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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

Table of Contents

Items/Topics Associated

SBEN Criteria Page

List of Tables NA ii

List of Appendices NA

iv

Introduction NA

v

Philosophy and Objectives: Criterion 1 1

Criterion 2 22

Administration: Criterion 3 35 Criterion 4 40 Criterion 5 58

Faculty: Criterion 6 81 Criterion 7 112 Criterion 8 128

Students: Criterion 9 141

Curriculum: Criterion 10 147 Criterion 11 150 Criterion 12 153 Criterion 13 163 Criterion 14 166

Resources and Facilities: Criterion 15 170 Criterion 16 235 Criterion 17 247

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List of Tables Criterion# Table# Title Page(s)

1 1.1-1.6 Comparison of Community College Missions, CT-CCNP

Philosophy/Core Values and Student Learning Outcomes 6-21

2 2.1 Relationship of CT-CCNP Nursing Program Philosophy,

Student Learning Outcomes and Program Outcomes 23-24

2.2 Relationship of Student Learning Outcomes, Core Values,

Course Objectives, Learning Activities and Evaluation Methods

25-34

3 3.1 Outline of Nursing Administrators’ Qualifications 36-39 4 4.1 College Specific Position Summary of CT-CCNP

Administrators 45-50

4.2 College Specific Authority and Responsibility Summary for CT-CCNP Administrators

51-57

5 5.1-5.6 Location of Administrative Records at the Community

Colleges 59-78

5.7 Location of Administrative Records at the BOR System Office

79-80

6 6.1-6.6 Faculty/Staff Credentials at each of the six Community

Colleges 83-111

7 7.1-7.6 Faculty to Student Clinical Ratios at each of the six

Community Colleges 115-127

8 8.1-8.6 Fall 2014 and Spring 2015 Semesters Clinical Placements at

each of the six Community Colleges 130-140

9 9.1 CT-CCNP Standards and Practices Documentation Sources 146

11 11.1 CT-CCNP Plan of Study and Theory, Laboratory and Clinical Hours

152

12 12.1 CT-CCNP Program of Study 162

ii

Criterion#

Table#

List of Tables (con’t.)

Title

Page(s)

13 13.1 CT-CCNP Colleges NCLEX-RN Success Rates as Compared to National Mean

165

14 14.1 CT-CCNP Graduate Satisfaction and Job Placement as

Measured by Graduate Survey One Year following Graduation

168

14.2 CT-CCNP Graduate Employer Satisfaction and Job Placement as Measured by Employer Survey One Year following Graduation

169

17 17.1-17.6 Agency Contracts at each of the six Community Colleges 248-254

iii

List of Appendices Appendix Title Page Appendix A: Systematic Plan for Evaluation Template for Colleges 255 Appendix B: Position Descriptions for Nursing Directors 313 Appendix C: Resumes/CVs CT-CCNP Directors 324 Appendix D: Organizational Charts 355 Appendix E: CT-CCNP Bylaws 413 Appendix F: CT-CCNP Nursing Information Packet 424 Appendix G: CT-CCNP Pertinent Websites 442 Appendix H: Application Process and Admission Requirements 444 Appendix I: Nursing Program Selection Process 447 Appendix J: CT-CCNP Nursing Student Handbook 449

Appendix K: CT-CCNP Guide and Application for Admission for

External Transfer Applicants 514

Appendix L: CT-CCNP Articulation Agreement Sample 525 Appendix M: CT-CCNP Health Assessment Form for Students Participating in Clinical Activities Capital Community College Sample 548 Appendix N: Graduate and Employer Surveys 557 Appendix O: Cumulative Clinical Evaluation Criteria 579 Appendix P: Nursing Course Descriptions 589

Appendix Q: Alignment of Student Learning Outcomes and Core Values with Professional Standards and Course Objectives 600

Appendix R: Position Description for CT-CCNP Director of System Nursing Curricular Operations 613

Appendix S: Position Description for CT-CCNP Nursing Admissions Specialist 618

Appendix T: Clinical Contract Template Approved by the State of

Connecticut, Office of the Attorney General 622iv

September 21, 2015

CT State Board of Examiners for Nursing (SBEN) Department of Public Health Hartford, CT Dear Members of the Board of Examiners for Nursing,

We are pleased to provide you with this self-study report completed and submitted on behalf of the Connecticut Community College Nursing Program (CT-CCNP) in an effort to seek continued program approval by the board.

Since our initial full program approval as the CT-CCNP in 2010, we have enjoyed five years of continued success based upon strong collaboration among faculty, program, college and system leadership across our colleges. We have enthusiastically embraced national accreditation for each individual college program since 2009 under the common curriculum, student standards and practices and a centralized approach to admissions. We delighted in the seamless integration of a sixth college, Northwestern CT Community under the same, graduating their first class of registered nurse candidates in May 2012.

We remain true to the mission of Connecticut’s Community Colleges to provide top-notch, affordable and accessible educational opportunities for the citizens of our state. We remain committed to the preparation of entry level registered nurse professionals who are encouraged to embrace educational advancement in nursing through the provision of multiple approved pathways to the BSN and beyond.

We look forward to the opportunity for open dialogue related to our programs, standards and practices with the members of the board at the SBEN meeting on Wednesday, October 21st at 8:30 am.

If additional information is required prior to the October meeting, please contact Linda Perfetto, Director, System Nursing Curricular Operations at 860-723-0779 or by email at [email protected]. Thank you for your consideration.

Respectfully,

The CT-CCNP Nursing Directors Council

Cynthia C. Adams EdD, RN Nursing Program Director, CCC

Kathleen Fries PhD, RN Nursing Program Director, NCC

Eileen M. George RN, DNP Nursing Program Director, NVCC

Constance Hotchkiss MS, RN Nursing Program Director, NCCC

Edith Ouellet MSN, RN Nursing Program Director, TRCC Sheila B. Solernou MSN, RN Nursing Program Director, GWCC

Linda Perfetto MS, RN Director, System Nsg Curricular Operations.

v

mailto:[email protected]

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.

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http://www.ct.edu/regents/mission

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 (CSCU) 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.

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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

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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.

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• 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.

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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 nursing process and critical thinking skills 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.

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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.

7

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

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.

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Gateway Community College Mission Statement and Purpose

CT-CCNP Nursing Philosophy CT-CCNP Student Learning Outcomes

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: 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

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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


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.


Function in the professional role utilizing current standards of nursing practice.

10


Goals


NVCC is an effective, performance-based institution.

Caring Communication Holistic Care Professionalism

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.




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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

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.

12


& PHILOSOPHY


principles from the 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.

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

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.

13


& PHILOSOPHY


collaboration with members of the health care team consistent with the CT-CCNP core values 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.

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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


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.

15

Norwalk Community

College College Goals

CT-CCNP Core Values


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 communities we serve as well as enhancing NCC’s

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, families, and groups across the wellness-illness continuum.

16

Norwalk Community College

College Goals

CT-CCNP Core Values


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.


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Table 1.6 Comparison of Three Rivers Community College Mission Statement Foci, CT-CCNP Core Values and


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


18




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


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

19




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


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


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

20




To contribute to the economic development of this region and the state

Graduates must possess the ability to recognize current trends and issues while upholding standards of care through life-long learning

Core Values: Professionalism, Caring, Critical Thinking, Communication

Collaborate as a member of a multidiscipline team

Function in the professional role utilizing current standards for nursing practice

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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

2.2 outlines the relationship between student learning outcomes, core values, course objectives,

course content and 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.

22

Table 2.1 Relationship of CT-CCNP 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



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


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




Program Completion

Job Placement


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




23

CT-CCNP Nursing Program Philosophy Statements

Student Learning Outcomes Program Outcomes

Nursing is a dynamic profession that incorporates evidence-based theory and skills required for safe practice.

Core Values: Critical Thinking Safe and Competent Practice





Job Placement

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




Program Completion


24

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


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.

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

Cultural assessment quiz Evaluation of Clinical Experience Workbooks Debriefing & Reflection Formative and summative clinical evaluations

Participation in discussion of case study Debriefing & Reflection

25

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: 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 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.

Mass casualty simulation Integration of The Village case studies to explore impact of poly pharmacy. Interactive Population Health Case Studies

Skills Performance Assessment Debriefing & Reflection 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.

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-

Interactive discussion of the case studies Evaluation of teaching plan Debriefing & Reflection Skills demonstration Unit Examination

26





Examples of

Evaluation Methods

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 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.

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 focusing on poly pharmacy

Delegation of care case studies using the NCSBN Decision Tree as a framework

Interactive Discussion of case study

Examination

Participation in discussion Peer sharing & evaluation Formative and summative clinical evaluations

Debriefing & Reflection


Core Value:

Safe and Competent Care

Sub-concepts:

Evidence-Based 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.

Medication Administration- Practice IM & SQ injections on simulator Antepartum Period- Antepartal clinical experience

Peer Mentoring/ Skills validation

Written assignment post experience

27





Examples of

Evaluation Methods

Technological Competency

Application of Theory to Practice

Nursing 103: Describe safe and competent medication administration as it relates to patients with obstetrical, pediatric, geriatric, psychiatric, perioperative, 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. 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.

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 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

Formative and summative clinical evaluations

Course exam Completion of written assignment Completion of a patient discharge plan Debriefing & Reflection Clinical assignment teaching plan Debriefing & Reflection

28





Examples of

Evaluation Methods


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, perioperative, gynecological, genitourinary, and /or orthopedic conditions. Nursing 201: Utilize therapeutic communication techniques in providing care to individuals, families, and groups with intermediate health problems. 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.

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 Bronchodilators- prepare interprofessional medication guidelines Develop a teaching patient with a patient with a communication impairment

Classroom exercise to identify nonverbal messages Clinical evaluation - communication skills Course examination

Process recording Evaluation of medication administration records Evaluation of teaching plan

Evaluation of change of shift report/patient handoffs

29





Examples of

Evaluation Methods

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.

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)

Debriefing & Reflection


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 COPD

Skills Laboratory practice-wound care Classroom discussion

Participation in discussion board

Unit examination

Evaluation of teaching plan

30





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.

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

Post-clinical discussion


Written assignment


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.

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

Evaluation of care plan

Debriefing & Reflection assignment on clinical experience Participation in discussion board Clinical evaluation

31





Examples of

Evaluation Methods

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, 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.

intermediate health problems Examine/analyze the role of interprofessional team in the management of patients with 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

Evaluation of medication administration sheets


Written assignments



Sub-concepts:

Legal-Ethical

Integrity

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,

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

Unit examination Formative and summative clinical evaluations

Participation in online

32





Examples of

Evaluation Methods

Confidentiality

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 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.

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 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

discussion boards Clinical post-conference activity

Evaluation of medication administration sheets Process recording Debriefing & Reflection Written assignment of experience



Sub-concepts:

Life-Long Learning

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,

Drug regulations and standards- medication administration at clinical site Professionalism- role development- case study Role of the nurse in pharmacology

Formative and summative clinical evaluation of medication administration

33





Examples of

Evaluation Methods

Role Development

Political Awareness

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.

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

Participation in discussion board Clinical post-conference activity: Debriefing & Reflection Unit examination High Fidelity Simulation debriefing & reflection Reflective journal Written assignments

34

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.

35

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 BA in Nursing – 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

36






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

37






Kathleen Fries R42761 BSN Seton Hall University MSN Sacred Heart University PhD UCONN Certified Childbirth Educator Certified Nurse Educator

• Charge Nurse Norwalk Hospital

• Director UG BSN at Sacred Heart University

• Childbirth Educator at Norwalk Hospital

• Full Time Faculty at Sacred Heart University as Assistant Professor

• Director of Nursing and Allied Health Programs at NCC


Edith Ouellet

CT E5011 Diploma – Saint Francis Hospital School of Nursing BSN – CCSU 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

• 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

38





• Director of Nursing and Allied Health – Three Rivers Community College

Health – Three Rivers Community College

• Director of Nursing and Allied Health – Three Rivers Community College

39

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.

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

40

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

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;

41

• 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

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

42

http://www.ct.edu/

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

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.

43

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.

44

Table 4.1 College Specific Position Summary of CT-CCNP Administrators

College Administrator Position Title Appointment

Areas of Responsi-

bility

% Time Spent with

Nursing

Reports To: Administrative Duties per Job Description


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.


Sheila Solernou, R.N., M.S.N.

Academic Division Director of Allied Health & Nursing

12 Month Full Time

Nursing

Dental Hygiene

Diagnostic Medical Sono-graphy

Exercise Science and Wellness

Nuclear Medicine

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.

45


Areas of Responsi-

bility

% Time Spent with

Nursing


Nutrition and Dietetics

Radiation Therapy

Radio-graphy

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 Sono-graphy

Nuclear Medicine

Radiation Therapy

Radio-graphy

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

46


Areas of Responsi-

bility

% Time Spent with

Nursing



Eileen George, R.N., M.S.N. D.N.P.

Academic Division Director of Allied Health, Nursing, and Physical Therapy

12 Month Full Time

Nursing

Respira-tory Care

Radio-logic Technol-ogy

Physical Therapist Assistant

Physical Education

70% Academic Dean Program and curriculum design and development; orientation and professional development of full-time faculty; Part-time faculty selection and professional development; 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.

Northwest-ern Connecticut Community College

Constance Hotchkiss, RN, MSN

Academic Division Director Nursing, Allied Health & Veterinary Technology

12 Months Full Time

Nursing, Allied Health, Veterinary Technol-ogy

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;

47


Areas of Responsi-

bility

% Time Spent with

Nursing


Program evaluation and assessment; Community relations; Student relations.


Kathleen S. Fries, PhD., RN,CNE

.

Academic Division Director Nursing and Allied Health

12 Month Full Time

Nursing

Respirat-ory Care

Medical Office Manage-ment

Medical Assistant

Health Office Informa-tion

Allied Health Certificate

Non Credit Allied Health Programs:

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

48


Areas of Responsi-

bility

% Time Spent with

Nursing


Certified Nursing Assistant

Patient Care Techni-cian

EKG

Technol-ogy

Phlebot-omy


Judy Mocciola Nursing Department Chair

Full Time, 10 month

Nursing 100%

Academic Division Director Nursing and Allied Health

Participates in the development and monitoring of the nursing budget.

Participates in the hiring of Part time clinical and laboratory educational assistants Clinical Faculty Development Evaluates the full and part time faculty according to CCC policy and procedure. Chairperson of

49


Areas of Responsi-

bility

% Time Spent with

Nursing


Nursing Program (Curriculum) Committee; Member of Nursing Division Meeting; Member of all course teams.


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

50

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


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

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.

51





performance and outcomes.


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

52





organizations such as CT 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.


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


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.


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

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-

53





performance and outcomes.

CCNP Nursing Director’s Council.


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.


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

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.

54





collective bargaining policies.

The Director evaluates all nursing faculty based on job performance and outcomes.



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.


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.

55





Judy Mocciola RN, MSN

There are 8 Department Chairs at NCC.

There is parity in the role responsibilities.



Participates in the hiring of Part time clinical and laboratory educational assistants Evaluates the full and part time faculty according to NCC policy and procedure.

Clinical Faculty Development Chairperson of Nursing Program (Curriculum) Committee; Member of Nursing Division Meeting; Member of all course teams.


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

56





Committee and Nursing Director’s Council

The Director participates in professional nursing organizations such as CT League for Nursing and CT Nursing Collaborative Action Coalition (CNC-AC) and community partnerships to support curriculum implementation.

57

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.

58

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

59

http://www.ccc.commnet.edu/calendar.htm

http://www.ccc.commnet.edu/neasc.htm

http://www.ccc.commnet.edu/affirAct.htm

http://www.ct.edu/academics/nursing%23agreements

http://ct.aft.org/

http://www.ccc.commnet.edu/publications.htm

http://www.online.commnet.edu/pls/x/bzskfcls.P_CrseSearch


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)


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

60

http://www.ccc.commnet.edu/bulletin.htm

http://www.ccc.commnet.edu/docs/studentHandbook.pdf

http://www.ccc.commnet.edu/deptAdmissions.htm

http://www.ccc.commnet.edu/financialAid.htm

http://www.ccc.commnet.edu/transcripts.htm


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.

61

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%20Affairs/Academic-Calendar-2014-2015-Revised.pdf

http://www.gatewayct.edu/SiteMedia/Gateway/Offices%20and%20Departments/Academic%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%20Resources/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

62

http://ct.aft.org/


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


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)


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

63


Where Housed



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 Student Handbook Acknowledgement of Receipt


Audio Recording Agreement Nursing Division Office Confidentiality Agreement and Consent to Video Record


Yale-New Haven Hospital Confidentiality and Responsibility Agreement


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

64

http://www.ct.edu/academics/nursing%23apply


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

65

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

66

http://ct.aft.org/


Where Housed

Faculty Records


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.)


Student Disability Documentation Office of Disability Services Learning Disabilities Documentation Office of Coordinator of Learning Disabilities



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

67


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

68

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


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

69

http://ct.aft.org/

http://www.nwcc.edu/academics/catalogs-schedules


Where Housed

Faculty Records Faculty CHA Standard Orientation 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.)


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.)





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

70


Where Housed

Clinical Performance Evaluations Nursing Faculty Offices and Nursing Division Director’s Office Tests/Exams Nursing Faculty Offices 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


Audio Recording Agreement Nursing Division Director’s Office Confidentiality Agreement and Consent to Video Record


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


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

71

http://www.ct.edu/academics/nursing

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

Academic Director of Nursing and Allied Health Office, Locked Cabinet

Student Records Current Student Information:

Application, transcripts, high school information

Records Office

Current Student Information: Division of Nursing and Allied Health Office: Locked Cabinet

72

http://www.ct.edu/academics/calendar


http://ct.aft.org/

http://www.ncc.commnet.edu/catalog.asp


Where Housed

Clinical evaluations, CPR information, correspondence

Immunization Records RN Advisor computer database, password protected

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





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

73


Where Housed

Norwalk Community College Student Handbook

Campus-wide Distribution and on college website

http://www.ncc.commnet.edu/dept/studentservices/Student_Handbook.asp

Admission Information (includes: application, transcripts, placement results, etc.)


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.ncc.commnet.edu/dept/developmentalstudies/counseling.asp

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.ncc.commnet.edu/dept/financialAid/default.asp


Nursing Division Office and Faculty Offices

74

http://www.ncc.commnet.edu/dept/studentservices/Student_Handbook.asp

https://www.certifiedbackground.com/

http://www.ncc.commnet.edu/dept/developmentalstudies/counseling.asp

http://www.ct.edu/academics/nursing%23apply

http://www.commnet.edu/nursing/docs/Nursing%20Information%20Packet.pdf

http://www.commnet.edu/nursing/docs/Technical%20Standards%202009-2010.pdf

http://www.ncc.commnet.edu/dept/financialAid/default.asp


Where Housed

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#internal; http://www.ct.edu/academics/nursing#external

75

http://www.ct.edu/academics/nursing%23docs

http://www.ct.edu/academics/nursing%23internal

http://www.ct.edu/academics/nursing%23external

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


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


Nursing Office (locked) D111B

76

http://ct.aft.org/


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.)


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



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

77


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


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

78

http://www.commnet.edu/nursing/docs/Technical%20Standards%202009-2010.pdf

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

79

http://www.ct.edu/academics/nursing%23scholarships


Documents

BOR System Office

Where Housed

Student Records

CT-CCNP Application Stored electronically in the Student Information System; copy; printed out and stored in College 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

80

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

81

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.

82

Table 6.1 Capital Community College

FULL-TIME FACULTY CREDENTIALS

INITIAL APPOINTMENT

TO CCC

FACULTY MEMBER RANK EDUCATIONAL

BACKGROUND

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

Maternal Child Health Medical-Surgical BLS, Neonatal Resuscitation, RNC-Inpatient OB

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

Medical Surgical Pediatrics CRRN (Certified Rehabilitation) CNE (Certified Nurse Educator)

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) NUR 103

83

INITIAL APPOINTMENT

TO CCC


BACKGROUND

AREA OF CLINICAL

EXPERTISE



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 8/94 – present

Linda Kapinos Professor Diploma – Mercy Hospital School of Nursing BS – American International College M.Ed. – American International College MSN – University of Hartford

Medical Surgical Maternal Child Health (ANCC- Perinatal Nurse exp 2013) IBCLC (International Board Certified Lactation Consultant)

NUR 101 Classroom and Clinical (T) Course Leader NUR 101 (O) NUR 102 Classroom and Clinical (T)

84

INITIAL APPOINTMENT

TO CCC


BACKGROUND

AREA OF CLINICAL

EXPERTISE



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 8/04 – 6/07 FT 8/07 – present

Catherine Leary Assistant Professor

Diploma- Respiratory Therapy-Berkshire Community College AS- Respiratory Therapy-Manchester Community College BSN-University of Connecticut MSN-University of Hartford

Medical Surgical Respiratory Therapy

NUR 201 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

Medical Surgical Maternal Child Health Patient Education

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)


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

85

PART-TIME FACULTY CREDENTIALS

DATE OF HIRE

FACULTY MEMBER EDUCATIONAL BACKGROUND

AREA OF CLINICAL

EXPERTISE



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


8/10 Carol Ann Barnes AD (Nursing) Quinnipiac University BSN – St. Joseph College MSN – University of Hartford


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


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

Medical-Surgical BCLS and ACLS certified


8/06 June Bryant BS – New Hampshire College MSN – University of Connecticut

Medical Surgical Mental Health APRN


8/14 Shenika L. Carroll BS – Saint Joseph College MSN – University of Hartford


8/14 Meghan Cicero BSN – University of Connecticut MSN – University of Hartford


8/14 Jean Daniels Diploma (Nursing) – Hartford Hospital School fo Nursing


86

DATE OF HIRE


AREA OF CLINICAL

EXPERTISE



AD (Nursing) – Greater Hartford Community College BSN – University of Hartford MSN – University of Hartford

5/02 Mary Ann Emanuele BSN – D’Youville College MSN – Fordham University

Medical Surgical


1/14 Megan Gonzalez BS –Biology – Norwich University, Northfield, VT BSN- Quinnipiac University MSN – Sacred Heart University

Medical-Surgical Maternal Child Health Obstetrics


8/14 Kristen M. Guida AD (Nursing) – Capital Community College BSN – Central Conn. State University MSN – Quinnipiac University DNP (Nursing) Quinnipiac University

Medical-Surgical APRN ACNP-BC


9/12 Cassandra James BSN – University of Conn. MSN – University of Hartford


8/14 Beata Kubacka AD (Nursing) – Capital Community College BS Dietetics & Nutrition – Saint Joseph College MSN – University of Hartford

Medical-Surgical Certified Diabetes Educator Certified Dietitian-Nutritionist


1/05 Alison Luckey-Percy BSN – American International College MSN – Graceland University

Medical Surgical APRN


1/13 Violet Moses AD (Nursing)- Springfield Technical Community College BSN- American International College MSN – Our Lady of the Elms College


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


1/01 Michelle Ouellet BSN – Marymount University MSN – University of Hartford


87

DATE OF HIRE


AREA OF CLINICAL

EXPERTISE



8/08 Rosemarie Palmieri

AD (Nursing) – Quinnipiac College BSN – Southern Connecticut State University MSN – Sacred Heart University



8/14 Erica G. Rizzo Diploma – Bridgeport Hospital School of Nursing BSN – Southern Conn State University MSN – Sacred Heart University


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

Medical-Surgical Oncology Nursing, Certified


1/13 Hsinfen Tu Diploma – National Taipei College of Nursing, Taiwan MSN – Chang-Gung University, Taiwan


88

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)

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)

89


GCC

FACULTY MEMBER Rank EDUCATIONAL BACKGROUND AREA OF CLINICAL

EXPERTISE


RESPONSIBILITY 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 Health and Nursing

BSN – Mount Saint Mary College MSN – University of Hartford

Medical Surgical- Cardiac, Critical Care

90


DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND

AREA OF CLINICAL

EXPERTISE


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


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 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


8/25/10 Elizabeth Cozza BSN – Southern Connecticut State University MSN - Southern Connecticut State University

Medical-Surgical NUR 201 Clinical NUR 203 Clinical

91


AREA OF CLINICAL

EXPERTISE



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


8/24/12 Andrea Eckels BSN – Southern Connecticut State University MSN – Benedictine University

Medical-Surgical, Home Health Care


1/21/11 Lois Edelman

BSN – University of New York at Buffalo MSN – Southern Connecticut State University


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


4/10/09 Kathleen Heim BSN- University of Connecticut MSN- University of Phoenix

Perioperative Occupational Health


8/25/10 Kathleen Kelly BSN – University of Phoenix MSN – University of Phoenix


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


8/30/12 Rosale Lobo BSN – Long Island University, Brooklyn Campus MSN – Hunter College

Medical-Surgical, Pediatrics, Home Care, Legal Nurse Consultant

NUR 101 Classroom NUR 102 Clinical

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

Medical – Surgical Critical Care

NUR 202 & NUR 204 Classroom

92


AREA OF CLINICAL

EXPERTISE



Advanced Practice Registered Nurse- Adult

8/28/13 Mariette McCourt BS – Sociology, Southern Conn. State Univ. Masters – Psychology, Connecticut College MSN – Yale School of Nursing


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


NUR 203 Clinical & Lab - Psychiatric

8/26/11 Mary Mitchell-Haddad BSN – Pace University MS – Columbia University

Critical Care, Neurology, Psychiatric/Mental Health


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


NUR 203 Clinical & Lab - Psychiatric

8/28/13 Victoria Ogbejesi BS – University of Nigeria MSN – Quinnipiac University


8/26/11 Sam Osei AS (Nursing) - Gateway Community College BS – Charter Oak State College MSN – University of Hartford

Medical-Surgical, Rehabilitation


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


1/21/11 Audrey Senior BSN – Southern Connecticut State University MSN – Southern Connecticut State University


NUR 203 Clinical

93


AREA OF CLINICAL

EXPERTISE



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


NUR 203 Clinical

LABORATORY STAFF CREDENTIALS

DATE OF HIRE


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 MSN – University of Hartford

Medical Surgical Nursing, Critical Care

Simulation Lab- NUR 101, NUR 102 & NUR 203

1/10/14 Catherine D’Aniello

BSN – University of Connecticut MSN – University of Hartford

Medical-Surgical, Long-Term Care Coordination, Simulation


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

94

DATE OF HIRE


AREA OF CLINICAL

EXPERTISE


11/30/12 Paul Fontanez BSN – New York University MBA – Post University

Medical-Surgical, Emergency, Critical Care


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


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


3/21/14 Hannah Roncallo AS (Nursing)- Gateway Community College BSN – Sacred Heart University

Medical-Surgical, Maternity


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



NVCC

FACULTY MEMBER RANK EDUCATIONAL BACKGROUND AREA OF CLINICAL

EXPERTISE


RESPONSIBILITY

5/13/2005 PT

8/21/2009 to FT

Anderson, Lisa

Assistant Professor

BSN Central Connecticut State University MSN University of Hartford

Medical Surgical NUR 201 NUR 203 NUR 204

8/13/2008-Retired 6/1/2015

Belcourt, Heather Professor (Retired)

BSN Southern Connecticut State University MSN Walden University


8/29/2008 Bish, Kimberly Assistant Professor

BSN Grand Canyon University MSN South University


8/25/1994 Brown-Yaworsky, Laura

Professor BSN University of Hartford MSN University of Hartford CNE

Medical Surgical NUR 101 NUR102

1/14/2011 de Hertogh, Anne Clinical Coordinator

BSN University of Rhode Island MSN University of CT

Medical Surgical

NUR101 NUR 201 NUR 102 NUR 203 NUR 204 NUR 205

8/25/2003 Frigo, Susan Professor BSN Central Connecticut State University MSN APRN MCP Hahnemann University CNE

Perinatal Medical Surgical

NUR 101 NUR102

10/12/1993 George, Eileen Professor Director

BSN Central Connecticut State University MSN Southern Connecticut State University DNP Chatham University

Medical Surgical Director, Allied Health, Nursing & Physical Education

9/1/1998 Kelley, Kristine Professor

BSN St. Joseph College MSN Western Connecticut State University CNE

Medical Surgical NUR103 NUR 201 NUR 203 NUR 205

96


NVCC

FACULTY MEMBER RANK EDUCATIONAL BACKGROUND AREA OF CLINICAL

EXPERTISE


RESPONSIBILITY 8/1/2000 Kepka-Leach,

Felicia Professor BSN University of Connecticut

MSN University of Hartford Medical Surgical NUR 201

NUR 203 NUR 202

6/3/1996 Levesque, Joanne Professor BSN Salve Regina College MSN University of Hartford

Medical Surgical Perinatal

NUR 101 NUR 102 NUR103 NUR 204

1/4/1993 Manka, Mary Professor BSN Central Connecticut State University MS University of Connecticut APRN CNE


8/17/2007 Murphy, Kathryn Associate Professor

BSN Southern Connecticut State University MSN University of Hartford

Maternal Child Medical Surgical

NUR 101 NUR102 NUR 205

8/20/2010 Petruzzi, Elizabeth Clinical Coordinator

BSN Western CT State University MSN Walden University

Medical Surgical NUR101 NUR 201 NUR 102 NUR 202 NUR 203 NUR 204

6/20/2008 Pirotta, Monica Associate Professor

BSN University of Hartford MSN University of Hartford

Medical Surgical NUR 201 NUR 203

8/25/2014 Roosa, Sandra Assistant Professor

BSN Western CT State University MSN University of CT PhD University of CT

Medical Surgical Leadership/ Mgt.

NUR 101 NUR 102

8/28/1997 Taylor, Karen Professor BSN Western Connecticut State University MSN Southern Connecticut State University CNE


NUR 201 NUR 203

8/25/2012 Wilborne, Stefanie Assistant Professor

BSN Southern CT State University MSN Sacred Heart University


97



AREA OF CLINICAL

EXPERTISE



8/12/2011 Benton, Jody BSN Florida Atlantic University

MSN Barry University Medical Surgical

NUR 201 NUR 203

9/14/2014 Brady, Michelle BSN Central CT State University MSN University of Hartford

Medical Surgical

NUR 203

8/25/1997

Crowell, Sandra BSN University of Rhode Island MSN Southern CT State University

Medical Surgical

Laboratory Staff

8/17/2007 Faucher, Wanda BSN University of CT MPS Quinnipiac College

Medical Surgical

Pre nursing Advisor

9/1/2004 Foley, Diane BSN, MSN University of CT Medical Surgical

Laboratory Staff

1/10/2014 Grealis, Bree BSN Minnesota State University MSN Frontier Nursing University


NUR 101 NUR 102

9/14/2007 Guertin, Judy BSN, MSN Western Governors University

Medical Surgical

NUR 201 NUR 203 NUR 204

8/9/2013 Hamilton, Derri BSN Sacred Heart University MSN St Joseph University


NUR 201 NUR 203

6/6/2008 Hanlon, Tara BSN State University of New York MSN Pace University


1/20/2015 Marquis, Tammy BSN Central CT State University MSN University of CT


8/20/2009 Mobilio, Ursula BSN Western Connecticut State University MSN University of Hartford


8/29/1981 FT 8/19/2011 to PT

Nackid, Cynthia BSN Boston College MSN University of Hartford

Medical Surgical

NUR 201 NUR 203

1/20/2015 Normand, Elizabeth BSN, MSN Southern CT State University DNP Quinnipiac University

Medical Surgical

NUR 101

8/9/2013 Oliveira, Lisa BSN Central CT State University Medical NUR 101

98


AREA OF CLINICAL

EXPERTISE



MSN, FNP Southern CT State University Surgical NUR 102

8/19/2004 Parkhurst, Karen BSN Western CT State University MSN Pace University

Medical Surgical

NUR 101 NUR 102

9/2/2005 Siraco, Laurie BSN Southern Connecticut State University MSN University of Hartford


8/12/2011 Vilsaint, Angela BSN Molloy College MSN Sacred Heart University

Medical Surgical

NUR 201 NUR 203

7/16/2003

Stein, Nancy BSN Western Connecticut State University MSN Saint Joseph College

Perinatal Community Medical Surgical

NUR 101 NUR 102 NUR 103

3/2/1973 Sullivan, Mary BSN Boston College MED University of Hartford MSN Southern Connecticut State University

Medical Surgical Community

Clinical Coordinator

1/11/2001 Tetreault-Kania, Mauneen

BSN University of CT MSN University of Hartford

Medical Surgical

Laboratory Staff

8/17/2007 Woods, Jean BSN Trenton State University Medical Surgical

Laboratory Staff

99

Table 6.4 Northwestern Connecticut Community College FULL-TIME FACULTY CREDENTIALS

INITIAL

APPOINT-MENT TO NWCTCC

FACULTY MEMBER Rank EDUCATIONAL BACKGROUND

AREA OF CLINICAL

EXPERTISE


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


DATE OF HIRE

FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF

CLINICAL EXPERTISE


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


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


1/2012 Pamela Hyman MSN University of Hartford BSN University of Arkansas at Pine Bluff

Home and Ambulatory Health Care Medical-Geriatric Psychiatric


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


101

DATE OF HIRE

FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF

CLINICAL EXPERTISE


1/2013 Anne Marie Vilhotti MSN University of Phoenix BS Central CT State University

Medical-Surgical Nursing, Oncology, Informatics


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

FULL TIME FACULTY CREDENTIALS

INITIAL APPOINT- MENT TO

NCC

FACULTY MEMBER Rank EDUCATIONAL BACKGROUND

AREA OF CLINICAL

EXPERTISE

ACADMEMIC TEACHING (T) AND OTHER AREAS OF

RESPONSIBILITY (O) 12/2009

01/2010

Loris Edwards Clinical Supervisor

BSN -Mercy College MSN- Mercy College

Medical Surgical Nursing


09/1997

05/2007

Susan George 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)

09/2003 Christa Hartch Assistant Professor

BSN -University of Virginia MSN-Yale University


NUR 102 Classroom and Clinical (T) NUR 103 Classroom (T)

08/2000 Kathleen Hayes 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

09/1990

08/2005

Barbara Jarboe Professor BSN -Sacred Heart University MSN-Southern Connecticut State University

FNP Medical Surgical Nursing

NUR 201 Classroom and Clinical (T) NUR 202 Classroom (T)

08/2008

01/2009

Diane Kiraly 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)

01/2002 Dorothy Lay 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

103

INITIAL APPOINT- MENT TO

NCC

FACULTY MEMBER

Rank EDUCATIONAL BACKGROUND AREA OF

CLINICAL EXPERTISE

ACADMEMIC TEACHING (T) AND OTHER AREAS OF

RESPONSIBILITY (O) NUR 102 (O)

08/2004

01/2008

Judy Mocciola Associate Professor

BS -University of New Haven MSN-Fairfield University


NUR 201 Classroom and Clinical (T) NUR 202 Classroom (T) Co-course Leader NUR 201 (O)

09/2006

08/2007

Cheryl Moore Clinical Supervisor

BS-Johnson & Wales University BSN-Fairfield University MBA& MSN-Sacred Heart University


NUR 201 Clinical Simulation (T) NUR 203 Clinical (T)

12/2006

009/2008

Marlene Overton Clinical Supervisor

BS -Western Connecticut State University MSN-Western Connecticut State University



01/2009 Katherine Roarty Assistant Professor

BSN -Catholic University of America MSN-New York University



09/22/78 01/20/95

Maryann Tessier Associate Professor

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)

9/2013 Cathleen Caulfield Simulation Laboratory Coordinator

BSN - Fairfield University MSN - College of New Rochelle Post-Master’s Certificate - Sacred Heart University

Pediatric and Adult Medical Surgical

NUR 102 Simulation NUR 201 Simulation NUR 203 Simulation

104



AREA OF CLINICAL

EXPERTISE



01/2013 Wendy Dembeck-

Fitzgerald BSN -Russell Sage College MA - Nursing Ed. and Admin. Post-graduate: Psychological and Social Counseling New York University Ackerman Institute for Family Therapy, New Yor

Nursing & Allied Health Advising & Counseling

Nursing and Allied Health Advisor/Counselor

01/2008 Denise Gallo BSN -Fairfield University MSN& FNP-BC Fairfield University



08/2011 Denise Lungariello-Griffin

ASN-University of Bridgeport BSN -Sacred Heart University MSN-Sacred Heart University



08/20108/2014 Brenda Hooper

Temporary Waiver

BSN -Fairfield University MSN(C)- Southern Connecticut University


Nursing LaboratoryNUR 101 Clinical (T)

08/2013 Virginia King BSN -Universidad Adventista de Centro MSN-Benedictine University

Maternal-Child NUR 102 Clinical (T)

01/2012 Patricia Lamb BSN -University of Bridgeport MA-Nursing Education New York University



8/2014 Tracey Evans BSN-Pace University MSN -Columbia University

Medical-Surgical Emergency/ Trauma


2/2015 Jackie Dunn BSN-William Paterson University MSN-APRN Columbia University

Pediatric Medical-Surgical

NUR 102/201 Clinical

08/2014 Soraya Rosenfield BA -Cornell University MSN-Fairfield University

Adult Medical-Surgical Clinical Nurse Leader

08/2004 Nimfa Santos BSN -University of St.Tomas, Manila, Philippines MSN-St. Louis University, Phil.


105


AREA OF CLINICAL

EXPERTISE



8/2014 Linda M. Smith BSc.A-Alfred University

(Nursing) MSc.A-McGill University

Family Psychiatric and Mental Health Nurse Practitioner

01/2011 Carol Ann Wetmore BSN -University of Connecticut MSN-Yale University


06/2004 Carol Yoder BSN -University of Bridgeport MSN-University of North Carolina – Chapel Hill

Adult Medical Surgical Nursing Management and Trends

LABORATORY STAFF CREDENTIALS

DATE OF HIRE


AREA OF CLINICAL

EXPERTISE


1/2013 Kerianne Brennan BSN-Molloy College

Enrolled SHU MS Ed Fall 2015 Adult Medical Surgical

Critical Care Nursing

Scheduling lab experiences, coordinating across RN and AH program needs and supervising laboratory supplies and inventory (O)

9/2013 Cathleen Caulfield BSN - Fairfield University MSN - College of New Rochelle Post-Master’s Certificate - Sacred Heart University

Pediatric and Adult Medical Surgical

Simulation Laboratory Coordinator (O) (T)

5/2010 Catherine Devine* BSN – Fairfield University Adult Medical Surgical

Assist in lab set up, student scheduling and learning activities(O)

8/2007 Gail Favano* Diploma – Greenwich Hospital School of Nursing Adult Medical Surgical

Assist in lab set up, student scheduling and learning activities(O)

106

Table 6.6 Three Rivers Community College


INITIAL APPOINT

MENT TRCC

FACULTY MEMBER RANK EDUCATIONAL BACKGROUND

AREA OF CLINICAL

EXPERTISE



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


NUR 201, NUR 205 Classroom & Clinical (T) Course Leader (O)

Aug 2007 Joan Graham Professor BSN – Holy Family College MSN – Drexel University

Medical Surgical 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) 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

107

INITIAL APPOINT

MENT TRCC

FACULTY MEMBER

RANK EDUCATIONAL BACKGROUND AREA OF

CLINICAL EXPERTISE



Simulation (O) NUR 205 (T)

Aug 2014 Krista Prendergast Assistant Professor BSN – University of Connecticut MSN – University of Rhode Island


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


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)

108

THREE RIVERS PART-TIME FACULTY CREDENTIALS

DATE OF HIRE TRCC

FACULTY MEMBER

EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE


RESPONSIBILITIES Aug 2010 Melissa Bargnesi BSN - University of Hartford

MSN - University of Hartford Medical Surgical Emergency


Jan 2009 Sandra Basley BSN – University of Connecticut MSN – University of Hartford

Medical Surgical Emergency


Aug 2007 Jill Blain BA - Assumption College MSN - University of Phoenix

Medical Surgical Geriatrics Palliative Care Hospice Sub Acute Rehab


Aug 2010 Elizabeth Briglia BSN - University of Connecticut MSN - University of Hartford

Medical Surgical Orthopedic


Jan 2015 Teresa Cahill-Griffin BSN – University of Hartford MSN – University of Hartford

Emergency Nursing Labor/Delivery


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


Jan 2010 Shawna Edwards BSN - St Joseph College MS, Nursing - University of Connecticut


Jan 2011 Barbara Fisher BS – University of Connecticut MS – University of Hartford


Aug 2014 Jennifer Forthofer BS – University of Connecticut MSN – University of Hartford


Aug 2013 Kathleen Gauthier BSN – Saint Anselm College MSN – Stony Brook University

Medical Surgical CNM (Certified Nurse Midwife)


Aug 2013 Stephanie Greaney BSN – University of Connecticut MS, Nursing – University of Connecticut


109

DATE OF HIRE TRCC

FACULTY MEMBER



RESPONSIBILITIES Aug 1989 Martha Healy BSN - Russell Sage College

M.Ed. - Boston University Permanent Waiver, SBEN

Medical Surgical Community Health


Aug-14 Kathleen Heim BSN – University of Connecticut MSN – University of Phoenix

Medical Surgical Behavioral Health


Aug 2014 Sarah Korpak BSN temporary waivered May 2015 – Sacred Heart University MSN pending May 2015 – Sacred Heart University


Oct 2014 Bernadette Marshall BSN temporary waivered May 2015-Jacksonville University MSN expected graduation May 2016 Western Governors University

Medical Surgical Home Care


Jan 2005 Laurie Matney BSN - University of Rhode Island MS, Nursing - University of Connecticut



Jan 2013 Heidi Morse BSN – University of Hartford MSN – University of Hartford

Medical Surgical Staff Development


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


Jan 2010 Zina Ruban BSN - St. Joseph College MS, Nursing University of Connecticut


Sep 2009 Kristin Scarlata BSN - University of Connecticut MS/APRN - University of Connecticut

Medical Surgical Women's Health Primary Care Adults


Jan 2010 Paula Sullivan BSN - Central Connecticut State University MSN - Walden University

Medical Surgical Dialysis


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

110

DATE OF HIRE TRCC

FACULTY MEMBER



RESPONSIBILITIES 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)

111

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

112

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,

113

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.

114

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 Ackerman, Jennifer RN MSN Part-time Faculty: Anderson, Janet RN MSN Anderson, Leah RN MSN Barnes, Carol-Ann RN MSN Bourne, Tanya RN MSN Bravo-Cavoli, Rosi RN, MSN Briggs, Jennifer RN MSN Bryant, June RN MSN Daniels, Jean RN MSN Emanuele, MaryAnn RN, MS Gonzalez, 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: Forstbauer, Mary-Joan RN MSN 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 Part-time Faculty: Anderson, Leah RN MSN Barnes, Carol-Ann RN MSN Bourne, Tanya RN MSN Bravo, Alicia RN MSN Briggs, Jennifer RN MSN Daniels, Jean RN MSN Emanuele, MaryAnn RN, MS Gonzalez, Megan RN MSN Guida, Kristen RN MSN DNP Horwitz, Bonni RN MSN

150 Maternity 1:7

Medical-Surgical 1:7-8

115

Course and Semester


Number of Students


James, Cassandra RN MSN Niewinski, Pat RN, MSN Ouellet, Michelle RN, MSN Rizzo, Erica 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, MSN Part-time Faculty: Bravo, Alicia RN, MSN Carroll, Shenika RN, MSN Cicero, Megan RN MSN 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: 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 Johnson, Diane RN, MSN Part-time Faculty: Bryant, June RN MS Carroll, Shenika RN, MSN Cicero, Megan RN MSN Kubacka, Beata RN, MSN Luckey-Percy, Alison RN MSN Palmieri, Rosemarie RN, MSN Shaw, Ellen RN, MSN Tu, Hsinfen RN MSN

140 Medical-Surgical 1:7-8

Psychiatric

1:7-8

116

Table 7.2 Faculty to Student Clinical Ratios Gateway Community College

Course-

Fall Semester, 2014


Number of Students


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

45 Medical-Surgical 1:6 or 1:7

Psychiatric 1:4 or 1:6

117

Course- Fall Semester,

2014


Number of Students


Maureen Boylan-Elman, MSN, RN Lois Edelman, MSN, RN Maria Merola, MSN, RN Rose Moss, DNP, MSN, RN Audrey Senior, MSN, RN

Course- Spring Semester,

2015


Number of Students


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

118

Course- Spring Semester,

2015


Number of Students


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 Maria Merola, MSN, RN Rose Moss, MSN,RN Victora Ogbejesi, MSN, RN Audrey Senior, MSN, RN Dorota Urban, MSN, RN


Psychiatric 1:5 or 1:6

119

Table 7.3 Faculty to Student Clinical Ratios Naugatuck Valley Community College

Course

Fall 2014


Number of Students


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

120

Course Spring 2015


Number of Students

Faculty : Student

Clinical Ratios


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

121

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

122

Table 7.5 Faculty to Student Clinical Ratios Norwalk Community College

Course

Fall 2014


Number of Students

Faculty/Student Clinical Ratios

NUR 101 Introduction to Nursing Practice

Full-time Faculty: Diane Kiraly, MSN, RN Loris Edwards, MSN, RN Part-time Faculty: Denise Gallo, APRN, RN Brenda Hooper, MSNc, RN Alycia Jarvis, MSN, RN Patricia Lamb, MSN, RN Punitha Stevenson, MBA, MSN, RN Katherine Roarty, MSN, BSN Tracey Evans, MSN, BSN

80 1:10

NUR 102 Family Health Nursing

Full-time Faculty: Dorothy Lay, DNP, RN Christa Hartch, MSN, RN Marlene Overton, MSN, RN Part-time Faculty: Janet Genovese, MSN, RN Denise Griffin, MSN, RN Virginia King, MSN, RN Cathleen Caulfield, MSN, BSN

40 Maternal-Child

1:5 or 1:6

Medical-Surgical

1:7

NUR 201 Nursing Care of Individuals and Families I

Full-time Faculty: Judith Mocciola, MSN, RN Mary Ann Tessier, MSN, BSN Barbara Jarboe, MSN, BSN Loris Edwards, MSN, RN Cheryl Moore, MSN, BSN Part-time Faculty: Nimfa Santos, MSN, RN Soraya Rosenfield, APRN, RN

39 1:7

NUR 203 Nursing Care of Individuals and Families II

Full-time Faculty: Susan George, MSN, BSN Cheryl Moore, MSN, BSN Kathleen Hayes, MSN, BS Marlene Overton, MSN, BS Part-time Faculty: Carol Ann Wetmore, MSN, BSN Gloria Fazio, MSN, BS Linda Smith, MSc.A, BSc.A

43 1:7

123

Course Spring 2015


Number of Students


NUR 102 Family Health Nursing

Full-time Faculty: Diana Kiraly, MSN, BSN Christa Hartch, MSN, RN Dorothy Lay, DNP, MSN, BSN Loris Edwards, MSN, BSN Cathleen Caulfield, MSN, BSN Part-time Faculty: Denise Griffin, MSN, RN Virginia King, MSN, RN Tracy Evans, MSN, BSN Alycia Jarvis, MSN, BSN Patricia Lamb, MSN, BSN Brenda Hooper, MSN(c),BSN

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

124

Table 7.6 Faculty to Student Clinical Ratios Three Rivers Community College

Course Fall Semester,

2014


Number of

Students


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


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

48 Medical-Surgical

1:8

Psychiatric and Mental Health

1:8

125

Course Fall Semester,

2014


Number of

Students


Heim, Kathleen MSN, RN 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


Number of

Students


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



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 – Full-time Faculty: Brescia, MaryAnn MSN, RN


126

Course Spring

Semester, 2015


Number of

Students


Nursing Care of Individuals and Families II

Colonghi, Patricia MSN, RN Wallet, Francine MSN, RN Part-time Faculty: 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

Psychiatric

1:5 Simulation

1:8

127

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.

128

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.

129

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 Linda Kapinos Jean Daniels, Patricia 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 Gonzalez Tanya Bourne Jennifer Briggs

JMMC Med-Surg 3 MMH 3 North MMH 2 East T W Eves Hartford Hospital CB2 days 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 T W days McLean Home Sub-Acute Days Hartford Hospital CB4 CB6 days Hartford Hospital CB5 Sat/Sun days Hartford Hospital CB4 CB6 eves 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 Gardner-Baxter, Gail 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 10E 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)

130

Spring 2015 Semester Clinical Placements

CLINCIAL SECTIONS



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

Linda Kapinos Jean Daniels, Patricia Duclos-Miller MaryAnn Emanuele Alicia Zupan Cathy Pavalock Carol Ann Barnes Michelle Ouellet Cassandra James Nancy Casey Erica Rizzo Jennifer Ackerman Alicia Bravo Marlene Hageman Kristen Guida Bonni Horwitz Leah Anderson Megan Gonzalez Tanya Bourne Jennifer Briggs Mary-Joan Forstbauer

MMH 3 North MMH 2 East T W Eves Hartford Hospital CB2 days Rockville General Bissell II days Bristol Hospital G South T W Days NBGH E2 days Bristol Hospital G South T W Eves SFHMC 8-1 T W Days SFHMC 7-2 Bristol Hospital G South & Gext days Hartford Hospital Bliss 8 eves Hartford Hospital OB Sat/Sun days Hartford Hospital CB5 eves Hartford Hospital CB4/CB6 T W days Hospital for Special Care Rehab Unit Hebrew Home Sub Acute eves JMMC Med-Surg 2 eves MMH OB T W eves SFHMC 10-7 W Th eves JMMC MS 2 Sat Sun days SFHMC 7-7 T W 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 Gail Gardner-Baxter Dawn Bunting Maureen Vildozola Bonnie Edelen John Lagosz Diane Johnson Pat Niewinski Beata Kubacka Hsinfen Tu Ellen Shaw Alison Luckey-Percy Rosemarie Palmieri June Bryant Erica Rizzo Shenika Carroll Meghan Cicero Lori Cerone

Hartford Hospital CB5 T W Days Hartford Hospital Bliss 11E C10 Days NBGH C5 MMH SCU T W eves MMH 2 East SFHMC 8-9 days Hospital for Special Care Resp StepDown Unit eves Hospital for Special Care Resp StepDown Unit days NBGH N3 Hartford Hospital North 10 days SFHMC 5-1 T W eves IOL T W days MMH Beh Health T W eves IOL T W days Hartford Hospital Bliss 8 eves Hartford Hospital Bliss 10 E/C10 eves NBGH N4 MMH Be Health T W days

KEY:

Saint Francis Hospital and Medical Center (SFHMC)_ Johnson Memorial Medical Center (JMMC)

New Britain General Hospital (NBGH) Manchester Memorial Hospital (MMH)

131

Table 8.2 Gateway Community College

Fall 2014 Semester Clinical Placements

CLINCIAL SECTIONS



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

132


CLINCIAL SECTIONS



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

133

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

134


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

Karen Parkhurst, MSN, RN Sandra Roosa, MSN, Lisa Oliveira, MSN, APRN Heather Belcourt, MSN, RN Laurie Siraco, MSN, RN Stephanie Wilborne, MSN, RN Bree Grealis, 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 Sue Frigo-Lavoie MSN, APRN Elizabeth Normand MSN, RN Tammy Marquis, MSN, APRN

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) Celetano 4 Yale-New Haven (HSR Campus) Celetano 3 MidState Medical Center, Women & Infants Waterbury Hospital, Women & Infants (Days) Waterbury Hospital, Women & Infants (Eves) Griffin Hospital, Women & Infants (Days) Waterbury Hospital Unit P-5 Waterbury Hospital Unit P-9 MidState Medical Center Pavilion B MidState Medical Center Pavilion D St. Mary’s Hospital, Women & Infants Center Charlotte Hungerford Hospital Fifth Floor Bristol Hospital, G South

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

Mary Manka, MSN, APRN Monica Pirotta, MSN, RN Judy Guertin, 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 Felicia Kepka-Leach, MSN, RN Derri Hamilton, MSN, RN Karen Taylor MSN, RN

St. Mary’s Hospital – Xavier 3 Charlotte Hungerford Hospital Fifth Floor St. Mary’s Hospital – O’Brien 7 Griffin Hospital 2NB Yale-New Haven (HSR Campus) Celetano 3 Albert J. Solnit Children's Center-South Waterbury Hospital Unit P-5 Waterbury Hospital Unit P-9 (days) Waterbury Hospital Unit P-8/12wks; P-5/3wks Waterbury Hospital Unit P-9 (evenings) MidState Medical Center Pavilion D Gaylord Hospital, Lyman 2 Connecticut Valley Hospital, Dutcher Connecticut Valley Hospital, Merritt

135

Table 8.4 Northwestern Connecticut Community College


CLINICAL SECTIONS



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)


CLINICAL SECTIONS



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



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

136

Table 8.5 Norwalk Community College


CLINICAL SECTIONS




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 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.


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

137


CLINICAL SECTIONS



NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10

Denise Griffin RN,APRN Dorothy Lay, DNP, RN Christa Hartch, MSN, RN Virginia King, MSN, RN Cathleen Caulfield, MSN, RN Patty Lamb, MSN, RN Alycia Jarvis, MSN, RN Diane Kiraly, MSN, RN Loris Edwards, MSN, RN Tracy Evans, MSN, RN

Stamford Hospital (M2N) Greenwich Hospital (L&D,Post Partum, NICU) Greenwich Hospital (Surg A,B and C) Stamford Hospital (L&D, Post Partum, NICU) Pediatric Simulation Stamford Hospital (M2N Evenings) Stamford Hospital (M2S Evenings) Simulation Greenwich Hospital Medical Unit Stamford Hospital M2S Evenings


Judith Mocciola, MSN, RN Barbara Jarboe, MSN, RN, APRN Soraya Rosenfield, MSN, RN Nimfa Santos, MSN, RN Marlene Overton, MSN, RN Cheryl Moore, MSN, RN

Norwalk Hospital (7 East) Norwalk Hospital (Evenings) (6 East) Stamford Hospital (M2S) Stamford Hospital (Evenings) (M3S) Stamford Hospital (Days M3S) Multi-Patient Medication Administration Simulation Lab.

NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8

Carol Ann Wetmore MSN, RN Cheryl Moore, MSN, RN Kathleen Hayes, MSN, RN Susan George, MSN, RN Gloria Fazio MSN, RN, APRN Linda Smith MSN, RN, APRN Loris Edwards, MSN, RN Katherine Roarity, APRN, RN

Stamford Hospital (M3N) Stamford Hospital (M2S) Simulation Greenwich Hospital (Surgical Unit A & B) Greater Bridgeport Mental Health St. Vincent’s Behavioral Health Greenwich Hospital Medical Unit Norwalk Hospital 6E

138

Table 8.6 Three Rivers Community College


CLINCIAL SECTIONS




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


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/LDRP


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


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)

139


CLINCIAL SECTIONS




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


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/LDRP


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


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)

140

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

141

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

2015-2016 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

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http://www.ct.edu/files/pdfs/nursing-info-packet.pdf

http://www.ct.edu/files/pdfs/nursing-info-packet.pdf

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

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http://www.ct.edu/academics/nursing%23external

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

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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.

145

http://www.chime.org/career/healthcourse2010/main.html

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

146

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,

147

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 template

for each college specific SPE is provided in Appendix A (see Appendix A, Systematic

Evaluation Plan, Template for Colleges).

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

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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 N Employer and Graduate Surveys).

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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.

(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.

150

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.

Table 11.1 shows the distribution of student credit/contact hours over theory (classroom),

laboratory and clinical learning settings.

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Table 11.1 CT-CCNP 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

152

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

153

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 Q 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

154

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

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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

156

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 O 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 P 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. Tables 2.1 and 2.2 define the

relationship between the program (student learning) outcomes, core values, course objectives,

student learning activities and evaluation methods. Appendix Q 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 CT-CCNP Program of Study

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 Credits ADMISSION REQUIREMENTS +BIO*211: Anatomy & Physiology I 4 credits ENG*101: English Composition 3 credits 7 credits PRE-REQUISITE REQUIREMENTS: +BIO*212: Anatomy & Physiology II 4 credits FIRST SEMESTER NUR*101: Introduction to Nursing Practice 8 credits +BIO*235: Microbiology 4 credits

PSY*111: General Psychology 3 credits 15 credits SECOND SEMESTER NUR*102: Family Health Nursing 8 credits NUR*103: Pharmacology for Families across the Lifespan 1 credit +PSY*201: Life Span Development 3 credits

SOC*101: Principles of Sociology 3 credits 15 credits THIRD SEMESTER NUR*201: Nursing Care of Individuals and Families I 9 credits NUR*202: Pharmacology for Individuals and Families with 1 credit Intermediate Health Care Needs +ENG*102: English Composition & Literature 3 credits 13 credits FOURTH SEMESTER

NUR*203: Nursing Care of Individuals and Families II 8 credits NUR*204: Pharmacology for Individuals, Families and Groups with 1 credit Complex Health Care Needs NUR*205: Nursing Management & Trends 2 credits +Elective: Humanities++ or Fine Arts 3 credits

14 credits Credit Summary: Total General Education Credits 30 credits Total Nursing Credits 38 credits Total Program Credits 68 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. Non-nursing courses must be taken in the semester indicated above or they may be taken earlier; nursing (NUR*) courses must be taken in the stated sequence

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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

CT-CCNP Colleges NCLEX-RN Success Rates* as Compared to National Mean**

Graduation Year

Capital CC

Gateway CC

Naugatuck Valley CC

Northwestern CC

Norwalk CC

Three Rivers

CC

National Mean**

2010 81% 89% 97% n/a 82% 97% 86%

2011 92% 89% 96% n/a 100% 93% 87%

2012 91% 88% 95% 100% 97% 93% 89%

2013 86% 89% 98% 91% 89% 97% 81%

2014 87% 85% 88% 97% 82% 95% 79%

*Data obtained from the CT DPH Website http://www.ct.gov/dph/cwp/view.asp?a=3143&q=519800&pp=12&n=1

**Data obtained from the National Council of State Boards of Nursing Website. https://www.ncsbn.org/1237.htm

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http://www.ct.gov/dph/cwp/view.asp?a=3143&q=519800&pp=12&n=1

https://www.ncsbn.org/1237.htm

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.


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.

At the inception of the CT-CCNP employer surveys were sent on behalf of the colleges

from the office of the DSNCO utilizing the prior approaches of the colleges, whereby surveys

were sent to the employers of specific graduates. Garnering less than a 20% return rate the

Nursing Directors Council consulted program advisory committees and colleagues in

Institutional Research to explore mechanisms to increase return rates. Beginning in fall 2011, in

addition to following up with the known employers of individual graduates reported through

graduate surveys, general surveys were sent to typical regional employers of graduates over the

years. This strategy resulted in modest improvements to 33.3% in fall 2011 and 22.5% in spring

2012. Despite a variety of follow up methods out of the central office and the colleges, return

rates have remained at lower than desirable levels. Finally in fall 2013, implementation of

employer surveys were transferred entirely to the colleges where the community connections lie,

with return rates increasing at variable rates. Individual community strategies involve telephone

and personal follow up to online and/or mailed surveys. Continued persistence and creativity is

essential to gain employer feedback beyond that from program based advisory committees.

A similar experience with the Graduate Surveys has been addressed through the complete

transfer of this responsibility to the colleges as of spring 2015 for similar reasons, with similar

strategies. We look forward to increased return rates as a variety of approaches continue to be

explored. Despite low response rates, when received responses consistently reflect graduate and

employer satisfaction with the CT-CCNP programs and graduates.

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Appendix N provides a sample of the graduate and employer surveys sent on behalf of

the colleges since 2010. Tables 14.1 and 14.2 include results of the CT-CCNP graduate surveys

and employer surveys at the system level for graduates of the CT-CCNP from 2010-2014.

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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 R, 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 S, 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


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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http://www.ala.org/acrl/standards

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.

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Space for Equipment and Instruction Materials

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:

FY14 FY15

Full Time Nursing Faculty $2,047,394 $2,003,524

Clinical Nursing Faculty $1,204,699 $1,575,708

Operating Budget $ 52,101 $ 40,905

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Resources, Facilities and Services in Support 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 CSCU 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 Director of Finance and Administrative Services. 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 from the CSCU BOR. In recent years, capital funds have not

been readily available to the college.

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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 Director of Finance and Administrative Services.

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. The Nursing program was the recipient of $500,000 from Yale-New Haven Hospital

(YNHH) 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. In July 2015, GCC learned that YNHH was providing another

donation of $150,000 to the Division of Allied Health & Nursing to assist with programmatic

needs.

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

CSCU 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. 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.

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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®)

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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

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,

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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

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

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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

Gateway Community College Library & Learning Commons is a full service state-of-the-

art facility, spanning more than 25,000 square feet on two floors of the south building and

seating over 400 persons, with seven quiet study rooms available, and an assistive technology

room for students with special needs. It provides a variety of print and electronic library and

information resources which support and supplement the curricula of the College and serves as a

source of personal enrichment for faculty, staff and students. These resources include print

books, electronic books, periodicals, audio and videotapes, CDs, DVDs, computer software, and

various electronic information sources.

The first floor is the Quiet Zone which features print journals, magazines and

newspapers, tw0 group study rooms, a faculty reading room, study carrels and the Kids Cove, a

children’s library and reading area. The second floor is the Learning Commons and features the

Service Desks for Computer help; Research help; self-check-out; reserve items; a 31-seat

information literacy instruction electronic classroom; a C-Pod Study Area with 8 collaborative

workstations; a presentation rehearsal room, a Media/ADA room with equipment and software

for students with special needs; five group study and meeting rooms, a 50-seat library multi-

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purpose room, 35 additional computer workstations, and a variety of seating for 425 people.

Internet access is available in the library through thin client computers, library loan laptops, and

a wireless network. All library computers offer the Microsoft Office suite and provide free

printing. The library is open Monday through Thursday 8:00am to 8:00pm, Friday 8:00am to

6:00pm and Saturday 9:00am to 2:00pm during the regular semester.

Library holdings include more than 54,000 print books and audio-visual items, and

179,000 electronic books and streamlining videos for an overall collection of 233,000, plus 118

print serials and 74,441 full-text electronic journal tittles. The Library also subscribes to more

than 80 research databases, including those provided by the Connecticut Digital Library and may

be accessed 24/7 on or off campus through the library home page. The library web pages offer

links to library information, the online catalog, research databases, and Internet resources. The

catalog offers a complete listing of items, including electronic books, which are also accessible

24/7 on or off campus. The library also houses several special collections. The library maintains

membership in the Libris consortium of Connecticut Community College (CCC) libraries. Links

to all CCC library catalogs and the statewide library catalog (more than 300 libraries of all types)

are available on the web site. Users can access this content off campus on any computer with

internet access using their college NetID username and password.

Database subscriptions in support of Nursing & Allied Health programs include

• CINAHL Full Text

• DSM-5 Diagnostic and Statistical Manual of Mental Disorders

• Health & Wellness Resource Center

• Health Reference Center Academic

• Health Source: Nursing/Academic

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http://plp.gwcc.commnet.edu/login?url=http://dsm.psychiatryonline.org/book.aspx?bookid=556

http://plp.gwcc.commnet.edu/login?url=http://infotrac.galegroup.com/itweb/24048?db=HWRC

http://plp.gwcc.commnet.edu/login?url=http://infotrac.galegroup.com/itweb/24048?db=HRCA

http://plp.gwcc.commnet.edu/login?url=http://search.ebscohost.com/login.aspx?authtype=ip,uid&profile=ehost&defaultdb=hch

• Micromedex

• Ovid Nursing Community College Basic Journal Collection

The library also provides subscriptions to many professional journals in print which are

shelved in the reading area. Back files of two to five years of print archives are usually kept for

each journal title. The library also subscribes to six daily newspapers in print format. The library

provides basic how-to information about finding and using library materials with more than 180

electronic course/subject LibGuides which are created and maintained by Gateway librarians.

These guides direct students to specific resources in their subject area and can be accessed on or

off campus, through the library home page.

Internet access is available through desktop computers and a wireless network. The

library has web pages attached to the College web site, at http:// www.gatewayct.edu/library-

home , offering links to search engines, Internet resources, library information, and the online

catalog. The catalog offers a complete listing of items, including electronic books. The library

maintains membership in the Libris consortium of Connecticut Community College libraries.

Links to all Libris library catalogs and the statewide library catalog (over 300 libraries of all

types) are available on the web site.

Information Literacy classes tailored to the needs of specific courses and curricula are

continuously offered, updated, and revised; information literacy instructional sessions stress the

academic necessity of resources and their appropriate use. Faculty requests for information

literacy instruction have increased dramatically due to the system-wide Transfer & Articulation

Policy (TAP) requirements of embedding the Continuing Learning/Information Literacy

(CL&IL) competency into more than 7 different academic departments and more than 100

courses. The requirement measures more than whether a student can use a computer, specialized

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http://plp.gwcc.commnet.edu/login?url=http://ovidsp.ovid.com/autologin.html

http://gwcc.libguides.com/

http://www.gatewayct.edu/library-home

http://www.gatewayct.edu/library-home

software, or the Library to accomplish routine tasks. Students in these courses need to

demonstrate their ability to assess the value of an information source, create and evaluate their

own information, and manage learning throughout their coursework, careers, and lives beyond

the academy. Information Literacy is now a required competency at the College. The library

also subscribes to EasyBib, an online citation generator which provides students with assistance

creating citations using the citation style stipulated by their instructor.

The library provides research assistance in a variety of formats. Students can come to the

research desk or make appointments to sit one-on-one with a librarian. These appointments can

be made either in person or via the link on the library’s homepage. Librarians also provide

research assistance via email, SMS, and instant messaging during hours of operation. The library

supplies 30 laptops for library use only. In addition, students can borrow graphing calculators, e-

readers, headphones, and whiteboard markers and erasers. Smart pens purchased by the Student

Accessibility Services (SAS) office are kept in the library and checked out to students who are

registered with SAS office. Textbooks and other items are placed on reserve by faculty for

students to borrow.

The library resources are consistently reviewed, evaluated, and maintained by the staff to

assure the achievement of student learning outcomes and program goals. The Library conducted

the LibQual, a national survey which measures user’s perception of library services and

resources in Spring 2011 as well as in-house surveys and snapshots in 2008, 2010, 2011 and

2013 (http://gwcc.libguides.com/c.php?g=53309&p=343514).

The results were shared with the campus community and used in the planning and re-evaluation

of the new library and learning commons.

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The full-time library staff includes: the Director of Library Services, the Library Systems

Administrator (vacant position), the Head of Technical Services, the Head of Reference, who is

also the Librarian Liaison to Nursing department, the Information Literacy Librarian, two

reference and instruction Librarians, and a Library Associate who is in charge of circulation and

reserves. There are also six part-time professional librarians (2FTE) on staff, who supply

evening and weekend assistance to library users.

Publicity of library resources, events, and services are done in a variety of formats. A

published newsletter, handbook, flyers, library tour, Facebook, Pinterest, Twitter and library blog

provide students with information on available services offered through the library at GCC. All

of these are also available in electronic format via the library homepage.

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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http://www.gatewayct.edu/Library/Library-News

http://gwcc.libguides.com/librarytour

https://www.facebook.com/gatewaylibrary

http://www.pinterest.com/gcclibrary1/

https://twitter.com/GCCLibrary1

http://gatewaylibrary.wordpress.com/

http://www.gatewayct.edu/Library/Library-Home

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 previously been offered

online 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 CSCU Student Support website at https://websupport.ct.edu, and the CSCU

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 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 and the Electronic Classroom, is

located in the 4th and 5th floors of the L building. The library has a seating capacity of

approximately 275. There are 52 computer workstations and 30 laptops available for student

use. The Library Oasis, L501, is a quiet study area that can seats up to 50 students. The

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Electronic Classroom, which seats up to 32 students, is available for library instruction and

research.

Library resources may be accessed online at www.nv.edu/library and by a link on the

college’s homepage. The Max R. Traurig library website provides research related information to

assist students and faculty. There is information about the library (hours, floor layout, Newsletter,

staff), research tools (journal databases, streaming video, eBooks, online reference materials and

library research guides), reference assistance available via chat, email, phone and text, and library

services (Interlibrary Loans, course reserves, study room reservations, 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 33,498 books,

108 print magazine and journal subscriptions, and 2,637 DVDs and 3,051 VHS tapes. The library

also has a collection of 2,099 music CDs and 4,628 reference books that are available to the

students to be used within the library. Students and faculty have access to all electronic resources,

including databases with full-text articles both on and off campus 24 hours a day through the

myCommNet portal. The Connecticut State Library provides additional online electronic

databases, ReQuest, a statewide catalog, and ConnectiCar, an inter-library loan service. The

library has utilized the Integrated Library System, Voyager, owned by ExLibris Company, since

2000. The Voyager system allows users to locate library materials at NVCC and those owned by

other community college libraries in Connecticut. Databases available to the health care

professionals include the following:

• Academic Search Premier

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• CINAHL Full Text

• Credo Reference

• DSM-V Online

• Films on Demand

• Health source: Nursing/Academic Edition

• Mango Languages

• Psychology and Behavioral Sciences

• PsycINFO

• PubMed-National Library

• Science Reference Center

• SIRS Knowledge Source

• Statista

All textbooks used at NVCC are available on reserve in the library. NCLEX and TEAS

study guides are also available on reserve. In addition, faculty may place additional study materials

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 brings faculty recommendations and concerns

to the library staff through the Advisory Committee. In addition, the Allied Health liaison librarian

periodically provides the division with updates on new resources and seeks faculty

recommendations.

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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

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 in 2010 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 in room

E603.

Equipment/Classrooms/Laboratories:

The last major renovation to the nursing laboratory occurred 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. All of the classrooms and nursing labs are SMART classrooms,

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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 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 client 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

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. 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 ten VitalSimTM manikins (seven adults, two children

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 client care

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setting such as IV pumps, feeding pumps, a PCA pump, Pyxis medstation, Workstation on

Wheels (WOW), crash carts donated by St. Mary’s hospital, 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 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.

On Friday, August 26, 2011 the State Bond Commission approved the bonding of $4.47

million for the design of the Founders Hall Renovation Project. The building is slated to house a

state-of-the-Art Health Sciences center for nursing and allied health. Overall, the project will cost

about $43 million dollars.

The project was approved about three years prior by the Governor and the General

Assembly as part of the State’s Capital Improvement Plan. Founders Hall and the Founders Annex

comprise about 100,000 square feet and once renovated, the space should be able to comfortably

accommodate nursing and allied health and other college programs as well. In addition, there will

be considerable space left vacant on the sixth floor of Ekstrom Hall.

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.

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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.

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 chart that immediately follows delineates the nursing program budgetary analysis for

fiscal years 14 and 15:

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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 (CSCU) 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 2010-11, 2011-12,

2012-13, 2013-14 and 2014-15. 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 BUDGETFY 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 alongside

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.

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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.

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

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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

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

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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

of biology, anatomy and physiology, microbiology, health care and treatment, health careers,

nutrition, and public 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.

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The Core Nursing courses (NUR* 101, NUR* 102, NUR* 201, NUR* 203, and

NUR*205) are web-enhanced through the Blackboard Learn. 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 Learn 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

Learn 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.

The college serves 10 towns throughout Southwest Fairfield County. There are

approximately 100 full-time and 240 part-time faculty members. We educate approximately

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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. 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 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.

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, and 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.

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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.).

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.

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Clerical and Support Staff

The Division of Nursing and Allied Health have adequate clerical and secretarial staff to

meet its needs. One full time secretary 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, a full-time Simulation Lab Coordinator,

a Nursing Skills Laboratory Coordinator and twenty-five to thirty part-time lab and clinical

instructors, two (2) part-time Nursing Advisor/Counselors, several part-time student workers and

the secretary and Educational Assistant described above. Student enrollment has expanded

exponentially from 27 students in 1969 to 160 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 a full time Simulation laboratory coordinator and a full

time lab instructor who maintains laboratory equipment and is responsible for scheduling and

logistics. All nursing faculty teach in the skills and simulation labs. Each faculty member has a

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minimum of three office hours per week to meet with students and several faculty provide 1 to 1

and small group tutoring and review of nursing skills as part of the Additional Responsibilities to

fulfill a full-time workload. The schedule of office hours and tutoring availability is submitted to

the Division Director and to the Academic Dean at the beginning of each fall and spring

semester. Both clinical instructors and the Simulation Coordinator refer students who have

difficulty with performance of specific skills through formal lab referrals to the course leaders

who then use a feedback system to communicate with clinical instructors and the Simulation

Coordinator to ensure clear communication patterns and satisfactory skills performance in areas

of weakness. 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.

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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

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 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.

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http://www.ncc.commnet.edu/library

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

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

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Guide manual is on reserve in the library to assist prospective students for the required

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

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Health resides, is located on the west campus of Norwalk Community College. The Division of

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.

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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

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.

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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

simulation facility and services to the Division of Nursing and Allied Health as well as to the

local health care community. The Simulation Coordinator submitted a self-study for Provisional

Accreditation through the Simulation for Healthcare accrediting agency in May 2015 with an

expected decision date for Provisional Accreditation by late Fall 2015.

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

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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.

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 the Test 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.

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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

College of Science, Health, and Wellness (CSHW) committee was established in the NCC

Foundation to administer the funds. The committee meets quarterly and proposals for funding are

invited at each meeting. The NCC Foundation granted over $64,000.00 for AY 2015-2016 to aid

in capital expense supplies as well as continued use of standardized proctored testing products

using Assessment Technologies Institute (ATI).

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.

NCC Foundation funding will support the purchase of current nursing skills videos for

basic, intermediate and advanced skills that will be available by streaming video technologies

housed in BlackBoard, thus allowing student, adjunct, and faculty access 24/7. EDGT

(Educational Global Technologies Inc.) is a website available to all NCC nursing students for

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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 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

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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

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 houses a suite which includes a

private office for the Director as well as the Nursing Chair. The Secretary occupies space in this

suite which includes computers, a copier, file cabinet and book cases. This suite also has room

to include a conference table used for meetings, tutoring and workshop sessions. The two part-

time advisors have private office spaces located down the hall in a suite that houses the

Educational Assistant and includes locked files for student records, a copy machine and small

conference area to meet with students as needed.

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

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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.

A small private office area where the Scantron testing machine is located has a table and 5 chairs

which allows private meeting space with students and faculty members as needed. The

Simulation coordinator and the Lab coordinator have a desk, chairs and a voice mail phone

system in an office space near the laboratory spaces.

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 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 for the

past two years. Some figures are approximate because salaries are funded through various

budget accounts.

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Norwalk Community College Nursing Budget

FY 2014 FY2015

Clinical Faculty/ Educational Assistants

$925,768 $805,393

FT Salaries $929,933 $804,667

Capital Equipment $49,053 $8,221

Operating Expenses $52,180 $55,191

Grants Revenue $95,928 $128,214

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, William W. Backus

Hospital an affiliating clinical agency, which provided salary and fringe benefits for one

additional full time faculty position in the AY 2014-2015. 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

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president. At this time there are ten tenured track faculty positions and three (3) one-year

appointments providing 3 instructors per course. 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

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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 Dictionary 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 2015. The nursing faculty

utilizes Virtual Clinical Excursions in both medical surgical content and in maternal-child

Nursing. The virtual clinical excursions are with purchase of their required textbook bundle.

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 2008, the

Nursing department was given $500,000.00 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 grow

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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, 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 educational assistant

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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. This faculty member is responsible for coordinating and collaborating

with colleagues to facilitate the implementation of simulation education. This faculty received a

certificate in simulation education from Drexel University in 2015 after participating in a

weeklong intensive immersion course providing participants theory and hands-on training with

leading-edge simulation skills using state-of-the-art computerized manikins (Human Patient

Simulators, or HPS) and patient actors, also known as standardized patients (SP). The

programming covered a broad spectrum, from design and implementation of scenarios to setting

up and running a simulation center. 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

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http://www.threerivers.edu/Div_IT/Library/Library.shtml

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.

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

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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.


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.


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 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.


Practice learning environments are provided in a variety of health care settings, including

large university affiliated hospitals as well as smaller community hospitals and community

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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 student learning and course outcomes.

• The site can accommodate the number of students requiring clinical placement.

• The profile and volume of the client population is adequate to enable student learning.

• The client population represents the variety of health care problems needed to meet course objectives.

• 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

client 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

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.

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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

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.


The course leaders, clinical instructors and Nursing Director collaborate in selecting which

clinical sites will be used for each semester’s clinical rotations and evaluating the current student

clinical experiences. The evaluation reviews the appropriateness of the site for student learning.

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The faculty looks at the current nurse to patient ratio, the receptiveness of the nursing staff to have

students, the clinical opportunities available to students and the availability of specific skill

opportunities for student learning. Clinical sites are reviewed by students and faculty at the end

of each semester for continued effective environments for student learning and expected outcomes.

The following is a list of criteria utilized by the program director and faculty as guidelines

when selecting clinical sites:

• The site facilitates accomplishment of student learning outcomes and course-specific

psycho-motor skills.

• The site can accommodate the number of students requiring clinical

placement.

• The client population represents the variety of health-care problems needed to meet course

objectives 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 client health and

safety goals.

Contractual agreements with each clinical affiliate are in compliance with the State of CT Attorney

General requirements. Current clinical contracts with specific expectations and responsibilities

for all parties are clearly spelled out. Contracts are reviewed annually and renewed every three

years.

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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 T) 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.

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• 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, which 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.

Beginning in 2008, 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 sites

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selected to provide clinical learning for students were Avalon Rehabilitation Center and an

emergency department rotation in an acute-care hospital where the college currently had an

affiliation. In addition to increased placement for the students, Avalon was selected for the

exposure it would give students as a potential area of practice 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

cooperating agencies.

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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. All clinical affiliate contracts are in compliance with state of CT

contract regulations.

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 consistent with the SPE and are renewed accordingly. Tables

17.1 to 17.6 list the agency contracts in place for each college. Appendix T contains the

template for clinical contracts with affiliating agencies that is approved by the State of

Connecticut, Office of the Attorney General.

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Table 17.1 AGENCY CONTRACTS - CAPITAL COMMUNITY COLLEGE

Clinical Agency Courses Using Agency/ Nursing Experiences Provided

Avery Heights/Church Homes, Inc. 705 New Britain Ave. Hartford, CT 06106

NUR 101, Fundamentals of Nursing

Bristol Hospital, INC Brewster Rd., P.O. Box 977 Bristol, CT 06011-0977

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


ECHN Manchester Memorial Hospital 71 Haynes Street Manchester, CT 06040


ECHN Rockville General Hospital 31 Union St. Vernon, CT 06066

NUR 101, Fundamentals of Nursing NUR 102, Medical-Surgical Nursing

Hartford Hospital 80 Seymour St. Hartford, CT 06115


Institute of Living 400 Washington St. Hartford, CT 06106

NUR 203, Psychiatric and Medical-Surgical Nursing

Hebrew Home & Hospital 1 Abrahms Blvd. W. Hartford, CT 06117


Hospital for Special Care 2150 Corbin Ave. New Britain, CT 06053


Johnson Memorial Medical Ctr., Inc. The Johnson Evergreen Corp., Inc. 205 Chestnut Hill Rd. Stafford Springs, CT 06076


Johnson Memorial Medical Ctr., Inc. Johnson Memorial Hospital, Inc.


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201 Chestnut Hill Rd. Stafford Springs, CT 06076 McLean Affiliates, Inc. 75 Great Pond Rd. Simsbury, CT 06070


Riverside Health Care Ctr., Inc. 745 Main St. E. Hartford, CT 06108


Saint Francis Care, Inc. St. Francis Hospital & Medical Ctr. includes Mt. Sinai Campus Rehab Units 114 Woodland St. Hartford, CT 06105


Saint Mary Home 2021 Albany Ave. West Hartford, CT 06117


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17.2 AGENCY CONTRACTS - GATEWAY COMMUNITY COLLEGE

Clinical Agency

Courses Using Agency/

Nursing Experiences Provided Branford Hills Health Care Center

NUR 101- Fundamentals of Nursing

Griffin Hospital

NUR 101- Fundamentals of Nursing NUR 102- Maternity Nursing NUR 203- Medical-Surgical Nursing & Psychiatric Nursing

Cornell Scott Hill Health Center

NUR 203- Precepted Experience

Gaylord Hospital NUR 101- Fundamentals of Nursing NUR 201- Medical-Surgical Nursing NUR 203- Medical-Surgical Nursing

Hospital for Central Connecticut NUR 102- Maternity Nursing NUR 201- Medical-Surgical Nursing NUR 203- Medical-Surgical Nursing

Mary Wade Home, Inc. NUR 101- Fundamentals of Nursing NUR 203- Precepted Experience

Masonicare Healthcare Center Not being utilized at this time

MidState Medical Center 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

NUR 203- Psychiatric Nursing; Precepted Experiences

Visiting Nurse Association of South Central Connecticut, Inc.

NUR 203- Precepted Experiences

Waterbury Hospital

NUR 102

Yale-New Haven Hospital • York Street Campus • St. Raphael’s Campus

NUR 101- Fundamentals of Nursing NUR 102- Medical-Surgical Nursing NUR 201- Medical-Surgical Nursing NUR 203- Medical-Surgical Nursing, Psychiatric Nursing, Precepted Experiences

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17.3 AGENCY CONTRACTS – NAUGATUCK VALLEY COMMUNITY COLLEGE


Apple Rehab NUR 101, Fundamentals of Nursing

Bristol Hospital NUR 101, Fundamentals of Nursing

The Charlotte Hungerford Hospital NUR 101, Fundamentals of Nursing NUR 102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Gaylord Hospital, Inc. NUR 101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Griffin Hospital 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

NUR 101, Fundamentals of Nursing

Yale-New Haven Hospital/ Hospital of Saint Raphael

NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

MidState Medical Center NUR101, Fundamentals of Nursing NUR102, Medical-Surgical Nursing Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Saint Mary’s Hospital NUR101, Fundamentals of Nursing NUR102, Medical-Surgical and Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

State of Connecticut – Department of Mental Health and Addiction Services

NUR 203, Psychiatric-Mental Health Nursing

Vitas Health care NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Waterbury Hospital Health Center NUR101, Fundamentals of Nursing NUR 102, Medical-Surgical Nursing Maternity Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Visiting Nurse Services of Connecticut, Inc.

NUR 201, Medical-Surgical Nursing

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VNA Health Care, Inc. NUR 201, Medical-Surgical Nursing VNA of Central Connecticut, Inc. NUR 201, Medical-Surgical Nursing

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17.4 AGENCY CONTRACTS NORTHWESTERN CONNECTICUT COMMUNITY COLLEGE

Clinical Agency Courses Using Agency/ Nursing Experiences

Provided Brooker Memorial NUR 102

The Charlotte Hungerford Hospital

NUR 102, 201, 203

Connecticut Children's Medical Center

NUR 102

Gaylord Hospital

NUR 201, 203

Robert C Geer Memorial Hospital (Geer)

NUR 101

Hartford Hospital

NUR 102

Litchfield Woods Health Care Center

NUR 101

McLean Affiliates

NUR 101

New Opportunities, Inc.

NUR 102

St. Mary's Hospital

NUR 102

Sharon Hospital

NUR 102, 201, 203

Waterbury Hospital NUR 102, 201, 203

17. 5 AGENCY CONTRACTS – NORWALK COMMUNITY COLLEGE


Greater Bridgeport Mental Health NUR 203

Greenwich Hospital NUR 101, NUR 102, NUR 201, NUR 203

Jewish Home for the Elderly of Fairfield CT INC.

NUR 101

Norwalk Hospital NUR 101, NUR 102, NUR 201, NUR 203

St. Vincent’s Medical Center Behavioral Health Services

NUR 203

Stamford Hospital NUR 101, NUR 102, NUR 201, NUR 203

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17.6 AGENCY CONTRACTS – THREE RIVERS COMMUNITY COLLEGE


Avalon Health Care at Stonebridge NUR101, Fundamentals

Center for Hospice Care, SE CT NUR 203, Medical-Surgical Nursing

Southeastern Connecticut Mental Health Authority

NUR 203, Psychiatric/Behavioral Health Nursing

Day Kimball Hospital NUR 101, Fundamentals NUR201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Hospital for Special Care NUR 102, Pediatric Nursing Observation

Lawrence Memorial Hospital NUR 101, Fundamentals NUR 102, Medical-Surgical Nursing, LDRP, & Pediatric Nursing Observation NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

Norwich Senior Center NUR 101, Fundamentals

Odd Fellows dba Fairview NUR 101, Fundamentals Natchaug Psychiatric Hospital NUR 203, Psychiatric/Behavioral Health Nursing

St. Francis Hospital and Medical Center NUR 101, Fundamentals NUR 102, Medical-Surgical Nursing NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing

VNA of SE CT NUR N203, Medical-Surgical Nursing

Westview Nursing Care & Rehabilitation Center

NUR 101, Fundamentals

William W. Backus Hospital NUR 101, Fundamentals NUR 102, Medical-Surgical Nursing & LDRP NUR 201, Medical-Surgical Nursing NUR 203, Medical-Surgical Nursing & Psychiatric/Behavioral Health Nursing

Windham Community Memorial Hospital

NUR 203, Medical-Surgical Nursing

Appendices follow in order as listed on page iv

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