHER (O)
AREAS OF
RESPONSIBILITIES
1/22/14 Rowena Saga-Abrina BSN – San Pedro College, Philippines
MSN – Quinnipiac University
Medical-Surgical,
Cardio-thoracic
NUR 201 Clinical
8/26/11 Patrizia Schaefer BSN – Quinnipiac University
MSN – Sacred Heart University
Medical-Surgical NUR 101 Clinical
NUR 102 Clinical
1/21/11 Audrey Senior BSN – Southern Connecticut State University
MSN – Southern Connecticut State University
Medical-Surgical,
Critical Care
NUR 203 Clinical
9/19/14 Caitlin Sollitto BSN – Southern Connecticut State University
MSN – Southern Connecticut State University
Critical Care NUR 101 Clinical
NUR 102 Clinical
1/21/11 Cecrystal Umeugo BSN – Quinnipiac University
MSN – Sacred Heart University
J.D. – Quinnipiac University
AND – Gateway Community College
Medical-Surgical,
Oncology
NUR 102 & NUR 203 Classroom
12/1/11 Dorota Urban AS (Nursing)- Gateway Community College
MSN – Walden University
Psychiatric/Mental
Health
NUR 203 Clinical
LABORATORY STAFF CREDENTIALS
DATE OF
HIRE
FACULTY
MEMBER
EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS
OF RESPONSIBILITIES
8/30/12 Nancy Antell BS Health Sciences – Charter Oak State College
MSN – University of Hartford
Medical-Surgical,
Nursing Informatics,
EHR
Simulation Lab-
NUR 101, NUR 102, NUR 203
8/28/13 Nana Bernasko BSN – Thomas Jefferson University,
Philadelphia
MSN - Thomas Jefferson University,
Philadelphia
Medical-Surgical Lab Assistant-
NUR 101, NUR 102, NUR 203
1/08 Joyce Cunneen AS (Nursing) – Mattatuck Community College
BSN – Sacred Heart University
Medical Surgical
Nursing, Critical
Simulation Lab-
NUR 101, NUR 102 & NUR
93
DATE OF
HIRE
FACULTY
MEMBER
EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS
OF RESPONSIBILITIES
MSN – University of Hartford Care 203
1/10/14 Catherine D’Aniello
BSN – University of Connecticut
MSN – University of Hartford
Medical-Surgical,
Long-Term Care
Coordination,
Simulation
Simulation Lab-
NUR 101, NUR 102, NUR 203
6/09 Connie Donovan Diploma, Massachusetts General Hospital,
School of Nursing
BSN- Boston College
MSN- University of Pennsylvania
Medical Surgical
Nursing &
Oncology Nursing
Lab Assistant-
NUR 101, NUR 102, NUR 203
11/30/12 Paul Fontanez BSN – New York University
MBA – Post University
Medical-Surgical,
Emergency, Critical
Care
Simulation Lab-
NUR 101, NUR 102, NUR 203
8/28/13 Adria Griesing BSN – Central Connecticut State University
MSN – Scared Heart University
Medical-Surgical,
Post Anesthesia
Care
Simulation Lab -
NUR 101, NUR 102, NUR 203
2/25/11 Maria Jorge AS (Nursing)- Gateway Community College
BSN – Chamberlain College School of Nursing
Medical-Surgical Lab Assistant –
NUR 101, NUR 102, NUR 203
1/21/11 Erin Kehlenbach
AS (Nursing)- Gateway Community College
BSN – Chamberlain College School of Nursing
online
Medical-Surgical,
Geriatrics Acute
Care
Lab Assistant –
NUR 101, NUR 102, NUR 203
8/22/14 Dana McKeehan AS (Nursing)- Gateway Community College
BS – Eastern Connecticut State University
MSN – Walden University
Medical- Surgical-
Cardiothoracic
Lab Assistant & Simulation
Lab-
NUR 101, NUR102, NUR 203
1/20/12 Cecilia Monahan BSN – Boston College
MSN – University of Pennsylvania
Medical-Surgical,
Geriatrics
Lab Assistant –
NUR 101, NUR 102, NUR 203
9/2/03 Kathleen Murphy BSN – Boston State College
Medical Surgical-
Nephrology,
Perioperative
Lab Assistant -
NUR 101, NUR 102, NUR 203
8/26/11 Margaret Pinto BSN –Southern Connecticut State University
MA – Mitchell College, Graduate Institute
Medical-Surgical,
Oncology,
Postoperative
Lab Assistant –
NUR 101, NUR 102, NUR 203
94
DATE OF
HIRE
FACULTY
MEMBER
EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS
OF RESPONSIBILITIES
3/21/14 Hannah Roncallo AS (Nursing)- Gateway Community College
BSN – Sacred Heart University
Medical-Surgical,
Maternity
Lab Assistant –
NUR 101, NUR 102, NUR 203
9/1/06 Nancy Tipping BSN – Quinnipiac College
MSN – Southern Connecticut State Univ.
Medical Surgical Lab Assistant –
NUR 101, NUR 102, NUR 203
8/30/12 Moniek Vazquez-
Ferneini
AS (Nursing)- Bridgeport Hospital School of
Nursing
BS – Health Sciences, Quinnipiac University
Medical-Surgical Lab Assistant -
NUR 101, NUR 102, NUR 203
95
Table 6.3 NAUGATUCK VALLEY COMMUNITY COLLEGE
FACULTY CREDENTIALS
Date of
Appointments
NVCC
Faculty Member Rank Educational Background Areas of
Clinical
Expertise
Academic Teaching (T)
and Other (O) Areas of
Responsibility
FULL TIME FACULTY:
1/2/1992
(PT faculty)
8/20/2004
(Director)
Ottman, Joanne Academic
Division
Director
BSN Boston College
MSN Western Connecticut State University
Perinatal
Medical
Surgical
Director
8/13/2008 Belcourt, Heather Assistant
Professor
BSN Southern Connecticut State University
MSN Walden University
Medical
Surgical
NUR 101
NUR 102
8/25/1994 Brown-Yaworsky,
Laura
Professor BSN University of Hartford
MSN University of Hartford
CNE
Medical
Surgical
NUR 101
NUR102
Course Leader
NUR 102
8/25/2003 Frigo, Susan Professor BSN Central Connecticut State University
MSN APRN MCP Hahnemann University
CNE
Perinatal
Medical
Surgical
NUR 101
NUR102
Course Leader
NUR 102
10/12/1993 George, Eileen Professor
Director
BSN Central Connecticut State University
MSN Southern Connecticut State
University
DNP Chatham University
Medical
Surgical
NUR 201
NUR 203
Course Leader
NUR 201
9/1/1998 Kelley, Kristine Associate
Professor
BSN St. Joseph College
MSN Western Connecticut State University
CNE
Medical
Surgical
NUR103
NUR 201
NUR 203
NUR 205
Course Leader
NUR 203
8/1/2000 Kepka-Leach,
Felicia
Associate
Professor
BSN University of Connecticut
MSN University of Hartford
Medical
Surgical
NUR 101
NUR102
NUR 103
6/3/1996 Levesque, Joanne Associate
Professor
BSN Salve Regina College
MSN University of Hartford
Medical
Surgical
Perinatal
NUR 101
NUR 102
NUR103
NUR 204
Course Leader
NUR 101
1/4/1993 Manka, Mary Professor BSN Central Connecticut State University Medical NUR 201 Course Leader
Commented [01]: I will need to spend some time updating this list.
96
Date of
Appointments
NVCC
Faculty Member Rank Educational Background Areas of
Clinical
Expertise
Academic Teaching (T)
and Other (O) Areas of
Responsibility
MS University of Connecticut
APRN
CNE
Surgical NUR 203
NUR 205
NUR 201
8/17/2007 Murphy, Kathryn Assistant
Professor
BSN Southern Connecticut State University
MSN University of Hartford
Maternal
Child
Medical
Surgical
NUR 101
NUR102
NUR 205
8/29/1981 Nackid, Cynthia Professor BSN Boston College
MSN University of Hartford
Mental
Health
Medical
Surgical
NUR 201
NUR 202
NUR 203
Course Leader
NUR 203
6/20/2008 Pirotta, Monica Assistant
Professor
BSN University of Hartford
MSN University of Hartford
Medical
Surgical
NUR 201
NUR 203
3/27/1980 Romano,
Georgeanne
Professor BSN University of the State of New York –
Regents
MBA College Rensselaer Polytechnic
Institute
MSN University of Hartford
Mental
Health
Medical
Surgical
NUR 201
NUR 203
NUR 205
8/28/1997 Taylor, Karen Professor BSN Western Connecticut State University
MSN Southern Connecticut State University
CNE
Perinatal
Medical
Surgical
NUR 101
NUR102
Full Time Clinical Supervisors
5/13/2005
Anderson, Lisa
Clinical
Supervisor
BSN Central Connecticut State University
MSN University of Hartford
Medical
Surgical
NUR101
NUR 201
NUR 102
NUR 203
NUR 204
Nursing Lab
8/29/2008 Frederick, Kimberly Clinical
Supervisor
BSN Grand Canyon University
MSN South University
Medical
Surgical
NUR101
NUR 201
NUR 102
NUR 203
Nursing Lab
Part Time Clinical Faculty
97
Date of
Appointments
NVCC
Faculty Member Rank Educational Background Areas of
Clinical
Expertise
Academic Teaching (T)
and Other (O) Areas of
Responsibility
8/20/2010 DeGennaro, Carol Clinical
Faculty
BSN University of Colorado
MSN University of Hartford
Medical
Surgical
NUR 101
6/6/2008 Hanlon, Tara Clinical
Faculty
BSN State University of NewNew York
MSN Pace University
Medical
Surgical
NUR 101
NUR 102
8/20/2009 Langer, Carolyn Clinical
Faculty
BSN University of Connecticut
MSN University of Connecticut
Medical
Surgical
NUR 201
NUR 102
8/20/2009 Mobilio, Ursula Clinical
Faculty
BSN Western Connecticut State University
MSN University of Hartford
Medical
Surgical
NUR 201
NUR 203
8/18/2006
Moffitt, Margaret Clinical
Faculty
BSNBSN Western Connecticut State
University
MSN Western Connecticut State University
APRN
Medical
Surgical
Community
NUR 201
NUR 204
11/9/2007 O’Brien-Winn,
Patricia
Clinical
Faculty
BSN Pace University
MS – Ed. Univ. of Bridgeport
Enrolled in MSN SCSU Permanent SBEN
Waiver
Medical
Surgical
NUR 101
NUR 103
NUR 204
11/26/2004 O’Halloran,
Bernadette
Clinical
Faculty
BSN University of the Philippines
MSN University of Hartford
Medical
Surgical
NUR 101
NUR 102
NUR 202
NUR 204
8/20/2010 Petruzzi, Elizabeth Clinical
Faculty
BSN Western CT State
UniversityUniversity
MSN Walden University
Medical
Surgical
NUR 101
9/2/2005 Siraco, Laurie Clinical
Faculty
BSN Southern Connecticut State University
MSN University of Hartford
Medical
Surgical
NUR 101
NUR 102
2/8/1979 Skurat, Donna Professor
(Retired)
Clinical
BSN University of Connecticut
MSN University of Hartford
Medical
Surgical
NUR 201
NUR 203
98
Date of
Appointments
NVCC
Faculty Member Rank Educational Background Areas of
Clinical
Expertise
Academic Teaching (T)
and Other (O) Areas of
Responsibility
Faculty
7/16/2003
Stein, Nancy Clinical
Faculty
BSN Western Connecticut State University
MSN Saint Joseph College
Perinatal
Community
Medical
Surgical
NUR 101
NUR 102
3/2/1973 Sullivan, Mary Professor
(Retired)
Clinical
Faculty
BS Boston College
MEd University of Hartford
MSN Southern Connecticut State University
Medical
Surgical
Community
Medical
Surgical
Communit
y
Clinical Chair
8/6/2004 Volatile, Karen Clinical
Faculty
BSN Western Connecticut State University
MS Pace University
Medical
Surgical
NUR 101
NUR 102
99
Table 6.4 Northwestern Connecticut Community College FULL-TIME FACULTY CREDENTIALS
INITIAL
APPOINT-
MENT TO
GCC
FACULTY
MEMBER
Rank EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS OF
RESPONSIBILITY
8/2011 Jayne Goodrich-
Mednick
Associate Professor MSN University of Hartford
BSN University of Michigan
Nursing Education
Medical-Surgical
School Nursing
Maternal Special Care
Oncology
Gynecology
NUR 201 Lecture (T) Clinical (T),
Co-course Leader (O)
NUR 203 Lecture (T), Clinical (T),
Co-course Leader (O)
NUR 205 Lecture (T)
1/2012 Erica Mumm Assistant Professor MSN University of Hartford
BSN St Joseph College
Community Health
Obstetrics
Nursing Education
Cardiac; Telemetry
Medical-Surgical
Intensive Care
NUR 101 Lecture (T) Clinical (T),
Course Leader (O)
NUR 102 Lecture (T)
Clinical (T)
5/2013 Jessica Palozie Assistant Professor MSN University of Connecticut
BSN Hartwick College
Medical-Surgical
Internal Medicine
Cardiology
Pharmacology,
Employee Health
NUR 101 Clinical (T)
NUR 102 Lecture (T) Clinical (T),
Course Leader (O)
8/2011 D. Pamela Rose Assistant Professor MSN University of Hartford
BSN Central Connecticut State University
ADN Quinnipiac College
Pediatric Psychiatric
Care
Emergency Care
Intensive Care
Cardiac Care
NUR 201 Lecture (T) Clinical (T),
Co-course Leader (O)
NUR 202 Lecture (T)
NUR 203 Lecture (T) Clinical (T),
Co-course Leader (O)
NUR 204 Lecture (T)
100
PART-TIME FACULTY CREDENTIALS
Date of
Hire
Faculty
Member
Educational Background Areas of Clinical
Expertise
Academic Teaching (T) and
Other (O) Areas of
Responsibility
1/2014 Tiffany Belanger MSN Sacred Heart University
BS University of Connecticut
ADN St. Vincent’s College
Medical-Surgical Nursing NUR 203 Clinical (T)
5/2014 Jody Benton MSN Barry University
BSN Florida Atlantic University
Medical-Surgical
Nursing, Cardiac and
Intensive Care
NUR 102 Clinical (T)
1/2015 Michelle Brady MSN University of Hartford
BS Central Connecticut State University
ADN Naugatuck Valley Community College
Medical-Surgical Nursing
Emergency Medicine,
Community Nursing
NUR 102 Clinical (T)
NUR 203 Clinical (T)
NUR 201 Clinical (T)
1/2015 Cheryl Crump MSN University of Phoenix
ADN Berkshire Community College
Medical-Surgical
Nursing, Oncology
NUR 101 Clinical (T)
1/2012 Pamela Hyman MSN University of Hartford
BSN University of Arkansas at Pine Bluff
Home and Ambulatory
Health Care
Medical-Geriatric
Psychiatric
NUR 101 Clinical (T)
NUR 102 Clinical (T)
5/2015 Kerri Langevin MSN Yale University
BSN Simmons College
Adolescent and Pediatric
Medical-Surgical Nursing
NUR 102 Clinical (T), Lecture (T)
8/2011 Linda Kowalczuk MSN University of Connecticut
BSN University of Connecticut
ADN Vermont College
Medical-Surgical
Adult Care
Critical Care
Cardiac Rehab
PACU
Home Care
Hospice
NUR 102 Clinical (T)
NUR 201 Clinical (T)
NUR 203 Clinical (T)
1/2015 Nancy Smith MSN University of Hartford
BSN Columbia University
Pediatric and Adult
Medical-Surgical Nursing
NUR 102 Clinical (T)
NUR 203 Clinical (T)
101
Date of
Hire
Faculty
Member
Educational Background Areas of Clinical
Expertise
Academic Teaching (T) and
Other (O) Areas of
Responsibility
1/2013 Anne Marie
Vilhotti
MSN University of Phoenix
BS Central CT State University
Medical-Surgical
Nursing,
Oncology, Informatics
NUR 101 Clinical (T)
1/2014 Jaclyn Vincent MSN Quinnipiac University
BSN Saint Joseph College
Adult and Pediatric
Medical-Surgical Nursing
NUR 101 Clinical (T)
NUR 102 Clinical (T)
NUR 103 Lecture (T)
NUR 201 Clinical (T)
1/2012 Diana Wigham MSN University of Hartford
BA Mount Holyoke College
AA Holyoke Community College
Diploma Peter Bent Brigham Hospital School of Nursing
Maternal-Child Health
Nursing,
Diabetes Education,
Simulation
NUR 101 Clinical (T)
NUR 101, 102, 201, 203
Laboratory (T)
102
Table 6.5 Norwalk Community College Faculty Credentials
INITIAL
APPOINT-
MENT TO
NCC
FACULTY
MEMBER
Rank EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADMEMIC
TEACHING AND
OTHER AREAS OF
RESPONSIBILITY
Full Time Faculty
Faculty Name FT/PT
Date of Appt.
Rank Educational
Background
Areas of Clinical
Expertise
Teaching and
Other Areas of Responsibility
Academic Teaching (T)
Other Responsibilities (O)
CT
License
Loris Edwards PT
FT
12/2009
01/2010
Clinical Supervisor BSN -Mercy College
MSN- Mercy College
Medical Surgical Nursing
NUR 101 Clinical (T)
NUR 102 Clinical (T)
E60848
12/2014
Susan George PT
FT
09/1997
05/2007
Associate BSN -University of Evansville
MA – Nursing Education Columbia University Teachers College
Adult Medical Surgical
NUR 203 Classroom and Clinical (T)
NUR 204 Classroom (T)
Co-course Leader NUR 203 (O)
R32760
02/2015
Christa Hartch FT 09/2003 Assistant
Professor
BSN -University of Virginia
MSN-Yale University
Adult Medical Surgical
NUR 102 Classroom and Clinical (T)
NUR 103 Classroom (T)
R57012
05/2015
Kathleen Hayes FT 08/2000 Professor B.S. – Nursing Pace University
M.S.- University of Bridgeport
MSN- Western Connecticut State University
Fundamentals
Medical Surgical Nursing
NUR 101 Classroom and Clinical (T)
Co-Course Leader NUR 101 (O)
E37457
10/2014
Barbara Jarboe PT
FT
09/1990
08/2005
Professor BSN -Sacred Heart University
MSN-Southern Connecticut State University
FNP
Medical Surgical Nursing
NUR 201 Classroom and Clinical (T)
NUR 202 Classroom (T)
E39684
APRN
103
003152
05/2015
Diane Kiraly PT
FT
08/2008
01/2009
Assistant Professor BSN -Russell Sage College
MSN-Southern Connecticut State University
Fundamentals
Medical Surgical Nursing
NUR 101 Classroom and Clinical (T)
Co-Course Leader NUR 101 (O)
E42901
03/2015
Dorothy Lay FT 01/2002 Professor BSN -University of Bridgeport
MSN- Sacred Heart University
MBA- Sacred Heart University
DNP- Western Reserve University
Fundamentals and Maternal-Child Nursing
NUR 102 Classroom and Clinical (T)
NUR 103 Classroom (T)
Course Leader
NUR 102 (O)
E44109
06/2015
Full Time Faculty (continued)
Faculty Name FT/PT
Date of Appt.
Rank Educational
Background
Areas of Clinical Expertise
Teaching and
Other Areas of Responsibility
Academic Teaching (T)
CT
License/
Exp.
104
Other Responsibilities (O) date
Judy Mocciola PT
FT
08/2004
01/2008
Associate Professor
BS -University of New Haven
MSN-Fairfield University
Adult Medical Surgical
NUR 201 Classroom and Clinical (T)
NUR 202 Classroom (T)
Co-course Leader NUR 201 (O)
E57211
11/2015
Cheryl Moore PT
FT
09/2006
08/2007
Clinical Supervisor
BS-Johnson & Wales University
BSN-Fairfield University
MBA& MSN-Sacred Heart University
Adult Medical Surgical
NUR 201 Clinical Simulation (T)
NUR 203 Clinical (T)
E58523
03/2015
Marlene Overton PT
FT
12/2006
009/2008
Clinical Supervisor
BS -Western Connecticut State University
MSN-Western Connecticut State University
Adult Medical Surgical
NUR 102 Clinical (T)
NUR 203 Clinical (T)
R39810
03/2015
Mary Ann Tessier PT
FT
09/22/78
01/20/95
Professor,
Department Chair, Nursing
BSN -University of Bridgeport
MSN-Western Connecticut State University
Adult Medical Surgical
Nursing
Management
and Trends
Certified Nurse Educator
NUR 201 Classroom and Clinical (T)
NUR 202 Classroom (T)
NUR 205 Classroom (T)
Co-course Leader NUR 201 (O)
Department Chair of Nursing (O)
E32127
06/2015
105
106
PART TIME FACULTY CREDENTIALS
Part-time Clinical Faculty Name
FT/PT
Date of Appt.
Rank Educational
Background
Areas of Clinical Expertise
Teaching and
Other Areas of Responsibility
Academic Teaching (T)
Other Responsibilities (O)
CT
License/
Exp. date
Gloria Fazio FT
PT
08/1981
09/2011
Professor
Clinical Assistant
BS -Sacred Heart University
MSN-Yale University
Psychiatric/
Mental Health
NUR 203 Clinical (T)
E25883
APRN
001735
10/2014
Wendy Dembeck-Fitzgerald
PT 01/2013 Nursing & Allied Health Advisor/
Counselor
BSN -Russell Sage College
MA - Nursing Ed. and Admin.
Post-graduate: Psychological and Social Counseling New York University
Ackerman Institute for Family Therapy, New York
Nursing & Allied Health Advising & Counseling
Nursing and Allied Health Advisor/Counselor
R39573
02/2015
Denise Gallo
PT 01/2008 Clinical Assistant BSN -Fairfield University
MSN& FNP-BC
Fairfield University
Adult Medical Surgical NUR 101 Clinical (T) 69213
APRN
004551
03/2015
Janet Genovese
FT
08/03-06/14
Associate Professor
BSN -University of Bridgeport MSN-Sacred Heart University
Adult Medical Surgical NUR 102 Classroom and Clinical
R24303
08/2014
107
PT
08/2014 Clinical Assistant NUR 102 Clinical (T)
Denise Lungariello-Griffin
PT 08/2011 Clinical Assistant ASN-University of Bridgeport
BSN -Sacred Heart University
MSN-Sacred Heart University
Adult Medical Surgical NUR 102 Clinical (T) E49472
004729
APRN
09/2014
Brenda Hooper
PT 08/2010
08/2014
Lab Educational Assistant
Clinical Assistant
BSN -Fairfield University
MSN(C)- Southern Connecticut University
Adult Medical Surgical Nursing Laboratory
NUR 101 Clinical (T)
E69336
09/2014
Alycia Jarvis
PT 03/2013 Clinical Assistant BSN -City University of New York
MSN-Herbert Lehman College
Adult Medical Surgical NUR 101 Clinical (T)
R75043
07/2014
Virginia King
PT 08/2013 Clinical Assistant BSN -Universidad Adventista de Centro
MSN-Benedictine University
Maternal-Child NUR 102 Clinical (T) R76886
11/2014
Patricia Lamb
PT 01/2012 Clinical Assistant BSN -University of Bridgeport
MA-Nursing Education New York University
Adult Medical Surgical NUR 101 Clinical (T) E47692
10/2014
108
PART TIME FACULTY CREDENTIALS Continued
Faculty Name
FT/
PT
Date of Appt.
Rank Educational
Background
Areas of Clinical Expertise
Teaching and
Other Areas of Responsibility
Academic Teaching (T)
Other Responsibilities (O)
CT
License/
Exp. date
Adetutu Olomola
PT 08/2013 Clinical Assistant BSN -University of Massachusetts
MPH -University of Massachusetts
MSN(C)-Sacred Heart University
Adult Medical Surgical NUR 101 Clinical (T) R97767
01/2015
Katherine Roarty
PT 01/2009 Clinical Assistant BSN -Catholic University of America
MSN-New York University
Adult Medical Surgical
NUR 203 Clinical (T) R72637
02/2015
Soraya Rosenfield
PT 08/2014 Clinical Assistant BA -Cornell University
MSN-Fairfield University
Adult Medical-Surgical
Clinical Nurse Leader
NUR 201 Clinical (T) R076060
Nimfa Santos
PT 08/2004 Clinical Assistant BSN -University of St.Tomas, Manila, Philippines
MSN-St. Louis University, Phil.
Adult Medical Surgical
NUR 201 Clinical (T)
E50735
05/2015
Linda M. Smith
PT 8/2014 Clinical Assistant BSc.A-Alfred University
(Nursing)
MSc.A-McGill University
Family Psychiatric and Mental Health Nurse Practitioner
NUR 203 Clinical (T) E061935
109
Punitha Devadoss Stevenson
PT 08/2008 Clinical Assistant BSN -Indira Gandhi National Open University, India
MBA- CSM Institute of Graduate Studies
MSN-Canada
University of Phoenix
Adult Medical Surgical NUR 201 Clinical (T) R76847
06/2015
Carol Ann Wetmore
PT 01/2011 Clinical Assistant BSN -University of Connecticut
MSN-Yale University
Adult Medical Surgical
NUR 203 Clinical (T) E45318
12/2014
Carol Yoder PT 06/2004 Nursing & Allied Health Advisor/
Counselor
BSN -University of Bridgeport
MSN-University of North Carolina – Chapel Hill
Adult Medical Surgical
Nursing Management and Trends
NUR 205 Classroom (T) R25603
03/2015
NCC-Nursing Laboratory Personnel
Name FT/PT
Title Date of
Appt.
EDUCATIONAL BACKGROUND Areas of Clinical Expertise
CT License
Kerianne Brennan FT Educational Assistant 1/2013 BSN-Molloy College Adult Medical Surgical
Critical Care Nursing
R68602
02/2015
Cathleen Caulfield FT Simulation Laboratory
Coordinator
9/2013 BSN - Fairfield University
MSN - College of New Rochelle
Post-Master’s Certificate -
Pediatric and Adult Medical Surgical
R31434
01/2015
110
Sacred Heart University
Catherine Devine FT Educational Assistant 5/2010 BSN – Fairfield University Adult Medical Surgical E39423
03/2015
Gail Favano PT Educational Assistant 8/2007 Diploma – Greenwich Hospital
School of Nursing
Adult Medical Surgical E26892
11/2014
Marlyn Hylton PT Educational Assistant 9/2014 AS-Norwalk Community College
BSN-
111
Table 6.6 Three Rivers Community College
FULL-TIME FACULTY CREDENTIALS
INITIAL
APPOINT
MENT
TRCC
FACULTY
MEMBER
RANK EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING
(T) AND OTHER (O)
AREAS OF
RESPONSIBILITY
Aug 2014 Cynthia Arpin Assistant Professor BSN – University of Hartford
MSN – University of Hartford
Public Health
Maternal-Child health
Emergency nursing
NUR 102, NUR 205
Classroom & Clinical (T)
Sep 2001 Teri Ashton Associate Professor BSN - Central Connecticut State University
MSN - University of Hartford
Medical Surgical
Critical Care
Cardiac
CNE
NUR 201, NUR 202,
NUR 205
Classroom & Clinical (T)
Course Leader (O)
Simulation (O)
Aug 2013 MaryAnn Brescia Assistant Professor BSN – University of Hartford
MSN - University of Hartford
Medical Surgical NUR 203, NUR 205
Classroom & Clinical (T)
Aug-2013 Patricia Colonghi Assistant Professor BS – Charter Oak State College
MSN – University of Hartford
Behavioral Health NUR 203, NUR 205
Classroom & Clinical (T)
Aug-2011 Nancy Czarzasty Associate Professor BSN – Sacred Heart University
MS – University of Arizona
Medical Surgical
Critical Care
NUR 201, NUR 205
Classroom & Clinical (T)
Course Leader (O)
Aug 2007 Joan Graham Professor BSN - University
MSN - University
Medical Surgical
Certified in Simulation
education
CNE
NUR 203, NUR 103,
NUR 205
Classroom & Clinical (T)
Course Leader (O)
LPN Advisor (O)
Aug 2003 Anne Lamondy Professor BSN - St. Joseph College
MSN, APRN - Medical College of Pennsylvania
Hahnemann University
Obstetrics
APRN Women's Health
IV Therapy
NUR 102, NUR 103,
NUR 205
Classroom & Clinical (T)
Course Leader (O)
112
INITIAL
APPOINT
MENT
TRCC
FACULTY
MEMBER
RANK EDUCATIONAL BACKGROUND AREA OF
CLINICAL
EXPERTISE
ACADEMIC TEACHING
(T) AND OTHER (O)
AREAS OF
RESPONSIBILITY
Faculty Mentor (O)
Aug 2009 Edith Ouellet Associate Professor BSN - Central Connecticut State University
MSN - University of Hartford
Medical Surgical
Mat/Child
Neonatal ICU
Director of Nursing
& Allied Health
Supervisor of Waivered
Clinical Faculty
Faculty Mentor
Simulation (O)
NUR 205 (T)
Aug 2014 Krista Prendergast Assistant Professor BSN – University of Connecticut
MSN – University of Rhode Island
Medical Surgical NUR 101, NUR 205
Classroom & Clinical (T)
Aug 2003 Lillian Rafeldt Associate Professor BSN - State University of New York at Down
State
MA - New York University
Medical Surgical
Gerontology
Community Health
CNE
NUR 101, NUR 108
NUR 205
Classroom & Clinical (T)
Course Leader (O)
ePortfolio (O)
Simulation (O)
Faculty Mentor (O)
Aug 2005 Nancy Scrivano Associate Professor BS - Eastern Connecticut State University
MSN - University of Hartford
Medical Surgical
Specialty Critical Care
Peri-Operative
CNE
NUR 201, NUR 202,
NUR 205
Classroom & Clinical (T)
Course Leader (O)
Faculty Mentor (O)
Preceptorship (O)
Aug 2014 Maria Sparmer Assistant Professor BSN – Central Connecticut State University
MSN – University of Hartford
Medical Surgical NUR 101, NUR 205
Classroom & Clinical (T)
Aug 1987 Francine Wallett Professor BSN - University of Rhode Island
MSN -Boston University
Medical Surgical
Cardiac
Critical Care
Oncology
NUR 203, NUR 205
Classroom & Clinical (T)
Faculty Mentor (O)
113
THREE RIVERS PART-TIME FACULTY CREDENTIALS
DATE OF
HIRE
TRCC
FACULTY
MEMBER
EDUCATIONAL BACKGROUND AREA OF CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS OF
RESPONSIBILITIES
Aug 2010 Melissa Barnesi BSN - University of Hartford
MSN - University of Hartford
Medical Surgical
Emergency
NUR 203 Clinical (T)
Jan 2009 Sandra Basley BSN – University of Connecticut
MSN – University of Hartford
Medical Surgical
Emergency
NUR 102 Clinical (T)
Aug 2007 Jill Blain BA - Assumption College
MSN - University of Phoenix
Medical Surgical
Geriatrics
Palliative Care
Hospice
Sub Acute Rehab
NUR 101 Clinical (T)
Aug 2010 Elizabeth Briglia BSN - University of Connecticut
MSN - University of Hartford
Medical Surgical
Orthopedic
NUR 102 Clinical (T)
Jan 2015 Teresa Cahill-Griffin BSN – University of Hartford
MSN – University of Hartford
Emergency Nursing
Labor/Delivery
NUR 102 Clinical (T)
Aug 2014 Jennifer Christopher BSN – University of Rhode Island
MSN – Gonzaga University
Medical Surgical NUR 101 Clinical (T)
Aug 1989 Judy Dollard BSN - NE Baptist Hospital School of Nursing
MSN - University of Connecticut
Medical Surgical
Maternal Child
NUR 102 Clinical (T)
Jan 2010 Shawna Edwards BSN - St Joseph College
MS, Nursing - University of Connecticut
Medical Surgical NUR 203 Clinical (T)
Jan 2011 Barbara Fisher BS – University of Connecticut
MS – University of Hartford
Medical Surgical NUR 201 Clinical (T)
Aug 2014 Jennifer Forthofer BS – University of Connecticut
MSN – University of Hartford
Medical Surgical NUR 201 Clinical (T)
Aug 2013 Kathleen Gauthier BSN – Saint Anselm College
MSN – Stony Brook University
Medical Surgical
CNM (Certified
Nurse Midwife)
NUR 102 Clinical (T)
Aug 2013 Stephanie Greaney BSN – University of Connecticut
MS, Nursing – University of Connecticut
Medical Surgical NUR 201 Clinical (T)
114
DATE OF
HIRE
TRCC
FACULTY
MEMBER
EDUCATIONAL BACKGROUND AREA OF CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS OF
RESPONSIBILITIES
Aug 1989 Martha Healy BSN - Russell Sage College
M.Ed. - Boston University
Permanent Waiver, SBEN
Medical Surgical
Community Health
NUR 101 Clinical (T)
Aug-14 Kathleen Heim BSN – University of Connecticut
MSN – University of Phoenix
Medical Surgical
Behavioral Health
NUR 203 Clinical (T)
Aug 2014 Sarah Korpak BSN temporary waivered May 2015 – Sacred Heart
University
MSN pending – Sacred Heart University
Medical Surgical NUR 201 Clinical (T)
Oct 2014 Bernadette Marshall BSN temporary waivered May 2015-Jacksonville
University
MSN expected graduation May 2016 Western Governors
University
Medical Surgical
Home Care
NUR 101 Clinical (T)
Jan 2005 Laurie Matney BSN - University of Rhode Island
MS, Nursing - University of Connecticut
Medical Surgical
Critical Care
NUR 203 Clinical (T)
Jan 2013 Heidi Morse BSN – University of Hartford
MSN – University of Hartford
Medical Surgical
Staff Development
NUR 203 Clinical (T)
Jan 2013 Lisa Orowson BSN – University of Connecticut
MSN – University of Hartford
Behavioral Health NUR 203 Clinical (T)
Jan 2013 Colleen Planchon BSN – Rhode Island College
MSN – Rhode Island College
Medical Surgical NUR 203 Clinical (T)
Jan 2010 Zina Ruban BSN - St. Joseph College
MS, Nursing University of Connecticut
Medical Surgical NUR 203 Clinical (T)
Sep 2009 Kristin Scarlata BSN - University of Connecticut
MS/APRN - University of Connecticut
Medical Surgical
Women's Health
Primary Care Adults
NUR 102 Clinical (T)
115
DATE OF
HIRE
TRCC
FACULTY
MEMBER
EDUCATIONAL BACKGROUND AREA OF CLINICAL
EXPERTISE
ACADEMIC TEACHING (T)
AND OTHER (O) AREAS OF
RESPONSIBILITIES
Jan 2010 Paula Sullivan BSN - Central Connecticut State University
MSN - Walden University
Medical Surgical
Dialysis
NUR 201 Clinical (T)
Aug 2009 Lori Godaire BSN – University of Connecticut
MS, Nursing – University of Connecticut
Medical Surgical Critical Care Lab Tutor
NUR 101, NUR 102, NUR 201, NUR
203 (O)
Jan 2010 Kim Kobelski BSN – Southern Connecticut State University
MSN – University of Hartford
Medical Surgical
Lab Assistant
NUR 101, NUR 102, NUR 201, NUR
203 (T)
Sep 1997 Linda Moscaritolo BSN - University of Rhode Island
MS-HCM - Rensselaer - HGC
MSN - St Joseph College of Maine
Medical Surgical Lab Assistant
NUR 101, NUR 102, NUR 201, NUR
203 (T)
NUR 201 Clinical (T)
Aug-2006 Suzanne Turner BSN –University of Rhode Island
MSN – Saint Joseph’s College of Maine
Critical Care
Emergency
Full Time Lab Instructor
NUR 101, NUR 102, NUR 201, NUR
203 (T)
116
CRITERION 7
The number of faculty and the faculty/student ratio are adequate to meet the nursing
program outcomes and are in compliance with the regulations. [Regulations, Section 20-90-
48 (a)(2)(A)(B)(C)]
20-90-48 (a)(2)(A)(B)(C)
There shall be faculty sufficient to meet the educational outcomes of the program, the learning needs of the
students, and the safety of the recipients of Health Care Services.
(A) The overall faculty/student ratio shall be no less than one(1) clinical faculty member for
every ten (10) students engaged in direct patient care experiences.
(B) The preceptor to student ratio shall be no less than one (1) preceptor for every (2) students.
Preceptors shall work in collaboration with program faculty, who retain responsibility for student
evaluation. The ratio of faculty to precepted students shall be no less than one (1) faculty member
for every sixteen (16) students.
(C) Upon written request from the program director, the board, may, with its discretion and
after reviewing the merits of the request, provide a temporary exception from the mandated
faculty/student ratio.
The number and utilization of full and part-time faculty ensure that program goals and
outcomes are accomplished. Working conditions and workload for full-time faculty are
specified in the collective bargaining agreements between the Board of Regents and the
Congress of Connecticut Community Colleges (4 C’s) Article X and of the American Federation
of Teachers (AFT) Article VIII. The contract provides for full-time tenure track faculty
members participation in classroom, clinical and laboratory instruction (12 credit/contact hours
per semester) and college service (3 credit/contact hours of Additional Responsibilities) for a
total of 15 credit hours. The contracts provide guidance for responsibilities related to teaching,
preparation of syllabi, office hours, academic advisement, maintenance of student records and
participation in college and department activities.
The nursing faculty at each college uses a “team teaching” approach for the theoretical
component of the curriculum. Faculty members meet to discuss course content, design learning
activities and develop test questions; responsibilities are divided among course faculty members.
Full-time faculty members are available three hours per week for “office hours” to meet with
students for advising and tutoring. Many faculty members also provide a substantial amount of
Commented [02]: Does anyone know if the ratio changed with the new regs?
117
hours beyond required office hours for test review and student support. Full-time faculty
members teach two days a week in the clinical area as part of their normal teaching load.
Activities related to Additional Responsibilities are intended to contribute to the mission,
goals, and priorities of the college as well as the personal and professional growth of the faculty
member and may include such things as review of patient charts for clinical experiences,
preparation of special reports such as accreditation, and participation on statewide committees.
Additional Responsibilities are proposed by the faculty member, and agreed upon with the
Nursing Director and appropriate college specific individual. Faculty members submit a written
report of completed activities annually.
The need for part-time clinical faculty is anticipated each spring and funds are allocated
through each college’s budget process for the upcoming academic year. The programs have
consistently been able to hire a sufficient number of part-time clinical faculty members to meet
program goals and regulatory standards.
Faculty to student clinical ratios is examined each semester by the faculty and the
Nursing Director to ensure compliance with the Connecticut State Regulations for nursing
education programs. Though the number of students assigned to each clinical group may exceed
8 students to 1 faculty, as part of each clinical rotation students are assigned to areas for relevant
observational experiences ensuring that on any given day the inpatient unit faculty to student
ratio is 1:8 and in many cases is 1:<8. Observational experiences may involve outcome driven
assignments to community or homecare agencies, school based clinics, etc. If preceptors are
utilized they are in accordance with the SBEN regulations (i.e. BSN prepared and maximum of 2
students to one preceptor). The ratio of faculty to students is determined by regulatory standard,
118
the total number of students, the student learning objectives, and the clinical facility’s size,
census and patient acuity.
For the past five years, the faculty/student ratio at the colleges has ranged from 1:6 to 1:8.
Refer to Tables 7.1 to 7.6 for the student faculty ratio at each college and are based upon
academic year 2014-15.
119
Table 7.1 Faculty to Student Clinical Ratios
Capital Community College
Course and
Semester
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
Nursing 101 –
Introduction to
Nursing Practice
Fall 2014
Full-time Faculty:
Cerone, Lori RN, MSN
Kapinos Linda RN, MSN
Casey, Nancy RN, MSN
Duclos-Miller, Pat RN, MSN
Hageman, Marlene RN MSN
Pavalock, Cathy RN, MSN
Zupan, Alecia RN, MSN
TBA
Part-time Faculty:
Anderson Janet RN MSN
Anderson Leah RN MSN
Ackerman Jennifer RN MSN
Barnes Carol-Ann RN MSN
Bourne Tanya RN MSN
Bravo Rosi RN, MSN
Bryant June RN MSN
Daniels Jean RN MSN
Emanuele, MaryAnn RN, MS
Gonzales Megan RN MSN
Guida Kristen RN MSN DNP
James Cassandra RN MSN
Palmieri Rosemarie RN, MSN
Luckey-Percy Alison RN, MSN
156 1:7-8
NUR* 102 –
Family Health
Nursing
Spring 2015
Full-time Faculty:
Casey, Nancy RN, MSN
Kapinos Linda RN, MSN
Ackerman Jennifer RN, MSN
Duclos-Miller, Pat RN, MSN
Hageman, Marlene RN MSN
Pavalock, Cathy RN, MSN
Zupan, Alecia RN, MSN
TBA
Part-time Faculty:
Anderson Janet RN MSN
Anderson Leah RN MSN
Ackerman Jennifer RN MSN
Barnes Carol-Ann RN MSN
Bourne Tanya RN MSN
Bravo Rosi RN, MSN
Bryant June RN MSN
Daniels Jean RN MSN
Emanuele, MaryAnn RN, MS
Gonzales Megan RN MSN
Guida Kristen RN MSN DNP
James Cassandra RN MSN
150 Maternity
1:7
Medical-Surgical
1:7-8
120
Course and
Semester
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
Niewinski Pat RN, MSN
Palmieri Rosemarie RN, MSN
Luckey-Percy Alison RN, MSN
NUR* 201 –
Nursing Care of
Adults & Children I
Fall 2014
Full-time Faculty:
Forstbauer Mary-Joan RN, BSN, MPH
Leary Catherine RN, MSN
Bunting Dawn RN, MSN
Edelen Bonnie RN, MSN, EdD
Gardner Baxter Gayle RN, MSN
Lagosz, John RN, MSN
Vildozola Maureen RN, MEd
Johnson Diane RN, EdD
Part-time Faculty:
Bravo Alicia RN, MSN
Carroll Shenika RN, MSN
Cicero Megan RN MSN
Johnson Diane RN, MA
Kubacka Beata RN, MSN
Moses Violet RN, MSN
Niewinski Pat RN, MSN
Ouellette Michele RN, MSN
Rizzo Erica RN, MSN
Shaw Ellen RN, MSN
Tu Hsinfen RN MSN
146 1:7-8
NUR* 203 –
Nursing Care of
Individuals and
Families II
Spring 2015
Full-time Faculty:
Forstbauer Mary-Joan RN, BSN, MPH
Leary Catherine RN, MSN
Bunting Dawn RN, MSN
Cerone Lori RN MSN
Edelen Bonnie RN, MSN, EdD
Gardner Baxter Gayle RN, MSN
Lagosz, John RN, MSN
Vildozola Maureen RN, MEd
Part-time Faculty:
Bryant June RN MS
Bravo Alicia RN, MSN
Carroll Shenika RN, MSN
Cicero Megan RN MSN
Johnson Diane RN, MA
Kubacka Beata RN, MSN
Moses Violet RN, MSN
Ouellette Michele RN, MSN
Palmieri Rosemarie RN, MSN
Rizzo Erica RN, MSN
Shaw Ellen RN, MSN
Tu Hsinfen RN MSN
140 Medical-Surgical
1:7-8
Psychiatric
1:7-8
121
Table 7.2 Faculty to Student Clinical Ratios Gateway Community College
Course-
Fall Semester,
2014
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
NUR* 101 –
Introduction to
Nursing Practice
Full-time Faculty:
Susan DeBarge, MSN, CNM
Lynette Palm, MSN, RN
Part-time Faculty:
Joan Cover, MSN, RN
Andrea Eckels, MSN, RN
Annette Haller, MSN, RN
Kathleen Heim, MS, RN
Kathleen Kelly, MSN, RN
Debra King, MSN, RN
Mariette McCourt, MSN, RN
Mary Mitchell-Haddad, MS, RN
Patrizia Schaefer, MSN, RN
Catlin Sollitto, MSN, RN
96 1:8
NSG* 201 –
Nursing Care of
Individuals and
Families I
Full-time Faculty:
Suzanne Conlon, MS, RN
Susan Levine, MSN, RN
Joan Morrison, MSN, RN
Myra Randall, MSN, RN
Part-time Faculty:
Mary Ann Abramczyk, MS, RN
Lisa Beaucar, MSN, RN
Nana Boehamaa, BSN, RN (temporary waiver)
Amy Catlin, MPH, RN (permanent waiver)
Nancy Clements, BSN, RN (temporary waiver)
Elizabeth Cozza, MSN, RN
Susan Doolittle, MSN, RN
Donna McKeehan, BSN, RN (temporary waiver)
Victoria Ogbejesi, MSN, RN
Sam Osei, MSN, RN
Rowena Saga-Abrina, MSN, RN
98 1:6 or 1:7
NSG* 203 –
Nursing Care of
Individuals and
Families II
Full-time Faculty:
Tracy Blanford, MS, APRN
Barbara McFarland, MSN, RN
Linda Nevins, MS, APRN
Part-time Faculty:
Debra Beaudoin, MSN, RN
Maureen Boylan-Elman, MSN, RN
45 1:6 or 1:7- Medical-
Surgical
1:4 or 1:6- psychiatric
specialty
122
Course-
Fall Semester,
2014
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
Lois Edelman, MSN, RN
Maria Merola, MSN, RN
Rose Moss, DNP, MSN, RN
Audrey Senior, MSN, RN
Course-
Spring Semester,
2015
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
NUR* 102 –
Family Health
Nursing
Full-time Faculty:
Susan DeBarge, MS, APRN, CNM
Karen Kessler, MS, RN
Lynette Palm, MSN, RN
Myra Randall, MSN, RN
Part-time Faculty:
Donna Brennan, MSN, RN
Andrea Eckels, MSN, RN
Lynne Falcigno, MPH, RN (permanent waiver)
Annette Haller, MSN, RN
Kathleen Heim, MSN, RN
Debra King, MSN, RN
Rosale Lobo, MSN, RN
Carla Mapelli, MSN, RN
Mary Mitchell-Haddad, MS, RN
Sam Osei, MSN, RN
Patrizia Schaefer, MSN, RN
Catlin Sollitto, MSN, RN
95 Medical-Surgical
1:8
Maternity
1:4 or 1:6
NUR* 203 –
Nursing Care of
Individuals and
Families II
Full-time Faculty:
Tracy Blanford, MS, APRN
Suzanne Conlon, MS, RN
Susan Levine, MSN, RN
Barbara McFarland, MSN, RN
Joan Morrison, MSN, RN
Linda Nevins, MS, APRN
Part-time Faculty:
Jeanne Arsenault, MSN, RN
Lisa Beaucar, MSN, RN
Debra Beaudoin, MSN, RN
Amy Catlin, MPH, RN
Elizabeth Cozza, MSN, RN
Susan Doolittle, MSN, RN
Ana Gut, MSN, RN
89 Medical-Surgical
1:8
Psychiatric
1:5 or 1:6
123
Course-
Spring Semester,
2015
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
NUR* 203 –
Nursing Care of
Individuals and
Families II (con’t.)
Maria Merola, MSN, RN
Rose Moss, MSN,RN
Victora Ogbejesi, MSN, RN
Audrey Senior, MSN, RN
Dorota Urban, MSN, RN
124
Table 7.3 Faculty to Student Clinical Ratios Naugatuck Valley Community College
Course
Fall 2014
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
Nursing 101 –
Introduction to
Nursing Practice
Full-time Faculty:
Heather Belcourt, MSN, RN
Laura Brown-Yaworsky, MSN, RN
Susan Frigo, MSN, APRN
Joanne Levesque, MSN, RN
Kathryn Murphy, MSN, RN
Sandra Roosa, MSN, RN
Stephanie Wilborne, MSN, RN,APRN
Full Time Clinical Supervisor:
Anne deHertogh, MSN, RN
Elizabeth Petruzzi, MSN, RN
Part-time Faculty:
Bree Grealis, MSN, RN
Tara Hanlon, MSN, RN
Lisa Oliveira, MSN, RN, APRN
Laurie Siraco, MSN, RN
Nancy Stein, MSN, RN
Karen Prkhurst, MSN, RN
116 1:7-1:8
NUR 201 –
Nursing Care of
Individuals and
Families I
Full-time Faculty:
Lisa Anderson, MSN, RN
Kimberly Bish, MSN, RN
Kristine Kelley, MSN, RN
Felicia Kepka-Leach, MSN, RN
Mary Manka, MSN, APRN
Monica Pirotta, MSN, RN
Karen Taylor, MSN, RN
Full Time Clinical Supervisor:
Anne deHertogh, MSN,RN
Elizabeth Petruzzi, MSN, RN
Part-time Faculty:
Michelle Brady, MSN, RN
Jody Benton, MSN, RN
Judy Guertin, MSN, RN
Ursula Mobilio, MSN, RN
110 1:7-1:8
125
Course
Spring 2015
Supervising
Faculty Members
Number of
Students
Faculty : Student
Clinical Ratios
NUR* 102 –
Family Health
Nursing
Full-time Faculty:
Heather Belcourt, MSN, RN
Laura Brown-Yaworsky, MSN, RN
Susan Frigo, MSN, APRN
Joanne Levesque, MSN, RN
Kathryn Murphy, MSN, RN
Sandra Roosa, MSN,RN
Stephanie Wilborne, RN, MSN, APRN
Full Time Clinical Supervisor:
Anne deHertogh, MSN, RN
Elizabeth Petruzzi, MSN, APRN
Part-time Faculty:
Jody Benton, MSN,RN
Judy Guertin, MSN, RN
Tara Hanlon, MSN, RN
Maureen Judd, MSN,RN
Karen Parkhurst, MSN,RN
Lisa Oliveira, MSN, RN
Laurie Siraco, MSN, RN
Nancy Stein, MSN, RN
99 Maternity
1:5-1:6
Medical-Surgical
1:7-1:8
NUR* 203 –
Nursing Care of
Individuals and
Families II
Full-time Faculty:
Lisa Anderson, MSN, RN
Kimberly Bish, MSN, RN
Kristine Kelley, MSN, RN
Felicia Kepka-Leach, MSN, RN
Mary Manka, MSN, APRN
Monica Pirotta, MSN, RN
Karen Taylor, MSN, RN
Full Time Clinical Supervisor:
Anne deHertogh , MSN, RN
Elizabeth Petruzzi, MSN, APRN
Part-time Faculty:
Heidi Aleman, MSN,RN
Tiffany Belanger, MSN,RN
Derri Hamilton, MSN, RN
Roxanne Jackson, MSN, RN
Rachel Meehan, MSN, RN
Ursula Mobilio, MSN, RN
Cynthia Nackid, MSN, RN
90 Medical-Surgical
1:7-1:8
Psychiatric
1:5-1:7
126
Table 7.4 Faculty to Student Clinical Ratios
Northwestern Connecticut Community College
Nursing Course
and Semester
Supervising Faculty Members Number of
Students
Faculty: Student
Clinical Rations
NUR* 201—
Nursing Care of
Individuals and
Families I
Fall 2014
Full Time Faculty:
Jayne Mednick
Pam Rose
Part Time Faculty:
Linda Kowalczuk
Jaclyn Vincent
30 1:7-8
NUR* 101 –
Introduction to
Nursing Practice
Spring 2015
Full Time Faculty:
Erica Mumm
Jessica Palozie
Part Time Faculty:
Cheryl Crump
Pamela Hyman
Anne Marie Vilhotti
30 1:6-8
NUR* 203—
Nursing Care of
Individuals and
Families II
Spring 2015
Full Time Faculty:
Jayne Mednick
Pam Rose
Part Time Faculty:
Linda Kowalczuk
Michelle Brady
Nancy Smith
29 1:6-8
NUR* 102 –
Family Health
Nursing
Summer 2015
Full Time Faculty:
Erica Mumm
Jessica Palozie
Part Time Faculty:
Jody Benton
Michelle Brady
Nancy Smith
Linda Kowalczuk
28 1:7
127
Table 7.5 Faculty to Student Clinical Ratios
Norwalk Community College
Course
Fall 2014
Supervising
Faculty Members
Number of
Students
Faculty/Student
Clinical Ratios
NUR 101
Introduction to
Nursing Practice
Full-time Faculty:
Kathleen Hayes, MSN, RN
Diane Kiraly, MSN, RN
Patricia Lamb, MA, RN
Clinical Supervisor:
Loris Edwards, MSN, RN
Part-time Faculty:
Denise Gallo, APRN, RN
Brenda Hooper, MSNc, RN
Alycia Jarvis, MSN, RN
Punitha Stevenson, MBA, MSN RN
80 1:10
NUR 102
Family Health
Nursing
Full-time Faculty:
Dorothy Lay, DNP, RN
Christa Hartch, MSN, RN
Clinical Supervisor:
Marlene Overton, MSN, RN
Part-time Faculty:
Janet Genovese, MSN, RN
Denise Griffin, MSN, RN
Virginia King, MSN, RN
40 Maternal-Child
1:5 or 1:6
Medical-Surgical
1:8
NUR 201
Nursing Care of
Individuals and
Families I
Full-time Faculty:
Barbara Jarboe, APRN, RN
Judith Mocciola, MSN, RN
Clinical Supervisor:
Loris Edwards, MSN, RN
Part-time Faculty:
Nimfa Santos, MSN, RN
Soraya Rosenfield, APRN
40 1:8
NUR 203
Nursing Care of
Individuals and
Families II
128
Course
Spring 2015
Supervising
Faculty Members
Number of
Students
Faculty/Student
Clinical Ratios
NUR 102
Family Health
Nursing
Full-time Faculty:
Dorothy Lay, DNP, RN
Christa Hartch, MSN, RN
Clinical Supervisor:
Marlene Overton, MSN, RN
Part-time Faculty: Denise Griffin, MSN, RN
Virginia King, MSN, RN
76
Maternal-Child
1:5 or 1:6
Medical-Surgical
1:10
NUR 201
Nursing Care of
Individuals and
Families I
Full-time Faculty:
Barbara Jarboe, APRN, RN
Judith Mocciola, MSN, RN
Clinical Supervisor:
Loris Edwards, MSN, RN
Part-time Faculty:
Nimfa Santos, MSN, RN
Soraya Rosenfield, APRN
38 1:6-7
NUR 203
Nursing Care of
Individuals and
Families II
Full-time Faculty:
Susan George, MA, RN
Kathleen Hayes, MSN, RN
Clinical Supervisor:
Cheryl Moore, MSN, RN
Marlene Overton, MSN, RN
Part-time Faculty:
Gloria Fazio, MSN, APRN, RN
Katherine Roarty, MSN, RN
Carol Ann Wetmore, MSN, RN
Susan Smith, APRN
31 1:5-6
129
Table 7.6 Faculty to Student Clinical Ratios
Three Rivers Community College
Course
Fall Semester,
2014
Supervising
Faculty Members
Number
of
Students
Faculty/Student
Clinical Ratios
NUR* 101 –
Introduction to
Nursing Practice
Full-time Faculty
Prendergast, Krista MSN, RN
Rafeldt, Lillian MA, RN, CNE
Sparmer, Maria MSN, RN
Part-time Faculty:
Blain, Jill MSN, RN
Christopher, Jennifer MSN, RN
Healy, Martha M.Ed, BSN, RN (Permanent waiver)
Marshall, Bernadette BSN, RN (Temporary one-
year waiver)
48 1:8
NUR* 102 –
Family Health
Nursing
Full-time Faculty:
Arpin, Cynthia MSN, RN
Graham, Joan MSN, RN, CNE, CHSE
Lamondy, Anne MSN, RN
Part-time Faculty:
Basley, Sandy MSN, RN
Briglia, Elizabeth MSN, RN
Dollard, Judy MSN, RN
Gauthier, Kathleen MSN, RN, CNM
Scarlata, Kristin MSN, APRN
48 Maternity
1:8
Medical-Surgical
1:8
Simulation
2:8
NSG* 201 –
Nursing Care of
Individuals and
Families I
Full-time Faculty:
Ashton, Teri MSN, RN, CNE
Czarzasty, Nancy MSN, RN
Scrivano, Nancy MSN, RN
Part-time Faculty:
Fisher, Barbara MSN, RN
Forthofer, Jennifer MSN, RN
Greaney, Stephanie MSN, RN
Korpak, Sarah BSN, RN (Temporary one-year
waiver)
51 Medical-Surgical
1:6 or 1:7
NSG* 203 –
Nursing Care of
Individuals and
Families II
Full-Faculty:
Brescia, MaryAnn MSN, RN
Colonghi, Patricia MSN, RN
Wallett, Francine MSN, RN
Part-time Faculty:
Bargnesi, Melissa MSN, RN
Edwards, Shawna MS, RN
Heim, Kathleen MSN, RN
48 Medical-Surgical
1:8
Psychiatric and Mental
Health
1:8
130
Course
Fall Semester,
2014
Supervising
Faculty Members
Number
of
Students
Faculty/Student
Clinical Ratios
Matney, Laurie MSN, RN
Morse, Heidi MSN, RN
Orowson, Lisa MSN, RN
Planchon, Colleen MSN, RN
Ruban, Zina MS, RN
Simulation
1:8
Course
Spring Semester,
2015
Supervising
Faculty Members
Number
of
Students
Faculty/Student
Clinical Ratios
NUR*101 –
Introduction to
Nursing Practice
Full-time Faculty:
Prendergast, Krista MSN, RN
Rafeldt, Lillian MA, RN, CNE
Sparmer, Maria MSN, RN
Part-timetime Faculty:
Blain, Jill MSN, RN
Christopher, Jennifer MSN, RN
Marshall, Bernadette BSN, RN
Sullivan, Paula MSN, RN
48 Medical-Surgical
1:8
NUR* 102 –
Family Health
Nursing
Full-time Faculty:
Arpin, Cynthia MSN, RN
Graham, Joan MSN, RN
Lamondy, Anne MSN, RN
Part-time Faculty:
Basley, Sandy MSN, RN
Briglia, Beth MSN, RN
Cahill-Griffin, Teresa MSN, RN
Dollard, Judy MSN, RN
Gauthier, Kathleen MSN, RN, CNM
Healy, Martha M.Ed, RN
48 Maternity
1:8
Medical-Surgical
1:7-8
Simulation
2:8
NUR* 201 –
Nursing Care of
Individuals and
Families I
Full-time Faculty:
Ashton, Teri MSN, RN, CNE
Czarzasty, Nancy MSN, RN
Scrivano, Nancy MSN, RN
Part-time Faculty:
Fisher, Barbara MSN, RN
Forthofer, Jennifer MSN, RN
Greaney, Stephanie MSN, RN
Korpak, Sarah BSN,
51 Medical-Surgical
1:6 or 1:7
NUR* 203 –
Nursing Care of
Individuals and
Families II
Full-time Faculty:
Brescia, MaryAnn MSN, RN
Colonghi, Patricia MSN, RN
Wallet, Francine MSN, RN
Part-time Faculty:
47 Medical-Surgical
1:7
Psychiatric
1:5
Simulation
131
Course
Spring Semester,
2015
Supervising
Faculty Members
Number
of
Students
Faculty/Student
Clinical Ratios
Bargnesi, Melissa MSN, RN
Edwards, Shawna MSN, RN
Heim, Kathleen MSN, RN
Matney, Laurie MSN, RN
Morse, Heidi MSN, RN
Orowson, Lisa MSN, RN, CWOCN
Planchon, Colleen MSN, RN
Ruban, Zina MSN, RN
Sullivan, Paula MSN, RN
1:8
132
CRITERION 8
Faculty are on site through all clinical experiences when direct nursing care is given.
The CT-CCNP faculty members are on site and supervising students throughout all
clinical experiences when direct nursing care is given. Clinical experiences for students take
place in a variety of health care facilities within geographic proximity of each college. The
clinical faculty at each college are assigned to a group of students and are responsible for the
direct supervision and evaluation of each student in that group.
Specific courses in the curriculum use observational experiences to enhance student
learning. During observational experiences, the students are assigned to shadow a Registered
Nurse or site specific designee to achieve the student learning outcomes for the experience. The
clinical affiliate site where the observational experience is occurring is provided with contact
information for the school of nursing. A faculty member is available either on-site or by
telephone as a resource for questions or issues.
Each college provides an orientation for newly hired full-time faculty and part-time
clinical faculty that is individualized to the college and its clinical affiliate sites. The orientation
for full time faculty and part-time clinical faculty includes a review of the nursing curriculum,
course objectives/learning outcomes, program policies, evaluation processes, clinical paperwork
and clinical orientation. Course leaders meet with new faculty members before the beginning of
the semester to review course syllabi, learning activities, clinical assessment methods and other
course related information. Clinical expectations are reviewed and the faculty member is
assigned a mentor from the full-time nursing faculty. Orientation to the clinical institution is site
based and meets the requirements of the facility. The Course Leader (s) provides on-going
support and guidance concerning clinical issues.
133
To ensure support and continual communication, the full-time and part-time faculty
members attend team meetings that are scheduled during the semester. These meetings allow
faculty to discuss student progression at the clinical sites and any issues that might be associated
with meeting course and clinical objectives. The team meetings also afford the part-time faculty
a forum for questions, concerns, continued communication and mentoring. The CT-CCNP is
committed to ensuring that all faculty, full-time and part-time, are adequately prepared for
clinical supervision.
Tables 8.1- 8.6 demonstrate that the CT-CCNP is in compliance with the state regulations
for Criterion 8.
134
Table 8.1 Capital Community College
Fall 2014 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 101
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Group 16
Group 17
Group 18
Group 19
Group 20
Group 21
Lori Cerone
Gail Gardner-Baxter
Jean Daniels,
Pat Duclos-Miller
MaryAnn Emanuele
Alicia Zupan
Cathy Pavalock
Carol Ann Barnes
Rosemarie Palmieri
Cassandra James
Nancy Casey
Alison Luckey-Percy
Jennifer Ackerman
Janet Anderson
Marlene Hageman
Kristen Guida
June Bryant
Leah Anderson
Megan Gonzales
Tanya Bourne
Jennifer Briggs
JMMC Med-Surg 3
MMH 3 North
MMH 2 East T W Eves
Hartford Hospital CB2
Rockville General Bissell II days
Bristol Hospital G South T W Days
NBGH E2 days
Bristol Hospital G South T W Eves
SFHMC 9-7 W Th Days
SFHMC 7-2
McLean Home Sub-Acute Days
Hartford Hospital CB4 CB6 days
Hartford Hospital CB4 CB6 Sat/Sun days
Hartford Hospital CB4 CB6 days
Hebrew Home & Hospital Sub Acute days
Hospital for Special Care Rehab Unit
Riverside Sub Acute
JMMC Med-Surg 2
Evergreen Sub-Acute Unit
SFHMC 10-7 W Th eves
Evergreen Sub-Acute Unit Sat Sun days
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Group 16
Group 17
Group 18
Cathy Leary
Mary-Joan Forstbauer
TBA
Dawn Bunting
Maureen Vildozola
Bonnie Edelen
John Lagosz
Diane Johnson
Pat Niewinski
Beata Kubacka
Hsinfen Tu
Ellen Shaw
Violet Moses
Michelle Ouellet
Alicia Bravo
Erica Rizzo
Shenika Carroll
Meghan Cicero
Hartford Hospital CB5 T W Days
SFHMC 7-7 W Th Days
Hartford Hospital Bliss 11E C10 Days
NBGH C5
MMH 3 North
MMH 2 East
SFHMC 8-9
Hospital for Special Care Resp StepDown Unit eves
Hospital for Special Care Resp StepDown Unit days
NBGH N3
Hartford Hospital North 10 days
NBGH N5
SFHMC 5-1 eves
SFHMC 8-1 days
Hartford Hospital CB5 eves
Hartford Hospital Bliss 8 eves
Hartford Hospital Bliss 10 E/C10 eves
NBGH N4
KEY:
Saint Francis Hospital and Medical Center (SFHMC)_ Johnson Memorial Medical Center (JMMC)
New Britain General Hospital (NBGH) Manchester Memorial Hospital (MMH)
135
Spring 2015 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Group 16
Group 17
Group 18
Group 19
Group 20
Group 21
Lori Cerone
Gail Gardner-Baxter
Jean Daniels,
Pat Duclos-Miller
MaryAnn Emanuele
Alicia Zupan
Cathy Pavalock
Carol Ann Barnes
Rosemarie Palmieri
Cassandra James
Nancy Casey
Alison Luckey-Percy
Jennifer Ackerman
Janet Anderson
Marlene Hageman
Kristen Guida
June Bryant
Leah Anderson
Megan Gonzales
Tanya Bourne
Jennifer Briggs
JMMC Med-Surg 3
MMH 3 North
MMH 2 East T W Eves
Hartford Hospital CB2
Rockville General Bissell II days
Bristol Hospital G South T W Days
NBGH E2 days
Bristol Hospital G South T W Eves
SFHMC 9-7 W Th Days
SFHMC 7-2
McLean Home Sub-Acute Days
Hartford Hospital CB4 CB6 days
Hartford Hospital CB4 CB6 Sat/Sun days
Hartford Hospital CB4 CB6 days
Hebrew Home & Hospital Sub Acute days
Hospital for Special Care Rehab Unit
Riverside Sub Acute
JMMC Med-Surg 2
Evergreen Sub-Acute Unit
SFHMC 10-7 W Th eves
Evergreen Sub-Acute Unit Sat Sun days
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Group 16
Group 17
Group 18
Cathy Leary
Mary-Joan Forstbauer
TBA
Dawn Bunting
Maureen Vildozola
Bonnie Edelen
John Lagosz
Diane Johnson
Pat Niewinski
Beata Kubacka
Hsinfen Tu
Ellen Shaw
Violet Moses
Michelle Ouellet
Alicia Bravo
Erica Rizzo
Shenika Carroll
Meghan Cicero
Hartford Hospital CB5 T W Days
SFHMC 7-7 W Th Days
Hartford Hospital Bliss 11E C10 Days
NBGH C5
MMH 3 North
MMH 2 East
SFHMC 8-9
Hospital for Special Care Resp StepDown Unit eves
Hospital for Special Care Resp StepDown Unit days
NBGH N3
Hartford Hospital North 10 days
NBGH N5
SFHMC 5-1 eves
SFHMC 8-1 days
Hartford Hospital CB5 eves
Hartford Hospital Bliss 8 eves
Hartford Hospital Bliss 10 E/C10 eves
NBGH N4
KEY:
Saint Francis Hospital and Medical Center (SFHMC)_ Johnson Memorial Medical Center (JMMC)
New Britain General Hospital (NBGH) Manchester Memorial Hospital (MMH)
136
Table 8.2
Gateway Community College
Fall 2014 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 101
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Joan Cover
Sue DeBarge
Andrea Eckels
Annette Haller
Mary Mitchell-Haddad
Kathy Heim
Kathy Kelly
Catlin Sollitto
Debra King
Mariette McCourt
Lynette Palm
Patrizia Schaeffer
Griffin Hospital 2 North B
YNHH/SRC SLA 3W
YNHH/YSC 9-7 EP
YNHH/SRC SLA 2W
YNHH/YSC 6-3 SP
Gaylord Hospital Hooker 2W
YNHH/YSC 7-7 EP
YNHH/SRC V5N
Gaylord Hospital Lyman 1
Branford Hills
YNHH/SRC Cel 4
YNHH/SRC V5W
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Mary Ann Abramczyk
Lisa Beaucar
Nana Boehamaa
Amy Catlin
Nancy Clements
Liz Cozza
Susan Doolittle
Donna McKeehan
Joan Morrison
Victoria Ogebesi
Sam Osei
Myra Randall
Rowena Saga-Abrina
YNHH 9-5
THOCC N4
YNHH 9WP
MidState PAVC
YNHH 12N-F
YNHH 5-5
YNHH 10-7
YNHH 15N
YNHH 5-5
YNHH 6-4
Gaylord Hospital Milne 1
YNHH 8WP
YNHH 5-3
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Barbara McFarland
Linda Nevins
Deb Beudoin
Audrey Senior
Maureen Boylan- Elman
Lois Edelman
Rose Moss
Tracy Blanford
Maria Merola
YNH/SRC SLA2
YNHH/SRC V5N
Midstate Medical Center PAV-E
YNHH 6-3 SP
YNHH/SRC SLA2
YNHH 11NP
CVH
Griffin Hospital
YNHH/YPH KEY:
Gaylord Hospital, Wallingford, CT YNHH = Yale New Haven Hospital, York Street
Griffin Hospital, Derby, CT YNHHSRC = Yale New Haven Hospital, St. Raphael’s Campus
MidState Medical Center, Meriden, CT THOCC = The Hospital of Central Connecticut, New Britain, CT
137
Spring 2015 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Group 16
Karen Kessler, MSN, RN, CNE
Susan DeBarge, MSN, APRN, CNM
Annette Haller, MSN, RN
Myra Randall, MSN, RN
Sam Osei, MSN, RN
Lynette Palm, MSN, RN
Donna Brennan, RN, MSN
Andrea Eckels, RN, MSN
Lynne Falcigno, RN, MSN
Mary Mitchell-Haddad, RN, MSN
Debra King, RN, MSN
Patrizia Schaefer, RN, MSN
Caitlin Sollitto, RN, MSN
Carla Mapelli, RN, MSN
Rosale Lobo, RN, MSN
Kathleen Heim
THOCC- FBC
Griffin Hospital - FBC
YNHH, Y5W
YNHH, 8WP
Gaylord Hospital, Lyman 1
THOCC - FBC
YNHH, V4N
YNHH, 6-4 SP
YNHHSRC, SLA 6
YNHH, 6-4
Gaylord Hospital, Hooker 2
YNHHSRC, V5WD
Griffin Hospital 2 North B
YNHH, 15 NP
YNHHSRC, 3S
YNHH, 7-7
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Barbara McFarland, MSN, RN
Linda Nevins, MSN, APRN
Jeanne Arsenault, MSN, RN
Maria Merola, MSN, RN
Debra Beaudoin, MSN, RN
Rose Moss, MSN, RN
Elizabeth Cozza, RN, MSN, APRN
Victoria Ogebegesi, RN, MSN, APRN
Audrey Senior, RN, MSN, APRN
Susan Doolittle, RN, MSN
Lisa Beaucar, RN, MSN, CNE
Tracy Blanford, RN, MSN
Dorota Urban, RN, MSN
Amy Catlin, MPH, RN
Anna Gut, RN, MSN, APRN
YNHHSRC, SLA 2
YNHHSRC, V5N
YNHHSRC, SLA 2
YNHH, Yale Psychiatric Hospital & YNHHSRC, Cel 1
MidState Medical Center Pavilion B
CT Valley Hospital
YNHH, 11 NP
YNHH, 6-4
YNHH, 6-3
YNHH, 15 NP
THOCC, N4
Griffin Hospital, CP South
Connecticut Mental Health Center
MidState Medical Center Pavilion C
CT Valley Hospital
KEY:
CT Valley Hospital = Connecticut Valley Hospital, Middletown, CT
FBC = Family Birthing Center
Gaylord Hospital, Wallingford, CT
Griffin Hospital, Derby, CT
MidState Medical Center, Meriden, CT
THOCC = The Hospital of Central Connecticut, New Britain, CT
YNHH = Yale New Haven Hospital, York Street
YNHHSRC = Yale New Haven Hospital, St. Raphael’s Campus
138
Table 8.3
Naugatuck Valley Community College
Fall 2014 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY MEMBER CLINICAL AFFILIATION
NUR 101
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Karen Parkhurst, MSN, RN
Susan Frigo, MS, APRN
Lisa Olivera, MSN, RN
Heather Belcourt, MSN, RN
Laurie Siraco, MSN, RN
Stephanie Wilborne, MSN, RN
Bree Grialis, MSN, RN
Kathy Murphy MSN, RN
Joanne Levesque MSN, RN
Nancy Stein, MSN, RN
Anne deHertogh, MSN, RN
Tara Hanlon MSN, RN
Laura Brown-Yaworsky MSN, RN
Elizabeth Petruzzi MSN, RN
Sandra Roosa MSN, RN
St. Mary’s Hospital – Xavier 3
St. Mary’s Hospital – O’Brien 4
St. Mary’s Hospital – O’Brien 7
Hospital of Central Connecticut, North 3
Yale-New Haven (HSR Campus) Verdi 3E
Yale-New Haven (HSR Campus) Celantano 3
Griffin Hospital 2NB
Bristol Hospital G South
Charlotte Hungerford Hospital Fourth Floor
Charlotte Hungerford Hospital Fifth Floor
Waterbury Hospital Unit P-5
Bethel Health Care
MidState Medical Center Pavilion B
MidState Medical Center Pavilion D
Gaylord Hospital, Lyman 1
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Mary Manka, MS, APRN
Monica Pirotta, MSN, RN
Derri Hamilton, MSN, RN
Kris Kelley, MSN, RN
Jody Benton, MSN, RN
Lisa Anderson, MSN, RN
Angela Vilsaint, MSN, RN
Anne deHertogh, MSN, RN
Kimberly Bish, MSN, RN
Cindy Nackid, MSN, RN
Ursula Mobilio, MSN, RN
Elizabeth Petruzzi MSN, RN
Judy Guertin MSN, RN
Felicia Kepka-Leach, MSN, RN
St. Mary’s Hospital – Xavier 3
St. Mary’s Hospital – Telemetry
St. Mary’s Hospital – O’Brien 7
Waterbury Hospital Unit P-4 Telemetry
Gaylord Hospital, Milne 1
Yale-New Haven (HSR Campus) SLA 4
Griffin Hospital 2NB
Waterbury Hospital Unit P-5
Waterbury Hospital Unit P-7 (evenings)
Waterbury Hospital Unit P-5 (evenings)
Waterbury Hospital Unit P-9 (evenings)
MidState Medical Center Pavilion D
Charlotte Hungerford Hospital Fifth Floor
Bethel Health Care
Spring 2015 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY MEMBER CLINICAL AFFILIATION
NUR 102
Group 1
Group 2
Group 3
Group 4
139
CLINCIAL
SECTIONS
SUPERVISING FACULTY MEMBER CLINICAL AFFILIATION
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
140
Table 8.4
Northwestern Connecticut Community College
Fall 2014 Semester Clinical Placements
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 201
Group 1
Group 2
Group 3
Group 4
Jayne Mednick
Jaclyn Vincent
D. Pam Rose
Linda Kowalczuk
The Charlotte Hungerford Hospital (M/S)
The Charlotte Hungerford Hospital (M/S)
Gaylord Hospital
Waterbury Hospital (M/S)
Spring 2015 Semester Clinical Placements
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
(Psych
Rotation)
Jayne Mednick/Jaclyn Vincent
Michelle Brady
Nancy Smith
D. Pam Rose
Linda Kowalczuk
The Charlotte Hungerford Hospital (M/S)
The Charlotte Hungerford Hospital (M/S)
Waterbury Hospital
Gaylord Hospital
Waterbury Hospital
NUR 101
Group 1
Group 2
Group 3
Group 4
Jessica Palozie
Pamela Hyman
Cheryl Crump
Anne Marie Vilhotti
Mc Lean Home
Mc Lean Home
Geer
Litchfield Woods
Summer 2015 Semester Clinical Placements
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
(OB Rotation)
Jessica Palozie/Nancy Smith
Michelle Brady
Jody Benton
Linda Kowalczuk
Erica Mumm
The Charlotte Hungerford Hospital (M/S)
The Charlotte Hungerford Hospital (M/S)
Waterbury Hospital (M/S)
Waterbury Hospital (POM
On campus simulation
141
Table 8.5
Norwalk Community College
Fall 2014 Semester Clinical Placements
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 101
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Patricia Lamb, MSN, RN, APRN
Tracey Evans, MSN, RN
Denise Gallo, MSN, RN, APRN
Katherine Roarty, MSN, RN, APRN
Punitha Stevenson, MSN, RN
Loris Edwards, MSN, RN
Brenda Hooper: MSN,RN
Diane Kiraly MSN, RN
Alycia Jarvis MSN, RN
Norwalk Hospital (8 EAST) and Jewish Home
for the Elderly
Jewish Home for the Elderly and Stamford
Hospital (Evenings) (M2N)
Jewish Home for the Elderly and Stamford
Hospital (Evenings) (M2N)
Jewish Home for the Elderly and Norwalk
Hospital (8 East)
Jewish Home for the Elderly and Norwalk
Hospital (Evenings) (7 West)
Jewish Home for the Elderly & Greenwich
Hospital (Surg C.)
Jewish Home for the Elderly
and Greenwich Hospital (Medical Unit)
Jewish Home for the Elderly
Jewish Home for the Elderly and Stamford
Hospital (Evenings) (M2N
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Janet Genovese, MSN, RN
Denise Griffin RN,APRN
Dorothy Lay, DNP, RN
Christa Hartch, MSN, RN
Virginia King
Marlene Overton
Cathleen Caulfield
Norwalk Hospital (8 East)
Norwalk Hospital (8 East)
Greenwich Hospital (L&D,Post Partum, NICU)
Greenwich Hospital (Surg A,B and C)
Stamford Hospital (L&D, Post Partum, NICU)
Stamford Hospital (M3N)
Pediatric Simulation
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Judith Mocciola, MSN, RN
Barbara Jarboe, MSN, RN, APRN
Soraya Rosenfield, MSN, RN
Nimfa Santos, MSN, RN
Loris Edwards, MSN, RN
Norwalk Hospital (6 West)
Norwalk Hospital (Evenings) (6 East)
Stamford Hospital (M4S)
Stamford Hospital (Evenings) (M3S)
Greenwich Hospital Medical unit (Medical
unit)
142
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
Group 6 Cheryl Moore, MSN, RN Multi-Patient Medication Administration
Simulation Lab.
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Carol Ann Wetmore MSN, RN
Marlene Overton MSN, RN
Kathleen Hayes, MSN, RN
Susan George, MSN, RN
Gloria Fazio MSN, RN, APRN
Linda Smith MSN, RN, APRN
Norwalk Hospital 6 East
Stamford Hospital (M3N)
Stamford Hospital (M2S)
Greenwich Hospital (Surgical Unit A & B)
Greater Bridgeport Mental Health
St. Vincent’s Behavioral Health
Spring 2015 Semester Clinical Placements
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Janet Genovese, MSN, RN
Denise Griffin RN,APRN
Dorothy Lay, DNP, RN
Christa Hartch, MSN, RN
Virginia King
Marlene Overton
Cathleen Caulfield
Norwalk Hospital (8 East)
Norwalk Hospital (8 East)
Greenwich Hospital (L&D,Post Partum, NICU)
Greenwich Hospital (Surg A,B and C)
Stamford Hospital (L&D, Post Partum, NICU)
Stamford Hospital (M3N)
Pediatric Simulation
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Judith Mocciola, MSN, RN
Barbara Jarboe, MSN, RN, APRN
Soraya Rosenfield, MSN, RN
Nimfa Santos, MSN, RN
Loris Edwards, MSN, RN
Cheryl Moore, MSN, RN
Norwalk Hospital (6 West)
Norwalk Hospital (Evenings) (6 East)
Stamford Hospital (M4S)
Stamford Hospital (Evenings) (M3S)
Greenwich Hospital Medical unit (Medical
unit)
Multi-Patient Medication Administration
Simulation Lab.
NUR 203
143
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Carol Ann Wetmore MSN, RN
Marlene Overton MSN, RN
Kathleen Hayes, MSN, RN
Susan George, MSN, RN
Gloria Fazio MSN, RN, APRN
Linda Smith MSN, RN, APRN
Norwalk Hospital 6 East
Stamford Hospital (M3N)
Stamford Hospital (M2S)
Greenwich Hospital (Surgical Unit A & B)
Greater Bridgeport Mental Health
St. Vincent’s Behavioral Health
144
Spring 2015 Semester Clinical Placements
CLINICAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
145
Table 8.6
Three Rivers Community College
Fall 2014 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 101
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Jill Blain, MSN, RN
Jennifer Christopher, MSN, RN
Martha Healy, MA, RN
Bernadette Marshall, BSN, RN (Waiver)
Krista Prendergast, MSN, RN
Maria Sparmer, MSN, RN
Lillian Rafeldt, MA, RN
Westview Health Care Center (Eves)
Avalon Health Center (Days)
WWBH A3 (Days)
Day Kimball Hospital (Eves)
Lawrence & Memorial Hospital 5.1 (Days)
Fairview Healthcare center (Days)
Course Leader
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Cynthia Arpin, MSN, RN
Teresa Cahill-Griffin MSN, RN
Elizabeth Briglia, MSN, RN
Judy Dollard, MSN, RN
Kathleen Gauthier, MSN, RN, CNM
Kristin Scarlata, MSN, APRN
Joan Graham, MSN, RN, CNE
Anne Lamondy, MSN, APRN
Lawrence & Memorial Hospital 5.2 (Days)
Lawrence & Memorial Hospital 5.4/LDRP
(eves)
St. Francis Hospital 9.7 (Day/Eve)
Lawrence & Memorial Hospital 4.2 (Days)
WWBH A4/LDRP (Days)
WWBH A4/LDRP (Days
Simulation
Course Leader
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Nancy Czarzasty, MSN, RN
Barbara Fisher, MSN, RN
Jennifer Forthofer, MSN, RN
Stephanie Greaney, MSN, RN
Sarah Korpak, BSN, RN (Waiver)
Nancy Scrivano, MSN, RN
Teri Ashton, MSN, RN, CNE
Lawrence & Memorial Hospital 5.4 (Days)
WWBH E2 (Days)
Day Kimball Hospital East/West (Days)
Lawrence & Memorial Hospital 5.2 (Eves)
Lawrence & Memorial Hospital 4.1 (Days)
St. Francis Hospital 5.1 (Days)
Course Leader
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Melissa Bargnesi, MSN, RN
MaryAnn Brescia, MSN, RN
Patricia Colonghi, MSN, RN
Kathleen Heim, MSN, RN
Laurie Matney, MSN, RN and Heidi
Morse, MSN, RN (co-teach)
Lisa Orowson, MSN, RN
Colleen Planchon, MSN, RN
Zina Ruban, MS, RN & Shawna
Edwards, MS, RN (co-teach)
Sandra Basley, MSN, RN
Francine Wallett MSN, RN
WWBH E3 (Eves)
Windham Hospital Shea (Days)
SE Mental Health Authority (Days)
Natchaug Hospital (Days)
WWBH E3 (Eves)
WWBH D1 Psych (Day/Eve)
WWBH E4 (Days)
St. Francis Hospital 7.7 (Days)
William W. Backus Hospital A2 (Day/Eve)
Course Leader
Key: William W. Backus Hospital (WWBH) Southeastern Mental Health Authority (SE Mental Health)
146
Spring 2015 Semester Clinical Placements
CLINCIAL
SECTIONS
SUPERVISING FACULTY
MEMBER
CLINICAL AFFILIATION
NUR 101
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Jill Blain, MSN, RN
Jennifer Christopher, MSN, RN
Bernadette Marshall, BSN, RN (Waiver)
Krista Prendergast, MSN, RN
Maria Sparmer, MSN, RN
Paula Sullivan MSN, RN
Lillian Rafeldt, MA, RN
Westview Health Care Center (Eves)
Avalon Health Center (Days)
Day Kimball Hospital (Eves)
Lawrence & Memorial Hospital 5.1 (Days)
WWBH A4 (Days)
Fairview Healthcare center (Days)
Course Leader
NUR 102
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Cynthia Arpin, MSN, RN
Elizabeth Briglia, MSN, RN
Judy Dollard, MSN, RN
Kathleen Gauthier, MSN, RN, CNM
Teresa Cahill-Griffin MSN, RN
Martha Healy, MA, RN
Joan Graham, MSN, RN, CNE
Anne Lamondy, MSN, APRN
Lawrence & Memorial Hospital 5.2 (Days))
St. Francis Hospital 9.7 (Day/Eve)
Lawrence & Memorial Hospital 4.2 (Days)
WWBH A4/LDRP (Days)
Lawrence & Memorial Hospital 5.4/LDRP
(eves)
WWBH A3 (Days)
Simulation
Course Leader
NUR 201
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Nancy Czarzasty, MSN, RN
Barbara Fisher, MSN, RN
Jennifer Forthofer, MSN, RN
Stephanie Greaney, MSN, RN
Sarah Korpak, BSN, RN (Waiver)
Nancy Scrivano, MSN, RN
Teri Ashton, MSN, RN, CNE
Lawrence & Memorial Hospital 5.4 (Days)
WWBH E2 (Days)
Day Kimball Hospital East/West (Days)
Lawrence & Memorial Hospital 5.2 (Eves)
Lawrence & Memorial Hospital 4.1 (Days)
St. Francis Hospital 5.1 (Days)
Course Leader
NUR 203
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Melissa Bargnesi, MSN, RN
MaryAnn Brescia, MSN, RN
Patricia Colonghi, MSN, RN
Kathleen Heim, MSN, RN
Laurie Matney, MSN, RN and Heidi
Morse, MSN, RN (co-teach)
Lisa Orowson, MSN, RN
Colleen Planchon, MSN, RN
Zina Ruban, MS, RN & Shawna
Edwards, MS, RN (co-teach)
Sandra Basley, MSN, RN
Francine Wallett MSN, RN
WWBH E3 (Eves)
Windham Hospital Shea (Days)
SE Mental Health Authority (Days)
Natchaug Hospital (Days)
WWBH E3 (Eves)
WWBH D1 Psych (Day/Eve)
WWBH E4 (Days)
St. Francis Hospital 7.7 (Days)
William W. Backus Hospital A2 (Day/Eve)
Course Leader
Key: William W. Backus Hospital (WWBH) Southeastern Mental Health Authority (SE Mental Health)
147
CRITERION 9
The admission, readmission, promotion, advanced placement, transfer, graduation
standards, and student health and welfare policies comply with applicable state and federal
laws and regulations. [Regulations, Section 20-90-48 (d)(1-6)]
20-90-48 (d)(1-6)
1. There shall be written policies for admission, promotion and graduation of students which shall appear
in at least one official publication of the program and which shall comply with applicable state and
federal laws and regulations.
2. The nursing education program shall be responsible for verifying the satisfactory completion of a
secondary school education program, or its equivalent, for each applicant before admission.
3. Previous education shall be established by the program from transcripts obtained and kept on file.
Graduation from an accredited or approved prior educational program shall be recorded.
4. Readmission and transfer. The program shall establish and adhere to written policies for transfer and
readmission. The program shall determine the remaining educational experiences necessary for the
student to meet the educational outcomes of the nursing education program.
5. Admission with advanced standing. Applicants with previous experience or courses of study relating to
nursing may be admitted to a program preparing for registered nurse licensure or practical nurse
licensure with advanced standing after an evaluation has been made by the nursing education program.
6. There shall be written policies that are implemented for safeguarding the health and well-being of the
students which shall include, but not be limited to, provisions for counseling and guidance and admission
physical examinations and which shall comply with applicable state and federal laws and regulations.
There are written standards and practices for admission, promotion, and graduation that
are publicly accessible and in multiple CT-CCNP and college publications. All nursing program
standards and practices established for the CT-CCNP are consistent with state and federal
regulations. Consistent standards and practices are also in place for readmission, promotion,
advanced placement, and transfer for each of the colleges offering the CT-CCNP. Tables 9.1 and
9.2 list pertinent standards and practices and identify where they can be found; copies of
referenced documents are included in the appendices.
CT-CCNP admissions standards and practices are made available as part of the CT-
CCNP Nursing Information Packet, a document made publicly available for all potential
applicants to the program. The Nursing Information Packet is available at the admissions offices
of the colleges that offer the nursing program. The document is distributed during information
148
sessions and is available online through the system website and on all college websites; see
Appendix F, CT-CCNP Nursing Information Packet (http://www.ct.edu/files/pdfs/nursing-info-
packet.pdf )) and Appendix G for a list of websites that are pertinent to the CT-CCNP. The
nursing program application and selection process are available in Appendices H and I.
Progression and promotion through the program are contingent upon successful
completion of sequential nursing courses and co-requisite courses. Nursing students are required
to earn a grade of at least 74% for successful completion of all nursing courses. Nursing students
must also earn a grade of a “C” in co-requisite courses. Grading and progression standards and
practices for the nursing programs are published in the 2015-2016 Nursing Student Handbook
(pages 9-32) and course specific requirements are in each course syllabus. In order to progress
to the subsequent course, students must also earn a clinical grade of satisfactory. The entire CT-
CCNP Nursing Student Handbook is available in Appendix J.
Students must meet both the graduation requirements of the Connecticut Board of
Regents, the individual college and the CT-CCNP. Policies for graduation are available in each
of the college catalogues.
All applicants to the CT-CCNP are required to provide proof of satisfactory completion
of high school and/or secondary school education as part of the CT-CCNP admissions process.
Applicants to the CT-CCNP are required to provide official college/university transcripts from
all colleges attended, regardless of the age of the transcripts and applicability to the nursing
program. Official student records are maintained according to state and federal regulations and
college policy at the college of attendance.
The CT-CCNP has specific readmission standards and practices listed in the CT-CCNP
Nursing Student Handbook. Students can be readmitted to the nursing program one time only. In
149
order to be eligible for readmission, the student must not be on clinical warning, must have a
minimum GPA of 2.70, must complete an exit interview within 30 days of leaving the program,
and must apply for readmission within 12 months of leaving the program and re-enroll within 18
months of leaving the program. Readmission standards and practices for the nursing program
are reviewed with the student during the exit interview (see Appendix J 2015-2016 Nursing
Student Handbook, pages 12-14).
The CT-CCNP readily considers internal transfer of students from one CT community
college to another. Acceptance for transfer to another college within the CT-CCNP is based on
availability of openings, faculty and clinical resources. Policies for internal transfer students are
outlined in the (see Appendix J 2015-2016 Nursing Student Handbook, pages 14-15).
Students who have successfully completed one or more nursing courses within the last 18
months at a program outside of the Connecticut Community College system are considered
external transfer applicants. Candidates for external transfer must meet all CT-CCNP admissions
requirements. The CT-CCNP publishes a Transfer Guide and a special application for external
transfer students. Both are available online at http://www.ct.edu/academics/nursing#external .
Appendix K contains both documents.
The CT-CCNP participates in the Connecticut League for Nursing Articulation Model for
Nurse Educational Mobility for Licensed Practical Nurses (LPNs). LPNs must meet all
admission requirements and apply for admission. LPNs may choose to begin the nursing
program in the first or third semester. LPNs that choose advanced placement into the third
semester must successfully complete the online Connecticut LPN to RN Articulation Bridge
Course through Charter Oak State College, a campus-based CT-CCNP LPN to RN transition
150
course (NUR*130 or NUR* 132), and all first and second semester co-requisite courses. Refer
to page 11 in the Nursing Information Packet for information provided to LPN applicants
Graduates of the CT-CCNP are strongly encouraged to continue their nursing education
to the baccalaureate level and higher. The CT-CCNP supports advancement of nursing through
education by offering graduates the opportunity to continue their education at a number of
baccalaureate and master's degree programs throughout the state and beyond. Pathways for
educational advancement that diminish or eliminate duplication have been aggressively
negotiated on behalf of all CT-CCNP graduates, minimizing the need for general student
advisement. The CT-CCNP has established articulation agreements and/or guaranteed admission
programs with ten of the twelve colleges and universities in Connecticut offering the
baccalaureate degree in nursing, most having been in place since 2010. The CT-CCNP is
currently within the final phases of negotiation with the remaining two Connecticut Universities
and several others. RN to MS pathways are in place with two universities. Articulation Fairs for
students are held at a variety of college locations throughout the academic year. Articulation
agreements are readily accessible to students and graduates on the CT-CCNP System website at
http://www.ct.edu/academics/nursing#agreements. Samples of articulation agreements between
the CT-CCNP and higher degree nursing programs are provided in Appendix L.
College policies addressing student health and welfare are developed in accordance with
guidelines put forth by the CT Board of Regents, the Connecticut State Department of Public
Health (DPH), the Centers for Disease Control (CDC) and the colleges. The nursing program has
specific health and safety requirements which are stated in the Nursing Information Packet
(Appendix F) and the 2015-16 Nursing Student Handbook, pp. 35-39 (Appendix J). They
include immunization requirements, physical exam, and completion of the Connecticut Hospital
151
Association Health and Safety Training Course
(http://www.chime.org/career/healthcourse2010/main.html). In addition to the CDC
recommendations, contractual agreements with clinical affiliate agencies serve as a basis for the
CT-CCNP Health Assessment Form for Students Participating in Clinical Activities and other
site specific requirements such as background checks and toxicology screening. See Appendix
M for a template of the CT-CCNP health form.
The Board of Regents has policies and guidelines that safeguard the health and well-
being of students attending all colleges within the system; in addition the colleges put into place
particular guidelines that are pertinent to their communities. Where there are program specific
implications, the CT-CCNP has standards and practices in place as well, noted in Table 9.1. The
CT-CCNP Nursing Student Handbook is provided to all incoming nursing students. Students
sign an “Acknowledgement of Receipt” to confirm their agreement to adhere to the standards
and practices as stated within the handbook. The page location of policy statements pertinent to
the Connecticut regulations for nursing education programs is also located in Table 9.1, CT-
CCNP Policy Documentation Sources.
152
Table 9.1 CT-CCNP Standards and Practices Documentation Sources
Policies/Procedures
Impacting Students in the
Nursing Program
Nursing Program Documentation Sources Other Sources
Nursing
Information
Packet
Nursing
Transfer Guide
Nursing Student
Handbook
Websites*
Non-discrimination
statement
Page 16 Page 8 College Websites
CT-CCNP Website
BOR Website
General Admission policy Page 5 College Websites
CT-CCNP Website
BOR Website
Nursing Admission Policy Pages 5-8 College Websites
CT-CCNP Website
BOR Website
Nursing Readmission Policy Pages 12-14
CT-CCNP Website
Promotion and Academic
Standing
Page 9 Pages 9-11; 16-32 College Websites
CT-CCNP Website
BOR Website
Advanced Placement Page 11 College Websites
CT-CCNP Website
BOR Website
Transfer Page 11 Page 1-2 Pages14-15 College Websites
CT-CCNP Website
BOR Website
Graduation Standards Pages 15 College Websites
CT-CCNP Website
BOR Website
Student health & wellness
services and policies
Page 15 Pages 35-39 College Websites
CT-CCNP Website
BOR Website
153
CRITERION 10
The philosophy and educational outcomes of the nursing education program provide a
framework for the development, implementation and evaluation of the program.
[Regulations, Section 20-90-48(c) (4)]
(c) Philosophy and educational outcomes
(4) Provide the framework for the development, implementation and periodic
evaluation of the program.
The program philosophy and educational outcomes guide and organize the curriculum
and are based on the framework of the six core values (critical thinking, safe and competent
practice, caring, professionalism, communication and holistic care). These core values are the
essential components of each nursing course and form the foundation for the nursing curriculum.
The curriculum progresses from simple to complex and emphasis is placed upon the
student's ability to think critically, communicate effectively, practice safely and competently, and
demonstrate caring, holism, and professionalism when interacting with patients, families, and
health care team members. Student learning outcomes at the program course and class level
organize content and guide teaching and learning that assists the student in the development of
responsibility and accountability for professional nursing practice. Participation in
interprofressional approaches to patient care management in clinical learning experiences
reinforces the concept of holism. Current health care standards and evidence-based practice are
integrated throughout the nursing courses/curriculum.
Nursing faculty and directors conduct systematic and ongoing assessment of the nursing
program at the college and system levels. This occurs through the utilization of the Systematic
Plan for Evaluation (SPE), a framework aligned with the philosophy and educational outcomes
of the CT-CCNP in accordance with SBEN approval criteria and the Accreditation Commission
for Education in Nursing (ACEN) accreditation criteria. Each program utilizes an SPE that
includes the standards, criteria and components to be evaluated, expected levels of achievement,
154
time frames for assessment, person/group responsible, and assessment methods. Data is
collected, aggregated trended and analyzed to measure the expected levels of achievement. The
student learning (educational) outcomes form the basis for the evaluation process. A sample
SPE is provided in Appendix A (see Appendix A, GWCC, Sample Systematic Plan for
Evaluation).
Review of the criteria and/or data occurs at the system and college levels. CT-CCNP
committees, as defined by the bylaws, provide for assessment and evaluation of the common
components at the system level. The CT-CCNP admission standards, program policies, and the
curriculum are evaluated systematically through the Admissions Committee, Nursing Directors
Council and the Program Committee. As an example, ongoing curriculum assessment and
evaluation occurs at the level of the CT-CCNP Program Committee based upon which Ad hoc
faculty committees are formed to evaluate and analyze particular aspects and make
recommendations for improvement. Examples of such committees are the Psychiatric Experts
group, the Maternity Experts group, the NUR*205 Task Force and the Pharmacology Evaluation
Committee. These Ad hoc committees are comprised of faculty representatives from each CT-
CCNP programs and are brought together by the Director of System Nursing Curricular
Operations (DSNCO).
Colleges participate in system-wide full curricular evaluations per the SPE every three
years; as part of this process an NCLEX-RN mapping project was accomplished in 2012. The
2015 curriculum evaluation currently underway integrates the work of the Robert Wood Johnson
Foundation (RWJF) supported Connecticut Nursing Collaborative Action Coalition (CNC-AC)
regional curricular gap analyses that two CT-CCNP programs (GWCC and TRCC) participated
in. The gap analyses utilized the Massachusetts Department of Higher Education’s Nurse of the
Commented [PL3]: It might be nice to provide the GWCC Sample SPE, see shared drive.
Commented [PL4]: The following text in RED was added by L. Perfetto
Commented [PL5]:
Commented [PL6]:
155
Future Core Competencies (NOFCC) to measure “gaps” in education levels and practicing
nurses in accordance with the competencies and were performed in 2013. The NOFCC were
developed through the synthesis of competencies obtained from other states, current practice
standards, education accreditation standards, national initiatives, patient demographics and
healthcare profiles, the 2003 Institute of Medicine’s core competencies for healthcare
professionals and the Quality and Safety Education for Nurses model (QSEN, 2007). The CNC-
AC adopted the MA NOFCC as a framework for their initial RWJF funded project that focused
upon nursing education in Connecticut and strengthening academic/practice partnerships. As a
result of involvement with this work the CT-CCNP has enthusiastically embraced the MA
NOFCC, utilizing them as the focal point of the 2015 system-wide curriculum evaluation.
College level review occurs through forums such as Nursing Division meetings, Division
Retreats, and Nursing Curriculum Committee meetings. Data related to the approval and
accreditation standards is collected by the faculty and program directors from sources such as
student performance, student course and program evaluations, and meeting minutes reflecting
discussions and recommendations, on an ongoing basis. Data from graduate and employer
surveys implemented six months to one year following graduation complete CT-CCNP
evaluation. These evaluation surveys are based upon overall program educational outcomes (see
Appendix O Employer and Graduate Surveys).
CRITERION 11
The program shall meet regulations with regard to the minimum length and clinical hours
or credit hours. [Regulations, Section: 20-90-52(b)(c)]
20-90-52(b)(c):
(b) The curriculum shall integrate theory and clinical practice in a manner that shall cause the Nursing
Education Program graduates to meet the educational outcomes for registered nursing described in
Section 20-90-53 of the Regulations of Connecticut State Agencies.
156
(c) The minimum length of the nursing component of the program must be equivalent to four (4) fifteen
(15) week academic semesters and contain a minimum of thirty-five (35) semester hours of credit in
nursing. Fifty percent (50%) of contact hours shall be in supervised direct patient care experiences,
observational experiences and simulated experiences appropriate to the program's educational
outcomes, and laboratory experiences for the acquisition and practice of clinical nursing skills.
(Effective June 26, 1989; Amended May 4, 2004.)
The CT-CCNP is a sixty-eight credit program with thirty-eight credit hours allocated to
nursing and thirty credit hours allocated to general education courses. Greater than fifty percent
(50%) of the total credit/contact hours devoted to clinical nursing courses are dedicated to
supervised direct patient care experiences, observational experiences and/or simulated learning
experiences.
The CT-CCNP nursing curriculum is designed to progress from simple to complex and
allows the student to complete the program in the established and published program length of
four, fifteen week academic semesters. The program of study consists of sixty-eight (68) credits:
thirty (30) credits in general education (biological and social sciences, mathematics and
humanities) and thirty eight (38) credits in nursing. It follows the colleges’ standards for credit
and clock hours. Credits are based on one credit for fifteen (15) contact hours for theory and one
credit for forty five (45) contact hours for clinical/laboratory learning experiences. The general
education courses are offered at times which meet program requirements and the curriculum
plan. During the course of their educational experience, students will complete 1650 hours of
instruction.
These include 705 hours of didactic/classroom learning, 300 of which are nursing; and
135 hours of laboratory learning in the biological sciences. The 810 clinical hours are supervised
direct patient care experiences, goal directed observational experiences and/or
simulated/laboratory experiences. The program meets the curriculum criteria in Sec. 20-90-52 of
the SBEN regulations and is consistent with the policies and standards of the Board of Regents.
157
Table 11.1 shows the distribution of student credit/contact hours over theory (classroom),
laboratory and clinical learning settings.
158
Table 11.1 Plan of Study and Theory, Laboratory and Clinical Hours
Semester Courses Credit
Hours
Theory/
Hours
Clinical
Hours
Laboratory
Hours
Total Hours
Admission Requirements-7
credits
BIO*211Anatomy & Physiology I 4 45 45 90
ENG*101 Composition 3 45 45
Pre-Requisite
Requirements-4 credits
BIO* 212 Anatomy & Physiology II 4 45 45 90
First Semester
15 credits
NUR*101 Introduction to Nursing Practice 8 60 180 240
BIO*235 Microbiology 4 45 45 90
PSY*111 General Psychology 3 45 45
Second Semester
15 credits
NUR*102 Family Health Nursing 8 60 180 240
NUR*103 Pharmacology For Families Across The
Lifespan
1
15
15
PSY*201 Life Span Development 3 45 45
SOC*101Principles of Sociology 3 45 45
Third Semester
13 credits
NUR*201
Nursing Care of Individuals and Families I
9
60
225
285
NUR*202
Pharmacology For Individuals and Families with
Intermediate Health Care Needs
1
15
15
ENG*102
English Composition and Literature
3
45
45
Fourth Semester
14 credits
NUR*203
Nursing Care of Individuals and Families II
8
45
225
270
NUR*204
Pharmacology For Individuals, Families and Groups
with Complex Health Care Needs
1
15
15
NUR*205 Nursing Management and Trends 2 30 30
Elective-Humanities or Art or Composition 3 45 45
TOTALS General Education Credits = 30
Nursing Credits = 38
68
705
810
135
1650
159
CRITERION 12
The curriculum content meets the requirements stated in the regulations.
[Regulations, Section 20-90-53(1)-(9)] 20-90-53(1)-(9)
A graduate of a registered Nursing Education Program shall be able to:
(1) Perform the duties and responsibilities of the registered nurse within the framework of the nurse
practice Act, Chapter 378 of the Connecticut General Statutes;
(2) Synthesize knowledge from nursing theory and the biological, physical, social, and behavioral
sciences in providing health care to patients;
(3) Exercise critical thinking, ethical decision making, and independent judgment in using the nursing
process to provide care to patients;
(4) Apply the nursing process to design, implement, and evaluate care for patients using a variety of
technologies. The scope of care shall include preventive, curative, supportive, and restorative
nursing interventions in both institutional and community-based settings;
(5) Develop and implement a variety of teaching and learning strategies in the provision of health
teaching for patients in a variety of settings, using a variety of technologies;
(6) Identify the scientific basis for assessments and therapeutic nursing measures;
(7) Manage information and resources, contributing to the achievement of optimum patient outcomes in
a cost effective manner;
(8) Use leadership, management, delegation and collaborative skills as a member of a multidisciplinary
team within the health care delivery system to develop, implement, and evaluate health care provided
to patients; and
(9) Demonstrate professional accountability by acting as an advocate for patients and by maintaining
accepted standards of nursing care for a registered nurse.
(Effective November 29, 1983; Amended May 4, 2004.)
The CT-CCNP curriculum was implemented as a new, common curriculum offered at
five community colleges in 2008, with the first graduating class of students in May 2010. Three
colleges afforded students the opportunity to begin the program in the fall and spring semesters
to meet community need for nurses and to provide flexibility for students; since that time GWCC
and NCC have discontinued this option and TRCC has retained it. In 2011, Northwestern CT CC
was approved by the CT SBEN to offer the CT-CCNP program out of Winsted, Connecticut in
an accelerated model that requires one summer semester. Students at Northwestern begin the
program in the spring semester each year and continue through the summer, graduating the
following May.
The original curriculum was developed by faculty representing the original five
Connecticut Community Colleges with nursing programs over a period of three years. The
160
faculty incorporated professional standards from the Connecticut Department of Public Health
Nursing Education Program Regulations, the National League for Nursing, the American Nurses
Association, and the Joint Commission for the Accreditation of Healthcare Organizations
(JCAHO)/Institute of Medicine (IOM) Patient Safety Goals when developing the core values and
corresponding curriculum. This process occurred to ensure the program’s curricular content met
the requirements stated in the regulations. Through continuous assessment and evaluation of the
original CT-CCNP curriculum, strengthened by the collaborative relationships of faculty and
leadership of the six colleges, the curriculum has been aligned with the Massachusetts Nurse of
the Future Core Competencies (MA NOFCC), see Criterion 11. Appendix S illustrates this
alignment.
The curriculum represents a program of general education and nursing courses where
students receive preparation that is broad in scope, with a distributive foundation essential for
practice. The CT-CCNP educational outcomes emphasize the importance of the natural,
physical, social, biological and behavioral science in the preparation of graduates to care for
diverse patients across the life span. The program of study was developed to ensure that
concepts vital to these learning outcomes are integrated.
Courses in the social, behavioral sciences and humanities assist students to acquire
foundational understanding of how individuals are affected by and respond to their
environments. Students take English Composition (ENG 101) as an admission requirement to
the Nursing Program. Students continue with General Psychology (PSY 111), Life Span
Development (PSY 201), Principles of Sociology (SOC 101), and an elective course in the
humanities/fine arts area. An advanced English and Composition course assists students to
develop and refine written and oral communication skills and supports the CT-CCNP core value
161
of Communication. Additionally, these courses are aligned with the core value of
Professionalism by promoting the acquisition of writing skills necessary for professional
documentation of patient care.
The behavioral science courses (Introduction to Psychology, Life Span Development and
Introduction to Sociology) support the core values of Holistic Care and Communication. The
faculty believe that exposure to the humanities is essential for the student’s intellectual, social
and emotional growth, as well as for successful functioning as a health care professional in
society. All the general education courses required in the nursing program promote the core
value of Critical Thinking. The overall curriculum demonstrates an interdisciplinary approach to
the science and art of nursing.
CT-CCNP courses in the biological sciences help students to synthesize knowledge that
assists their ability to care for individuals in the context of their surroundings. Anatomy and
Physiology provides knowledge and application related to the human body and how it functions,
while Microbiology exposes learners to the study of microbes and their effects on individuals
and the environment. The science courses support the development of nursing curricular
concepts and the core values of Safe and Competent Practice and Critical Thinking. The origins
of an appreciation for the impact of nutrition, medications and health and wellness practices
begin with these courses in the biological sciences early on in the program of study.
The nursing content of the curriculum is based upon the philosophy of the program and
incorporates the six core values which are threaded throughout the nursing courses and form the
foundational framework for the course learning outcomes/ objectives, evaluation methods and
program learning outcomes. These core values include Critical Thinking, Caring and
subconcept Legal-Ethical which lead to the development of a practitioner who is able make
162
ethical decisions and exercise independent judgment in a variety of patient care settings. The
nursing process is the firm foundation for the development of nurses who possess the capacity
for clinical reasoning and effective, clinical judgment in the CT-CCNP curriculum. Students
learn, practice and apply the skills of assessment, diagnosis, planning, implementation, and
evaluation throughout the program to support their development of holistic and individualized
nursing plans of care.
As students’ progress through the nursing program, each successive course guides them
in applying the nursing process with increasing competency and complexity in support of their
developing ability to use the steps to exercise critical thinking in clinical decision making.
Students learn to provide safe and competent care to meet the nursing needs of patients from
infancy to old age in a variety of health care settings. Faculty use a variety of technologies to
meet the core value of Holistic Care and Safe and Competent Practice to ensure students
integrate current standards of nursing practice including preventative, supportive and restorative
nursing interventions.
The nursing faculty plan and implement student clinical experiences that provide a broad
range of in-patient, out-patient and community based health care experiences grounded in the
CT-CCNP nursing philosophy. This gives the students the opportunity to apply the core values
in a variety of clinical settings. Clinical experiences that engage students in interdisciplinary
rounds, team huddles and interprofessional patient care management meetings specifically
support the development of the vital skills of interprofessional collaboration. As students apply
theory to practice in the care of their assigned patient(s) their awareness of the systems that
support restoration of health and disease management begins to emerge as faculty emphasize
163
elements of the continuum of care. Such experiences foster an appreciation for the collaborative
professional relationships required to deliver safe, competent patient centered care.
Student clinical performance is evaluated by faculty using performance criteria derived
from the core values and student learning outcomes for each course. These evaluations address
the competencies of graduates in the regulations [(Section 20-90-53(1)-(9)]. Performance criteria
are measureable and show progression from simple to complex across the clinical nursing
courses. At the beginning of each course, students are provided with the leveled performance
criteria and method of evaluation. Students participate in weekly formative evaluation
conferences with their clinical instructors and are provided with a summative evaluation at the
end of each clinical learning experience. Appendix P shows the cumulative clinical evaluation
criteria for all clinical courses.
The CT-CCNP faculty believe that nursing education is an interactive process based on
mutual trust, respect, and caring between faculty and students; they believe that the learning
environment should be conducive to the development of self-awareness and self-direction. For
these reasons, faculty develop learning experiences that reflect the level of student knowledge,
skills and attitudes in each nursing course. The faculty recognize that each student is unique and
that individual learning is affected by intellectual and physical development, learning styles,
readiness to learn, motivation and prior learning. A variety of instructional methodologies that
actively involve students in the learning process are utilized to facilitate acquisition of
knowledge and skills in a manner that meets their needs.
The core values of Safe and Competent Practice and Caring emphasize the acquisition of
essential knowledge, skills and attitudes related to professional nursing. Students learn to apply
standards of nursing care that integrate scientifically supported evidence for the provision of
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nursing care designed to improve patient outcomes. Students learn to provide comfort,
compassion, concern and advocacy through role modeling faculty and practicing nurses in
patient care settings and through simulation. Courses integrate learning experiences that provide
students with opportunities to become familiar with the health care system along the continuum
of patient care. Students learn to manage clinical/patient information sources effectively and
sensitively with experiences that integrate Electronic Health Records. The effective use of
healthcare resources is a component of each and every clinical experience today. In addition to
these tenets, the commitment to prepare graduates to provide safe and competent care to
individuals, families, and groups using evidence-based practice, quantitative reasoning, and
technical proficiency and to create an environment where therapeutic interventions reflect a
respect for human dignity is evidenced through these stated program outcomes.
The nursing curriculum includes eight (8) nursing courses. Students take three (3)
nursing courses during the first year of the nursing program. Appendix Q contains course
descriptions, for all nursing courses in the curriculum.
In the first semester students are enrolled in NUR*101: Introduction to Nursing Practice.
This eight (8) credit course provides the concepts fundamental to nursing practice. Emphasis is
placed on application of the nursing process, communication, and basic skills acquisition.
During this semester, nursing students care for patients on medical-surgical units or in long term
care or rehabilitation settings, providing basic nursing care.
During the second semester of the first year of the nursing program, students are enrolled
in NUR*102: Family Health Nursing. This eight (8) credit course focuses on issues affecting the
family, including childbearing, childrearing, care of the older-adult, end-of-life care, and
intermediate health care needs of limited duration. Students have clinical rotations that provide
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experience caring for medical-surgical patients across the lifespan as well as caring for the
childbearing family. Students are concurrently enrolled in a one (1) credit course NUR*103:
Pharmacology for Families Across the Lifespan. This course focuses on the safe use,
pharmacological principles, indications and nursing implications related to drug therapy when
caring for individuals and families. Emphasis is placed on medications used with perinatal,
neonatal, pediatric, geriatric and perioperative patients.
Students enroll in five (5) nursing courses over the course of the second year of the
program. NUR* 201: Nursing Care of Individuals and Families I, is a nine (9) credit course.
This course focuses on the holistic care of individuals and families across the lifespan with
health care needs effecting the endocrine, respiratory, gastrointestinal, cardiovascular conditions
and selected mental health disorders. Bioterrorism as a health care issue is addressed. Clinical
laboratory experiences take place in a variety of acute care and community health care settings
providing care to patients across the lifespan. During this semester, the student is increasingly
challenged in the clinical area with more complex patient assignments. This course is taken
concurrently with NUR*202: Pharmacology for Individuals and Families with Intermediate
Health Care Needs, a one (1) credit course. This course focuses on the safe use,
pharmacological principles, indications and nursing implications related to drug therapy when
caring for individuals and families with intermediate health care needs. Emphasis is placed upon
medications used when caring for patients with endocrine, respiratory, gastrointestinal,
cardiovascular and select psychiatric disorders.
During the final semester of the nursing program students are enrolled in three (3)
courses. The eight (8) credit nursing course: NUR*203: Nursing Care of Individuals and
Families II, focuses on the holistic care of individuals and families across the lifespan with
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complex health care needs effecting renal, oncological, neurological and select psychiatric
disorders as well as multisystem organ dysfunction; this course also addresses bioterrorism and
the care required for mass casualties. Students have the opportunity during the clinical rotation
to incorporate critical thinking, caring behaviors, professionalism, and communication skills
when providing nursing care in a variety of acute, long-term and/or community settings. This
course allows students to manage a multi patient assignment with an emphasis on safe and
competent practice. There are also observational experiences in community based care settings.
NUR*204: Pharmacology for Individuals, Families and Groups with Complex Health
Care Needs, a one (1) credit course is taken concurrently. During this semester, the curriculum
focuses on pharmacologic principles, indications and nursing implications related to drug therapy
in the care of individuals, families, and groups with complex health care needs. Emphasis is
placed upon medications used for patients who have acute and chronic renal failure, oncology
and neurological conditions, multi-system dysfunction and patients who choose alternative
therapies.
The third course taken during the final semester of the nursing program is a two (2) credit
course: NUR*205: Nursing Management and Trends. This course explores the basic principles
of management, leadership, delegation and collaborative relationships in the workplace and as
they relate to providing safe and competent care for a diverse patient population. The focus is on
the utilization of critical thinking skills to make decisions, priority setting, delegation, legal
parameters of nursing practice and ethical issues. The student expands the concept of caring to
the profession of nursing through collegial and interdisciplinary communication. The course
facilitates the transition of the student into the profession and his/her role in contemporary
nursing practice.
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The faculty designed this curriculum so that at the end of the program, the graduate
would demonstrate skills related to the core values of Critical Thinking, Safe and Competent
Practice, Caring, Professionalism, Communication and Holistic Care. As entry-level
practitioners, they will demonstrate professional accountability in the role of registered nurse and
maintain accepted standards of nursing care as they fulfill the role of patient/client advocate.
Table 12.1 shows the entire CT-CCNP Program of Study. Appendix R defines the
relationship between the program (student learning) outcomes, core values, course objectives,
student learning activities and evaluation methods. Appendix S aligns the CT-CCNP Student
Learning Outcomes and Core Values with nursing Professional Standards as integrated through
the MA NOFCC and the CT-CCNP course objectives across the curriculum.
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Table 12.1 LP will upload most current formatted version
CONNECTICUT COMMUNITY COLLEGE NURSING PROGRAM (CT-CCNP)
Capital Community College, Gateway Community College,
Naugatuck Valley Community College, Northwestern Connecticut Community College,
Norwalk Community College, Three Rivers Community College
CT-CCNP PROGRAM OF STUDY
The following program of study reflects a full-time curriculum plan that students enrolled in the nursing program are required to
complete for graduation. Many students make the decision to enroll in the nursing program on a part-time basis, taking the
general education courses prior to the nursing courses. Non-nursing courses must be taken in the semester indicated in the plan
of study below or may be taken earlier; nursing courses must be taken in the stated sequence.
The admission and pre-requisite requirements of BIO*211: Anatomy & Physiology I, BIO*212: Anatomy & Physiology II, and
ENG*101: English Composition are credits (11 credits) that are part of the total 68 credits required for graduation. BIO*211 and
ENG*101 must be completed prior to submitting an application; BIO*212 may be in progress and the applicant may be accepted
pending successful completion with a grade of C+ or higher. Please refer to page 6 of this packet for a complete list of admission
requirements.
A grade of C is required for all co-requisite courses in the nursing plan of study unless a higher grade is required for admission to
the program. Co-requisite courses must be satisfactorily completed before or during the semester in which they are scheduled in
the curriculum. Students who fail to complete required co-requisite courses may be dismissed from the program.
ADMISSION REQUIREMENTS Credits
+BIO*211: Anatomy & Physiology I
+ENG*101: English Composition
4 creditENG*101: English Composition
PRE-REQUISITE REQUIREMENTS:
+BIO*212: Anatomy & Physiology II
Credits
4
3
4
Credits
FIRST SEMESTER Credits
NUR*101: Introduction to Nursing
Practice 8 credits
+BIO*235: Microbiology
+PSY*111: General Psychology 4 cre
8
4
3
SECOND SEMESTER
NUR*102: Family Health Nursing
NUR*103: Pharmacology for Families
Across the Life Span
+PSY*201: Life Span Development 3 credits
+SOC*101: Principles of Sociology
8
1
3
3
THIRD SEMESTER
NUR*201: Nursing Care of Individuals
and Families I
NUR*202: Pharmacology for Individuals
and Families with Intermediate
Health Care Needs
+ENG*102: English Composition &
Literature
9
1
3
FOURTH SEMESTER
NUR*203: Nursing Care of Individuals
and Families II
NUR*204: Pharmacology for Individuals
Families, & Groups with
Complex Health Care Needs 1 credit
NUR*205: Nursing Management and
Trends
+Elective: Humanities++ or Fine Arts
8
1
2
3
Total Program Credits - 68 credits (General Education Credits - 30 credits; Nursing Credits - 38 credits)
+ There may be a prerequisite course that must be successfully completed prior to taking the course.
++ Norwalk Community College requires one interdisciplinary course to fulfill core curriculum requirements .
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CRITERION 13
The NCLEX success rate for program graduates is at or above 80%.
[Regulations, Section 20-90-47(b)(1)(2)(A)]
20-90-47(b)(1)(2)(A)
(b) Full approval:
(1) Full approval is granted by the board with the consent of the commissioner after the
initial period of approval based on evidence that the program is meeting its educational
outcomes as demonstrated by an acceptable level of graduates' performance, as defined in
subdivision (2) of this subsection.
(2) An acceptable level of a program's graduates' performance shall be defined as:
(A) demonstrated mastery of nursing principles as evidenced by an
average passing rate of at least 80% of students taking the licensing
examination prescribed pursuant to Section 20-92 of the
Connecticut General Statutes, upon their first attempt after
graduation, as reported from May 1 to April 30.
Collectively, CT-CCNP NCLEX-RN first time pass rates have exceeded the national
mean for associate degree graduates since 2011. Each individual CT-CCNP program has
maintained the same since 2012 without exception. Overall, the programs consistently exceed the
national mean. This pattern of success can be attributed to experienced faculty, the support of
leadership at the program, college and system levels and increased opportunities for
collaboration and sharing of best practices among the colleges. Table 13.1 represents a detailed
account of the first time NCLEX pass rates from 2010-2014 (and for 2015 as is currently
available at the time of this writing), benchmarked against the national ADN mean for colleges
now represented in the CT-CCNP.
The commitment to provide students with ongoing NCLEX preparation throughout the
program has continued. In addition to curricular college based testing based upon the NCLEX-
RN blueprint, as of August 2012, the CT-CCNP entered into agreement with the Assessment
Technologies, Inc. (ATI) to provide students with the opportunity to experience nationally
referenced testing that is grounded in the content and sequence of learning experiences of the
CT-CNP curriculum. Faculty have worked with the DSNCO to align ATI testing with student
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learning outcomes in an effort to provide an accurate match with NCLEX style testing and
standards.
Student performance measures throughout the program are collected, trended and
analyzed at the college and system levels and are benchmarked against ATI tests that are aligned
with the curriculum. To encourage student investment in ATI testing and resources in the
promotion of their success, the CT-CCNP Program Committee developed a protocol to award
students points based upon their performance on the ATI course based tests. This was
approached cautiously and conservatively so as not to over-emphasize the importance of the ATI
tests and to avoid the perception and implications of high-stakes testing. Provided students are
invested in their performance, curricular alignment with the ATI tests have enabled faculty to
examine and evaluate not only the curriculum, but their particular areas of emphases and
delivery.
In addition, students who complete the final semester are provided with a three day Live
Review /NCLEX preparatory course provided by ATI. Prior to beginning the ATI NCLEX
preparatory course, students take the ATI RN Comprehensive Predictor designed to predict
success on the NCLEX-RN. ATI faculty review student performance on the test and emphasize
material accordingly during the live review. Since 2014, students have been provided with the
opportunity to take the RN Comprehensive Predictor a second time following their own
preparation for the NCLEX-RN to provide them with an additional measure of their readiness.
An automated approach to student outcomes assessment that aligns program performance
measures with performance on the ATI standardized tests and NCLEX-RN outcomes is currently
in the final phases of development at the system level. This approach to outcomes assessment
will enable thoughtful, constructive and ongoing curriculum evaluation and development.
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Table 13.1 CT-CCNP Colleges NCLEX-RN Success Rates as Compared to National Mean
2010-2014 (To be formatted and inserted)
CT-CCNP Colleges NCLEX-RN Success Rates as Compared to National Mean
Graduation
Year
Capital
CC
Gateway
CC
Naugatuck
Valley CC
Norwalk
CC
Three
Rivers
CC
National
Mean
2010
2011
2012
2013
2015
2015
**Data obtained from the National Council of State Boards of Nursing Website.
https://www.ncsbn.org/1237.htm
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Table 13.3 Initial NCLEX-RN Success Rates
for Initial SpringSpring 2010Graduation Cohorts by College
Initial NCLEX-RN Success Rates
for Spring 2015 Graduation Cohorts by College
College
Number of
Graduates/Candidates
Percentage Passed
as of 9/1/10
Number of
Graduates/Candidates
Outstanding
Capital CC 86 84% (64/76) 10 (2 out of state)
Gateway CC 88
Naugatuck Valley
CC 87 87 96% (78/81) 6
Norwalk CC 47 86% (36/42) 5 (2 out of state)
Three Rivers CC 38 97% (38/37) 1
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CRITERION 14
A mechanism exists to evaluate mastery of nursing practice as evidenced by an evaluation
of graduates’ clinical skills conducted in a manner approved by the Board. [Regulations,
Section 20-90-47(b)(2)(B)]
20-90-47(b)(2)(B)
(b) Full approval:
(2) An acceptable level of a program's graduates' performance shall be defined as:
(B) demonstrated mastery of nursing practice as evidenced by an evaluation of
graduates' achievement of the educational outcomes required by Section 20-90-
53 or 20-90-56, as applicable, of the Regulations of Connecticut State Agencies, in a
manner approved by the board.
Section 20-90-53
A graduate of a registered Nursing Education Program shall be able to:
(1) Perform the duties and responsibilities of the registered nurse within the framework of the nurse
practice Act, Chapter 378 of the Connecticut General Statutes;
(2) Synthesize knowledge from nursing theory and the biological, physical, social, and behavioral
sciences in providing health care to patients;
(3) Exercise critical thinking, ethical decision making, and independent judgment in using the nursing
process to provide care to patients;
(4) Apply the nursing process to design, implement, and evaluate care for patients using a variety of
technologies. The scope of care shall include preventive, curative, supportive, and restorative
nursing interventions in both institutional and community-based settings;
(5) Develop and implement a variety of teaching and learning strategies in the provision of health
teaching for patients in a variety of settings, using a variety of technologies;
(6) Identify the scientific basis for assessments and therapeutic nursing measures;
(7) Manage information and resources, contributing to the achievement of optimum patient outcomes in
a cost effective manner;
(8) Use leadership, management, delegation and collaborative skills as a member of a multidisciplinary
team within the health care delivery system to develop, implement, and evaluate health care provided
to patients; and
(9) Demonstrate professional accountability by acting as an advocate for patients and by maintaining
accepted standards of nursing care for a registered nurse.
(Effective November 29, 1983; Amended May 4, 2004.)
The program measures mastery of nursing practice by performance on the NCLEX-RN
and graduate and employer surveys. NCLEX results are reported in Criterion 13. The CT-CCNP
graduate and employer surveys measure graduate and employer perception of achievement of
student learning outcomes and competencies, and the ability of the graduate to function as a
beginning/entry level practitioner.
Surveys are sent to graduates and employers six months to one year following program
completion. The surveys, developed by the faculty and directors, are based upon the end of
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program student learning outcomes and include measureable performance criteria for
respondents to evaluate.
Historically, all five programs have met their benchmarks related to performance on
NCLEX and employer and graduate surveys. Appendix O includes results of the graduate
surveys at the system level for graduates of the CT-CCNP from 2010-2014.
Section to be provided by each college that addresses results of Graduate and Employer
Surveys from 2010-2014/15
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CRITERION 15
The resources, facilities and services are adequate to achieve program objectives.
[Regulations, Section 20-90-50(a)]
The parent institution responsible for the nursing education program shall provide facilities including: a
library offering resources and services, office space, conference rooms, classrooms, and nursing laboratories
sufficient to meet the needs of the program.
In general the colleges with nursing programs possess adequate resources to implement
the nursing program and to meet student needs. The colleges plan and implement their program
budgets in collaboration with college administration and in accordance with processes that are
integral and specific to each college’s policies, procedure and governance.
System Support for the CT-CCNP
Board of Regents for Higher Education (BOR) as the governing body for the Connecticut
State Colleges and Universities (CSCU) supports the CT-CCNP programs through planning and
fiscal provisions based upon student enrollment, course credit hours, faculty to student ratios and
collective bargaining agreements. CT-CCNP full time and part time faculty enjoy competitive
compensation packages and the support of one of two collective bargaining units as members.
The BOR has maintained both the CT-CCNP Director of System Nursing Curricular
Operations (DSNCO) and the Nursing Admissions Specialist positions since their original
establishment during academic year 2007-2008. The DSNCO qualifications mirror those of the
college based Academic Division Directors of the nursing programs. This individual supports the
nursing academic division directors and faculty in the establishment and maintenance of program
standards and practices, curriculum development, outcomes assessment, program approval and
accreditation processes, and with the implementation of the centralized admissions process,
standards and practices all in support of the of the CT-CCNP common curriculum. See
Appendix T, Position Description for the Director of System Nursing Curricular Operations.
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A full time masters prepared Nursing Admissions Specialist directly supports the
common admissions policies and practices in collaboration with the colleges offering the nursing
program. The originally appointed individual left the position in 2014 at which time the Provost
requested an analysis of the role and responsibilities prior to refilling the position. A search
commenced within one month of the resignation and the new individual was seamlessly
integrated and remains in the position since October 2014. See Appendix U, Position
Description for the Nursing Admissions Specialist (NAS).
The DSNCO and NAS are specifically dedicated to the nursing program with offices
housed at the BOR Offices at 61 Woodland Street in Hartford, which along with offices at 39
Woodland Street support all 17 CCSU educational institutions. Fiscal support for both positions
is acquired through the CSCU system. Though full time administrative and assistive support was
requested for these positions at their inception, a part time temporary position was put into place
in 2010 and remained through December 2012 when the individual resigned. Due to state fiscal
restraints the position has not been re- established.
System- wide committees are in place in support of the maintenance of the common and
centralized admissions standards and practices, all program specific student standards and
practices and the common curriculum. Committees of representatives from each college with a
nursing program exist in accordance with the CT-CCNP Bylaws. See Appendix E, CT-CCNP
Bylaws.
College specific resources, facilities and services are described in the following sections.
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Resources, Facilities and Services in Support of the CT-CCNP at
Capital Community College
Clerical and Support Staff
One full-time secretary, assigned to the Director, manages the secretarial needs of the
Director and nursing faculty.
A half-time nursing laboratory teacher helps students with motor performance skills,
transferring nursing process to the plan of care, and providing individual tutorial assistance. A
mechanism for the faculty to make student referrals to the lab instructors is in place. The Lab
instructor has developed clinical teaching modules to support clinical content in various courses,
such as providing additional instruction in aspects of the psychiatric nursing clinical in NUR
203, or basic nursing skills labs of NUR 101. In addition, the laboratory instructor attends
course meetings and collaborates with the faculty to support materials necessary for each nursing
course. Currently, the lab instructor is a registered nurse with an MSN and PhD.
Media Services provides a variety of services to the nursing faculty. Media staff assists
faculty with preparing various instructional materials in media, such as videos, graphics, and
computer-based presentations. One important example is continuing support for nursing faculty
who teach on-line pharmacology courses. Media Services continues to work with faculty in
producing numerous computer-based presentations using Microsoft PowerPoint that include
extensive graphics and photographic materials. Media Services also has the capability to
downlink satellite video conferences for nursing faculty. Media Services is also responsible for
the college video bulletin board, located on television monitors in the cafeteria and lobby, which
apprise nursing students of timely instructional events.
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The Learning Center at the College is available to all students requiring academic
assistance. There is no charge to college students requesting tutorial assistance. The Director of
Nursing and Director of the Learning Center meet regularly to discuss student needs and design
tutoring to assist nursing students with study skills, critical thinking and test taking strategies.
The Continuing Education and Community Services Department offers a variety of
continuing education programs for nurses. Faculty and students find useful classes provided by
clinical experts in nursing. The CPR Certification continues to be provided and the NCLEX-RN
review course and both are well attended by nursing students.
All institutional support services described in the catalog and the Student Handbook are
available to nursing students and faculty. A member of the Counseling staff is assigned to the
Division and attends Division meetings. The counselor assists nursing faculty in their role as
student advisors, by them to use Banner (the Connecticut Community Colleges computerized
record keeping system/student information system), and meeting with students in groups and
individually for counseling and academic support.
The college has eight computer laboratories equipped with interactive terminals,
microcomputers, and a video interactive computer for faculty and students to learn computer
skills. Staffs from the Computer Resource Center and the Administrative Data Center assist
faculty and students to learn computer skills. Full time faculty all have updated computers in
their offices and laser printers. Faculty take advantage of computer instruction and all can access
college resources on line.
Library and Learning Resources
The library resources are comprehensive, current, developed with nursing faculty input,
and accessible to all faculty, staff and students at Capital Community College.
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The entire 5th floor (25,000 square feet) is dedicated to the library, with seating for more
than 230 students and access to 58 computers. The library provides nine study rooms for small
groups, as well as an instructional computer lab which contains 21 computers and an instructor’s
station. In addition, there is a periodicals reading room which contains current newspapers,
magazines and journals for patron use and a quiet study area in which the volume is monitored
for those students who prefer a near silent setting. The college library is open 58 hours per week,
including evenings and Saturdays. All services are available during open hours. The library has a
collection of over 43,000 volumes, 1,944 non-book items, over 150 serials and access to over 50
web-based databases which support the curriculum studied at the college and provide a wide
variety of scholarly journal articles, magazine articles, and other resources. Specific to nursing,
there are 2,319 circulating books, 352 reference books, 343 videos, 58 anatomy models, and 8
journals titles.
In addition to the local collection, students can access regional and state resources
through the reQuest network, which is accessible via the library website. reQuest is the
Statewide Library Catalog of Connecticut. It contains over 5 million titles from more than 400
academic, public, school and special libraries in the state. Not only does reQuest allow students
to search the holdings of nearly all public libraries in the state of CT, but it also provides access
to medical and academic libraries, such as Central Connecticut State University and the
University of Connecticut at Storrs.
Library staff can also procure resources for patrons on a larger scale through the OCLC
network. OCLC provides access to the holdings of millions of volumes through both nationwide
and global libraries. The library also subscribes to nursing and health-specific databases. The
Cumulative Index to Nursing and Allied Health Literature (CINAHL) with Full-Text is a
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comprehensive research database which provides access to over 700 full-text nursing and allied
health journals. The library also subscribes to Health Source: Nursing/Academic Edition,
Medline and Salem Health. There are over 350 full text journals in the Health Source database,
237 of which are peer-reviewed. Medline includes 1450 journals and is indexed with the U.S.
National Library of Medicine’s Medical Subject Headings (MeSH). Salem Health provides
access to healthcare content from medical guides, on the subjects of infectious diseases and
conditions, addictions and substance abuse, cancer, and psychological and mental health, among
others. Additional databases include: Psychology and Behavioral Science (530 full-text journals)
and PsychInfo (3.7 million records). All databases can be accessed remotely via myCommnet
which utilizes a proxy server. Students, faculty and staff utilize their Net I.D. and password to
gain access to the databases via myCommnet. Students, faculty and staff also have access to
additional databases provided by the Connecticut State Library through iCONN, a core level of
information resources sponsored by the State of Connecticut, either by direct access from the
college, or off-campus via the myCommNet portal to the proxy server. In addition, Capital
Librarians are available to answer remote questions during library hours through both email
and/or phone service.
Each academic year, approximately 10% of the library budget is utilized to update the
nursing collection including books, electronic databases, journals and DVDs. The library staff
and nursing faculty also work cooperatively to choose additional books and remove outdated
texts or other material.
Services available to nursing students and faculty include library and information
instruction, reference service, interlibrary loan, and a system for reserve materials. Library staff
upload nursing reserve articles to faculty online course shells through BlackBoard Learn when
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requested by nursing faculty. Nursing textbooks and ancillary materials for designated courses
are placed on reserve. Nursing faculty and students make extensive use of the library reserve
service.
The Library Director serves as library liaison to the Nursing Department and attends
monthly Nursing Division meetings to regularly communicate with faculty and gather feedback
on research and/or informational needs in the upcoming semester. These meetings are an
opportunity for the Library Director to inquire about specific curricular needs and then follow-up
with the Library Committee that is comprised of nursing faculty. Currently, the Library Director
is working with the Library Committee to ensure that all reserve materials are updated and
inclusive of all nursing courses offered at Capital. Nursing students heavily utilize the nine
group study rooms and the anatomy models (realia) that the library has available for checkout for
two hour time periods. Nursing Faculty work with the Head of Instruction Librarian should they
need to schedule a specific instructional session that focuses on a specific topic and/or
information literacy skill(s). Students are encouraged to receive additional assistance from the
Reference Librarians should they need one-on-one instruction or guidance utilizing library
resources.
The library’s information literacy instructional program teaches the students how to
determine the extent of the information needed, and how to locate and access this information in
the library collection in their chosen discipline. Students are also instructed how to critically
interpret and evaluate various information sources as well as incorporate that information into
their own knowledge base. The information accessed and evaluated is used for classroom
assignments, research papers and/or projects. (Information Literacy Competency Standards for
Higher Education, http://www.ala.org/acrl/standards)
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Offices for the Nursing Administrator, Faculty Members and Staff
Offices for the Director of the Division of Nursing, nursing faculty and the secretarial
staff are adequately equipped with a desk, chairs, bookshelves, locked filing cabinets, computer
and a printer. Private office space enables faculty and students to meet confidentially to discuss
progression in the program and student concerns.
Classrooms, Laboratories and Conference Rooms
Nursing faculty utilize the largest classroom in the building which is a tiered lecture hall
large enough to accommodate approximately one hundred fifty (150) students. The room is fully
equipped with technological teaching devices. These include: a ceiling-mounted multimedia
projector capable of displaying video and computer-generated signals; the large motorized
screen; document camera; and a teaching station in the front of the room, a public address system
with lectern and wireless microphones and VHS videocassette player. This classroom has a
telephone, blackboard, and three entrances for safety.
The community room and auditorium on the eleventh floor of the building are available
and are utilized for large group activities. Conference rooms are available for faculty use on a
space available basis. The three large simulated laboratories are furnished with modern hospital
furniture, equipment and supplies to allow students to practice nursing skills throughout the
school year. Students are also required to buy “Nurse Packs” in NUR101. These packs contain
supplies for practice of basic nursing skills and students bring them to the assigned learning lab
experiences. All three labs have computers, document cameras, laser discs, CD-ROM, and
monitors.
Space for Equipment and Instruction Materials
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The nursing laboratories have locked and unlocked cabinets for storage of small
equipment and supplies. Three large locked storage areas house larger equipment and supplies.
Faculty mail baskets are located in the nursing laboratory storage area for faculty/student
communication.
Faculty
The CT-CCNP has a Director overseeing the program. Sixteen full-time faculty and
twenty-five part-time faculty work in the program. In clinical instruction, a 1:7-8 ratio between
instructor and students ensures proper clinical supervision to meet the outcomes of the courses.
See Criterion 6 for more information about the faculty. Faculty and administrative salary levels
support recruitment and retention of faculty. The collective bargaining units guide faculty
salaries and payment of overload.
Financial Resources
The State Support provided to the College through allocation of funds from the Board of
Regents Connecticut Community Colleges system is sufficient to support the program goals and
outcomes. In the past year, the Director of Finance has worked closely with the Director of
Nursing to prepare required Financial Information to the BOR Statewide Nursing Planning
Committee.
In addition, the Director of the Division works closely with the Academic Dean to plan
carefully for program needs. In summary, resources, facilities and services available at Capital
Community College are adequate to achieve nursing program outcomes. A breakdown of
funding provided for the CCC nursing program is contained in the chart below.
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Capital Community
College Nursing Budget:
FY13 FY14
Full Time Nursing Faculty $2,010,726 $2,047,394
Clinical Nursing Faculty $ 999,411 $1,204,699
Operating Budget $ 52,592 $ 52,101
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Resources, Facilities and Services in SupportSupport of the CT-CCNP at
Gateway Community College
Gateway Community College allocates adequate resources, facilities and services to
maintain a high quality, state-of-the-art learning environment to meet nursing program outcomes.
The fiscal allocation of funds is equitable and comparable to other programs in the institution.
The Allied Health & Nursing Division operates using three budget areas: faculty and staff
salaries, the division operating budget, and the clinical faculty/Educational Assistant (EA)
budget. In addition, the nursing program has been the recipient of several grants which
supplement the budget. Salaries for the nursing faculty and staff are determined at time of hire,
and increase either with collective bargaining agreements and/or promotion. The faculty and
staff salaries are not part of the budget request process at the division level. The clinical
faculty/Educational Assistant (EA) budget is a separate line item in the college’s budget
distributed by the ConnSCU Board of Regents (BOR).
During the spring semester, the Nursing Director is provided with an operating budget
breakdown based upon the previous fiscal year allocations and spending, as are other college
division directors or department chairs. The division budget is discussed at a division meeting to
ensure the proposal is aligned with division needs and goals. The Nursing Director then prepares
an annual budget request with input from faculty, and submits the proposal to the Dean of
Academic Affairs and the Finance Director. For the past several years, due to state budgetary
constraints, there has either been a flat budget or minimal budget reductions to each department
or division within the college. The final approved budget allocations are reviewed with the
faculty at the beginning of the fall semester. Funds for purchase of capital equipment (equipment
costing more than $1,000) are usually available on an annual basis based upon appropriations
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from the ConnSCU BOR. In recent years, capital funds have not been readily available to the
college.
The clinical faculty/Educational Assistant (EA) budget is a separate line item in the
college’s budget distributed by the BOR. The Nursing Director and the course leaders determine
the part-time clinical faculty and laboratory assistant needs for the program each semester. The
Nursing Director submits a worksheet outlining part-time faculty and laboratory assistant needs
to the college Finance Director.
The nursing program at Gateway seeks and obtains grant funds to enhance the programs’
operating budget allocation that aid in the operation of the unit and assist in achieving the
program goals. Currently, the Nursing Division budget is supplemented by grants from the
Annie E. Casey Foundation for over $150,000 and from the federal Perkins grant for over
$30,000. In addition, the Nursing program was the recipient of $500,000 from Yale-New
Haven Hospital to fund the establishment of the nursing suite at the new downtown campus. The
nursing suite consists of a 100-person classroom, 20-person computer lab, 20-bed skills
laboratory and a simulation suite.
Professional development is funded through a negotiated amount between the collective
bargaining units. The total amount varies from year to year; however, all full-time professional
faculty and staff are entitled to access these funds. Additional professional development funds
have been available through grants from the Gateway Foundation and the federally-funded
Perkins Grant. Over the past five years, the Nursing Director and faculty members have
attended national conferences such as the NLN Education Summit, the ATI Education
Conference, the International Nursing Association for Clinical Simulation & Learning
(INACSL) Conference, and local conferences offered through the CT League for Nursing, CT
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Nurse’s Association and local health care institutions using professional development funds.
The nursing program has also funded part-time clinical faculty to enroll in the online Clinical
Faculty course through the Connecticut League for Nursing. The CT-CCNP has held several
system-wide professional days for faculty at the six community college nursing programs. The
ConnSCU System also sponsors professional development activities for all college faculty
through an annual system-wide professional development day, and individual seminars
throughout the year. On campus, GCC’s Center for Teaching offers free faculty development
programs on a regular basis.
The college has been committed to the success and expansion of the nursing program
since it was established in 2002. The President has strongly advocated for additional faculty
slots for the college and has generously allocated them to the Nursing program. In the past five
years, the nursing program was allocated three additional faculty positions, bringing the total
nursing faculty positions to twelve. There is currently one faculty vacancy which is on hold due
to the state hiring freeze. A breakdown of funding provided for the GCC nursing program is
contained in the chart below for FY 14 and FY 15.
Budgets for previous years along with the budgets of other departments within the
college are available for viewing in the Nursing Director’s office and the Finance Director’s
office.
Gateway Community
College Nursing Budget
FY 14
(actual)
FY 15
Full-time Nursing Faculty
(without fringe benefits)
$762,252.00 $842,178.00
Clinical Nursing Faculty
$340,197.00 $618,903.00
Operating Budget
$42,764.00 $34,435.00
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PHYSICAL RESOURCES
Gateway Community College has adequate physical resources to support the learning
outcomes of the nursing program. The College relocated to a new campus site in downtown
New Haven in the summer of 2012. GCC’s new campus is one of the largest construction
projects the state of Connecticut has ever undertaken. It also is the only public college campus in
Connecticut designed to achieve Leadership in Energy and Environmental Design (LEED®)
Gold certification from the U.S. Green Building Council. The LEED Green Building System, a
voluntary, consensus-based standard to support and certify successful green building design,
construction and operations that was developed by the U.S. Green Building Council. There are
four levels of LEED certification: Certified, Silver, Gold and Platinum. The campus is designed
to be Gold certified and has more than 50 LEED features integrated into its design, construction,
operations and maintenance.
The campus is made up of two parcels, one located north of the other, on 3.7 acres at 20
Church Street connected by a three-story bridge over George Street in the downtown New Haven
area. The campus is 358,000 square feet in size and is comprised of two- four level buildings,
the South Building and the North Building. The South Building is located between Frontage
Road and George Street and the North Building is located between George and Crown Streets.
There is a three-story walkway-bridge over George Street that connects the two buildings on
levels two, three and four. In the new campus there are 90 general classrooms, 22 computer labs,
10 meeting spaces, a Bookstore, Cafeteria, Art Gallery, Fitness Center and Exercise Lab, Early
Learning Center, Library and Learning Commons, Learning/Writing Center, Literacy Volunteers
Center, Multi-Purpose Community Room, Health Center Clinic, Culinary Arts Center, Small
Business Center, Humanities Department, Engineering Department, Nursing Department, Allied
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Health Department and Administrative and Student Services Offices. There are 1,300 parking
spaces between two attached garages which are free of charge and available for students and
faculty/staff.
The Nursing Division wing is located in the South building on the 4th floor. There is
2,670 square feet of office/administrative space that houses twelve individual full-time faculty
offices, two staff offices for the Nursing Advisor and the Nursing Enrollment Services Assistant,
a large multi-person adjunct faculty office, a Nursing Director office, a reception area with a
workstation area for the Nursing Office Assistant, a storage room, and a work room area. In
addition, there is 3,515 square feet of laboratory and classroom space that houses three nursing
skills laboratories, two individual simulation rooms with control rooms, a resource/computer
room and a 100 person classroom that has a partition to divide the classroom into two-50 person
classrooms.
The individual faculty and staff offices are 100 square feet in size and have a computer,
telephone, file storage unit and workstation area with file cabinet. Each full-time faculty and
staff member selected their office space. The Nursing Director office is 200 square feet in size
and has a computer, telephone, file storage unit, printer, workstation area with file cabinet and a
small table with chairs. The reception area has chairs and a small table and is the location that
houses the workstation area for the Nursing Office Assistant. That workstation area also has a
computer, telephone, file cabinets, and printer. There is also a small workstation in this area for
an additional part-time individual. There is a large multi-person office for the part-time nursing
adjunct faculty which can accommodate 12 part-time faculty. The office has a telephone,
printer, individual workstation areas with computers, and several file cabinets for storage. There
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is a storage room that houses additional file cabinets and laboratory equipment. The work room
area has a copier/fax and cabinets for storage
LEARNING RESOURCES
Gateway Community College has adequate learning resources and technology that are
comprehensive, current, developed with faculty input and accessible to faculty and
students. Learning and technology resources that are specifically needed for the program are
discussed at nursing meetings and purchased through the nursing operating budget or through
grant funds. College-wide learning and technology resources are available through the Library,
Information Technology, Educational Technology, and Distance Learning departments. The
College offers technical support to the program through the Information Technology and the
Educational Technology departments. The nursing program has software programs such as the
Mosby Patient Care Series and Clinical Virtual Excursions loaded onto the computers in the
nursing designated computer lab and in the skills lab entry area. In addition, students and faculty
on campus and off campus have access to assistance from the Distance Learning Coordinator.
Library
The Library area of the college, a state-of-the-art Library Learning Commons, is 25,301
square feet of space which spans over two floor levels with a seating capacity of 402. On the
first level there is 10,035 square feet of space which houses the children’s area, a stacks/reading
area, study group rooms and a work room. The second floor houses a multipurpose classroom, 1
electronic classroom, learning common areas and a stacks/reading study area. In the Learning
Commons, there are quiet and group study rooms, eight C-pods- collaborative study areas, self-
checkout function at the Circulation desk, Presentation and Rehearsal Room, Listening and
Commented [PL7]: changed library to present tense, looked
like a planning document
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Viewing Room, wireless internet access and Knowledge Imaging Center (KIC) kiosks for
printing and scanning facilities.
The learning resources of the College are consistently reviewed, evaluated, and
maintained to assure the achievement of student learning outcomes and program goals. One full-
time faculty member acts as the library liaison in bringing programmatic concerns or faculty and
student needs to the library staff. In addition, the nursing library liaison meets regularly with a
designated library staff member to review library holdings for nursing, and determine which
holdings are no longer needed and should be discarded and what additional sources should be
purchased. In addition to the College library facilities, program students have access to local
hospital medical libraries.
Computer Assisted Software Programs/Videos
Since the program was established in 2002, the collection of videos and software
programs designated for the nursing program has steadily increased and includes videos on
various topics ranging from communication skills to diabetes and clinical simulation software for
topics in mental health nursing. The required textbooks for many of the nursing courses are also
packaged with CD-ROM’s or have online resources that provide additional learning and
remediation tools for the students.
Nursing Skills Laboratories
The Nursing Skills Laboratory area has an entry area that houses two sinks, computers
storage cabinets and coat racks. The entry area leads into the three main nursing skills
laboratories which houses a total of 20-beds. Lab #1 has 7 beds, lab #2 has 6 beds and lab #3 has
7 beds. The labs have slide pocket doors that can be opened or closed to facilitate the labs being
used as one 20-bed lab or as individual labs. Each lab has a table unit with chairs, and a built in
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sink for student use. The patient care unit is equipped with a simulated hospital headwall system
with oxygen, vacuum, and compressed air outlets, a nurse call system and emergency call
system. There is also a panoramic camera and microphone at each bed to allow for video
recording of simulation experiences. Each patient care unit also has a Hill Rom Advanta bed,
over-bed table, bedside stand, and a workstation on wheels. All labs are equipped with the
Laerdal® product, SIM View, to allow for simulation at each bedside. The Nursing program
purchased over $1million in new equipment for the new campus nursing lab areas so that the labs
are state-of-the art. Such items as Laerdal® products, SIM Manager, SIM View, SIM 3G, SIM
Essential, VITALSIMS, SIM Mom, SIM Junior, and SIM Baby were purchased. In addition,
there is a Pyxis medication system unit in each lab along with standard equipment such as linen
carts, wheelchairs, stretchers, etc. There is more than sufficient storage space between all three
labs and the lab entry area for storage of disposable items needed for student practice during
skills lab sessions.
Additional equipment such as wound and central venous access trainers allow students to
practice assessment and psychomotor skills. Lab hours are posted each semester in course
syllabi and in a software program, Sim Manager, so that students can sign up for open lab times
to practice skills.
The program purchased the NLN Simulated Patient Case Scenarios in 2008 to expand the
library of existing scenarios available for use in simulated activities. Currently, there is one full-
time faculty and one part-time faculty who coordinate the simulation labs for all levels of the
nursing program. In addition, there are many part-time lab assistants who are skilled simulation
users and assist with simulation sessions. Additional full-time and part-time faculty gain skills in
simulation through onsite simulation workshops and the NLN online training program offered
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through the statewide Simulation Teaching and Learning Initiative sponsored by the Connecticut
Health Education Initiative and the Connecticut League for Nursing.
The distance learning support staff at GCC includes two Distance Learning
Coordinators,. All Core Nursing courses (NUR*101, NUR* 102, NUR*103, NUR* 201, NUR*
202, NUR* 203 and NUR* 204) are web-enhanced through the Blackboard Learn platform.
These Web-enhanced nursing courses provide the students with the ability to preview course
material seven days a week. NUR*205 is a hybrid based course with online modules and on-
ground seminars. The Pharmacology courses, NUR* 103, NUR* 202, and NUR* 204 have been
offered online previously but due to student feedback have been offered solely on ground this
past year. Blackboard Learn technological support is available through the college Distance
Learning Department, the ConnSCU Student Support website at https://websupport.ct.edu, and
the ConnSCU Student Support Help Desk during posted hours Monday through Sunday. There
are adequate fiscal, physical, technological, and learning resources available at Gateway to meet
the student learning outcomes.
.
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Resources, Facilities and Services in Support of the CT-CCNP at
Naugatuck Valley Community College NEEDS UPDATING
Naugatuck Valley Community College allocates adequate fiscal resources to maintain a
high quality, state of the art learning environment to meet nursing program outcomes (student
learning outcomes). The fiscal allocation of funds is equitable and comparable to other programs
in the institution. The nursing program operates with three budgets: the full-time faculty and staff
salary budget, the other expenses (non-personal services) budget and the clinical faculty
(Education Assistants) budget. Funds have been adequate to meet requests. Budget allocations
are reviewed with the division faculty in late spring or early fall. Capital funds for major line
items (over $1,000) are available based on state bonding.
Clerical Staff
The Division of Allied Health and Nursing has two full-time secretaries and one part-
time clerk typist. One of the full-time secretaries is assigned to the nursing program and has a
wide range of responsibilities. She is responsible for providing secretarial support to the Nursing
Director, fourteen full-time faculty members, the clinical supervisors and the clinical faculty.
The other full-time secretary is responsible for the Allied Health programs and Physical
Education. A part-time clerk-typist assists with secretarial support in the division.
Library
NVCC’s Max R. Traurig Learning Resources Center (LRC) is an invaluable resource
for students and faculty. The LRC, comprised of the Library, the Electronic Classroom and the
Media Department, is located in the campus core building, which is located on the fourth floor.
The library has a seating capacity of 244. There are 38 computers available for student use. The
Library Oasis is a quiet study area that seats approximately 50 students. The Electronic
Classroom, which has 20 computers, is available for library instruction and research.
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Library resources may be accessed online at www.nv2.commnet.edu/library and by a
link on the college’s homepage. The Max R. Traurig library homepage
(http://www.nv2.commnet.edu/library/) provides research related information to assist students
and faculty. There is information about the library (hours, floor layout, Newsletter, staff),
research tools (Electronic Databases), reference resources (InfoAnytime), and library services
(course reserve, library card, and policies). The vast amount of information and services
available online does not replace the library but complements the resources and services of the
campus facilities.
The LRC supports a diverse consumer base of students, faculty, and the general public
by offering a wide variety of resources. The library collection contains approximately 53,771
books, 372 serial subscriptions (paper form), and approximately 1,400 DVDs and 2,892 VHS
formats. The library also has a collection of 2,063 music CD’s and approximately 46,500
reference books that are available to the students to be used within the library. Students and
faculty have access to electronic databases with full-text articles both on and off campus 24
hours a day. The library cooperates with Connecticut State Digital Library and provides online
accessible electronic databases. The library has utilized the Integrated Library System, Voyager
owned by Ex Libris Company since 2000. The Voyager system allows users to locate library
materials owned by other community college libraries in Connecticut. In addition, the library
joined the Connecticut Cart Services, an inter-library loan service. Subject content areas include
the Arts, Business and Law, Health and Science, and History. There are general magazines,
journals and newspapers available. Databases available to the health care professional include
the following:
EBSCO host 2.0 Interface
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CINAHL, CINAHL Full Text added Fall 2008
Health source: Nursing/Academic Edition
GreenFILE
Health and wellness resources
Health Reference Center Academic
Psychology and Behavioral Sciences
PsycINFO
PubMed-National Library
Science Reference Center
Nursing faculty put a copy of the main textbook used in each course on reserve in the
library. In addition, faculty place resources such as interactive CDs, DVDs and videos on
reserve for students. The faculty works closely with the library staff in selecting resource
materials and evaluating holdings and databases. The Library Advisory Committee includes
library staff and representatives from each academic division, including Allied Health, Nursing,
and Physical Education. The division representative reviews library resources and acquisitions
at division meetings and brings faculty concerns to the library staff through the Advisory
Committee. Examples of recently purchased books requested by nursing faculty include
Emerging Infectious Disease, Trends and Issues; Caring for Older Adults Holistically; and
Ethnicity, Health and Health Care. In addition, the Reference Librarian periodically provides
the division with updates on new resources and seeks faculty recommendations.
Office Space:
The Division of Allied Health, Nursing, and Physical Education has been located on
the sixth floor of Ekstrom Hall since 1995. Currently, the facilities include an office suite for the
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director and nursing secretary, seven faculty offices and a conference room. Fourteen full-time
faculty members share seven offices. Each faculty member has a computer with a flat screen
monitor, the most current version of Microsoft Office, and a private telephone which was
upgraded last year to Voice Over Internet Protocol (VOIP) voice mail. Faculty share two printers
and one photocopy/fax machine which are located in close proximity to faculty offices. In
addition, there is a Copy Center on campus for large copy jobs and specialty services such as
binding. The lab personnel share an office, which is equipped with a phone and two computers,
storage closets, and file cabinets. The Nursing Advisor and Pre-nursing Advisor share an office.
Clinical faculty members do not have designated office space and share a computer.
Equipment/Classrooms/Laboratories:
In the summer of 2008, a portion of the Nursing and Allied Health $615,000
renovation project was dedicated to providing expanded classroom space. A classroom on the
third floor of Ekstrom Hall (E315) was renovated and designated as a nursing classroom. This
room is equipped with tables and ergonomic chairs to accommodate 64 adult learners. The
tables are on castors and can easily be moved to facilitate group learning activities. In addition,
the nursing labs are designed to be used for classroom teaching and each accommodates 40 plus
students. The majority of second year nursing classes are taught in an auditorium style tiered
classroom in Ekstrom Hall (E440), which seats 110 students. Occasionally nursing classes are
held in Kinney Hall in room K715, which accommodates up to 70 students. All of the
classrooms and nursing labs are SMART classrooms, equipped with PCs, internet access, white
boards, VCRs, document cameras and sound systems. E315, E620 and E633 have two
projectors with two screens which allow for projecting from two different sources at once, for
example a Power Point presentation and a skill demonstration. Room E315, the two nursing labs
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and the simulation room are linked electronically providing the capability to simultaneously
broadcast presentations and/or demonstrations between the rooms.
In the 2008 renovation project, the nursing labs were expanded to include 12 patient
care stations. The project also included the renovation of three rooms to provide a simulation
room, a control room and a debriefing room. The simulation room (E617) has two monitored
simulation beds but the infrastructure is designed with the capability to expand to a four bed
simulation lab. The renovated nursing labs are state-of-the-art. In addition to the technology to
simultaneous broadcast presentations, the simulation lab is equipped to conduct and record
simulated learning experiences. The software to operate both Laerdal SimManTM and SimNewB
is loaded on the two computers in the control room. In addition to faculty-developed scenarios,
20 National League for Nursing simulation scenarios and 11 neonatal cases for the SimNewB
were purchased last year. The control room contains all the equipment (Samsung flat screen
monitors, four DVD Recorders and a Sharp screen monitor) and technology to control the eight
cameras and the sound system for simulation stations. The debriefing room is equipped with a
flat screen monitor and DVD player for reviewing simulations during debriefing. The lab has
eight VitalSimTM manikins (six adults, one child and a baby) with the accompanying removable
body parts and remote control devices. Students practice assessment skills and observe normal
as well as abnormal findings such as breath sounds and vital signs. The lab also has various task
trainers such as blood pressure and IV arms, respiratory and wound trainers, and fundus skill
trainers that allow students to practice assessment and psychomotor skills. In addition, there is
equipment to simulate the patient care setting such as IV pumps, feeding pumps, a PCA pump,
medication and supply carts. Cabinets provide locked storage for additional supplies such as
linens, BP cuffs, syringes, and practice medications. Each lab has a locked medication cart with
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medication administration records coordinated to match identification bracelets on manikins.
Current nursing and health care reference books and journals are available in the labs for student
use.
The renovation project included expanding the sixth floor computer lab (E618) from
18 to 32 computers and a new laser jet printer. Students have access to the Internet and
Blackboard along with educational software such as dosage calculation, breath sounds, case
studies and arterial blood gas analysis programs. In addition to the division’s computer lab in
E618, there are five other open computer labs on campus and one in the Library Resource
Center.
Budget
Full-time salary expenses come out of the general fund of the BOR allocation for the
Connecticut Community Colleges and are controlled by the collective bargaining agreements.
Salaries are determined at the time of hire and are based on rank, education and experience. The
other expenses (OE) budget covers all non-personal services including small equipment and
supplies, accreditation fees, maintenance fees for equipment, and the cost of standardized tests.
Fees paid to guest lecturers and full-time faculty travel expenses (mileage to and from clinical)
are also included in the OE budget. The lab staff prepares and submits a list of necessary lab
supplies and equipment based on continuing needs and faculty requests. Program needs are
discussed with faculty at curriculum meetings and the division budget is prepared by the Nursing
Director. The division is given an OE budget which is used for division and individual program
needs. Unspent funds may be “swept” at the end of the fiscal year to meet college or system
needs. The OE budget has been adequate to meet the needs of the program.
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The clinical faculty budget is determined by the number of clinical faculty members
required for each semester. The number of clinical faculty required is determined by the nursing
director and the course leaders based upon the number of students currently enrolled and clinical
site requirements. The nursing clinical faculty budget has also been supplemented by grant
funds from Waterbury and Saint Mary’s Hospitals through academic year 2008-2009.
Naugatuck Valley
Community College
Nursing Budget
FY 09 FY 10
Full Time Nursing Faculty
$1,009,430.00 $1,019,353.00
Full Time Clinical Supervisor
$ 167,668.00 $ 180,604.00
Clinical Nursing Faculty
$ 512,851.54 $ 644,020.00
Other Expenses
$ 28,866.05 $ 32,236.70
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Resources, Facilities and Services in Support of the CT-CCNP at
Northwestern Connecticut Community College
Northwestern Connecticut Community College has adequate resources to ensure the
achievement of its nursing program’s outcomes. The resources are commensurate with the
resources of the college. The college’s resources allow the program to offer a state-of-the-art
learning environment for its nursing students. The Program operates with three linking budgets:
the full-time faculty and staff salary budget, the nursing and allied health division budget, and
the clinical faculty budget. In addition, the college is fortunate to receive several grants specific
to supporting the nursing division program budget. The Connecticut Legislature and Governor’s
Office approve the annual general fund appropriation for the community colleges. The Board of
Regents for the State Colleges and Universities (ConnSCU) approves the distribution of that
appropriation to each of the twelve community colleges, the four state universities and to Charter
Oak State College, the on-line distance learning college for the state.
Salaries for the nursing faculty and staff are determined at time of hire and then
controlled by collective bargaining agreements. Initial salaries are determined based on rank at
hiring, education, and experience.
Each spring semester, the Nursing and Allied Health Division Director receives
budgetary information that includes the operating budget breakdown of allocations and spending
for the previous year and projections for the coming year. After input from nursing faculty and
nursing staff, the Division Director submits requests to the Dean of Academic and Student
Affairs. Program budgets are funded based on available funds and needs. The Dean of
Academic and Student Affairs allocates funding to the nursing program after careful analysis
with the President and Dean of Administration.
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The number of full- and part-time faculty is determined based on the faculty-to-student
ratios set by the Connecticut State Board of Nursing Regulations and on the clinical site
requirements. NCCC plans to continue enrolling a maximum of 32 new nursing students
annually each January. The table below shows the totals of all funds for years 2010, 2011, 2012.
NCCC manages its college-wide overhead accounts centrally. Divisions are not charged for
telephone, office supplies, maintenance of the facilities, mailings, copying and other
miscellaneous costs. The category of “operating” expenses include nursing laboratory supplies,
new or capital replacement equipment costs, linen, laundry, licensing fees, association fees and
library resource books.
Totals for All Nursing Budget
The NCCC nursing program was established in summer 2010, with the hiring of the
Nursing Division Director. Grant funds were awarded to the college from various resources,
NURSING BUDGET
FY 2010-2011 FY 2011-2012 FY 2012-2013 FY 2013-2014 FY 2014-2015
SALARY & FRINGE -
FT FACULTY 122,638.02 377,455.95 407,001.34 448,473.62
SALARY & FRINGE -
PTL 58,762.83 58,517.53
SALARY & FRINGE -
CLINICAL 29,651.92 162,735.06 291,121.16 432,375.05
SALARY & FRINGE -
STAFF 9,633.65 132,628.36 229,490.61 208,539.93 224,385.90
TOTAL SALARY &
FRINGE 9,633.65 284,918.30 769,681.62 965,425.26 1,163,752.10
OPERATING 42,001.81 314,474.26 22,626.18 36,981.37 16,615.42
TOTAL ALL 51,635.46 599,392.56 792,307.80 1,002,406.63 1,180,367.52
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including federal, state and private funds for the start-up of the program. Currently, the program
is sustained through state funding and from grant and donation funds.
Professional development funds are available to full-time faculty and staff each year.
These funds are appropriated through collective bargaining. The total amount to each college
varies each year.
NCCC houses its nursing program in its new Arts and Science Building. There are two
designated rooms across the hall from each other. One room, 28 ft x 35 ft, houses four adult
patient beds with supporting equipment. The second room, 23 ft x 31 ft, houses infant and child
beds, mannequins and one SimMan Patient Simulator. A mobile control unit is used to facilitate
operation of the simulation mannequin from remote locations. Live streaming to the second
laboratory and to the two lecture halls also located in this building is a useful teaching modality.
Video recording technology is used for debriefing.
The Arts and Sciences Building houses several classrooms and a lecture hall, which can
accommodate 67 students, and has a computer laboratory with a capacity of 24. All of the
teaching rooms in the Arts and Science Building are high-tech classrooms housing Smartboards,
projectors, PCs, DVD players and document cameras.
The nursing laboratory has specifically scheduled labs for each of the four clinical
nursing courses. In addition, 12 hours open laboratory time are provided each week for
supervised student practice. Full-time faculty schedules office hours in the nursing laboratory to
be available for laboratory review. Students must schedule their skill validation testing times
with faculty members. All laboratory equipment and supplies were purchased and in place for
the start of the first semester in January 2011.
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Adequate office space is provided for the Director, nursing faculty and administrative
assistant in the Founder’s Hall faculty office wing. The Director has a private office along side
the other division directors. Each full-time faculty member shares with another full-time faculty
member an office located in the same wing as the Nursing Director. Office resources include two
desks, two computers, two telephones, multiple chairs and two locked file cabinets. Faculty
shares access to computer printers on each faculty floor. Adjunct instructor space is available for
clinical instructors on campus in the Arts and Science Building, Greenwoods Hall and Founder’s
Hall, all of which are a short 5-7 minute walk from the Arts and Science Building. The college
has ample space for all courses supporting the nursing program and there is ample conference
meeting space throughout the campus in various locations in Founder’s Hall, the Learning
Resource Center and Greenwoods Hall.
A full-time secretary has been assigned to the Nursing and Allied Health Director and
faculty. The secretary is in a private office just across from the Director’s office. She is able to
meet the individual needs for the Director and faculty. In addition, the Director attends all
nursing division meetings and gives administrative assistance to this division. There is one
part-time nursing laboratory assistant to support the faculty and student work. The part-time
clinical instructors also participate in the scheduled laboratory days to ensure continuity in
instruction from the classroom to the clinical setting. The division has one nursing program tutor
who works through the College’s Academic Skills Center. This tutor is available specifically for
nursing courses and two tutors are available for help with the supportive academic classes.
There is one designated nursing student advisor in the College’s Admissions Office. This
advisor works with others to hold nursing education information sessions, to meet with
prospective students, to collect and process all nursing applications.
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Additional college support for students and faculty include computer support through a
24-hour help line and live help desk support during business hours. The Director of Distance
Learning is a resource for both faculty and students for their use of Blackboard and ePortfolio.
The library staff provides an educational workshop for each nursing class during the first
semester. They review how to use the electronic databases, other library resources, and review
the process of evaluating websites for their validity and applicability to nursing and healthcare
research.
Learning resources are comprehensive, relevant to the curriculum, current, and accessible
to faculty and students, including those engaged in alternative methods of delivery. Faculty are
involved in decisions related to learning and technology resources. Needed learning/teaching
resources that are specific to the nursing program are discussed and selected at nursing division
meetings and presented by the Nursing and Allied Health Division Director to the Academic
Dean. Purchasing occurs through the nursing operating budget or through grant funds. College-
wide learning and technology resources are available through the Learning Resource Center, the
Academic Support Center, and through educational technology. The Distance Learning
Coordinator is available to students and faculty who need assistance.
The Nursing Division has access to computer assisted software programs and videos,
nursing skills labs that use real-life equipment, and the simulation mannequins and equipment
that use high fidelity simulated learning activities.
Nursing textbooks are selected by consortium committee work. NCCC has faculty on
the CT-CCNP committee that selects the textbooks for the curriculum.
Library
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The Library is located in the Learning Resource Center (LRC) adjacent to Founder’s
Hall. Opened in 2003, the Learning Resource Center provides students with access to a full-
range of library services in a spacious, modern setting. The LRC houses the Library and the
Dorothy Draper Conference Center. The Library is open 57.5 hours a week when classes are in
session and 35 hours during intersession.
The Library has various types of comfortable seating available: individual study carrels,
tables, and casual seating areas. The amount well exceeds the minimum standard of 10% of FTE
enrollment set by the Association of College and Research Libraries. There are 34 student
computer workstations: two of these are solely for searching the Library’s resources. The
Library Lab has a dedicated library space for classroom and group bibliographic instruction.
This space provides classes and students access to 20 new computers, which are fully equipped
with the software and programs needed for high-level instruction. When not reserved for
classroom instruction, the room provides students with an additional open computer lab for
general research. The Library has three C-Pods available to students. The C-Pods facilitate
group study and allow students to work on collaborative projects within a defined space. In
addition, there are five audio-visual workstations; five with small TV/VCR units, one with a
compact disc player. The facility also includes three study rooms reserved for quiet study or
group activities.
The library has five full-time and two part-time staff members. The full-time staff
consists of the Director of Library Services, the Public Services Librarian, the Library
Associate/Public Services, and the Library Associate/Technical Services and the Library
Assistant/Technical Services. The part-time staff consists of two Educational Assistants who
each work an average of nine hours per week. All of the staff works some evening and weekend
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hours to provide consistent levels of service to the College. There is currently one student
worker employed for 10 hours per week. The credentials of the Library staff are exemplary.
Two staff hold Master of Library and Information Science degrees from accredited library
science graduate schools. Two staff hold Bachelor of Science degrees from accredited
institutions. One Educational Assistant holds a Bachelor of Science in Education from an
accredited institution.
The Library’s collection consists of 40,000 print books, 24,000 electronic books, 135
periodicals and newspapers subscriptions, compact discs, audio books, DVDs and videos,
government documents, and microforms. The overall collection reflects the curriculum of the
College and also contains works in all the general areas of study. The reference collection – both
print and electronic - holds the standard sources in many fields of study. The Library is a
depository for Connecticut state government documents, which are arranged by subject and
accessible through the on-line catalog. In addition, the Library provides access to millions of
online full text journal and magazine articles through numerous electronic databases and
reference resources. Students have access to twelve general subject databases, which include
millions of full-text articles from journals and magazines covering a wide range of fields and
professions. All electronic databases are accessible both on campus and remotely.
Nursing-Specific Holdings
Students in the Nursing program have direct access to 2,050 print titles in the Library’s
collection and over 7,000 in the Library’s eBook collection related to their field of study. The
periodical collection includes nine print journals and magazine subscriptions related to their field
of study. Students have access to eight health-sciences related databases, which give them
access to the most respected journals and magazines in the field, including CINAHL with Full
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Text, Health Reference Center Academic, Health Source: Nursing/Academic Edition, Nursing
and Allied Health Collection. The nursing resources are easily accessible to nursing students
through the nursing LibGuide. This online subject guide serves as a “Nursing Gateway” to local,
regional and national resources, including governmental agencies and professional organizations.
The library maintains an archive of older issues for each of the current subscriptions. This
periodical collection is supplemented with licenses to 12 electronic databases; the Library also
provides access to the A.D.A.M. software on all public computers. Finally, the Library
collection currently contains 70 audiovisual materials in both DVD and VHS formats in the areas
of medicine, biology, biochemistry, anatomy and physiology. Additionally, the Library offers
access to streaming videos. Nearly 2,250 videos are available to faculty and students in the areas
of biology, anatomy and physiology, microbiology, health care and treatment, health careers,
nutrition, and public health.
The following book title list is only a sample from the College’s collection.
Nursing-related Print Books:
Bradshaw, Martha & Arlene Lowenstein. (Eds.). (2011). Innovative teaching strategies in
nursing and related health professions. (5th ed.). Boston: Jones and Bartlett.
Campbell, Jacquelyn & Janice Humphreys. (Eds.). Family violence and nursing practice. (2nd
Ed.). New York: Springer.
Cardiovascular care made incredibly visual! (2nd Ed.). (2011). Philadelphia: Lippincott
Williams & Wilkins.
Cherry, Barbara & Susan Jacob. (Eds.). (2011). Contemporary nursing: Issues, trends &
management. (5th Ed.). St. Louis: Elsevier/Mosby.
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Lippincott Williams & Wilkins. (2011). Nursing 2011 psychiatric & mental health drug
handbook. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Meiner, Sue. (Ed.) (2011). Gerontologic nursing. (4th). St. Louis: Elsevier/Mosby.
Rothrock, Jane. (Ed.). (2011). Alexander’s care of the patient in surgery. St.
Louis: Elsevier/Mosby.
Stanley, Joan M. (Ed.). (2011). Advanced practice nursing: Emphasizing common
roles. Philadelphia: F.A. Davis.
Wall, Barbra & Arlene Keeling. (2011). Nurses on the front line: When disaster strikes, 1878-
2010. New York: Springer.
Yoder-Wise, Patricia. (2011). Leading and managing in nursing. (5th ed.). St.
Louis: Elsevier/Mosby.
NCCC’s comprehensive nursing-related periodical and database lists include:
Nursing-related Print Periodicals:
American Family Physician
American Nurse Today
CMA Today
Harvard Women’s Health Watch
Health
Journal of Nursing Scholarship
Journal of Rural Health
New England Journal of Medicine
Nursing
Representative Electronic Databases related to Nursing :
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CINAHL with Full Text
Gale Virtual Reference Library
Health and Wellness Resource Center
Health Reference Center Academic
Health Source: Nursing/Academic Edition
Medline
Nursing and Allied Health Collection
Salem Health
Across the campus the College provides comprehensive computer facilities that are
available to all registered NCCC students. The College offers Windows and Macintosh
computers for utilizing software applications for access to the Internet, word processing, desktop
publishing, spreadsheets, databases, web page authoring, presentations, programming languages,
etc.
There is a Distance Learning (DL) Coordinator who is available to faculty five days per
week during normal working hours. The DL Coordinator is helpful to faculty and students. The
DL Coordinator will work to support activities to ensure learning outcomes for all distance
learning courses can be met.
The Core Nursing courses (NUR* 101, NUR* 102, NUR* 201, NUR* 203, and
NUR*205) are web-enhanced through the Blackboard Vista. The three pharmacology courses,
NUR* 103, NUR* 202 and NUR*204 were offered only as distance learning courses, but are
being brought back into the traditional classroom. This change comes from evaluation and input
from both students and instructors. The courses will continue to be web-enhanced as the other
nursing courses. These web-based or web-enhanced nursing courses have the course shells
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available to students before classes start, which allows students to preview course syllabi and
course overviews. Blackboard Vista is also a tool for faculty and students to communicate. Both
students and faculty may access all of their Blackboard courses through the myCommNet portal.
MyCommNet portal is a system-wide website that networks with all of the Connecticut
Community Colleges and is host to various services for both faculty and students. Blackboard
Vista support is available seven days a week, twenty-four hours per day.
Various non-nursing support courses may also be offered both on ground and through
distance learning format. Students have the option of choosing to take these non-nursing
required courses on campus or through distance learning. There are adequate fiscal, physical,
technological, and learning resources available at NCCC for all student learning outcomes to be
achieved for their distance learning courses.
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Resources, Facilities and Services in Support of the CT-CCNP at
Norwalk Community College
The Associate of Science in Nursing Program is part of the Division of Nursing and
Allied Health within the organizational structure of Norwalk Community College. Norwalk
Community College is the second largest of Connecticut’s 12 public, two-year colleges and is a
model for workforce training, educational partnerships, curriculum development and technology
initiatives.
Norwalk Community College and Norwalk State Technical College were both founded in
1961. In 1992, the colleges merged to become Norwalk Community-Technical College. In
October 1999, the Board of Trustees of Connecticut’s Community-Technical Colleges voted to
approve the name format “community college” for all 12 colleges in the Connecticut system. The
change from NCTC to NCC put the focus on “community,” which reflects the college’s mission
to provide lifelong learning opportunities to everyone in our community.
Norwalk Community College is situated in a suburban setting on 30 acres of land with
two 140,000-squarefoot buildings. The East Campus includes general classrooms, library,
computer laboratories, language lab, art classrooms, administrative and faculty offices, a 298-
seat theater, broadcast television studio, Child Development Laboratory School and art gallery.
The West Campus contains the William H. Schwab Center for Information Technology, general
classrooms, Culinary Arts Laboratory and Dining room, engineering technology labs, faculty
offices, Academic Center, the Developmental Studies Center, Extended Studies, and cafeteria.
The West campus also contains the new Center for Science, Health and Wellness. The Center
houses the Nursing and Allied Health, Science, and Exercise Science Departments.
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The college serves 10 towns throughout Southwest Fairfield County. There are
approximately 100 full-time and 240 part-time faculty members. We educate approximately
6,000 full- and part-time students in credit programs and approximately 5,800 in noncredit
programs. There are 40 career and transfer degree programs, including an Honors Program; 27
Certificate programs; as well as professional and Extended Studies programs. The college has
ten academic areas including six academic departments and four divisions. The Nursing Unit is
part of one Division within the college. All division and department heads report to the Provost
and Dean of Academic Affairs.
The nursing program has enjoyed an excellent reputation within the community and
state. The graduates of the program are highly sought after. Three area hospitals, Greenwich,
Norwalk, and Stamford, in the past have provided funding for faculty positions to permit
increased nursing student enrollment and more recently funding for the construction of the
Nursing and Allied Health Simulation Lab.
The year 2008, marked a time of anticipation and excitement as several, long planned,
innovative changes were implemented in the Nursing Program at NCC. Specifically, the
Department implemented the Connecticut Community College Nursing Program (CT-CCNP)
common curriculum, began the process of admitting students every semester, prepared for
increasing enrollment and had a newly appointed Interim Director selected from the faculty
ranks. The CT-CCNP is a 68-credit four semester program. The curricular modifications reflect
a collaboration of the community college faculty of the five original nursing programs over the
timeframe of three years. Amidst these multiple changes and environmental challenges, the focus
on student success never wavered. Commented [PL8]: ? delete this content may not be necessary here.
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The nursing program at Norwalk Community College has demonstrated success over the
past five years in implementing and evaluating the nursing curriculum, receiving adequate
resources to support the program operation, and providing quality education to students enrolled
in the nursing program. This success will continue with the implementation of the current
anticipated curricular modifications of the CT-CCNP.
NCC’s CT-CCNP is the only associate degree program in Southwestern Fairfield County.
Nursing courses are offered on-line, hybrid and on ground; however, all nursing courses are web
enhanced. In an effort to promote lifelong learning, career and professional development, the
CT-CCNP has established comprehensive articulation agreements with area baccalaureate and
master’s nursing programs. In the fall of 2014, Western Connecticut State University began
offering their RN-to-BSN program on the NCC campus.
Many of the student support services including enrollment, counseling, financial aid
are clustered on “Main Street” on the first floor of East Campus. This facilitates students’
movement from course selection with a counselor or academic advisor from the college
Enrollment Services area to Financial Aid and the Business office.
The Tutoring Center and Writing Center are located next to each other on the first floor
of West Campus. The college library is located on the first and second floors of East Campus.
Several open computer labs are available for student use on both the East and West campuses.
Open computer lab times are listed on the Norwalk Community College home page. Also on the
home page are quick links to events, academic programs, the college bookstore, college library,
the academic calendar, course search, public safety guidelines, and a link for transcript requests
(Norwalk Community College web home page: http://www.ncc.commnet.edu.).
Commented [PL9]: delete as we are not discussing the changes in this report
Commented [PL10]: what about Saint Vincents?
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Students’ educational and financial records are in compliance with policies of the College
and within state and federal guidelines. The Registrar’s office follows the standards and policies
of the American Association of Collegiate Registrars and Admissions Officers, Family
Education Rights and Privacy Act (FERPA) (an online link to the FERPA statement is found on
the Norwalk Community College web site (http://www.ncc.commnet.edu/pdf/ferpa.pdf) and the
State of Connecticut’s Records Management Manual. Norwalk Community College is in
compliance with the Higher Education Reauthorization Act and has been approved to participate
in financial assistance programs under the Higher Education Reauthorization Act.
The Office of Disability Services coordinates disability services. Students may apply to
the Office of Disability Services for assistance for securing the necessary accommodations by
providing required documentation. Nursing students have been accommodated by extended
time for testing and provision of a quiet environment for taking exams.
The Norwalk Community College Community Security Department ensures safety on
campus. There is a text messaging Emergency Alert System. MyCommnet Alert is an
emergency notification that delivers critical information to students, faculty and staff of the
Connecticut Community College through text messaging over cellular phones. Students
subscribe to this service through the htt://myCommNet.edu web page. There is a college annual
safety report found on-line.
All enrolled students attending Norwalk Community College are automatically covered
under the School Time Only Accident Insurance Plan. Students may also obtain broad 24-hour
accident and sickness insurance. The college catalog refers students to the NCC business Office,
Room E103 for further information.
Clerical and Support Staff
Commented [PL11]: ? delete from this section
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The Division of Nursing and Allied Health have adequate clerical and secretarial staff to
meet its needs. One full time Secretary 2 currently manages the secretarial needs of the Director
of the Division of Nursing and Allied Health. In addition, a 17 hour Educational Assistant
assists with the Division’s allied health programs. Secretarial assistance for faculty is available
through Faculty Services located on the first floor of the West Campus. Two copy machines and
office supplies are available in the Faculty Services Office.
The Nursing Division is comprised of a Nursing Director, Department Chair, eight (8)
full-time faculty, three (3) full-time clinical supervisors, two (2) full-time Lab Coordinators and
twenty-five to thirty part-time lab and clinical instructors, two (2) part-time Nursing
Advisor/Counselors, a full-time secretary, a part-time project manager and several part-time
student workers. Student enrollment has expanded exponentially from 27 students in 1969 to 200
students for the academic year 2014-15.
There are two Nursing and Allied Health Counselors/Advisors who work closely with
students from all the programs in the Division. Both counselors/advisors are part time 12 month
positions. The Counselor/Advisors also work with faculty in supporting students with academic
deficiencies. Counselors/Advisors offer group and individual tutoring, peer study groups,
workshops in test-taking skills, time management, stress reduction, nursing process, study skills
and drug calculation as well as advisement with personal and academic problems. Students who
can benefit from these services are identified by faculty referral and student initiative.
The Nursing Division employs two full time laboratory coordinators. One for the skills
lab and the other for simulation lab and part-time laboratory assistance for first semester through
fourth semester nursing students with reinforcement of clinical skills. All nursing faculty teach
in the skills and simulation labs. Each faculty member has a minimum of three office hours per
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week to meet with students. The schedule of office hours is submitted to the Academic Dean at
the beginning of each fall and spring semester. Many nursing faculty provide additional office
hours as needed by students. Clinical instructors refer students who have difficulty with
performance of specific skills through formal lab referrals and a feedback system for
individualized one-on-one remediation. Lab instructors do not evaluate students but maintain the
laboratory functionality.
Library
Norwalk Community College maintains a full service library on campus. The Everett I.L.
Baker Library at NCC occupies a two-story wing of the East building. The main floor houses the
reference collection, journals and newspapers, microfilm/fiche, audio and video tapes, music
CDs, DVDs, as well as the check-out and information area, group study rooms with a full size
model skeleton (gift of the graduating Nursing Class of 2006) and 15 computers in a library
instruction area and a Local Area Network of 25 public access computers, one of which is
enhanced with software to meet ADA requirements.
The library provides a variety of resources that support and supplement the curricula of
the nursing program and College at large as well as serving as a source of personal enrichment
for all users. The library’s website provides NCC students and faculty with access to dozens of
subscription databases and the ability to search the Internet or look up the library’s book and
media collection containing over 65,000 items. The circulating book collection is shelved on the
second floor, along with numerous quiet study carrels.
The library is a member of LIBRIS, a consortium of the twelve Connecticut Community
College Libraries, a resource-sharing network that uses the Endeavor/Voyager system. The
Library also provides access to the academic databases provided by the State Library via
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iCONN. The library is a member of the Connecticut Library Consortium, the American Library
Association, and a member of the OCLC, the international shared library database. The Library
also fully participates in reQuest, the State of Connecticut’s online catalog of Connecticut
Library holdings. With these systems, the library is able to locate materials for patrons via
interlibrary loan or send the student directly to the library owning the material.
The Baker Library offers a variety of nursing, science and general interest subscription
databases via the library’s. (www.ncc.commnet.edu/library). libraries’ websites
(www.ncc.commnet.edu/library). These databases include: CINAHL with headings; Health
Source: Nursing/Academic Edition; Psychology and Behavioral Sciences Collection;
PsychINFO; Health & Wellness Resource Center; Health Reference Center Academic;
MEDLINE and Academic Search Premier; EBSCO Masterfile Premeir; Expanded Academic
ASAP; ADA Nutrition Care Manual, and Lexis/Nexis Academic Universe. The Baker library’s
web site provides subject specific Internet linking to a variety of nursing and allied health web
resources including access to the statewide library database, reQuest. Internet access is available
through desktop computers and a wireless network. The library has web pages at
http://www.ncc.commnet.edu/library/lireq.htm offering links to search engines, Internet
resources, library information, and the online catalog. The catalog offers a complete listing of
items in the campus collection. The Library has also created an electronic collection tool
designed for Nursing students that brings together all resources (print, electronic, video, Internet,
local resources) into one document which may also be used by faculty in their Blackboard Learn
shells.
The library has six full time staff members. There are four professional staff members
and two staff members. The library is in the process of hiring two additional part-time staff
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members. The library also hires six additional student workers each semester. The library
collection houses 174,780 books, of that total 108,227 are eBooks. The nursing students have
access to 17 nursing specific journal publications, and an additional 248 journals through the
library databases. The library also carries current and relevant titles in the nursing subject area.
Nursing Central remains one of the main database resources used by the nursing department.
The library carries a large selection of additional databases including CINAHL, Health reference
Center, Health & Wellness Resource Center, and Academic Research Center. NCC library also
has a textbook-on-reserve collection. The nursing faculty notifies the library of its current
textbooks and the library staff place these books on reserve to ensure all the nursing classes’
textbooks are available to students. The library has a computer classroom, a scanner, two copiers
and four printers. There are 57 computers in the library. The students can also use the
anatomically correct embodied plastic skeleton in one of the library’s two study rooms.
The Library provides library instruction on request. First year nursing students attend
nursing focused library instruction early in the first nursing semester. Online one-on-one help
with library questions is offered during the daytime by NCC librarians, via instant messaging,
and after hours through the InfoAnytime service of the Connecticut State Library. The latter
service is also available in Spanish. A faculty member is assigned to the library as a liaison
between the two departments in determining library resource needs for faculty and students. On
a semiannual basis, the faculty member meets with the library staff to review the resources and
discuss the needs of the program for the upcoming year. Current nursing textbooks are in the
reserve section of the library so students have accessibility at all times. The ATI TEAS Study
Guide manual is on reserve in the library to assist prospective students for the required
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admissions test. On a continual basis, faculty are provided with previews of videos, software
programs or new technology from vendors.
The Baker Library staff includes: the Director of Library Services, a Systems Librarian,
two Reference Librarians, a part time evening Reference Librarian, a Cataloger, and 4 Library
Technical Assistants. All librarians have reference responsibilities and all but one teaches
information literacy classes. The Library began a 24/7 online reference services called Info
Anytime sponsored by the Connecticut Library Consortium and the State of Connecticut.
Reference services are available in English and Spanish.
LIBRARY HOURS
Regular Semester Hours:
Monday- Thursday: 8:30 AM - 8:00 PM
Friday: 8:30 AM - 3:00 PM
Saturday: 10:00 AM - 3:00 PM
Sunday: closed
Intersession Hours: Monday- Thursday: 8:30 AM - 4:30 PM
Friday: 8:30 AM - 3:00 PM
Saturday and Sunday closed
Summer Hours:
Monday- Thursday: 8:30 AM - 7:00 PM
Friday: 8:30 AM - 12:00 PM
Saturday and Sunday: closed
Classrooms, Laboratories and Conference Rooms
Physical resources at Norwalk Community College are sufficient and support the nursing
program in meeting program outcomes/student learning outcomes. Norwalk Community
College is easily accessible by two major highways, Route 15 Merritt Parkway and I-95. Bus
service is available locally as well. The campus is divided into the East and West sides. The new
Center for Science, Health and Wellness building, in which the Division of Nursing and Allied
Health resides, is located on the west campus of Norwalk Community College. The Division of
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Nursing and Allied Health occupies nearly the entire first floor of the Center for Science, Health
and Wellness building.
The Division of Nursing and Allied Health at Norwalk Community College is committed
to providing technologically advanced educational programming for its students. The State of
Connecticut, Norwalk Community College Administration and the NCC Foundation and
Community Donors supported the Division by building a state of the art facility. The new state
of the art Center for Science, Health and Wellness opened in the fall of 2012.
Most offices for the Division of Nursing and Allied Health are located on the 1st floor of
the Health, Wellness, and Science Center. Private office space is provided for the Division
Director and Chairperson, and the two advisor/counselors. The nursing faculty members share
two large offices. Each office has six individual work stations that include a desk, chair, personal
computer, and telephone. Locked file cabinets are used for student records, course exams and
grades. The faculty and staff share a printer in each office. All faculty computers run Microsoft
Office 13 and have internet and Connecticut Community College network access via
Commnet.edu. A small conference room is located adjacent to the faculty offices for use when
meeting with students. The conference room houses a Scantron grading machine connected to a
dedicated computer for correction of student exams.
Classrooms for instruction are located throughout the East and West campus of NCC.
All classrooms, conference rooms, and labs feature high-tech instructor stations that allow
instructors and students to incorporate many different types of audio visual materials into a
multimedia learning experience.
There are two nursing skills laboratories where the majority of laboratory skills are taught
and practiced. Each lab has projector capabilities with large screen access for showing students
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skills. Each skill laboratory has five electric hospital beds which can be curtained off to mimic a
patient room. Each lab has one VitalSim mannequin which is available for students to practice
skills and lower level simulations. Each bedside unit has a fully functional headwall with an
aneroid blood pressure unit, suction, oxygen and medical air. Each nursing lab is equipped with
two sinks, a white board and screen, a state of the art teaching station with computer terminal
and monitor. Each of these nursing labs accommodates 16-24 students at a time. An additional
lab, primarily used by the Medical Assistant and Respiratory Therapy programs, can be used for
additional lab space when needed. The laboratories are equipped with video cameras to record
the students while performing skills, permitting play-back and debriefing. Partitions have been
inserted in each lab to provide office space for the lab staff. In the beginning of each semester,
while all levels of students are on campus, labs must be used efficiently to make sure all classes
can be accommodated. Scheduling of the lab facilities is accomplished by the Nursing and
Allied Health Lab Coordinator.
Located next to the nursing labs is a medication room where instructional supplies for
student practice in medication administration are located. A handicap equipped combination
bathroom/shower room is also located adjacent to the skills labs. It provides a realistic
environment for student instruction in activities related to patient hygiene: showering, toileting,
and nurse and patient safety during transfers during these activities. A large supply storage room
provides ample storage for skills lab supplies and equipment. The supply storage room is
equipped with a washer and dryer to launder linens used in the labs.
In additional to the nursing skills labs, the Division of Nursing and Allied Health is
fortunate to have a state-of-the art Simulation lab. The goal for simulation at Norwalk
Community College is to promote patient safety and quality care by providing a state of the art
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simulation facility and services to the Division of Nursing and Allied Health as well as to the
local health care community.
The simulation suite includes six patient bays and two control rooms. Multiple
simulations can be performed simultaneously. Mannequins available are two 3Gs, two SimMan
Classics, one SimBaby, one SimJr. and Noelle, Birthing Fetus and Baby Hal have recently
arrived and have been added to our simulation capabilities. In addition to the use of mannequins,
the faculty have implemented scenarios using standardized patients.
The full sized mannequins are available for students to practice nursing scenarios in a
simulated patient care area. Each bedside unit has a fully functional headwall with an aneroid
blood pressure unit, suction, oxygen and medical air. The simulation lab is equipped with two
sinks, a state of the art teaching station with viewing screen, and 6 computers. The Simulation
Lab is large enough to accommodate 16 to 24 students at one time. Two separate simulations
can be run simultaneously from the control stations at either end of the room. One PYXIS
medication dispensing station and one Omnicell medication dispensing station are used by
Nursing and Allied Health for simulated medication administration. Six computer work station
on-wheels medication carts are used by all nursing courses for medication administration.
Cameras for video recording of simulation sessions are affixed to the ceiling in each bay on
movable tracks. Simulations can be streamed to the four Nursing and Allied Health labs and one
conference room for additional students to observe. The conference room, located across from
the main simulation suite and outside of the Nurse Counselor/Advisor’s offices, is available to
staff and students. It seats approximately 16 people and is used for division meetings,
conferences, Nursing Club meetings, staff development and by students for studying and /or
group activities.
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Tutoring in nursing course material is provided for students by the nursing faculty during
their posted office hours and by appointment. The Nursing and Allied Health Advisors/
Counselors also provide tutoring in nursing care planning, medication dosage calculation, and
test-taking skills. Workshops presented by the Nursing and Allied Health Advisors/counselors
on these topics are also offered to students in NUR101 and NUR 102 at scheduled times
throughout the academic year. In addition, the nursing students have access to the NCC Writing
Center for assistance in writing assigned papers.
There is a computer access room (H110) located within the Division of Nursing and
Allied Health which is used for computerized ATI achievement testing of students. This room is
also used for the administration of theTest of Essential Academic Skills (TEAS) which is an
admission test required for application to the CT-CCNP nursing program. Room reservations,
secured by completing an NCC Room Reservation request form, are required to reserve this
computer lab.
The Division of Nursing and Allied Health at Norwalk Community College is committed
to providing technologically advanced educational programming for its students. NCC has
adequate learning resources and technology that are comprehensive, current, developed with
faculty input and accessible to faculty and students.
College administration and the NCC foundation have supported the Division in obtaining
funds for a state of the art facility. Learning and technology resources that are specifically
needed for the program are discussed at Nursing Division meetings and purchased through the
nursing operating budget, grant funds or through special resources. The NCC Foundation has
been particularly generous with funds for high tech equipment and maintenance. In 2007 a
Capital Campaign Funding began for a new Center for Science, Health and Wellness (CSHW)
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building. The Foundation raised 20 million dollars to support the building of the facility. The
three local hospitals, Greenwich, Stamford and Norwalk, also contributed to the Capital
Campaign Fund in support of the nursing program. A CSHW committee was established in the
NCC Foundation to administer the funds. The committee meets biannually or as needed. Funding
is still available for future projects and/or needs.
College-wide learning and technology resources are available through the Library,
Information Technology, Educational Technology, and Distance Learning departments. The
College offers technical support to the program through the Information Technology department
which is available as a “Help resource” on campus and through the distance learning department,
24/7 via the internet and by request. Faculty have support with college owned lap top computers,
LCD projectors, video monitors, and any additional equipment approved through the Educational
Technology department. In addition, students and faculty on campus and off campus have
access to assistance from the Director of Educational Technology and Distance Learning, and
the Educational Technology Specialist.
In Fiscal Year 2009, the program purchased new nursing skills videos from Elsevier for
student use. Mosby’s Nursing Video Skills series: Basic Skills, Intermediate Skills, and
Advanced Skills cover a wide variety of topics from basic patient hygiene skills to more
advanced nursing skills such as administration of parenteral nutrition and medication
administration via vascular access devices. Students have access to these videos on the
Blackboard Learn course platform. EDGT (Educational Global Technologies Inc.) is a website
available to all NCC nursing students for self-directed study and practice in multiple subjects
related to nursing education. EDGT tutorials to which NCC students have access are: Basic
Principles of Pharmacology, Chart Master: Effective Patient Documentation, Fundamentals: The
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Nursing Process, Management Skills: Effective Delegation, Math Magic for Meds II, Medication
Maestro: Safe Medication Administration, and Strategies for Problem Solving. Access to EDGT
is at no cost to the student, fees for the website are paid via the Division budget. Drug dosage
calculation software programs are available on computers in the Allied Health/Nursing computer
labs to assist students in basic mathematics and dosage calculations as well as web links
imbedded in the Blackboard Learn course platforms.
Nursing Central is a mobile reference resource provided to the NCC nursing students at
no cost. The student downloads the content to their smartphone and can access reference tools in
the clinical setting or wherever they are studying. Nursing Central can also be downloaded to
the student’s personal computer or tablet and accessed on any computer with internet access.
The NCC library pays the annual contract fee that equates to $170 per year per student. Access
to Nursing Central replaces some of the hard copy books that are on the students required book
list. Included on Nursing Central is the Davis’s Drug Guide, Taber’s Medical Dictionary,
Diseases and Disorders, Davis’s Laboratory and Diagnostic Tests, MEDLINE Search, and
MEDLINE Journals. In addition, Nursing Central provides students with free access to Grasp™,
a program that allows students to build decks of flash cards and study them on their mobile
device. Also available to students through Nursing Central is Glimpse™, an in-text lookup tool
that allows the students to instantly see disease, drug, and medical definitions.
Faculty are fully involved in all decisions related to the learning and technological
resources which support the acquisition of student learning outcomes. The Division of Nursing
and Allied Health has access to computer assisted software programs and videos, nursing skills
labs that use real-life equipment, and simulation labs that use high fidelity manikins for
simulated learning activities. Textbook publisher representatives present information on the
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technological features available as part of the selected textbooks at scheduled presentations or
through individual meetings with faculty. The textbook/electronic medical record company
representative participates in the orientation of new students to the resources used at the
beginning of each semester. There is faculty representation from NCC on the statewide
committee that selects the textbooks for the CT-CCNP curriculum, thus selecting the resources
available to students online associated with the text. This is an invaluable resource as content is
updated frequently by the company without cost to the students.
Office Space
The offices of the Division of Nursing and Allied Health are located on the first floor of
the Health Science & Wellness building. The Division office is a suite of offices housing the
Director occupies an individual office. Adjacent is the Nursing Chairperson’s office. The
Secretary 2 and Program Assistant occupy the main office space and include desks, chairs,
computers, photocopier, file cabinets and a student information center. The two part-time
advisors have private offices space located down the hall. This space includes files, a conference
table and bookcases. This room is also used for meetings, tutoring and workshop sessions.
The full time nursing faculty members occupy two large offices near the Division office
suite. Each office has seven desks and has bookcases, file cabinets, computers connected to the
college network, a printer and a large locking closet for storage. The phone system has a voice
mail system. When all seven faculty members have similar office hours on the one mutual class
day each semester, the office becomes congested with little privacy. The sharing of the office
does, however, lend itself to informal dialogue among faculty regarding curriculum and students.
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The lab assistants at NCC have a desk, chairs and a voice mail phone system in an office
space near the main laboratory. All four assistants share the same office with files, two desks,
two computers and two phones.
Health Care Agencies
Community hospitals, extended care facilities, clinics, and doctors' offices that are off
campus provide a wide selection of services for clinical learning. See Appendix Criterion 15 for
a comprehensive overview of clinical facilities. Criterion 8 has provided information related to
clinical sites used in the curriculum.
Program Budget
The budget provided to the College from the Community College System is sufficient to
support the program goals and objectives. Therefore, it meets state regulations.
The administration of Norwalk Community College is committed to providing nursing
education for the community and population it serves. In response to this, the Community
College provides the Division of Nursing and Allied Health adequate budgetary resources to
maintain a high quality, state of the art learning environment. However, in response to budgetary
restrictions throughout the Community College System all requests for technology cannot be
accommodated.
Salary expenses come out of the general fund and are agreed to based upon contractual
and collective bargaining agreements. Each year in June, the Division submits an operating
budget request which is reviewed by the Academic and Administrative Deans. The budget is
approved based upon the needs of the Division. In addition, the Dean of Academic Affairs
approves yearly capital equipment purchases. The following table outlines the program budget
Commented [PL12]: possible delete as this appendix does not exist in this report
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for the past two years. Some figures are approximate because salaries are funded through
various budget accounts.
Norwalk Community College
Nursing Budget
FY 2014 FY2015
Clinical Faculty/ Educational
Assistants
$594,713.33 $602,592.72
$702,359
FT Salaries $866,369.00 $871,674.53
Capital Equipment None None
Operating Expenses $49,132.83 $33,000.00
Grants Revenue $95,928.34 $128,214.00
The Norwalk Community College Foundation also supports Norwalk Community
College in meeting its overall mission. The Foundation conducts campaigns that enable the
College to expand its services, to assist students and to enhance academic instruction. The
Foundation also helps to provide opportunity plus excellence by increasing the resources of the
college and by underwriting programs responsive to the needs of the community. The
Foundation has assisted the Division of Nursing and Allied Health with funding for scholarships,
programming, capital equipment and recruitment. The Norwalk Community College’s Mission
is enhanced by the work of the Foundation.
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Resources, Facilities and Services in Support of the CT-CCNP at
Three Rivers Community College
Three Rivers Community College apportions adequate fiscal resources to maintain a high
quality, state of the art learning environment to meet nursing program outcomes (student learning
outcomes). The fiscal allocation of funds is equitable and comparable to other programs in the
institution. The nursing program operates with three budgets: the full-time faculty and staff
salary budget, the clinical faculty budget and the other expense (non-personnel) budgets.
Full-time salary expense come out of the general fund as provided through the BOR
CSCU system and are controlled by the collective bargaining agreements. Salaries are
determined at the time of hire and are based on rank, education and experience. In addition, the
college has been the recipient of a grant from one of the local hospitals, Lawrence and Memorial
Hospital an affiliating clinical agency, which provides salary and fringe benefits for one
additional full time faculty position. The clinical faculty budget is funded through the CSCU
system office via a funding methodology that takes into consideration full time faculty workload,
program FTE, and number of courses taught. The clinical funding has been adequate based on
the number of students currently enrolled and the clinical site requirements. The other expense
budget is primarily determined from input from the Dean of Academics, Director of Nursing, and
faculty input. Annually, the Dean of Academics is allocated a budget for the entire division.
Department budgets are funded based on available funds and need. The Dean of Academics
reviews all budget requests and after careful review, allocates resources to all subordinate units.
In 2008, with the inauguration of the fall and spring admission starts and subsequent
increase in student enrollment, two one year appointments were approved by the college
president. At this time there are eight ten tenured track faculty positions and four one (1) one-
Commented [PL13]: just confirming L&M is still funding this position
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year appointments providing 3 2.75 instructors per course. The clinical faculty budget is
determined by the number of clinical faculty members required for each semester. The number
of clinical faculty required is determined by the nursing director and the course leaders based
upon the number of students currently enrolled and clinical site requirements. Below are the
budget figures for the previous and current year. It’s important to note, that TRCC manages
most college-wide overhead accounts centrally. Expenses for telephone, office supplies,
copying, mailing, etc. are not charged to Division or Department budgets.
The nursing laboratory is staffed with one full time educational assistant (EA). Part time
nursing personal need is assessed by the director. If there is an increased need for laboratory
personnel then the Director would present a needs proposal to the Academic Dean. If the
Academic Dean approves, the need proposal would be forwarded to the college’s President for
final approval. It was identified by the faculty that a full time master-prepared nurse would best
fulfill the needs of the students in the laboratory and an individual meeting this requirement is
now in place.
Three Rivers Community
College Nursing Budget
FY 14 FY 15
Full Time Nursing Faculty
Wages & Fringe
$1,311,140.80 $1,182,033.60
Clinical Nursing Faculty
Wages & Fringe
$901,980.80 $ 568,257.30
Other Expenses
$20,000.00 $46,872.00
Three Rivers recognizes the importance of seeking private resources in support of its
mission. The Three Rivers’ College Foundation, Inc. (TRCF) is a charitable institution organized
under the laws of the State of Connecticut. While TRCF is legally and fiscally separate from
Commented [PL14]: propose to delete as it contradicts prior paragraph statements
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Three Rivers, its expenditures support college programs and activities. The college also receives
funds from other Federal, State and Private sources.
Professional development funds for faculty are negotiated by the collective bargaining
units and faculty members are notified of the minimum amount to expect yearly for
reimbursement from their bargaining unit. The actual amount available may be more and is
dependent upon the number of faculty members that apply for funds. In the past three years,
additional professional development funds have also been available for the nursing faculty from
the Perkins Grant and through the College Professional Development Committee.
In addition, the learning resources and technology at TRCC are comprehensive, current
and accessible. The learning resources and technology are developed and obtained with college-
wide faculty input through various committees. The nursing faculty provides input into learning
and technology in their representation on college wide academic committees such as the Library
Committee, Web Management Committee, Educational Technology/Distance Learning
Committee, and the General Education Committee.
Computer Assisted Software Programs
The department of nursing engages the student with a variety of technologic learning
modalities both in the classroom and in the clinical setting. The department of nursing utilizes
iClickers purchased for use during classroom presentations. This interactive means of
communication has provided a useful way to engage students in their learning during lecture.
The nursing faculty supports the utilization of personal handheld devices for the purpose of
accessing knowledge in the classroom setting. Handheld devices such as camera phones or
iPods and iPads with camera access are not permitted in lab or classroom settings during exam
review. Clinical settings provide internet access and electronic resources for information on
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health care, institutional, and patient care policies. Students have access to the Electronic
Medical Record (EMR) and facility intranet to learn and collect appropriate information, while
following all HIPAA and hospital policy guidelines.
Unbound Medicine with up to date and relevant resources such as Davis Drug Guide,
Diseases and Disorders, Davis’s Lab and Diagnostic Tests, Tabers Medical Dictionalry and
access to MEDLINE journals is available for all students. The updates are completed prior to the
start of each semester. The current subscription is current until August 2010. The nursing faculty
utilizes Virtual Clinical Excursions in both medical surgical content and in maternal-child
Nursing. The virtual clinical excursions are only available in the lab; the maternal-child is with
purchase of their textbook. Laerdal Micro-Sim is also utilized in the classroom setting to provide
simulated hands on approach to learning. The nursing faculty also supports the use of ePortfolio.
Through a grant, ePortfolio is currently used to show student development of personal
ePortfolios and piloting measuring program outcomes. Faculty members have been assigned as
ePortfolio resources in each level of the nursing programs. Student are utilizing ePortfolio in all
levels of the nursing program, to collect artifacts, reflect on their learning and produce an
electronic portfolio to represent themselves to prospective employers following graduation.
Nursing Skills Laboratories
The new nursing labs are state-of-the-art. As part of the new facilities project, in ----
(year) the Nursing department was given 500,000.00 dollars as a community endowment to
purchase new equipment for all of the instructional spaces. The Nursing department had direct
input on resources, technology and equipment needs from the beginning of the project. The
nursing department receives continued support from the College Foundation to maintain and
Commented [PL15]: I believe VCE is an Elsevier produce and the Durham & Chapman MCH text is an FA DAvis product, please check.
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grow technology in the nursing and simulation laboratory. Funding supports mechanical
maintenance, enhancing and upgrading technology, and educational initiatives.
The nursing skill laboratories are wired with multiple network and internet access
points, cameras, and microphones; both nursing classrooms and the nursing laboratories are
wired for a communication system. In addition to the state-of-the-art communication and
technologically supported classrooms and laboratories, the faculty supports and utilizes high and
low fidelity simulated teaching and learning in both lecture and laboratory experiences. The
simulation lab is equipped to conduct and record simulated learning experiences. The use of
simulation provides the opportunity for students to develop, in a safe environment, critical
thinking, caring, and communication skills, demonstrate holistic care, develop professionalism
and show evidence of safe and competent practice. The nursing faculty and nursing laboratory
staff support the technologies and learning resources of four Laerdal SimMan TM, one Laerdal
3G SimMan TM, one SimNewB, one Sim Essentials, and five VitalSim TM manikins (three
adults, one child and one infant). The faculty utilizes computer software programs and SimPads,
supported by Laerdal and the NLN to run scenarios and create an interactive learning
environment for the students in lecture and during the laboratory curricular component.
The lab contains six Hewlett-Packard 7700 computers. At a minimum, they are
upgraded at the start of each semester, and they receive anti-virus and operating system updates
across the network every night. The nursing laboratory and all of its resources are easily and
readily accessible to the faculty, staff and student. Students utilize the laboratory equipment for
practice assessment skills, for psychomotor skills, and for remediation. A complete Laboratory
Inventory List is kept on hard copy and saved on the shared intranet drive. The students utilize
the nursing laboratory independently or with an assigned laboratory staff member. The
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educational assistant fulltime position, currently held by a Masters prepared registered nurse,
coordinates the use of the nursing laboratories for all levels of the nursing program. In addition,
one full-time Master prepared faculty member coordinates simulation education across the
curriculum as a portion of her assigned workload. The greater part of the technological
competencies falls to this position as the general operator of all technologies and resources in the
laboratory. These positions are supported by two part-time educational assistant positions
Library
The Donald R. Welter Library is available during these operational hours: Monday
through Thursday 8am-6pm and Friday 8:30am-3:00pm. Computer access, current nursing
textbooks and nursing journals are available to the students during the operational hours of the
library. The library can also be accessed by students, staff and faculty via the World Wide Web.
The library is accessible through either through
http://www.threerivers.edu/Div_IT/Library/Library.shtml
The library staff includes a fulltime Director of Library Services and Reference/
Instruction Librarian and three part time Educational Assistants. TRCC is a member of the
Connecticut Library Consortium and also has access to the ICONN databases. TRCC Library
along with the eleven other community colleges is part of the integrated ExLibris Library System
Voyager. The library also receives C-Car Services, which facilitates resource sharing and
interlibrary loan services among libraries in Connecticut. The library has seven quiet study
rooms, one classroom, and one event/meeting room. The library supports seating for one hundred
and fifteen students with three lounge areas. The students have access to thirty two desktop
computers and twenty laptop computers.
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The library purchases research materials and electronic resources in order to support the
curriculum of the nursing program. Current textbooks are on reserve in the library so that
students have access to the books during operational hours of the college library.
All of the nursing courses are supported with access to the World Wide Web.
MyCommNet provides nursing students and faculty access to their courses, student services and
library services to name a few. The Blackboard Learn Platform provides the student with all
access to course contents. Students, faculty, and staff can communicate through email and blog
postings on discussion boards. Students, faculty, and staff have unlimited access to the course
content, in each course. In Blackboard, students have access to their syllabi, course work, Power
Point presentations, clinical forms and other necessary resources such as course calendars, and
schedules. Online technological support is available to students and faculty twenty four/seven,
for both MyCommNet and Blackboard Learn. Student and faculty can access MyCommNet
through the TRCC website; Blackboard Learn is accessed once the student signs into their
MyCommNet accounts and technological support is readily accessible to them when they are
logged into their account. The college webpage link also directs student to technology support
http://www.trcc.commnet.edu/Div_IT/EducationalTechnology/Student.shtml
The Informational Technology Department adequately supports the faculty, staff and
student in technological support. The Dean of Information Technology Department works
closely with the nursing faculty to assist with the communication media system in the nursing
laboratories and classrooms.
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CRITERION 16
The faculty selects and evaluates the health agencies used for clinical experiences in terms
of program need. [Regulations, Section 20-90-48 (a) (4); 20-90-50(b)]
20-90-48 (a)
(a) School organization
(4) Planning, selecting, directing, and evaluating of student learning
experiences shall be the responsibility of the faculty. Planning of the clinical
experience, including consideration of the appropriate faculty to student
ratio and use of preceptors for the specific settings being utilized, shall be
done in cooperation with the administrator of nursing service or the
appropriate nursing personnel of cooperating health care entities.
20-90-50(b)
(b) Health care entities utilized by a nursing education program must provide
the range of clinical nursing experiences appropriate to course objectives.
(Effective November 29, 1983; Amended May 4, 2004.)
Selection, planning, and evaluation of clinical sites are completed by nursing faculty and
the nursing division directors. This process is approached by each college in a systematic
manner that aligns program needs and community resources.
Each Nursing Director negotiates and creates the necessary contractual agreements with
clinical affiliate agencies in compliance with the State of Connecticut office of the Attorney
General requirements. Clinical contracts are obtained with all affiliating agencies used for
clinical experiences. The contracts are current and specify the expectations and responsibilities
for all parties. Contracts are reviewed annually according to the Systematic Plan for Evaluation
(SPE) and are renewed every three years or as otherwise declared in the contract.
An explanation of the community specific approaches by each college is included below.
Capital Community College
The Director of the Division of Nursing and selected faculty participate in identifying
clinical sites suitable for meeting the objectives of the nursing program. Through planned visits
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to clinical sites, the Director and selected faculty have the opportunity to meet with individual
staff and administrators and to tour the facilities. Following these visits, reports and
recommendations are made to the nursing program for approval of the facility for use as a
clinical laboratory experience.
Nursing faculty members select clinical facilities based upon geographic distance,
appropriateness of patient population to meet clinical and course objectives, availability and type
of health care personnel, size of clinical units and presence of other students groups. The
contract signed with each clinical agency clarifies the Board of Examiners for Nursing
regulations defining faculty responsibility for planning, selecting, directing and evaluating
student learning. Clinical coordination meetings are conducted with the affiliating agency to
ensure cooperative planning of clinical experiences and appropriateness of patient populations in
meeting course and clinical objectives. In addition, faculty initiate meetings with nurse
managers to plan patient assignments appropriate for meeting specific clinical objectives.
Evaluation comments by students and faculty at course end are utilized for future
decisions regarding selection of clinical sites and specific patient care units. The Division of
Nursing hosts an annual Interagency Meeting each spring to maintain an ongoing dialogue with
staff from clinical sites. Minutes of these meetings are kept in the nursing office.
In the last year, the Hartford Health Care System has begun to move toward increasing
numbers of BSN nursing students and slowly decreasing numbers of ADN nursing students. The
CT-CCNP at Capital received notification in late December 2014 from the Vice President for
Patient Care Services of Hartford Hospital that the number of clinical units available for ADN
students will be cut in half starting fall 2015 at Hartford Hospital only. Dr. Wilfredo Nieves,
President of Capital and the Foundation Board are all working with the Director of Nursing to
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secure seven additional placement units for freshmen beginning in the fall of 2015. The Program
remains optimistic that sub-acute units will be found to fully accommodate learning outcomes
for freshmen students.
Gateway Community College
Gateway Community College is privileged to be located in a community with state of
the art health care facilities. The greater New Haven area has a wide variety of health care
environments that allow for nursing students to be exposed to health care in both in-patient and
out-patient institutions. The nursing program is continually seeking and securing new clinical
sites which align to and/or enhance the curriculum, and which expose students to health care
settings within which they may gain employment
The process for selection of new clinical sites involves both faculty and the Nursing
Director. The site is visited by the Nursing Director and a full-time faculty member, who is
often the course leader, because that individual is responsible for organizing student learning in a
specific course. If the site is a specialty area, such as psychiatry or maternity, then the faculty
member with expertise in that area is selected to visit the proposed new clinical site. The nursing
program uses a clinical site evaluation tool which allows for systematic review of a clinical
agency. The tool allows the faculty and the Nursing Director to perform a comprehensive and
consistently applied evaluation of each clinical site to ensure that the site provides learning
opportunities that are appropriate for an entry level nurse in contemporary practice. The clinical
site is evaluated for the geographic location in relation to proximity to the college, the
appropriateness of the patient population to meet the course and clinical objectives, the
availability of opportunities for students to perform psychomotor skills to meet course
objectives, the availability of additional observational experiences, accreditation status, and the
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availability of resources to the student body, including access to library and other reference
materials.
The course leaders and faculty determine which clinical sites are appropriate for each
course. The faculty believe that the practice learning environments support and promote student
learning, so faculty request clinical units where the patient population correlates with the content
being taught in the classroom. For example, the focus of the medical-surgical component of
NUR 102 is surgical nursing, so faculty place students on surgical units for that specific clinical
rotation.
The nursing faculty are committed to ongoing evaluation of all clinical agencies used by
the nursing program. This ongoing evaluation allows the faculty to determine whether the
practice learning environment is meeting the clinical outcomes of the course and is appropriate
for student learning. The faculty evaluate the nurse to patient ratio, the receptiveness of the
nursing staff to students, and the learning opportunities available to students. Clinical sites are a
standing agenda item for team meetings so that faculty have the opportunity to discuss what is
occurring on the assigned clinical units during the semester. The students and clinical faculty
also complete an end-of-semester clinical evaluation tool, so that there is documentation from
both perspectives on how well the clinical unit fulfilled the course clinical outcomes and met the
learning needs of students.
Clinical agencies are also discussed at the monthly Nursing Division meetings. Clinical
site placements are also discussed at the nursing department, nursing curriculum, and Nursing
Advisory Council meetings as part of the systematic review process at GCC. Based upon those
discussions, clinical sites placements may change related to feedback from faculty and/or
students. For example, based upon the negative feedback from the clinical faculty member and
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the students assigned to a long-term care facility in the spring 2015 semester, this site will no
longer be used for clinical rotations. The staffs were not receptive to the students or the faculty,
and learning was therefore negatively affected. In another instance, the nursing program did not
receive maternity placements for the spring 2015 semester at Yale-New Haven Hospital. The
loss of clinical units at this institution required that the course leader contact another institution
where the program had a medical-surgical placement for this course, and request a maternity
placement at the institution in order to fulfill the maternity clinical requirement for all students.
Concerns with clinical agencies are addressed immediately by the assigned faculty member. In
the event that there is a problem in the practice learning environment, the clinical faculty
communicates directly with the clinical nursing staff and course leader. Additionally, the
concerns will be brought to the Unit Manager and the Director of Education at the institution.
Continual or irresolvable problems are brought to the Nursing Director for resolution with the
clinical agency.
The Nursing Advisory Council also serves as a means to resolve clinical concerns.
Representatives of area hospitals are members of the Nursing Advisory Council and play an
active role in addressing student learning needs.
The Nursing Director and faculty have maintained a positive and collaborative
relationship with affiliating clinical agencies since the program’s inception. The agencies have
provided the program with excellent clinical experiences that are varied and meet the clinical
objectives of each course.
Naugatuck Valley Community College
Practice learning environments are provided in a variety of health care settings,
including large university affiliated hospitals as well as smaller community hospitals and
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community agencies. The health care agencies selected are those that provide student learning
experiences appropriate to the achievement of established course objectives and program
outcomes (student learning outcomes) and which utilize current best practices and established
health and safety goals. Planning, selecting, directing and evaluating student learning
experiences are the responsibility of the faculty. They have identified the following criteria as
guidelines for selecting clinical sites.
The site facilitates the accomplishment of course and program student learning
outcomes.
The site can accommodate the number of students requiring clinical placement.
The profile and volume of the patient population is adequate to enable student
learning.
The patient population represents the variety of health care problems needed to meet
course student learning outcomes.
The health care personnel are sufficient to support student learning experiences.
The resources are adequate to support student learning.
The distance is within one hour travel time from the college.
The agency personnel support the Associate Degree Philosophy of Nursing.
The agency holds the appropriate accreditation status.
The agency implements current best practices and nationally established
patient health and safety goals.
The selection process includes planned visits and tours by the Clinical Chair, course
leader(s), and faculty members, and consultation with appropriate agency personnel. The faculty
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works cooperatively with agency personnel to plan and discuss student clinical experiences and
provide the agency staff with the course syllabi and clinical objectives each semester. The
faculty consults with staff personnel the day prior to the clinical experience to ensure that the
student’s learning experience is maximized. The agency provides the faculty with information
on new protocols and procedures and information on required orientation programs and in
service education programs.
In 2008, when the number of students admitted to the nursing program was increased
to 125 and the clinical days in the first year were increased from one to two, the faculty pursued
additional sites for student learning. The curriculum minutes demonstrate that the process was
used effectively to acquire additional clinical sites. Evaluation of all clinical agencies used by
NVCC is ongoing as evidenced in the SPE.
Course faculty members meet each semester and evaluate the strengths and weaknesses
of the experiences provided by the agencies and discuss recommendations to improve the student
learning experiences. Faculty members communicate any identified problems or potential
problems to the unit staff, unit manager, the Director of Education, NVCC Course Leader,
Clinical Chair, and /or the Nursing Director when appropriate. Students evaluate all clinical sites
at the end of each semester utilizing the CT-CCNP course evaluation form and the NVCC
“Student Facility Evaluation Form”. Faculty members evaluate the clinical sites using the
“Faculty Facility Evaluation Form” and make recommendations regarding future use of the
facility. The results of the data are presented at curriculum meetings and discussed as part of the
Systematic Plan for Evaluation. After completion of the clinical experience, faculty members
share evaluations of the experience with appropriate personnel of the cooperating agency.
Clinical resources in the central Naugatuck Valley area have been adequate and support
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sufficient numbers and varieties of student learning experiences. The Nursing Director and
faculty maintain a positive and collaborative relationship with affiliating clinical agencies. All
the health care agencies used by NVCC provide the student with the requisite knowledge and
clinical skills needed to prepare entry level registered nurses. Course and program student
learning outcomes are met through the use of the health care agencies currently being utilized.
All facilities used by the NVCC nursing program for clinical practice sites are accredited/
approved by the Joint Commission for Accreditation of Health Care Organizations (JCAHO) and
the State of Connecticut.
Northwestern Connecticut Community College
Resources, Facilities and Services in support of the Nursing Program at
Northwestern Connecticut Community College
Northwestern Connecticut Community College has adequate resources to ensure the achievement
of its nursing program’s outcomes. The resources are commensurate with the resources of the
college. The college’s resources allow the program to offer a state-of-the-art learning
environment for its nursing students. The Program operates with three linking budgets: the full-
time faculty and staff salary budget, the nursing and allied health division budget, and the
clinical faculty budget. In addition, the college is fortunate to receive several grants specific to
supporting the nursing division program budget. The Connecticut Legislature and Governor’s
Office approve the annual general fund appropriation for the community colleges. The Board of
Regents for the State Colleges and Universities (ConnSCU) approves the distribution of that
appropriation to each of the twelve community colleges, the four state universities and to Charter
Oak State College, the on-line distance learning college for the state.
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Salaries for the nursing faculty and staff are determined at time of hire and then controlled by
collective bargaining agreements. Initial salaries are determined based on rank at hiring,
education, and experience.
Each spring semester, the Nursing and Allied Health Division Director receives budgetary
information that includes the operating budget breakdown of allocations and spending for the
previous year and projections for the coming year. After input from nursing faculty and nursing
staff, the Division Director submits requests to the Dean of Academic and Student Affairs.
Program budgets are funded based on available funds and needs. The Dean of Academic and
Student Affairs allocates funding to the nursing program after careful analysis with the President
and Dean of Administration.
The number of full- and part-time faculty is determined based on the faculty-to-student ratios set
by the Connecticut State Board of Nursing Regulations and on the clinical site requirements.
NCCC plans to continue enrolling a maximum of 32 new nursing students annually each
January. Table 5.1B shows the totals of all funds for years 2010, 2011, 2012. NCCC manages
its college-wide overhead accounts centrally. Divisions are not charged for telephone, office
supplies, maintenance of the facilities, mailings, copying and other miscellaneous costs. The
category of “operating” expenses include nursing laboratory supplies, new or capital replacement
equipment costs, linen, laundry, licensing fees, association fees and library resource books.
Totals for All Nursing Budget
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The NCCC nursing program was established in summer 2010, with the hiring of the
Nursing Division Director. Grant funds were awarded to the college from various resources,
including federal, state and private funds for the start-up of the program. Currently, the program
is sustained through state funding and from grant and donation funds.
Professional development funds are available to full-time faculty and staff each year.
These funds are appropriated through collective bargaining. The total amount to each college
varies each year.
NCCC houses its nursing program in its new Arts and Science Building. There are two
designated rooms across the hall from each other. One room, 28 ft x 35 ft, houses four adult
patient beds with supporting equipment. The second room, 23 ft x 31 ft, houses infant and child
beds, mannequins and one SimMan Patient Simulator. A mobile control unit is used to facilitate
operation of the simulation mannequin from remote locations. Live streaming to the second
NURSING BUDGET
FY 2010-2011 FY 2011-2012 FY 2012-2013 FY 2013-2014 FY 2014-2015
SALARY & FRINGE -
FT FACULTY 122,638.02 377,455.95 407,001.34 448,473.62
SALARY & FRINGE -
PTL 58,762.83 58,517.53
SALARY & FRINGE -
CLINICAL 29,651.92 162,735.06 291,121.16 432,375.05
SALARY & FRINGE -
STAFF 9,633.65 132,628.36 229,490.61 208,539.93 224,385.90
TOTAL SALARY &
FRINGE 9,633.65 284,918.30 769,681.62 965,425.26 1,163,752.10
OPERATING 42,001.81 314,474.26 22,626.18 36,981.37 16,615.42
TOTAL ALL 51,635.46 599,392.56 792,307.80 1,002,406.63 1,180,367.52
247
laboratory and to the two lecture halls also located in this building is a useful teaching modality.
Video recording technology is used for debriefing.
The Arts and Sciences Building houses several classrooms and a lecture hall, which can
accommodate 67 students, and has a computer laboratory with a capacity of 24. All of the
teaching rooms in the Arts and Science Building are high-tech classrooms housing Smartboards,
projectors, PCs, DVD players and document cameras.
The nursing laboratory has specifically scheduled labs for each of the four clinical
nursing courses. In addition, 12 hours open laboratory time are provided each week for
supervised student practice. Full-time faculty schedules office hours in the nursing laboratory to
be available for laboratory review. Students must schedule their skill validation testing times
with faculty members.
All laboratory equipment and supplies were purchased and in place for the start of the
first semester in January 2011.
Adequate office space is provided for the Director, nursing faculty and administrative
assistant in the Founder’s Hall faculty office wing. The Director has a private office along side
the other division directors. Each full-time faculty member shares with another full-time faculty
member an office located in the same wing as the Nursing Director. Office resources include two
desks, two computers, two telephones, multiple chairs and two locked file cabinets. Faculty
shares access to computer printers on each faculty floor. Adjunct instructor space is available for
clinical instructors on campus in the Arts and Science Building, Greenwoods Hall and Founder’s
Hall, all of which are a short 5-7 minute walk from the Arts and Science Building. The college
has ample space for all courses supporting the nursing program and there is ample conference
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meeting space throughout the campus in various locations in Founder’s Hall, the Learning
Resource Center and Greenwoods Hall.
A full-time secretary has been assigned to the Nursing and Allied Health Director and
faculty. The secretary is in a private office just across from the Director’s office. She is able to
meet the individual needs for the Director and faculty. In addition, the Director attends all
nursing division meetings and gives administrative assistance to this division. There is one
part-time nursing laboratory assistant to support the faculty and student work. The part-time
clinical instructors also participate in the scheduled laboratory days to ensure continuity in
instruction from the classroom to the clinical setting. The division has one nursing program tutor
who works through the College’s Academic Skills Center. This tutor is available specifically for
nursing courses and two tutors are available for help with the supportive academic classes.
There is one designated nursing student advisor in the College’s Admissions Office. This
advisor works with others to hold nursing education information sessions, to meet with
prospective students, to collect and process all nursing applications.
Additional college support for students and faculty include computer support through a
24-hour help line and live help desk support during business hours. The Director of Distance
Learning is a resource for both faculty and students for their use of Blackboard and ePortfolio.
The library staff provides an educational workshop for each nursing class during the first
semester. They review how to use the electronic databases, other library resources, and review
the process of evaluating websites for their validity and applicability to nursing and healthcare
research.
Learning resources are comprehensive, relevant to the curriculum, current, and accessible
to faculty and students, including those engaged in alternative methods of delivery. Faculty are
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involved in decisions related to learning and technology resources. Needed learning/teaching
resources that are specific to the nursing program are discussed and selected at nursing division
meetings and presented by the Nursing and Allied Health Division Director to the Academic
Dean. Purchasing occurs through the nursing operating budget or through grant funds. College-
wide learning and technology resources are available through the Learning Resource Center, the
Academic Support Center, and through educational technology. The Distance Learning
Coordinator is available to students and faculty who need assistance.
The Nursing Division has access to computer assisted software programs and videos,
nursing skills labs that use real-life equipment, and the simulation mannequins and equipment
that use high fidelity simulated learning activities.
Nursing textbooks are selected by consortium committee work. NCCC has faculty on
the CT-CCNP committee that selects the textbooks for the curriculum.
Library
The Library is located in the Learning Resource Center (LRC) adjacent to Founder’s
Hall. Opened in 2003, the Learning Resource Center provides students with access to a full-
range of library services in a spacious, modern setting. The LRC houses the Library and the
Dorothy Draper Conference Center. The Library is open 57.5 hours a week when classes are in
session and 35 hours during intersession.
The Library has various types of comfortable seating available: individual study carrels,
tables, and casual seating areas. The amount well exceeds the minimum standard of 10% of FTE
enrollment set by the Association of College and Research Libraries. There are 34 student
computer workstations: two of these are solely for searching the Library’s resources. The
Library Lab has a dedicated library space for classroom and group bibliographic instruction.
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This space provides classes and students access to 20 new computers, which are fully equipped
with the software and programs needed for high-level instruction. When not reserved for
classroom instruction, the room provides students with an additional open computer lab for
general research. The Library has three C-Pods available to students. The C-Pods facilitate
group study and allow students to work on collaborative projects within a defined space. In
addition, there are five audio-visual workstations; five with small TV/VCR units, one with a
compact disc player. The facility also includes three study rooms reserved for quiet study or
group activities.
The library has five full-time and two part-time staff members. The full-time staff
consists of the Director of Library Services, the Public Services Librarian, the Library
Associate/Public Services, and the Library Associate/Technical Services and the Library
Assistant/Technical Services. The part-time staff consists of two Educational Assistants who
each work an average of nine hours per week. All of the staff works some evening and weekend
hours to provide consistent levels of service to the College. There is currently one student
worker employed for 10 hours per week. The credentials of the Library staff are exemplary.
Two staff hold Master of Library and Information Science degrees from accredited library
science graduate schools. Two staff hold Bachelor of Science degrees from accredited
institutions. One Educational Assistant holds a Bachelor of Science in Education from an
accredited institution.
The Library’s collection consists of 40,000 print books, 24,000 electronic books, 135
periodicals and newspapers subscriptions, compact discs, audio books, DVDs and videos,
government documents, and microforms. The overall collection reflects the curriculum of the
College and also contains works in all the general areas of study. The reference collection – both
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print and electronic - holds the standard sources in many fields of study. The Library is a
depository for Connecticut state government documents, which are arranged by subject and
accessible through the on-line catalog. In addition, the Library provides access to millions of
online full text journal and magazine articles through numerous electronic databases and
reference resources. Students have access to twelve general subject databases, which include
millions of full-text articles from journals and magazines covering a wide range of fields and
professions. All electronic databases are accessible both on campus and remotely.
Nursing-Specific Holdings
Students in the Nursing program have direct access to 2,050 print titles in the Library’s
collection and over 7,000 in the Library’s eBook collection related to their field of study. The
periodical collection includes nine print journals and magazine subscriptions related to their field
of study. Students have access to eight health-sciences related databases, which give them
access to the most respected journals and magazines in the field, including CINAHL with Full
Text, Health Reference Center Academic, Health Source: Nursing/Academic Edition, Nursing
and Allied Health Collection. The nursing resources are easily accessible to nursing students
through the nursing LibGuide. This online subject guide serves as a “Nursing Gateway” to local,
regional and national resources, including governmental agencies and professional organizations.
The library maintains an archive of older issues for each of the current subscriptions. This
periodical collection is supplemented with licenses to 12 electronic databases; the Library also
provides access to the A.D.A.M. software on all public computers. Finally, the Library
collection currently contains 70 audiovisual materials in both DVD and VHS formats in the areas
of medicine, biology, biochemistry, anatomy and physiology. Additionally, the Library offers
access to streaming videos. Nearly 2,250 videos are available to faculty and students in the areas
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of biology, anatomy and physiology, microbiology, health care and treatment, health careers,
nutrition, and public health.
The following book title list is only a sample from the College’s collection.
Nursing-related Print Books:
Bradshaw, Martha & Arlene Lowenstein. (Eds.). (2011). Innovative teaching strategies
in nursing and related health professions. (5th ed.). Boston: Jones and Bartlett.
Campbell, Jacquelyn & Janice Humphreys. (Eds.). Family violence and nursing practice.
(2nd Ed.). New York: Springer.
Cardiovascular care made incredibly visual! (2nd Ed.). (2011). Philadelphia: Lippincott
Williams & Wilkins.
Cherry, Barbara & Susan Jacob. (Eds.). (2011). Contemporary nursing: Issues, trends &
management. (5th Ed.). St. Louis: Elsevier/Mosby.
Lippincott Williams & Wilkins. (2011). Nursing 2011 psychiatric & mental health drug
handbook. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Meiner, Sue. (Ed.) (2011). Gerontologic nursing. (4th). St. Louis: Elsevier/Mosby.
Rothrock, Jane. (Ed.). (2011). Alexander’s care of the patient in surgery. St.
Louis: Elsevier/Mosby.
Stanley, Joan M. (Ed.). (2011). Advanced practice nursing: Emphasizing common
roles. Philadelphia: F.A. Davis.
Wall, Barbra & Arlene Keeling. (2011). Nurses on the front line: When disaster strikes,
1878-2010. New York: Springer.
Yoder-Wise, Patricia. (2011). Leading and managing in nursing. (5th ed.). St.
Louis: Elsevier/Mosby.
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NCCC’s comprehensive nursing-related periodical and database lists include:
Nursing-related Print Periodicals:
American Family Physician
American Nurse Today
CMA Today
Harvard Women’s Health Watch
Health
Journal of Nursing Scholarship
Journal of Rural Health
New England Journal of Medicine
Nursing
Representative Electronic Databases related to Nursing :
CINAHL with Full Text
Gale Virtual Reference Library
Health and Wellness Resource Center
Health Reference Center Academic
Health Source: Nursing/Academic Edition
Medline
Nursing and Allied Health Collection
Salem Health
Across the campus the College provides comprehensive computer facilities that are
available to all registered NCCC students. The College offers Windows and Macintosh
computers for utilizing software applications for access to the Internet, word processing, desktop
254
publishing, spreadsheets, databases, web page authoring, presentations, programming languages,
etc.
There is a Distance Learning (DL) Coordinator who is available to faculty five days per
week during normal working hours. The DL Coordinator is helpful to faculty and students. The
DL Coordinator will work to support activities to ensure learning outcomes for all distance
learning courses can be met.
The Core Nursing courses (NUR* 101, NUR* 102, NUR* 201, NUR* 203, and
NUR*205) are web-enhanced through the Blackboard Vista. The three pharmacology courses,
NUR* 103, NUR* 202 and NUR*204 were offered only as distance learning courses, but are
being brought back into the traditional classroom. This change comes from evaluation and input
from both students and instructors. The courses will continue to be web-enhanced as the other
nursing courses. These web-based or web-enhanced nursing courses have the course shells
available to students before classes start, which allows students to preview course syllabi and
course overviews. Blackboard Vista is also a tool for faculty and students to communicate. Both
students and faculty may access all of their Blackboard courses through the myCommNet portal.
MyCommNet portal is a system-wide website that networks with all of the Connecticut
Community Colleges and is host to various services for both faculty and students. Blackboard
Vista support is available seven days a week, twenty-four hours per day.
Various non-nursing support courses may also be offered both on ground and through
distance learning format. Students have the option of choosing to take these non-nursing
required courses on campus or through distance learning. There are adequate fiscal, physical,
technological, and learning resources available at NCCC for all student learning outcomes to be
achieved for their distance learning courses.
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Norwalk Community College
The Chairperson, the Director and nursing faculty participate in identifying clinical sites
suitable for meeting the student learning outcomes of the Nursing Program. Through visits to
clinical sites, the Chair, Director and faculty have the opportunity to meet with staff and
administrators to discuss the potential of the facility as a clinical site. Following these visits,
reports and recommendations are made to the Nursing Division for approval of the facility for
use as a clinical laboratory experience.
Faculty select clinical experiences and facilities based upon a number of criteria which
include: geographic distance, appropriateness of patient population to meet clinical and course
objectives, availability and type of health care personnel and the size and variety of clinical units.
The contract signed (see Appendix V) with each clinical agency clarifies the Board of
Examiners for Nursing’s regulations defining faculty responsibility for planning, selecting,
directing and evaluating student learning. Clinical coordination meetings are conducted with the
affiliating agency to ensure cooperative planning of clinical experiences and appropriateness of
patient populations in meeting course objectives. In addition, faculty initiate meetings with
nursing personnel to plan patient assignments appropriate for meeting specific clinical
objectives. Evaluation comments by students and faculty at the end of each course are used for
future decisions regarding selection of clinical sites and specific patient care units.
All health care agencies used by NCC adequately provide the opportunities for requisite
clinical skills to provide comprehensive experiences that meet individual course learning
outcomes. As can be seen in Criterion 8, clinical experiences are provided in a variety of
settings. All facilities used by NCC are accredited by either the Joint Commission for the
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Accreditation of Health Care Organizations (JCAHO), or the State of Connecticut. (See Table
17.5).
The Division of Nursing and Allied Health host regular meetings of the Nursing
Advisory Board to maintain an ongoing dialog with leaders in the community who are engaged
in health care agencies/institutions. Minutes of these meetings are kept in the office of the
Director.
Faculty members systematically evaluate all clinical sites on a regular basis. The sites
are evaluated monthly at team and division meetings and also at the end of term through student
and faculty evaluations. The faculty and administration of NCC use a number of methods to
evaluate these clinical sites. These methods are summarized in the sample systematic
evaluation plan (SPE) provided in Appendix A.
Three Rivers Community College:
The practice learning environments utilized by the TRCC Nursing Program represent a
variety of health care settings, including large inner-city teaching hospitals, as well as smaller
community hospitals and community agencies. The healthcare agencies that have been selected
are ones that provide students with learning experiences that support the achievement of course
and program student learning outcomes and utilize current best practices and follow established
health and safety goals. Planning, selecting, directing and evaluating student learning
experiences are the responsibility of the faculty. The following is a list of criteria utilized by
faculty as guidelines when selecting clinical sites:
The site facilitates student learning, development of psychomotor skills and course
learning outcomes.
The site can accommodate the number of students requiring clinical placement.
257
The patient population represents the variety of healthcare problems needed to meet
course learning outcomes and enable student learning.
The health-care personnel are sufficient to support student learning experiences.
The resources are adequate to support student learning.
The agency personnel support the philosophy of associate degree nursing.
The agency holds the appropriate accreditation status.
The agency implements current best practices and nationally established patient health
and safety goals.
As the number of students admitted to the CT-CCNP at TRCC has grown, so has the
need for clinical learning sites. The selection process includes planned visits and tours by the
department director, course leaders, and/ or expert faculty members, along with consultation with
appropriate agency personnel. The faculty works cooperatively with agency personnel to plan
and discuss student clinical experiences and provide the agency staff with the course syllabi and
clinical objectives each semester. The faculty consults with staff personnel prior to the clinical
experience to ensure that student learning experiences are maximized. The agency provides the
faculty with information on new protocols and procedures and required orientation programs and
inservice education programs for faculty and students.
In the fall of 2008, TRCC began to admit students twice per year, increased
enrollment to 96 students per class/ admissions cohort by fall of 2009. During the fall 2015 and
spring 2016 semesters TRCC will decrease enrollment to 80 students per class/admissions cohort
and continue to admit twice per year with 40 students starting the program each semester.
During this same timeframe, clinical days in the first year were increased from one to two. In
order to accommodate this growth, the faculty pursued additional sites for student learning. Two
Commented [PL16]: the highlighted text reflects content
appropriate for the 2010 report. During 2010-15 there were NO increase in clinical hours. You will need to rework if you want
to bring out the Avalon points.
258
sites selected to provide clinical learning for students were Avalon Rehabilitation Center and an
emergency department rotation in an acute-care hospital where we currently had an affiliation.
In addition to increased placement for our students, Avalon was selected for the exposure it
would give students as a potential area of practice to secure a position after graduation.
Curriculum review demonstrates that the process was used effectively to acquire these additional
clinical sites. Evaluation of all clinical agencies used by TRCC is ongoing and is documented in
the SPE.
The Director, with input from the course leaders, determines which sites are appropriate
for each course. TRCC nursing faculty believe that the clinical learning environment should
enhance what is being taught in the classroom and therefore requests clinical units that have
patient populations that correlate with the course learning outcomes and content. Course team
meetings are conducted three times each semester. Evaluation of the strengths and weaknesses of
the clinical experiences provided by the agencies are discussed by full and part time faculty and
recommendations are made to improve the student learning experiences. Course Team Meeting
Minutes reflect these discussions. Faculty members communicate any identified problems or
potential problems to the unit staff, unit manager, the Director of Education, TRCC clinical
liaison, and the Nursing Director when appropriate. Students evaluate all clinical sites at the end
of each semester utilizing the CT-CCNP course evaluation form. Faculty members evaluate the
clinical sites using the Faculty Facility Evaluation Form and make recommendations regarding
suitability of the site for meeting student learning objectives and future use of the facility. The
results of the data are presented at curriculum meetings and discussed as part of the Systematic
Plan for Evaluation (SPE). Annually, during end of the year affiliate meetings, faculty members
share the evaluations of the clinical learning experiences from each site with representatives of
259
cooperating agencies.
260
CRITERION 17
Written contracts with affiliating agencies define the faculty responsibilities to select, guide
and evaluate student learning activities. Contracts are reviewed annually by the nursing
education program and renewed at least every three years. [Regulations: 20-90-
48(b)(1)(2)]
20-90-48(b)(1)(2)
(b) Contractual agreements
(1) There shall be signed contractual agreements between the nursing education program and
cooperating health care entities when the program and the entities are independent.
(2) Contracts shall be developed by the program and shall be reviewed annually by the
cooperating health care entity. Contracts shall be renewed at least every third year.
Clinical contracts are obtained with all affiliating agencies used for clinical experience
using a template approved by the State of Connecticut. The Office of the Dean of
Administration or his/her designee initiates the contract at each of the sites. This contract is then
forwarded to the office of the BOR for approval and then to the Office of the Attorney General
for final review and signature.
The contract signed with each clinical agency clarifies the Connecticut Department of
Public Health’s regulations defining faculty responsibility for planning, selecting, directing and
evaluating learning. All six of the colleges have current contracts that specify the expectations
and responsibilities for all parties, protecting the integrity of the students’ educational
experiences and providing for the safety of patients, students, and faculty. Contracts are
reviewed at each college annually according to the SPE and are renewed every three years or as
otherwise stated. Tables 17.1 to 17.6 list the agency contracts in place for each college.
Appendix V contains the template for clinical contracts with affiliating agencies that is approved
by the State of Connecticut, Office of the Attorney General.
261
Table 17.1 Agency Contracts - Capital Community College
Clinical Agency Contract Period
Courses Using Agency/ Nursing Experiences
Provided Avery Heights/Church
Homes, Inc.
705 New Britain Ave.
Hartford, CT 06106
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
Bristol Hospital, INC
Brewster Rd., P.O. Box 977
Bristol, CT 06011-0977
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
NUR 201, Medical-Surgical
Nursing
NUR 203, Medical-Surgical
Nursing
Central Conn. Hlth Alliance,
Inc.
The Hospital of Central Conn.
100 Grand St.
New Britain, CT 06050
09/01/2012 – 09/01/2015 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
NUR 201, Medical-Surgical
Nursing
NUR 203, Medical-Surgical
Nursing
ECHN
Manchester Memorial
Hospital 71 Haynes Street
Manchester, CT 06040
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
NUR 201, Medical-Surgical
Nursing
NUR 203, Medical-Surgical
Nursing
ECHN
Rockville General Hospital 31
Union St.
Vernon, CT 06066
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
Hartford Hospital
80 Seymour St.
Hartford, CT 06115
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
NUR 201, Medical-Surgical
Nursing
NUR 203, Medical-Surgical
Commented [PL17]: reflects a 4 year period, should it be 3 years according to regs?
262
Clinical Agency Contract Period
Courses Using Agency/ Nursing Experiences
Provided Nursing
Institute of Living
400 Washington St.
Hartford, CT 06106
09/01/2013 – 09/01/2017
(contract under Htfd. Hosp.)
NUR 203, Psychiatric and
Medical-Surgical Nursing
Hebrew Home & Hospital
1 Abrahms Blvd.
W. Hartford, CT 06117
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
Hospital for Special Care
2150 Corbin Ave.
New Britain, CT 06053
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
NUR 201, Medical-Surgical
Nursing
NUR 203, Medical-Surgical
Nursing
Johnson Memorial Medical
Ctr., Inc.
The Johnson Evergreen Corp.,
Inc.
205 Chestnut Hill Rd.
Stafford Springs, CT 06076
10/25/2014 – 01/02/2018 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
Johnson Memorial Medical
Ctr., Inc.
Johnson Memorial Hospital,
Inc.
201 Chestnut Hill Rd.
Stafford Springs, CT 06076
10/25/2014 – 01/02/2018 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
McLean Affiliates, Inc.
75 Great Pond Rd.
Simsbury, CT 06070
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
Riverside Health Care Ctr.,
Inc.
745 Main St.
E. Hartford, CT 06108
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
Saint Francis Care, Inc.
St. Francis Hospital &
Medical Ctr. includes Mt.
Sinai Campus Rehab Units
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
263
Clinical Agency Contract Period
Courses Using Agency/ Nursing Experiences
Provided 114 Woodland St.
Hartford, CT 06105
NUR 201, Medical-Surgical
Nursing
NUR 203, Medical-Surgical
Nursing
Saint Mary Home
2021 Albany Ave.
West Hartford, CT 06117
09/01/2013 – 09/01/2017 NUR 101, Fundamentals of
Nursing
NUR 102, Medical-Surgical
Nursing
264
17.2 AGENCY CONTRACTS - GATEWAY COMMUNITY COLLEGE
Clinical Agency
Contract Period Courses Using Agency/
Nursing Experiences Provided
Branford Hills Health Care
Center
09/01/13-08/31/16 NUR 101- Fundamentals of Nursing
Griffin Hospital
3/1/15- 2/29/20 NUR 101- Fundamentals of Nursing
NUR 102- Maternity Nursing
NUR 203- Medical-Surgical Nursing
& Psychiatric Nursing
Cornell Scott Hill Health
Center
07/01/14 – 06/30/19 NUR 203- Precepted Experience
Gaylord Hospital 7/01/13-6/30/16 NUR 101- Fundamentals of Nursing
NUR 201- Medical-Surgical Nursing
NUR 203- Medical-Surgical Nursing
Hospital for Central
Connecticut
05/01/13 – 4/30/16 NUR 102- Maternity Nursing
NUR 201- Medical-Surgical Nursing
NUR 203- Medical-Surgical Nursing
Mary Wade Home, Inc. 07/01/14-06/30/19 NUR 101- Fundamentals of Nursing
NUR 203- Precepted Experience
Masonicare Healthcare
Center 07/01/14 – 06/30/19
Not being utilized at this time
MidState Medical Center 09/01/14-08/31/19 NUR 102- Maternity Nursing
NUR 201- Medical-Surgical Nursing NUR 203- Medical-Surgical Nursing
State of Connecticut – Department of Mental Health
and Addiction Services
CT Valley Hospital
Connecticut Mental
Health Center
01/1/14 – 12/31/18 NUR 203- Psychiatric Nursing;
Precepted Experiences
Visiting Nurse Association of
South Central Connecticut,
Inc.
07/1/14- 6/30/19 NUR 203- Precepted Experiences
Waterbury Hospital
07/01/08 – 06/30/11
02/1/14- 1/31/17 NUR 102
Yale-New Haven Hospital
York Street Campus
St. Raphael’s
Campus
09/02/12 – 09/02/15 NUR 101- Fundamentals of Nursing NUR 102- Medical-Surgical Nursing NUR 201- Medical-Surgical Nursing NUR 203- Medical-Surgical
265
Clinical Agency
Contract Period Courses Using Agency/
Nursing Experiences Provided
Nursing, Psychiatric Nursing,
Precepted Experiences
266
17.3 AGENCY CONTRACTS – NAUGATUCK VALLEY COMMUNITY COLLEGE
Clinical Agency Contract Period Courses Using Agency/ Nursing
Experiences Provided
Bristol Hospital 9/4/08-8/31/11 NUR 101, Fundamentals of Nursing
The Charlotte Hungerford
Hospital 1/1/09-12/31/12 NUR 101, Fundamentals of Nursing
NUR 102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing
Endoscopy Center of
Northwest Connecticut
9/1/08-8/31/11 NUR 201, Medical-Surgical Nursing
Gaylord Hospital, Inc. 1/1/08-12/31/10 NUR 203, Medical-Surgical Nursing
Griffin Hospital 1/1/10-12/31/12 NUR 101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing
Hospital of Central
Connecticut
New Britain Campus
Bradley Memorial Campus
3/1/10-2/28/13 NUR 101, Fundamentals of Nursing NUR 201, Medical-Surgical Nursing
Hospital of Saint Raphael In Process NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing
MidState Medical Center 9/1/09-8/31/12 NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing
New Milford Hospital 1/1/08-12/31/10 NUR 101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing
Saint Mary’s Hospital 7/1/10-6/30/13 NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing
Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing
State of Connecticut – Department of Mental Health
and Addiction Services
1/1/10-12/31/14 NUR 203, Psychiatric-Mental Health
Nursing
Waterbury Hospital Health
Center
1/1/08-12/31/10 NUR101, Fundamentals of Nursing
NUR 102, Medical-Surgical Nursing
267
Clinical Agency Contract Period Courses Using Agency/ Nursing
Experiences Provided
Maternity Nursing
NUR 201, Medical-Surgical Nursing
NUR 203, Medical-Surgical Nursing
Visiting Nurse Services of
Connecticut, Inc.
In Process
NUR 201, Medical-Surgical Nursing
VNA Health Care, Inc. 1/1/09-12/31/12 NUR 201, Medical-Surgical Nursing
VNA of Central Connecticut,
Inc.
1/1/09-12/31/12 NUR 201, Medical-Surgical Nursing
268
17.4 AGENCY CONTRACTS
NORTWESTERN CONNECTICUT COMMUNITY COLLEGE
Clinical Agency Contract Period Courses Using Agency/ Nursing
Experiences Provided
Brooker Memorial 6/15/11-12/31/15 NUR 102
The Charlotte Hungerford
Hospital
1/1/11-12/31/15 NUR 102, 201, 203
Connecticut Children's
Medical Center
7/1/12-12/31/15 NUR 102
Gaylord Hospital
1/1/14-12/31/15 NUR 201, 203
Robert C Geer Memorial
Hospital (Geer)
1/1/11-12/31/15 NUR 101
Hartford Hospital
5/1/13-12/31/15 NUR 102
Litchfield Woods Health
Care Center
1/1/11-12/31/15 NUR 101
McLean Affiliates
1/1/11-12/31/15 NUR 101
New Opportunities, Inc.
6/1/12-12/31/15 NUR 102
St. Mary's Hospital
1/1/11-12/31/15 NUR 102
Sharon Hospital
1/1/11-12/31/15 NUR 102, 201, 203
Waterbury Hospital 1/1/11-12/31/15 NUR 102, 201, 203
269
17. 5 AGENCY CONTRACTS – NORWALK COMMUNITY COLLEGE
Clinical Agency Contract Period Courses Using Agency/ Nursing
Experiences Provided
Bridgeport Hospital 9/1/2010 – 9/1/2012 NUR 101, NUR 102
Greater Bridgeport Mental
Health
MOU NUR 203
Carolton Chronic &
Convalescent Hospital, Inc.
9/1/2014 – 9/1/2015 NUR 101-Not currently being used
Greenwich Hospital 9/1/2014 – 9/1/2020 NUR 101, NUR 102
Honey Hill Care Center NUR 101 – Not currently being used
Danbury Hospital NUR 102 – Not currently being used
Jewish Home for the Elderly
of Fairfield CT INC.
9/1/2014 – 9/1/2020 NUR 101
Nathaniel Witherell 9/1/2012 – 9/1/2017 NUR 101 – Not currently being used
Norwalk Community Health
Center
NUR 201, NUR 203-Not currently being
used
Norwalk Hospital 9/1/2012 – 9/1/2017 NUR 102
Silver Hill Hospital 9/1/2012 – 9/1/2015 NUR 203
St. Vincent’s Medical Center
Behavioral Health Services
9/1/2014 – 9/1/2017 NUR 203
Stamford Hospital 9/1/2012 – 9/1/2017 NUR 102
William & Sally Tandet
Center
NUR 101-Not Currently Being Used
Wilton Meadows
Rehabilitation & Health Care
Center
9/1/2012 – 9/1/2015 NUR 101
Nursing & Home Health Care NUR 201, NUR 203Not- Currently being
used
Waveny Care Center 08/31/2012-
08/31/2017
NUR 101-Not currently being used
270
17.6 AGENCY CONTRACTS – THREE RIVERS COMMUNITY COLLEGE
Clinical Agency Contract Period Courses Using Agency/ Nursing
Experiences Provided
Avalon Health Care at
Stonebridge 3/1/14 - 2/28/17 NUR101
Connecticut Valley Hospital 1/18/08 to 1/17/11 NUR 203
Center for Hospice Care, SE
CT
4/1/14 - 6/30/17
CT DMHAUS, all sites 1/18/14 - 12/31/99
Bayview Health Care 1/1/14 - 12/31/17
DaVita Dialysis Services 1/18/08 to 1/17/11 NUR 203
Day Kimball Hospital 7/1/14 - 6/30/17 NUR 101
NUR 203
Hospital for Special Care 1/20/13 - 1/19/16 NUR 102
Interim Healthcare of ECT 7/1/14 - 6/30/17 NUR
Lawrence Memorial Hospital 7/1/14 - 6/30/17 NUR 101
NUR 102
NUR 201
NUR 203
Norwich Senior Center 9/1/13 - 8/31/19 NUR
Odd Fellows dba Fairview 1/1/15 - 12/31/18 NUR
Orchard Grove 1/1/15 - 12/31/17 NUR 203
Nachaug Psychiatric Hospital 7/1/08 to 6/30/11 NUR 203
St. Francis Hospital and
Medical Center 7/1/14 - 6/30/17 NUR 101
NUR 102
NUR 201
NUR 203 VNA of SE CT 1/20/13 - 1/19/16 NUR N203
Westview Nursing Care &
Rehab Center 9/1/12 - 8/31/15 NUR 101
William W. Backus Hospital 7/1/14 - 6/30/17 NUR 101
NUR 102
NUR 201
NUR 203 Windham Community
Memorial Hospital
7/1/14 - 6/30/17 NUR 203
Southeastern CT Mental
Health Authority
N203
271
272
Appendices follow in order as listed on page vi except for the
Nursing Student Handbook which is located in the front pocket
of the report binder.