site visit report lake region state college devils lake ......cheryl fischer, rn, medical home...
TRANSCRIPT
SITE VISIT REPORT
Lake Region State College
Devils Lake, ND
Program Type: Associate
Purpose of Visit: Initial Accreditation
Date of Visit: November 9–11, 2015
I. GENERAL INFORMATION
Nursing Education Unit
Dakota Nursing Program Consortium
1801 College Drive North
Devils Lake, ND 58301
Governing Organization
Lake Region State College
1801 College Drive North
Devils Lake, ND 58301
Nurse Administrator
Karen Clementich, MS, RN
Nursing Program Coordinator
Telephone: (701) 662-1569
Fax: (701) 662-1537
E-mail: [email protected]
Chief Executive Officer
Doug Darling, PhD
President
Telephone: (701) 662-1506
Fax: (701) 662-1570
E-mail: [email protected]
State Regulatory Agency Approval Status
Agency: North Dakota Board of Nursing
Last Review: March 2014
Outcome: Full Approval
Next Review: March 2019
Accreditation Status (Governing Organization)
Agency: Higher Learning Commission
Last Review: 2011
Outcome: Reaffirmation of Accreditation
Next Review: 2021
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II. SITE VISIT INFORMATION
Site Visit Team:
Chairperson
Peggy Tudor, EdD, MSN, RN
Professor Emerita
Associate Degree Nursing
Eastern Kentucky University
521 Lancaster Avenue
Richmond, KY 40475-3102
Telephone: (859) 548-2540
E-mail: [email protected]
Member
Cathleen Kunkler, MSN, RN, ONC, CNE
Director of Nurse Education
Corning Community College
1 Academic Drive
Corning, NY 14830-3297
Telephone: (607) 962-9292
Fax: (607) 962-9287
E-mail: [email protected]
Member
Cathy Paton, MSN, RN, CCRN
Director, Clinical Practice Improvement
Martin Health System
300 Hospital Avenue
Stuart, FL 34994
Telephone: (772) 223-5945, ext. 1596
E-mail: [email protected]
ACEN Standards and Criteria Used: 2013
Program Demographics:
Year Nursing Program Established: 2004
Year of Initial ACEN Accreditation: N/A
Faculty:
Number of full-time faculty teaching in the associate program: 0
Number of part-time faculty teaching in the associate program: 2
Number of shared full-time faculty teaching in the associate program: 9
Number of shared part-time faculty teaching in the associate program: 1
Students:
Total enrollment: 30
Full-time: 30
Devils Lake: 16
Mayville: 14
Part-time: 0
Lake Region State College
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Program Options/Length:
Name of Program Option: LPN-to-AD Nursing
Method of Delivery: Distance Education
Percentage of Nursing Credits
Delivered by Distance Education: ☐ 0–24% ☐ 25–49% ☒ 50–100%
Student Enrollment Status: Full-time
Academic Term Type: Semesters
Length of Academic Term (weeks): 16
Length of Time/Required Number of
Academic Terms:
2
Total Number of Credits: 73
Nursing Credits: 24
General Education/
Prerequisite Credits:
27
Credits Granted for Prior
Learning:
22
Name of Program Option: Paramedic-to-AD Nursing (Anticipated option planned to begin in 2016)
Method of Delivery: Distance Education
Percentage of Nursing Credits
Delivered by Distance Education: ☐ 0–24% ☐ 25–49% ☒ 50–100%
Student Enrollment Status: Full-time
Academic Term Type: Semesters
Length of Academic Term (weeks): 16
Length of Time/Required Number of
Academic Terms:
3
Total Number of Credits: 73
Nursing Credits: 33
General Education/
Prerequisite Credits:
27
Credits Granted for Prior
Learning:
13 credits from paramedic program
Additional Locations:
Name of Location: Mayville Campus
Address (Number, Street, City, Zip
Code):
330 3rd Street Northeast
Mayville, ND 58257
Location Classification: Off-Campus Instructional Site
Percentage of Credit Hours for Entire
Program of Study Taught at
Location: ☐ 0–24% ☐ 25–49% ☒ 50–100%
Program Options Offered: LPN-to-AD Nursing and Paramedic-to-AD Nursing program options Visited By Site Visit Team: Yes
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Interviews:
Individual Conferences:
Doug Darling, PhD, President
Celeste Ertelt, MLS, Reference and Instructional Librarian
Group Conferences:
College Administrators
Corry Kenner, BS, CPA, Vice President of Administrative Affairs
Laurel Goulding, MS, Vice President of Advancement
Lloyd Halvorson, MS, Vice President of Student and Academic Affairs
Nurse Administrators
Julie Traynor, MS, RN, Dakota Nursing Program Consortium Director
Karen Clementich, MS, RN, Nursing Program Coordinator, LRSC, Assistant Professor of
Nursing/Coordinator
Nursing Faculty
Kim Brown, NP-C, MS, APRN
Cheri Weisz, MS, RN
Eileen Woolwine, MSN, RN, Mayville
Jennifer Moreland, MSN, RN, Grand Forks
Paula Fogarty, MSN, RN (via telephone)
Janet Johnson, MSN, RN, Williston State College (via ITV)
Annie Paulson, MSN, RN, Bismarck State College (via ITV)
Suzie McShane, MSN, RN, Bismarck State College (via ITV)
Gail Raasakka, MSN, RN, CNE, Bismarck State College (via ITV)
Betty Tykwinski, MSN, RN, Dakota College at Bottineau (via ITV)
Melanie Krentz, MSN, RN, Bismarck State College in Bismarck (via ITV)
General Education Faculty
Kory Boehmer, MS, Anatomy, Physiology, and Microbiology
Michelle Murphy, MEd, MS, Pharmacology, Anatomy, Physiology, and Microbiology
Teresa Tande, MS, Composition and Speech
Casey Paradies, MS, Composition
Jessica Santini, MA, Composition and Speech
Richard Olson, MA, Psychology
Randall Fixen, PhD, Psychology
Tammy Riggen, MS, Psychology
Support Services Personnel
Dan Driessen, MS, Director of Distance Education
Katie Nettell, BS, Financial Aid Director
Brigitte Greywater, EdS, Licensed School Psychologist
Cathleen Ruch, PhD, TRiO Director
Erika Berg, MEd, Disability Services
Kristi Hernandez, MEd, International Student Advisor, Diversity Office and Student Activities
Stephanie Shock, MBA, Admissions Officer
Melissa Stotts, BS, Bookstore Manager
Sandi Lillehaugen, BA, Human Resources and Workforce Safety
Gary Haugland, AAS, Network Administrator
Brandi Nelson, MBA, Director of Instructional Services
Joann Kitchens, BS, Controller
Lake Region State College
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Nursing Students
Devils Lake students, n=16
Mayville students, n=14
Public Meeting
Becky Lang, BS, LRSC Personnel Associate
Lois Bachmeier, BAS, LRSC IVN Coordinator/Center for Distance Education and Outreach Services
Administrative Assistant
Karleen Estenson, BS, LRSC Instructional Designer
Andy Wakeford, BA, LRSC Online Coordinator/Advisor
Erin Wood, MS, LRSC Marketing/Communications Director
Tammy Rud, RN, Director of Nursing Eventide Heartland Care Center
Karissa Olson, BS, Administrator, Eventide Heartland Care Center
Advisory Board
Pam Walker, BSN, RN, LRSC/TrainND
Tami Such, MSN, RN, PHN, Nursing Program Director, Mayville State University
Bette Flynn, DPHN, RN, Spirit Lake Public Health
Cheryl Fischer, RN, Medical Home
Patricia Longie, RN, Director of Nursing Good Samaritan, Graduate
Kate Sunaert, BHA, BSN, RN, Paramedic Bridge Grant Manager, PN Faculty
Marla Luehring, RN, Lake Area Career and Technology Center
Iris Walking-Eagle, MSEd, Spirit Lake Mentor, RAIN Program
Cheryl Hefta, APRN, Spirit Lake Health Center
Aaron Johnson, BSN, RN, Mercy Hospital
Doris Vigen, RN, Director of Nursing, Sanford at Mayville Hospital
Bill Krivarchka, DDS, Director of Eastern North Dakota, AHEC
Tracy Bina, BSN, RN, PN Nursing Instructor
Associate nursing students, n=2
Practical nursing students, n=1
Documents Reviewed:
Catalogs, Handbooks, Manuals
LRSC College Catalog, 2015–2016
LRSC Employee Manual, current
Dakota Nursing Program Consortium Nursing Faculty Handbook, current
Dakota Nursing Program Consortium Nursing Student Handbook, 2015–2016
LRSC College Policy and Procedure Manual, current
External Constituencies
North Dakota Board of Nursing Report, March 18, 2014
Higher Learning Commission Report, 2011
Annual Reports, North Dakota Board of Nursing, 2012–2014
North Dakota Nurse Education Consortium Grant Report, 2013–2015; 2015–2017
Bremer Grant Documents, 2011; 2014
DMF Grant Documents, 2015
Advisory Board Survey Results, 2015
Articulation Agreements, current
University of Mary
Mayville State University
Minot State University
Lake Region State College
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Lake Region State College
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Nursing/Governing Organization Documents
Dakota Nursing Program Consortium Memorandum of Understanding, 2015–2016
Nursing Department Organizational Chart, 2015–2016
College-wide Committee Memberships, 2012–2013; 2013–2014; 2014–2015
Nursing Program Position Descriptions, current
Faculty Curricula Vitae (Full- and Part-time Faculty), current
Faculty Scholarly Activities Forms (Full- and Part-time Faculty), current
Faculty Survey Results, 2014–2015
Faculty Orientation and Mentoring Forms, current
Dakota Nursing Program Consortium Brochure, current
LRSC Recruitment Materials and Fact Sheet, current
Graduate Survey, 2011–2014
Employer Survey, 2011–2014
AD Exit Survey, 2015
Default Rates, 2009; 2010; 2011; 2012
Clinical Contracts, current
Clinical Site Selection and Maintenance Forms, current
Budget Report, FY 2015
Budget Request for Biennium FY 2016 and 2017
Student Exit Survey Files, 2013–2015
Nursing Unit Minutes
Academic Officer-Nursing meeting minutes, 2012–2013; 2013–2014; 2014–2015
Leadership Team meeting minutes, 2012–2013; 2013–2014; 2014–2015
Faculty and Student Affairs meeting minutes, 2012–2013; 2013–2014; 2014–2015
Curriculum Committee meeting minutes, 2012–2013; 2013–2014; 2014–2015
LRSC Local Faculty Committee meeting minutes, 2012–2013; 2013–2014; 2014–2015
Student Nurse Association meeting minutes, 2012–2013; 2013–2014; 2014–2015
Advisory Board meeting minutes, 2012–2013; 2013–2014; 2014–2015
Course Materials
Course Syllabi, Fall 2015; Spring 2015
Clinical Evaluation Tools, 2014–2015; 2015–2016
Samples of Case Studies, 2014–2015
Samples of Student Assignments, 2014–2015
Class and Clinical Schedules, Fall 2015; Spring 2015
Course Assessment Documents, 2013; 2014; Spring 2015
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Third-Party Comments:
The nursing education unit had a reasonable process for soliciting third-party comments. Methods used to
announce the accreditation visit to the program’s communities of interest included announcements
published in the local newspaper, the Devils Lake Journal; posters on bulletin boards and strategic
locations on all campuses; posters at all clinical sites; announcement sent via e-mail to all faculty, staff,
and students; and announcement posted on the Lake Region State College (LRSC) and Dakota Nursing
Program Consortium websites. Verbal announcements were also made in class, throughout the
community, and on the local radio station.
There were six (6) attendees at the public meeting. All comments from the public meeting were positive,
with numerous examples of how the program has “made a difference” for residents in the region. Alumni,
family members of patients cared for by LRSC nursing students while the family member was very ill,
and members of the LRSC faculty and staff (from other departments) provided positive comments. A
member of the Advisory Board told the site visitors that the Dakota Nursing Program Consortium is
addressing “the workforce shortage in rural communities of North Dakota. The program has wonderful
outcomes, and faculty are welcoming to new colleagues in the healthcare community.”
Written third-party comments were not received by the ACEN.
Introduction
The Lake Region State College (LRSC)’s main campus is located in Devils Lake, North Dakota, in the
northeastern quadrant of North Dakota. During the 2003 legislative session, North Dakota law was
changed to permit associate degree nursing programs to prepare students to test for licensure as
Registered Nurses and as Practical Nurses. To address this change, four (4) North Dakota community
colleges developed the Dakota Nursing Program (DNP) Consortium to deliver the associate degree and
practical nursing programs on these campuses, which were approved by the State Board of Higher
Education in March, 2004. The North Dakota State Board of Nursing gave initial approval of the DNP
Consortium practical nursing certificate in July, 2004, and the ADN (RN) program in September, 2004.
The LRSC nursing program is part of the DNP Consortium. The program laboratory and clinical course
components are delivered onsite at each campus and distance site. The lecture components of nursing
courses are delivered via interactive video network (IVN) to the colleges and sites within the DNP
Consortium. The nursing programs at these four (4) colleges utilize one (1) Nursing Program Director for
the associate degree nursing and practical nursing programs and a nursing coordinator/faculty member
(nurse administrator) at each college. The program shares the same mission, philosophy, student learning
outcomes, program outcomes, and curriculum at all Consortium locations.
The LRSC associate degree nursing program, located in Devils Lake with a distance site at Mayville, is
seeking initial accreditation from the ACEN. Site visitors reviewed the Associate of Applied Science in
Nursing program, including the LPN-to-AD and the plans for the pending implementation of the
Paramedic-to-AD nursing program options, which is due to begin in Spring 2016.
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III. CLASSROOM AND CLINICAL OBSERVATIONS
Classroom Observation #1
Course Prefix, Number, and Title: NURS 226 Maternal Child Nursing
Method of Delivery: Distance Education
Faculty Name and Credentials: Melanie Krentz, MSN, RN
Number of Students in Attendance: 15 in local classroom; 14 in Mayville
The class was offered via the College’s interactive video network (IVN). The site visitor observed at the
Devils Lake campus, and the faculty member conducting the class taught from one (1) of the sister
campuses in the Consortium. The local classroom had desks and chairs for 50 students, with two (2) large
screens at the front of the room. The faculty member appeared on one (1) screen, and the other screen was
used for a PowerPoint presentation and other audio-visual aids. A third, smaller screen showed students
from the other campuses, with the location highlighted when a student was speaking. The lighting in the
local classroom was bright, the PowerPoint presentation was easily seen from the back of the room, and
the audio quality was adequate. A staff member from the information technology (IT) Department was
present to coordinate the technology needed for the class. Students from three (3) other campuses were
included in the class, however the site visitors were unable to obtain an accurate number of students
present via IVN.
The topic was pediatric infections; varicella, bacterial infections, and STDs were discussed. A YouTube
video of an infant was shown to demonstrate the effect/symptoms of whooping cough (pertussis). The
instructor shared stories from her clinical practice to enhance the class and responded to students’
questions and comments comfortably. It was evident that the faculty member was current in her
knowledge and clinical practice regarding the content being discussed, and she did well managing the
multiple class sections over the IVN.
Students at the Devils Lake site were engaged, with textbooks open and copies of PowerPoint slides to
facilitate note-taking. Several students were taking notes using personal laptop computers, and others
were highlighting in their texts. Although there were a few whispers between students, the class was quiet
and respectful throughout the observation period.
Classroom Observation #2
Course Prefix, Number, and Title: NURS 225 Alterations in Health I
Method of Delivery: Distance Education - IVN
Faculty Name and Credentials: Andrea Paulson, MS, RN
Number of Students in Attendance: 30 (Devils Lake and Mayville locations)
Class was in progress as site visitor entered the IVN distance education environment. The professor
teaching the class was Andrea Paulson, a DNP Consortium shared Consortium faculty member based at
Bismarck State College. The lecture topic was chronic pulmonary disease, and Ms. Paulson was lecturing
on “flail chest.” The split-screen in the IVN classroom showed the faculty member on the left, and the
right side of the screen displayed the PowerPoint slides or a visual illustrating the content being taught.
For example, as chest surgery was discussed, surgical incisions and the importance of cough and deep
breathing, pain management, and chest tube care was presented. The students and faculty shared laughter
as Ms. Paulson provided a personal patient care anecdote regarding subcutaneous emphysema and a
patient’s face filling up with air.
Throughout the class, Ms. Paulson asked that a student from each location (Devils Lake, Mayville, Valley
City, and Bismarck) answer a question. Ms. Paulson asked the question, muted the sites to allow private
discussion at each location, and solicited student response from a designated site. On one (1) occasion,
when responding to a licensure-examination-style question, the students at Devils Lake were not in
Lake Region State College
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agreement with the response and requested further clarification, which was provided. Ms. Paulson had a
seating chart for each location and was able to specify a student by name or ask someone in the back row
to respond. During the lecture, there was an apparent technical issue, and an IVN support tech was readily
available to correct the situation and allow the class to continue uninterrupted.
Ms. Paulson continued to discuss vascular lung disease, utilizing an unfolding case study of “Kevin,” who
was presented to emergency department with chest pain and shortness of breath. Students were asked to
think critically, to decide on appropriate diagnostics, and to respond to medical prescriptions and
interventions. The case study concluded with discharge teaching and the diagnosis of a coagulation
disorder, which was to be covered in the following week’s lectures on hematology.
Clinical Observation #1
Clinical Agency: Altru Hospital
Units Visited: Medical-Surgical, Orthopedics
Faculty Name and Credentials: Kim Brown, MS, RN, APRN, NP-C
Names, Titles, and Credentials of
Agency Representatives
Interviewed:
Jill Conner, RN, Charge Nurse
Heather Valley, RN, Graduate
Lizzy Blase, RN, Graduate
Number of Students Interviewed: 1
Course Prefix, Number, and Title: NURS 227 Clinical Applications
Altru Hospital is a 277-bed teaching facility located in Grand Forks, North Dakota. Site visitors observed
the 24-bed unit, which is located on the 5th floor and has orthopedic, surgical, and medical patients. The
faculty create the student assignments, and students receive their patient assignments at the start of the
clinical day. Due to the fact that this facility is a teaching hospital hosting several institutions’ clinical
students, some creative scheduling was necessary to accommodate all groups. Mayville students start
their clinical day at 11:00 a.m. and finish at 7:00 p.m. The faculty-to-student ratio was 1:7, and the day
site reviewers were in attendance. Students verified that they have enough time to prepare for their
clinical day, and were able to verbalize their daily routine to the site visitors. The students felt supported
in their clinical learning experiences by their clinical instructor and the nursing staff on the floor. The
students and faculty articulated that they felt supported in voicing concerns should they arise and
understood the chain of command for such events. Hospital staff verbalized that the students were very
prepared; even “more so than other schools’ students.” Hospital staff also verbalized the chain of
command for reporting concerns with nursing students, should they occur. The site visitors interviewed
two (2) graduates who stated that the program prepared them well to take the licensure examination and
begin their nursing career in this hospital setting.
Clinical Observation #2
Clinical Agency: Mercy Hospital
Unit Visited: Medical-Surgical, Obstetrics
Faculty Name and Credentials: Cheri Weisz, MSN, RN
Names, Titles, and Credentials of
Agency Representatives
Interviewed:
Tammy Kartes, RN, OB Leader
Laura Burckhard, RN, Graduate
Karissa Scott, RN, Graduate
Deb Houdus, RN, Patient Care Manager
Number of Students Interviewed: 3
Course Title, Prefix, and Number: NURS 227 Clinical Application I
NURS 227 Clinical Application I is a two-credit course consisting of 48 hours in the simulation
laboratory and 192 clinical hours. The clinical site was visited from 1:00-2:00 p.m. There was one (1)
faculty member with five (5) students. One student was assigned to OB and had been present for a C-
Lake Region State College
Associate 11
section earlier in the clinical day, which began at 6:45 a.m. The student was holding a newborn and had
been assigned hourly vital sign measurements, performed initial bathing, and performed postpartum
assessment on the mother.
The four (4) other students were assigned one (1) patient in the medical-surgical area, directly adjacent to
OB. One of the students was assigned a comfort care patient and discussed pain management; the student
was able to identify appropriate nursing diagnosis for the patient. She described how she elected to stay
overnight at her own expense on a recent clinical day to observe the OR in a distant location to ensure that
she arrived on time. Many students corroborated that they often carpooled and secured overnight lodging
prior to assigned clinical learning experiences due to the significant driving distances. A third student was
interviewed and described the clinical assignments and concept map due each week on the assigned
patient. While at the College, the site visitors located an example of clinical paperwork assigned to and
completed by the same student earlier in the semester. This student was able to correctly identify generic
names for trade name medications, which she stated she had administered to her assigned patient this day.
Each student was able to articulate the learning outcomes for the day. The faculty had secured the
respiratory therapist to participate in post-conference discussion of pediatric respiratory assessment.
All hospital employees interviewed were very complimentary of the faculty and students from the LRSC
nursing program. The nurse manager actively recruits graduates and has good rapport with the nurse
administrator and the clinical faculty liaison from the program.
Lake Region State College
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IV. EVALUATION OF THE STANDARDS AND CRITERIA
STANDARD 1
Mission and Administrative Capacity
The mission of the nursing education unit reflects the governing organization’s core values and is
congruent with its mission/goals. The governing organization and program have administrative
capacity resulting in effective delivery of the nursing program and achievement of identified
program outcomes.
1.1 The mission/philosophy and program outcomes of the nursing education unit are congruent
with the core values and mission/goals of the governing organization.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Table 1.1 in the SSR (p. 12) depicts congruency between the nursing program’s mission/philosophy and
student learning outcomes and the Lake Region State College (LRSC) mission statement; this was
verified in interviews with the Consortium Nursing Director, nurse administrator, faculty, and College
administrators. The student learning outcomes for the nursing program include role-specific graduate
competencies related to teamwork and communication, professionalism and leadership, client-centered
care, evidence-based practice and nursing judgement, quality improvement and safety, and informatics.
Each of these concepts is defined in the SSR (p. 11) and in the Consortium Nursing Student Handbook (p.
11).
1.2 The governing organization and nursing education unit ensure representation of the nurse
administrator and nursing faculty in governance activities; opportunities exist for student
representation in governance activities.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The Organizational Chart for LRSC is located in the SSR (pp. 14–15), and demonstrates the reporting
relationships from the academic faculty to the Vice President of Academic and Student Affairs, who is a
direct report of the College President. The DNP Consortium organizational chart, which is included in the
SSR (p. 16), shows the relationships between the four (4) colleges (LRSC, Bismarck State College,
Williston State College, and Dakota College) who are members of the DNP Consortium. The Consortium
shares the nursing curriculum, nursing courses, policies, operational procedures, and many resources,
including faculty. The program laboratory and clinical courses are delivered onsite at each campus and
distance site, and the didactic courses are delivered via interactive video network (IVN) to the Colleges
and sites within the DNP. The Consortium utilizes one (1) Consortium Nursing Director for the associate
degree nursing and practical nursing programs. The Consortium Nursing Director is responsible for the
program administration at the four (4) partner campuses, including joint supervision of the Nursing
Department with the Distance Education Director. A nursing coordinator at each college is responsible for
the day-to-day operations and supervision of the faculty and students.
The Consortium Nursing Director meets monthly with the academic officers from the four (4) partner
campuses, and there is a memorandum of understanding (MOU) that is reviewed and negotiated annually.
The DNP Consortium Leadership Team includes the Consortium Nursing Director and the nursing
Lake Region State College
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coordinators from each college. This team meets at least monthly to develop policies, review the shared
curriculum, and collaborate on the Consortium’s strategic plan. These activities are all conducted within
the framework of the partner colleges.
The DNP Consortium Director, coordinators, and full- and part-time faculty participate in the DNP
Consortium Faculty and Student Affairs Committee. This committee serves as a liaison between faculty
and students and acts on recommendations from other standing committees. The committee also develops,
implements, and evaluates policies, faculty orientation, student orientation, program handbooks, and the
program evaluation plan (PEP). Each campus faculty member also meets locally to manage the program
responsibilities on their own campuses.
The coordinators and full-time faculty at each college meet annually and as needed as the Admissions and
Progressions Committee. The DNP Consortium Director, coordinators, and full-time faculty also
participate in DNP Consortium standing committees and their corresponding meetings.
Faculty participation on College committees is required, and the faculty are assigned as members or
elected as officers. All full-time LRSC faculty are members of the LRSC Faculty Senate. Table 1.2.1
(SSR, p. 19) lists faculty and nurse administrator participation on College and Nursing Department
committees during the past academic year. Active nursing faculty participation in College governance
activities was confirmed in interviews with nursing and general education faculty and college
administrators. During the interview, the site visitors were told that nursing faculty are seen as leaders and
serve in leadership roles throughout the campus. For example, the coordinator for the LRSC nursing
programs is the immediate past-Chair of the Faculty Senate.
All LRSC nursing students are eligible to participate in the local student nurse organizations and College
committees or student governance. The Student Nursing Organization (SNO) meets monthly, and student
representatives bring issues to the Faculty and Student Affairs Committee. A student is also selected to
serve as a liaison on the Advisory Board. Students are encouraged to become involved in College-level
governance, with LRSC awarding social science credit for appropriate involvement on committees. Table
1.2.2 (SSR, p. 20) lists examples of student involvement in governance activities. The site visitors
verified student participation from both sites in committees and other governance activities through
review of meeting minutes and interviews with the students and faculty. Participation is encouraged and
enhanced through use of video-conferencing, Skype for business, and telephone conferencing.
1.3 Communities of interest have input into program processes and decision-making.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The LRSC faculty meets with the LRSC Nursing Advisory Board each fall and spring semester to discuss
program outcomes and solicit feedback from faculty members. Review of minutes from the LRSC
Nursing Advisory Board meetings revealed regularly scheduled meetings with good attendance by LRSC
nursing faculty and students, shared Consortium faculty, and community partners. Participants provided
input into the decisions made by the DNP Consortium regarding curriculum changes, expansion of
simulation experiences, program options for admission, strategies to improve program outcomes (e.g.,
return of satisfaction surveys), and on-going plans for initial accreditation with the ACEN. The LRSC
Nursing Advisory Board held its regular meeting for the fall semester during the visit, with excellent
attendance and participation from all members observed.
Lake Region State College
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1.4 Partnerships that exist promote excellence in nursing education, enhance the profession,
and benefit the community.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Partnerships with North Dakota professional and regulatory agencies, grant opportunities, articulation
agreements with state universities for RN-to-BSN programs, and service learning projects are described in
the SSR (pp. 22–24). Documents to support each of these partnerships were reviewed in the evidence
room by site visitors and verified through interviews with College and nurse administrators, faculty, and
students.
1.5 The nursing education unit is administered by a nurse who holds a graduate degree with a
major in nursing.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The nurse administrator serves as the LRSC Nursing Program Coordinator for the associate degree and
practical nursing programs. She is credentialed with a master’s degree in nursing education from
University of North Dakota in Grand Forks.
1.6 The nurse administrator is experientially qualified, meets governing organization and state
requirements, and is oriented and mentored to the role.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The nurse administrator earned a nursing diploma in 1993, an associate of arts degree in 2003, a
baccalaureate degree with a major in nursing in 2006, and a master’s degree in nursing education in 2012.
She has extensive clinical practice as a registered nurse in a variety of specialty areas, and she has been a
nursing faculty member since 2007. She meets all the requirements of the College and the North Dakota
Board of Nursing, including a current, unencumbered registered nurse license and a graduate degree in
nursing; experience in teaching and knowledge of learning principles for adult education, curriculum
development, administration, and evaluation; and current knowledge of nursing practice at the associate
degree nurse level. She was appointed to the LRSC Nursing Program Coordinator position in 2010.
During interviews with site visitors, the nurse administrator confirmed that she received orientation from
the previous Director, who was provided a two-month overlap before she resigned to orient the new nurse
administrator. The nurse administrator was mentored and continues to be supported by the Consortium
Nursing Director, whose office is immediately adjacent to hers in the nursing complex.
Lake Region State College
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1.7 When present, nursing program coordinators and/or faculty who assist with program
administration are academically and experientially qualified.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The nurse administrator reports to the Director of the North DNP Consortium, who is credentialed with a
master’s of science degree as a clinical nurse specialist in nursing therapeutics from the University of
North Dakota in Grand Forks. She has served as the Consortium Nursing Director since 2007, and she has
over 30 years of experience as a nurse. Her clinical background includes experiences in critical care, long-
term care, and hospital supervision, and she has 14 years of experience in nursing education. Although
she is not currently teaching in the nursing program, she has recently taught cardiac didactic content, and
plans to teach the community health unit in NURS 237 Clinical Applications II next spring. The
Consortium Nursing Director position is classified as administrative staff (not faculty); the Director has a
12-month contract, and her primary work station is located on the LRSC Campus. Her portfolio was
reviewed onsite, and her current, unencumbered license as a registered nurse in North Dakota was
verified.
1.8 The nurse administrator has authority and responsibility for the development and
administration of the program and has adequate time and resources to fulfill the role
responsibilities.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The nurse administrator has a 12-month, tenure-track faculty contract with 80% administrative duties and
20% teaching responsibilities. This semester, the nurse administrator is assisting in the practical nurse
program in the nursing skills laboratory, and she intends to teach NURS 259, a one-credit role transitions
course in the associate degree program during the spring semester next year.
The LRSC Nursing Program Coordinator position provides leadership to the nursing faculty and is
accountable for the administration, planning, implementation, and evaluation of the practical and
associate degree nursing programs at LRSC and the affiliated distance sites in Mayville and Grand Forks.
According to the job description, her responsibilities include developing and managing the LRSC nursing
budget, maintaining an environment conducive to the teaching and learning processes, sustaining a
relationship with all entities within the academic setting, and overseeing student admission and
progression. She provides oversight of faculty recruitment, development, performance, workload, and
retention. The nurse administrator participates in and supports activities of the program, department,
college, and community agencies. She also works together with the DNP Consortium Director to manage
the program.
The nurse administrator has a private office located on the LRSC campus. Travel to the distance sites is
required and facilitated by access to state fleet vehicles. Meetings and communication between LRSC and
distance sites utilize telephone conferences, Skype for Business, and IVN technologies. The LRSC faculty
report to and are evaluated by the nurse administrator, and it was verified through interviews with faculty
and students that the LRSC Nursing Program Coordinator position involves leadership for the LRSC
Campus, even though the Consortium Nursing Director’s office is also located within the nursing suite at
this campus.
Lake Region State College
Associate 16
Although the LRSC Nursing Program Coordinator position responsibilities are demanding, the nurse
administrator confirmed that she has adequate time and resources to fulfill the requirements for the
position. The site visitors noted that she is highly respected by the faculty, the students, College
administrators, and members of the healthcare community.
1.9 The nurse administrator has the authority to prepare and administer the program budget
with faculty input.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
During separate interviews with nursing administration, faculty, and College administrators, the site
visitors were told that the budgetary process “is a team approach.” According to the SSR (p. 28),
“LRSC’s planning and budgeting priorities flow from and support its mission.”
Within the nursing department, site visitors confirmed that the nurse administrator seeks input from
faculty, staff, and students regarding supplies and equipment needed for the nursing laboratory and
simulation center. Budget requests are prioritized by the nursing department, with lists submitted to the
Director of Instructional Services. The Vice President of Academic and Student Affairs, in consultation
with other members of the Administrative Council and faculty and staff committees, incorporates the
priorities of the College within the budget request. The budget corresponds with the limitations set forth
by the State Board of Higher Education and the North Dakota Legislature. Once funding is approved,
monies are allocated to achieve campus goals and objectives as identified by the LRSC Administrative
Council.
During interviews, the site visitors were informed nursing faculty request are almost always fulfilled due
to the documented needs and strength of the program.
1.10 Policies for nursing faculty and staff are comprehensive, provide for the welfare of faculty
and staff, and are consistent with those of the governing organization; differences are
justified by the goals and outcomes of the nursing education unit.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The LRSC nursing are governed by the same policies and procedures as other LRSC faculty. Differences
include policies related to clinical facility requirements and regulations of the North Dakota Board of
Nursing, such as unencumbered registered nurse licensure in North Dakota and a graduate degree in
nursing. The faculty workload requirements at LRSC are 30 credits per year or 15 credits per semester.
Nursing faculty workload is calculated utilizing “workload units,” with one (1) workload unit equivalent
to one (1) semester credit when teaching didactic content, 0.67 workload units for each directly
supervised contact hour in the laboratory or clinical learning experiences, and 0.25 workload units for
each hour of indirect supervision (preceptorships). The DNP Consortium Workload Guide was included
in the SSR (Appendix A, pp. 132–133). During the faculty interview, the faculty told site visitors that,
although the workload calculations were complicated and “only Karen understands,” they felt their
workload expectations were fair and similar to the workload expectations of faculty in other disciplines at
the College.
Lake Region State College
Associate 17
1.11 Distance education, when utilized, is congruent with the mission of the governing
organization and the mission/philosophy of the nursing education unit.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
All lecture components of nursing courses are delivered over interactive video networking (IVN).
Students are also able to receive their general education courses online or in a traditional, on-campus
format. The IVN system allows students to receive the lecture components in their home communities,
with faculty teaching courses who are content experts from across the entire state. The approach to
education meets the needs of the program and the LRSC mission by enhancing community vitality while
contributing collaboratively to meet the diverse healthcare needs of the communities it serves.
LRSC nursing utilizes the Pearson/e-companion platform as the learning management system, where
students have access to their coursework documents, Consortium Nursing Student Handbook, gradebook,
and discussion threads. Tests are also available via this system, and are only open during proctoring.
The Center for Distance Education and Outreach Services provides faculty orientation, individual faculty
training, in-service opportunities, and additional professional growth opportunities for the faculty
teaching via distance education. The faculty requirements as an instructor under the Center for Distance
Education and Outreach are the same as the requirements for faculty teaching traditional face-to-face
courses. All faculty members are supported by the LRSC Information Technology Department, with live
help available on a 24-hour basis.
Summary of Compliance:
The program is in compliance with Standard 1.
The site visitors did not identify areas needing development for Standard 1.
Lake Region State College
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STANDARD 2
Faculty and Staff
Qualified and credentialed faculty are sufficient in number to ensure the achievement of the
student learning outcomes and program outcomes. Sufficient qualified staff are available to support
the nursing education unit.
Nursing Faculty Academic Credentials – (Highest Degree Only) – Associate Program
Number of Faculty
Doctoral Master’s Baccalaureate Associate
Nursing Non-
nursing Nursing
Non-
nursing Nursing
Non-
nursing Nursing
Non-
nursing
Full-Time
Part-Time 2
Nursing Faculty Academic Credentials – (Highest Degree Only) – Shared with Consortium
Number of Faculty
Doctoral Master’s Baccalaureate Associate
Nursing Non-
nursing Nursing
Non-
nursing Nursing
Non-
nursing Nursing
Non-
nursing
Full-Time 5
Part-Time 1
Nursing Faculty Academic Credentials – (Highest Degree Only) – Shared with Practical Program
Number of Faculty
Doctoral Master’s Baccalaureate Associate
Nursing Non-
nursing Nursing
Non-
nursing Nursing
Non-
nursing Nursing
Non-
nursing
Full-Time 4
Part-Time
2.1 Full-time faculty hold a minimum of a graduate degree with a major in nursing.
Full- and part-time faculty include those individuals teaching and/or evaluating students in
classroom, clinical, or laboratory settings.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
All nursing faculty teaching in the LRSC program, including the shared Consortium faculty, hold a
graduate degree in nursing, and none are enrolled in post-graduate educational programs. Salary for
nursing faculty is competitive with acute care facilities and is not a prohibitive factor in filling vacancies.
Potential faculty who do not possess a graduate degree in nursing are often introduced to the nurse
educator role in the practical nursing program while enrolled in graduate studies. The nurse administrator
discussed this process of “growing our own” to prepare graduate-level faculty to teach in the associate
program. The faculty confirmed that they carry a workload of 15 “work unit” hours per semester for a
total of 30 credit hours per academic year, and no faculty are currently in overload status.
Lake Region State College
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2.2 Part-time faculty hold a minimum of a baccalaureate degree with a major in nursing; a
minimum of 50% of the part-time faculty also hold a graduate degree with a major in
nursing.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
All part-time faculty teaching in the LRSC nursing program, including shared Consortium faculty, hold a
graduate degree in nursing.
2.3 Faculty (full- and part-time) credentials meet governing organization and state
requirements.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The nursing faculty teaching in the LRSC nursing program, including shared Consortium faculty, meet
the LRSC position description qualifications for a DNP Consortium Nursing faculty for the rank of
“Instructor.” All faculty hold an unencumbered North Dakota registered nurse license, a current Basic
Life Support (BLS) for Health Professionals certification, and meet the required immunization and health
requirements for contracted clinical agencies. Only the nurse administrator is in a tenure-track position.
All other nursing faculty are not currently in a tenure-track position (although the site visitors were told
that all faculty are eligible to apply for tenure-track status), but are eligible for promotions in rank at
designated employee milestones. Site visitors were informed that there is a financial incentive for faculty
who are promoted in rank, but no current financial adjustment for those receiving tenure.
2.4 Preceptors, when utilized, are academically and experientially qualified, oriented,
mentored, and monitored, and have clearly documented roles and responsibilities.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The DNP Consortium Preceptorship Information Packet for the Associate Degree Program is provided to
all preceptors at the contracted clinical agencies. Preceptors acknowledge that they have current work
experience in the area of clinical practice for a minimum of one (1) year, an unencumbered North Dakota
registered nurse license, and can provide 36-40 hours of experience to the assigned student. Student
learning outcomes (SLOs) for the program and student are identified, specific learning goals are outlined,
and clinical performance evaluations by the student, preceptor, and course coordinator are completed.
Preceptorship student journals, documentation, clinical comments from preceptors, and course
coordinator documents from Spring 2014 and Spring 2015 were reviewed onsite.
Lake Region State College
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2.5 The number of full-time faculty is sufficient to ensure that the student learning outcomes
and program outcomes are achieved.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
There are sufficient full- and part-time faculty to achieve the student learning outcomes and meet the
needs of the LRSC nursing program at all locations, and for all program options, including the paramedic
completion option planned to begin in 2016. The students and faculty acknowledge that classroom and
clinical group ratios are as stated in the SSR. The current enrollment of 30 students with four (4) full-time
faculty yields a full-time-faculty-to-student ratio of 1:8. The students verified ratios of 1:6 in the clinical
learning experiences. There are no faculty currently on overload status. Due to the DNP Consortium and
the deliverance of didactic content via IVN, faculty who are content experts from across the state provide
current information to ensure that the SLOs and program outcomes are achieved.
2.6 Faculty (full- and part-time) maintain expertise in their areas of responsibility, and their
performance reflects scholarship and evidence-based teaching and clinical practices.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Personnel files and faculty portfolios for all full- and part-time nursing faculty, including those faculty
shared through the Consortium, were reviewed by the site visitors. Continuing education attendance was
verified by faculty portfolios. Each faculty member annually completes a document for their file entitled,
“Scholarly Activities of Full-time and Part-time Faculty,” which catalogs all professional development
activities. Support for professional development is available through funding requests to the Faculty
Senate in addition to the nursing budget. The Consortium budget also supports securing outside speakers.
Scholarly activity is documented in annual performance evaluation. Licensure renewal in North Dakota
requires 12 contact hours per two (2) year renewal cycle. One shared Consortium faculty member has
attained Certified Nurse Educator (CNE) credentials, and several others are certified in various
specialties. The DNP Consortium Director has a goal to increase the number of CNE faculty across the
DNP Consortium. Subscription to NurseTim is provided by the North Dakota Center for Nursing for all
nursing faculty throughout the state.
2.7 The number, utilization, and credentials of staff and non-nurse faculty within the nursing
education unit are sufficient to achieve the program goals and outcomes.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The LRSC Administrative Assistant provides clerical/secretarial support to the nurse administrator and
LRSC faculty. The DNP Consortium Administrative Assistant provides clerical/secretarial support to the
DNP Consortium Director. The nurse administrator and DNP Consortium Director, as well as the LRSC
faculty, state that there is sufficient support to meet program goals and outcomes.
Lake Region State College
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2.8 Faculty (full- and part-time) are oriented and mentored in their areas of responsibility.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
All faculty who teach in the nurse education program at the Devils Lake, Mayville, or Grand Forks
locations are hired by Lake Region State College. An orientation to the College, IVN, Tegrity, and
specifics of the nurse education program are conducted and well documented. During the faculty meeting,
the orientation process was described by the newest Consortium hire, Melanie Krentz who is being
mentored by Andrea Paulson. Orientation to each respective DNP Consortium location is conducted by
the Coordinator for that college, and a specific orientation to the DNP Consortium is completed.
Verification of orientation by all LRSC and DNP Consortium faculty was verified onsite.
2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates
competencies that are consistent with program goals and outcomes.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
All full- and part-time faculty files, including those of the shared faculty, were reviewed. All faculty were
in compliance with up-to-date CPR certification, professional licensure, performance evaluation within
the past 12 months, and verification of attainment of their highest level of nursing degree. The faculty
performance appraisal included evaluation of competencies needed for education and identification and
evaluation of personal goals related to teaching effectiveness, professional and community service, and
scholarship. Professional development activities completed during the previous year to enhance teaching
and/or clinical specialty areas were also identified. The nurse administrator completes annual evaluations
of the full- and part-time LRSC faculty.
2.10 Faculty (full- and part-time) engage in ongoing development and receive support for
instructional and distance technologies.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The IT Department at LRSC is very responsive to faculty and student needs. During orientation, training
is provided on Tegrity and IVN. The Director of Distance Education stated that nursing is a high priority,
and a technician is always available to be in the classroom during IVN sessions. Students and faculty had
very positive feedback regarding the quick responses to IT issues, whether during normal business hours,
on weekends, or late into the night. Technical support is available 24/7 to faculty and students.
Additionally, the IT Department is available to troubleshoot technical issues with the nursing simulation
mannequins.
Lake Region State College
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Summary of Compliance:
The site visitors identified the following strength for Standard 2:
Criterion 2.10
The Information Technology Department provides immediate, comprehensive technology
support to the faculty, staff, and students
The program is in compliance with Standard 2.
The site visitors did not identify areas needing development for Standard 2.
Lake Region State College
Associate 23
STANDARD 3
Students
Student policies and services support the achievement of the student learning outcomes and
program outcomes of the nursing education unit.
3.1 Policies for nursing students are congruent with those of the governing organization,
publically accessible, non-discriminatory, and consistently applied; differences are justified
by the student learning outcomes and program outcomes.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Policies for LRSC nursing students are congruent with those of the College. LRSC nursing program
policies that differ from the policies of the College included those related to admission criteria, academic
grades, repeating courses, immunization requirements, Health Insurance Portability and Accountability
Act (HIPAA) agreements, liability insurance, background checks, dress code requirements, and
requirement for CPR certification as identified in the SSR (Table 3.1.2, pp. 47–48). All student policies
are publicly accessible via the College website and can be located in the Consortium Nursing Student
Handbook.
LRSC nursing student policies are regularly reviewed by the Student and Faculty Affairs Committee,
Curriculum Review meetings, and Leadership Committee meetings. The students validated that they send
representation to the Student and Faculty Affairs Committee and appear to be well received. The faculty
verified that student presence and input was encouraged at this meeting. Guidelines for Student
Representatives at Nursing Faculty and Student Affairs Meetings are located in the Consortium Nursing
Student Handbook (p. 87). The students also validated in student interviews that they sign verification of
receipt and understanding of the Consortium Nursing Student Handbook. Interviews with the students,
faculty, and nurse administrators, as well as a review of the online (and paper copy) Consortium Nursing
Student Handbook verified that the student policies of the nursing program are publicly accessible, non-
discriminatory, and consistently applied.
3.2 Public information is accurate, clear, consistent, and accessible, including the program’s
accreditation status and the ACEN contact information.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
☒ The institution has a transfer of credit policy that is publicly disclosed and includes a statement of
the criteria established by the institution regarding the transfer of credit earned at another
institution of higher education.
☒ The institution/nursing program makes available to students and the public current academic
calendar, grading policies, and refund policies.
☒ Recruitment materials for the nursing program accurately represent the institution’s/nursing
program’s practices and policies.
Lake Region State College
Associate 24
☒ The institution avoids the following recruitment practices in order to comply with U.S.
Department of Education regulations:
a. Assuring employment unless employment arrangements have been made and can be verified,
b. Misrepresenting job placement and employment opportunities for graduates,
c. Misrepresenting program costs,
d. Disparaging comparisons of secondary or postsecondary institutions,
e. Misrepresenting abilities required to complete intended program, and
f. Offering money or inducements other than educational services of the institution in exchange
for student enrollment. (Except for awards of privately endowed restricted funds, grants, or
scholarships are to be offered only on the basis of specific criteria related to merit or financial
need.)
Site visitors verified via review of the Lake Region State College (LRSC) website, including the online
College Catalog and Student Handbook, and the DNP Consortium Handbook that program information
regarding the nursing program’s mission and philosophy; student learning outcomes; admission
requirements and policies, including the academic calendar, grading policies, transfer of credit policy; and
refund policies are all current, accurate, clear, consistent, and accessible to students and the public. Online
recruitment information found on the website for the nursing program accurately represents policies and
practice.
Site visitors verified that the contact information for the Accreditation Commission for Education in
Nursing (ACEN) was correct on the website and on posted announcements for the November 10, 2015
site review. The site visitors also verified information stating that the program is currently seeking initial
accreditation from the ACEN (SSR, p. 48). This information was found on the website and in the
Consortium Nursing Student Handbook. The site visitors also verified that the students could articulate
knowledge of the ACEN and the importance of accreditation. Site visitors noted that announcements for
the November 10, 2015, ACEN site visit were posted at the Devils Lake Campus and the Mayville
Campus.
3.3 Changes in policies, procedures, and program information are clearly and consistently
communicated to students in a timely manner.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Interviews with Lake Region and Mayville students verified that changes in policies and/or clinical
dates/times were all communicated via e-mail, instructor-to-class communication (face-to-face), or by
personal telephone calls. The students reported that communication was consistent, timely, and thorough.
Interviews with the faculty verified that e-mail was the preferred route for communication of changes, and
every attempt was made to communicate changes to the students in a timely manner.
3.4 Student services are commensurate with the needs of nursing students, including those
receiving instruction using alternative methods of delivery.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Lake Region State College
Associate 25
Student Services are directed by the Vice President for Student Affairs. The 2015–2017 LRSC Catalog
lists all student services, the office location, hours of operation, personnel name and credentials, and the
Catalog page and the location of the service on their website. All student services are available to students
at all locations, including distance sites, in either face-to-face format on a limited schedule, by telephone,
or online. In interviews, the students reported that e-mail or telephone responses to requests were timely
and sufficient to meet their needs. ADN Exit Surveys for the May 2015 graduates added student services
satisfaction questions. A score of 4.86 (on a 5-point Likert scale) indicated that students were satisfied
with access to support services.
Student interviews verified that the students felt their needs were met with regards to the scope of support
services. Interviews with distance students at the Mayville Campus verified student agreement that
guidelines were clearly outlined and they had adequate access to services. Student groups on both
campuses (Devils Lake and Mayville) used the website and/or the chain of command when inquiring
about access to support services. The students rely mainly on their immediate classroom/clinical
instructor for information followed by use of the website. The faculty stated that comprehensive student
support services were easily accessible at distance sites in either face-to-face format on a limited
schedule, by telephone, or online, as well as available for all students at the main campus.
3.5 Student educational records are in compliance with the policies of the governing
organization and state and federal guidelines.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
☒ The institution has written procedures in place specific to protecting the privacy of students
enrolled in distance education courses or programs.
The North Dakota State Board of Higher Education policy 1912.7 dictates record retention requirements.
LRSC is in compliance with this policy, which directs all campuses to manage their records according to
North Dakota Colleges/Universities General Records Retention Schedule. The DNP Consortium policy
on record retention states that “student records will be maintained securely in the Nursing Department and
records will be purged five (5) years after graduation.” After five (5) years, student records, which will
include a minimum of the student transcript, will be the responsibility of the College’s Student Services
Department. A link to the NDUS policy was available on the website. In meeting with support personnel,
site reviewers verified that student records are maintained in accordance with state and federal guidelines
and support personnel receive FERPA training.
The DNP Consortium and LRSC nursing program uses distance learning, specifically the IVN system, to
present content in the nursing courses. All graded learning activities are completed online in a proctored
environment, with each student’s login password-protected, according to the LRSC distance education
policies.
Lake Region State College
Associate 26
3.6 Compliance with the Higher Education Reauthorization Act Title IV eligibility and
certification requirements is maintained, including default rates and the results of financial
or compliance audits.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Year Three-Year Default Rate
Current Final 2012 14.7%
Previous Final 2010 6.2% (two-year rate)
LRSC completed the U.S. Department of Education Program Participation Agreement (PPA), which will
expire on March 31, 2021. This agreement allows the College to participate in the Federal Student Aid
programs. LRSC has a three-year cohort default rate of 14.7%. According to the SSR (p. 55), the 2012
default rate was 14.7%, and the 2010 default rate was 6.2%. Default rates before 2010 were not reviewed
by the site visitors.
3.6.1 A written, comprehensive student loan repayment program addressing student loan
information, counseling, monitoring, and cooperation with lenders is available.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
All students receiving student loans at LRSC are required to complete student loan counseling, which
includes information on rates upon graduation and describes their rights and responsibilities as a student
borrower. In student interviews, the students confirmed this information to be accurate and stated that
they had the opportunity to ask questions and understood how much was owed and due dates upon
graduation. Financial aid policies are also outlined in the Catalog and on the website. The students are
referred to different websites outside the College for loan counseling.
3.6.2 Students are informed of their ethical responsibilities regarding financial assistance.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The students must complete entrance loan counseling before student loan funds are dispersed. The
students acknowledge their responsibility by “accepting” the Financial Obligation Statement on Campus
Connection. All students receiving student loans at LRSC are required to complete student loan
counseling, which includes information on rates upon graduation and what their rights and responsibilities
are as a student borrower. In interviews, the students confirmed this information to be accurate and stated
that they had the opportunity to ask questions and understand when repayment was due and how much
was owed upon graduation. Financial aid policies are also outlined in the Catalog and on the College
website.
Lake Region State College
Associate 27
3.6.3 Financial aid records are maintained in compliance with the policies of the governing
organization, state, and federal guidelines.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Financial Aid records are password-protected and maintained electronically in the financial aid office. All
employees sign a FERPA acknowledgement and a statement of confidentiality. Records are retained
based on the North Dakota Record and Retention schedule.
3.7 Records reflect that program complaints and grievances receive due process and include
evidence of resolution.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
While a grievance policy is in place at LRSC, there have been no grievances filed by students in the
associate program to date. In student interviews, the students could articulate the grievance process and
understood that it was located on the website and in their Consortium Nursing Student Handbook. Site
visitors verified through interviews with students, faculty, and administrators that students followed the
“chain of command” when problems were identified, and students stated that most of their complaints
were resolved by their clinical faculty or course coordinators, although they felt comfortable bringing
problems to the LRSC Program Coordinator when necessary.
3.8 Orientation to technology is provided, and technological support is available to students.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The LRSC nursing program orientation agendas supplied to the site visitors verified that an introduction
to technology was provided at the beginning of the semester. The students verified that IT support is
sufficient and readily accessible for students on a 24/7 basis. The faculty also verified that IT staff were
very responsive to their needs and the equipment works well. In a meeting with support staff, the IT
personnel reported that they have dependable staff with an on-call communication/notification available
24/7.
Lake Region State College
Associate 28
Orientation to the simulation laboratory and other clinical orientation is provided throughout the semester.
Clinical site electronic medical record charting is provided prior to the start of the each clinical learning
experience.
3.9 Information related to technology requirements and policies specific to distance education
are accurate, clear, consistent, and accessible.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
☒ Processes are in place (e.g., login name/password, use of technology such as cameras/video
stream) through which the institution can establish that the student who registers in a distance
education course or program is the same student who participates in and completes the course or
program and receives the academic credit.
☒ Written procedures are distributed at the time of registration or enrollment in a distance education
course that notify students of any projected additional student charges associated with the
verification of student identity (e.g., proctoring center fee, required purchase of specific
technology such as a camera).
The lecture component of nursing courses is offered via the IVN. Laboratory, simulation, and clinical
practice learning activities are offered in on-campus laboratories or at regional healthcare facilities. All
nursing courses utilize the Pearson LearningStudio learning management system to supplement
instruction. Nursing class schedules, tutorials, syllabi, and technology requirements are available on the
Pearson Learning platform. The students complete all testing and ATI-proctored examinations at their
home campus in a proctored computer laboratory. Processes are in place to ensure students’ identities are
verified for examination purposes and grades (user IDs and passwords, proctored examinations, and codes
distributed at the time of the examination to each student). This was validated during meetings with the IT
personnel and the Director of Distance Learning, and confirmed in interviews with faculty and students.
In student interviews, the students stated that they viewed the technology as a helpful learning tool. The
students at both campuses reported that IT staff were very responsive. The faculty also reported that they
are very satisfied with IT support and responsiveness. The Pearson Learning Studio has a technical
support option with a link to a 24/7 live-chat. There is also a HELP Desk telephone number for technical
support. The program received high scores for satisfaction regarding its technology capabilities on the
student exit surveys.
Summary of Compliance:
The program is in compliance with Standard 3.
The site visitors did not identify areas needing development for Standard 3.
Lake Region State College
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STANDARD 4
Curriculum
The curriculum supports the achievement of the identified student learning outcomes and program
outcomes of the nursing education unit consistent with safe practice in contemporary healthcare
environments.
4.1 The curriculum incorporates established professional standards, guidelines, and
competencies, and has clearly articulated student learning outcomes and program outcomes
consistent with contemporary practice.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
LRSC’s mission statement is “We enhance lives and community vitality through quality education.”
The DNP Consortium curriculum incorporates standards and competencies from the National League of
Nursing (NLN), American Nurses Association (ANA), National Council State Board of Nursing
(NCSBN), Institute of Medicine (IOM), Quality and Safety Education for Nursing (QSEN), and the North
Dakota State Board of Nursing throughout the curriculum. Six (6) program learning outcomes identified
in the SSR were verified in each syllabus, as identified in Table 4.1. The faculty and students verbalized
understanding of the program outcomes and student learning outcomes and how they were assessed in
each course.
4.2 The student learning outcomes are used to organize the curriculum, guide the delivery of
instruction, direct learning activities, and evaluate student progress.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Review of course syllabi verified that the program learning outcomes and student learning outcomes were
documented with identified learning activities and evaluation criteria. Didactic content is identified online
in weekly content outlines. The student clinical evaluation tool utilizes the clinical course objectives,
didactic performance objectives, and program learning outcomes to evaluate student progress.
Daily/weekly formative and summative evaluation of the student clinical progress is recorded by the
faculty member. The clinical evaluation tools for each course demonstrate progression in the attainment
of clinical skills. The students vocalized their sense of progression in learning in the clinical learning
experiences and stated that they understand the criteria for evaluation in each course.
4.3 The curriculum is developed by the faculty and regularly reviewed to ensure integrity,
rigor, and currency.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The curriculum is reviewed and evaluated by the faculty for rigor and currency as verified in a review of
the DNP Consortium Curriculum Committee meeting minutes and the DNP Consortium summer analysis
meeting minutes. As part of the DNP Consortium with three (3) other colleges across the state, the
curriculum creation and revision process is shared among the DNP Consortium faculty. The use of IVN to
Lake Region State College
Associate 30
accommodate monthly faculty meetings, which include curriculum discussion, is coupled with course
assessment and review of student learning outcomes at the end of each semester. Lead faculty are
identified for each course, and the workload is shared equally across the Consortium. Each July, all
faculty attend a summer analysis meeting to update the curriculum for the following academic year. Once
these curriculum revisions are finalized, all members of the Consortium implement the curriculum
revisions. A recent decision affecting the curriculum is the replacement of Medcom video subscription
with ATI videos, to which the students already subscribe, beginning Fall 2016.
A Curriculum and Academic Standards Committee is part of the governance structure at LRSC.
The faculty have access to attendance at professional education conferences regionally, nationally, and
online. Additionally, numerous hardcopy journals specific to nursing education were located in the
conference room at the Devils Lake Campus. The Faculty Forum area within the DNP Consortium
website contains course assessment forms and test blueprinting materials. Evidence of test blueprints for
all examinations and quizzes was reviewed by the site visitors.
A major curriculum change occurred in July 2014 with the reduction of credit hours reduced from 78
credit hours to 73 credit hours for the combined 1+1 progression program. The credit hour reduction
affected the PN level and courses of study with the elimination of four (4) credits of chemistry, the one-
credit reduction for a summer practical nursing clinical requirement, and the elimination of the
requirement of CNA designation, which is identified in the SSR (p. 77) as “hidden” credits. These
changes in credit hours affected the practical nursing portion of the program. The two-semester program
of study for the associate program was unaltered, and remained at 31 credit hours.
Rigor is evaluated with successful completion of examinations, including the ATI Comprehensive
Predictor. The students must demonstrate successful competence in the clinical setting. Clinical faculty
reported that students who are not performing to the expected standards in the clinical setting are placed
on a remediation plan for success.
4.4 The curriculum includes general education courses that enhance professional nursing
knowledge and practice.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
A meeting with the general education faculty confirmed collaboration between disciplines. Faculty from
the psychology, English/communications, science, and pharmacology departments attended. Faculty from
the Science Department discussed the nursing faculty’s decision to eliminate chemistry as a program
requirement. The pharmacology faculty discussed the need to increase mathematics content in the course
with the removal of the chemistry and the enhanced emphasis on generic versus trade names of
medications. The general education faculty stated they worked with the nursing faculty to identify and
offer courses the students would need to continue their education and earn higher degrees.
4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include
experiences from regional, national, or global perspectives.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Lake Region State College
Associate 31
The curriculum incorporates aspects of cultural, ethnic, and socially diverse concepts in didactic and
clinical learning experiences. A review of course syllabi, unit modules, and activities verified that these
concepts are incorporated into the didactic instruction in each course. Table 4.5 in the SSR also provides
an overview of the specific courses and cultural, ethnic, and diversity courses covered throughout the
curriculum. The students verified clinical learning experiences with patients from various cultural and
socioeconomic backgrounds.
Simulation laboratory experiences have included collaboration with the North Dakota School for the
Deaf, which incorporated the use of sign language, and Native Americans living at the Spirit Lake
Reservation. The College sponsors culturally-specific speakers and educational offerings. The diversity of
the ethnic populations in the area was represented at the public and advisory meetings.
4.6 The curriculum and instructional processes reflect educational theory, interprofessional
collaboration, research, and current standards of practice.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Use of the adult learning theory is evident in the bi-monthly meetings held with students to focus on
academic success. The SSR illustrates statements from many faculty members indicating how they
exemplify adult learning theory and professional collaboration in their daily practice. The strategies
identified by the faculty that exemplify adult learning theory include increased use of moderate- to high-
fidelity simulation laboratories to provide delegation and prioritization experiences and deliver nursing
care for patients with abnormal maternal-child complications. The faculty also stated that “flipping the
classroom” provided learning activities that assist students to demonstrate critical thinking and
collaboration skills.
4.7 Evaluation methodologies are varied, reflect established professional and practice
competencies, and measure the achievement of the student learning outcomes.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
A variety of assessment measures are used to evaluate the program outcomes and student learning
outcomes. Care plans, class projects, faculty-made examinations, ATI specialty examinations, clinical
evaluation tools, and standardized skill checklists validations are examples of methods used. Each
examination/quiz has an examination blueprint completed. The clinical rubric evaluating performance and
written assignments are conducted weekly.
Course level data are collected, aggregated, and trended. A review of syllabi utilized in the program
verified progression. Each syllabus details the number of examinations and course percentage values,
assignments, and class participation percentage. The students were able to articulate expectations in the
classroom and in clinical learning experiences at each level in the nursing program. Formative and
summative evaluation processes are implemented in the clinical courses.
Lake Region State College
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4.8 The length of time and the credit hours required for program completion are congruent
with the attainment of identified student learning outcomes and program outcomes and
consistent with the policies of the governing organization, state and national standards, and
best practices.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
☒ The institution/nursing program has policies and procedures for determining the credit hours
awarded for nursing courses, and policies and procedures conform to commonly accepted
practices in higher education.
The length of the nursing program is congruent with the attainment of identified outcomes and consistent
with the policies of the governing organization. The length of 73 total credit hours for the associate degree
program is slightly above national guidelines and best practices of 60 to 72 credit hours. The associate
degree completion program is 31 credit hours in length and is designed to be completed in a minimum of
two (2) semesters. The students traditionally enter the associate program following completion of the
practical program and, therefore, must only complete the final 31 hours of coursework towards the
associate degree. The majority of students matriculate directly from the practical program. Occasionally, a
practical nurse who completed their previous education elsewhere will enter to complete the final 31
credit hours for the associate degree. A third option, which is expected to begin in Spring 2016, is a
bridge program option, which will allow paramedics to complete nine (9) hours of transitional
coursework (plus prerequisite general education courses) and enter in the Fall 2016 class to complete the
final 31 credits for the associate degree. The credit-to-contact-hour ratios of 1:1 for theory and 1:3 for the
laboratory and clinical learning experiences as described in Table 4.8.3 in the SSR were verified onsite.
4.9 Practice learning environments support the achievement of student learning outcomes and
program outcomes.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The clinical learning experiences are scheduled at a variety of healthcare facilities located over hundreds
of miles in eastern North Dakota. The students reported that many students carpool and secure overnight
lodging to attend clinical learning experiences, especially in the spring semester due to inclement weather.
The students all stated that they were well aware of the travel requirements to cities, sometimes in excess
of two (2) hours from their home or from the Devils Lake or Mayville campuses. Clinical agencies are
varied, and student evaluations demonstrated that the clinical placements allow opportunities for varied
clinical experiences that prepare the students for their role as a registered nurse. The students reported that
they are confident in the skills they are obtaining in the program.
Two (2) of the main clinical facilities were visited by the site team, and both were appropriate to meet the
learning needs of the students. The students evaluate the clinical facility at the end of each experience.
Communication of survey results is shared with clinical agencies and faculty on an ongoing basis as
reported by the nurse administrator. At the time of the site visit, all affiliation agreements were found to
be signed and current. Each affiliation agreement identified the roles and responsibilities of the staff and
faculty and contained termination language.
Lake Region State College
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4.10 Students participate in clinical experiences that are evidence-based and reflect
contemporary practice and nationally established patient health and safety goals.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Students’ participation in the Community and Health Promotion Fair exemplified evidence-based
practices and nationally established patient health and safety goals. Each student developed poster
presentations and handouts on a variety of topics, including car seat safety, Alzheimer’s disease,
hypertension, helmet usage, back pain, cholesterol management, skin cancer prevention, obesity, stroke,
and diabetes (including gestational diabetes). Each student had to provide evidence from the nursing
literature to support their teaching project.
Weekly written assignments from clinical learning experiences include the creation of concept maps and
documentation of evidence-based practice to support their nursing care interventions and assessments.
Rubrics for all assignments, which are included with the syllabi and available online, reflect participation,
preparation, and the student learning outcomes evaluated for that course assignment. The students must
demonstrate competency in the skills laboratory before performing in the clinical facility.
Clinical learning experiences occur at numerous locations in North Dakota and may require extensive
travel. At the student meetings and in conversation during the clinical observation, the students stated
they felt the classroom theory is supported by the clinical learning experiences and that they are well
rounded. This was echoed by a member of the Advisory Board, who stated that the students who graduate
from the College are well rounded and see the many avenues they can take to serve the community as
registered nurses. A community-wide disaster/mass casualty drill utilizing the LRSC simulation
equipment was held in Spring 2015 and brought individuals from the local fire department, the local life
flight helicopter and crew, providers from Mercy Hospital, and other community agencies together. This
benefited the community and provided an opportunity for the students to demonstrate their skills to
potential future employers in the community.
The faculty and students concur that the newly built location for the nursing program, which includes a
state-of-the-art simulation laboratory, provides invaluable learning experiences. The use of simulation
technology, especially for pediatric/maternal-child/OB scenarios, is supplemented by nursing staff from
the local hospital and provides evidence-based practice. Simulation is also used to provide needed
delegation and supervision experiences to students who will soon graduate and staff locations throughout
rural North Dakota.
4.11 Written agreements for clinical practice agencies are current, specify expectations for all
parties, and ensure the protection of students.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
All clinical agency contracts were reviewed onsite and verified to be current, specify expectations, and
ensure protection of students. The clinical sites include acute care, long-term care, hospice, community
agencies, and correctional facilities.
Lake Region State College
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4.12 Learning activities, instructional materials, and evaluation methods are appropriate for all
delivery formats and consistent with the student learning outcomes.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
As presented, the lecture component of nursing course occurs over IVN coupled with clinical simulation
and agency-based care. The program utilizes Tegrity as part of course instruction along with Medcom
Video and the Evolve learning platform. ATI standardized testing is incorporated into the curriculum,
including an ATI Live licensure examination review course. Each syllabus clearly defines learning
activities and student assessment methods, which are used to evaluate the student learning outcomes.
Summary of Compliance:
The program is in compliance with Standard 4.
The site visitors did not identify areas needing development for Standard 4.
Lake Region State College
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STANDARD 5
Resources
Fiscal, physical, and learning resources are sustainable and sufficient to ensure the achievement of
the student learning outcomes and program outcomes of the nursing education unit.
5.1 Fiscal resources are sustainable, sufficient to ensure the achievement of the student learning
outcomes and program outcomes, and commensurate with the resources of the governing
organization.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
A comprehensive, ongoing assessment of resources is conducted systematically by the nurse
administrator, faculty, students, Advisory Board, and facility partners. The predominant source of
financial support for the Nursing Department is provided by Lake Region State College: 51% of the
budget is from tuition and fees and 49% is from state appropriations. Several budget status reports were
provided for 2015. A comparison of three (3) years of budgets for the nursing program and similar
programs at the College was provided (SSR, p. 104). Grant monies are distributed per requests of donors
and according to program need.
The nurse administrator prepares the annual budget, and the LRSC faculty stated they have input into the
budgetary preparations through informal discussions or formal requests for specific items. The budget is a
regular item on the monthly faculty meeting agenda. The Vice President of Student/Academic Affairs and
Administrative Affairs stated that financial support for the program is a priority.
In interviews with the site visitors, the faculty indicated that there are sufficient financial resources to
achieve the student learning.
5.2 Physical resources are sufficient to ensure the achievement of the nursing education unit
outcomes, and meet the needs of the faculty, staff, and students.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The physical resources are sufficient to ensure the achievement of the nursing education unit outcomes.
The nurse administrator reviews and prioritizes faculty requests for physical resources.
The DNP Consortium Director and the LRSC Program Coordinator have private offices (located in the
new Bergstrom Technical Center on the Devils Lake Campus) with a computer, printer, Internet access,
locked file cabinets, and telephones. The faculty members have private offices in the same building; their
offices are similarly equipped. The Technical Center is open from 8:00 a.m. to 5:00 p.m. on Mondays
through Fridays. At the Mayville State University Campus in Mayville, the nursing program’s physical
resources are located in the Old Main Building and the Byrnes-Quanbeck Library. Hours are 8:00 a.m. to
4:30 p.m. on Mondays through Fridays.
The Devils Lake Campus offers an IVN classroom, which can accommodate up to 50 students. There are
monitors for multimedia presentations and remote site meetings/presentations. Cameras, microphones,
and speakers facilitate two-way interaction. The room is equipped with SMART technology, including
Lake Region State College
Associate 36
SMART Board 800 and a SMART projector. The Testing Center has 24 divided testing cubicles. A
mobile computer cart with 30 wireless laptops and a printer is available in this area.
The laboratories at Devils Lake consist of a patient-centered learning laboratory and a nursing skills
laboratory. The patient-centered learning laboratory is an active learning environment consisting of four
(4) pods with tables and chairs. The room is equipped with SMART technology, and students can connect
computerized devices to share information. The nursing skills laboratory is equipped with six (6) electric
hospital beds that accommodate four (4) VitalSim mannequins and two (2) low-fidelity mannequins
designed for instructor demonstrations and student return demonstrations. There is a nurse’s station that
can be used as a teaching forum and skills demonstration area. The room is equipped with SMART
technology. There are functional sinks, hand sanitizers, and glove box holders at each bedside. A
medication cart, treatment cart, and locked supply storage cabinets are available in this laboratory as well.
The nursing skills laboratory is open Mondays to Fridays from 8:00 a.m. to 5:00 p.m.
The simulation center has three (3) suites, which have the capability to simulate maternal/neonatal
birthing, emergency room/ICU (with the use of a SimMan 3G), and long-term care nursing. All suites can
be set up to simulate pediatric scenarios with the Pedi HAL Tetherless Five-Year Pediatric Simulator. All
suites are connected to a control room with one-way glass. There are two (2) debriefing rooms outside the
simulation center.
There is a conference room with electronic technology for presentations, nursing student study lounge,
various offices for faculty, and a resource room. Office hours are posted.
Classrooms at the Mayville Campus consist of a nursing classroom with four (4) tables and eight (8)
chairs, a whiteboard, and an overhead projector with a screen, and a classroom with seven (7) tables and
seating for 21 students. This classroom has an overhead projector with a screen and power strips for
electronics. The IVN classroom, which is located in the library, seats up to 24 students. The students view
multimedia presentations, and cameras facilitate two-way communication with other sites. All didactic
lectures are recorded over Tegrity for subsequent viewing.
The Mayville Campus has a nursing laboratory with a skills area and a separate simulation area. The skills
laboratory has two (2) electric beds with one (1) adult mannequin and one (1) pediatric infant mannequin
as well as various skills equipment. There are tables and chairs for eight (8) students, and a computer cart
with 18 laptop computers is accessible. This laboratory is open Mondays to Fridays from 8:00 a.m. to
4:30 p.m. The separate simulation area has a high-fidelity ALS simulation mannequin, a NOELLE
obstetrics mannequin, and two (2) other high-fidelity simulators. The room contains various training
equipment including a defibrillator and a computerized simulation charting system.
The Mayville Campus also has a student lounge, and a shared office for faculty. Private student
conferences are scheduled to maintain confidentiality, and office hours are posted. The faculty utilize
laptops, and desktop computers and printers are available. The cafeteria is available in the Science
Building, and microwaves and refrigerators are available in the Old Main Building for student use.
5.3 Learning resources and technology are selected with faculty input and are comprehensive,
current, and accessible to faculty and students.
☐ The site visitors verified evidence to support compliance with this Criterion.
☒ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The faculty have input into learning resources and technology; they can either submit requests to the
nurse administrator verbally or via e-mail or make requests during a faculty meeting. The students also
Lake Region State College
Associate 37
have input, using the faculty as their chain of command for ideas or requests. End-of-course evaluations
are used to elicit feedback on the adequacy of technology, textbooks, course materials, facilities, and
equipment.
Each campus has a library that contains computer laboratories and offers access to online databases,
books, e-books, and current nursing journals. Textbooks are on reserve at both sites. Hours of operation
are fixed, but can be flexible to meet the students’ needs. Examples of online databases include
EBSCOhost, Credo, Learning Express Library TM, Alternative Health Watch, Consumer Health
Complete, Health Source: Consumer Edition, PubMed, and PubMed Central. Books are available to all
students. The site visitors noted some physical library holdings that were outdated; some textbooks were
more than 15 years old. However, online resources and other learning resources were current.
Each campus has a bookstore at which the students may purchase a variety of supplies, including
textbooks. Full-time, degree-seeking students may charge their book and supply purchases to their
financial aid accounts.
The faculty submit requests for new resources to the librarian at each site. The librarians have an annual
budget and prioritize the requests. The most recent purchase was CINAHL Full-text. Computer resources
at Devils Lake consist of a computer study room with 10 desktop computers and a printer. Another four
(4) computers are available in the library. The Mayville Campus has a similar computer learning area for
students.
5.4 Fiscal, physical, technological, and learning resources are sufficient to meet the needs of the
faculty and students engaged in alternative methods of delivery.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The program relies on technology to communicate course content and provide communication between
faculty and students. Internet-based resources are listed in the SSR (Table 5.3.1, pp. 116–117). Both
campuses use multiple methods of distance education, including IVN, an online platform (eCollege), and
the use of Tegrity to record lectures. Students at both locations have the same access to distance
technology and learning methods. All students and faculty are oriented to these learning systems, and 24-
hour technical support is available. Student exit surveys indicated satisfaction with the physical space
(classrooms, skills laboratories, and learning resources) with scores ranging from 4.2 to 5.0 on a five-
point Likert scale. The students and faculty verified in interviews that the available technology is
sufficient to meet their needs and help is available via 24/7 technical support. During interviews with the
LRSC Nursing Coordinator and staff from the IT Department, the site visitors were informed that nursing
is their priority and assistance is immediately available during classes presented over the IVN system. The
faculty and students receive individual assistance with computer hardware and software as needed, and
the IT staff assist students with repair of personal computers. The IT staff are accessible via their personal
mobile telephones and are on call 24/7.
Lake Region State College
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Summary of Compliance:
The program is in compliance with Standard 5.
The site visitors identified the following area needing development for Standard 5:
Criterion 5.3
Ensure that learning resources are current, including library holdings.
Lake Region State College
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STANDARD 6
Outcomes
Program evaluation demonstrates that students and graduates have achieved the student learning
outcomes, program outcomes, and role-specific graduate competencies of the nursing education
unit.
6.1 The systematic plan for evaluation of the nursing education unit emphasizes the ongoing
assessment and evaluation of each of the following:
- Student learning outcomes;
- Program outcomes;
- Role-specific graduate competencies; and
- The ACEN Standards.
The systematic plan for evaluation contains specific, measurable expected levels of
achievement; frequency of assessment; appropriate assessment methods; and a minimum of
three years of data for each component within the plan. (Programs seeking initial
accreditation are required to have data from the time Candidacy was achieved.)
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The program has had a program evaluation plan (PEP) in place since 2003; the plan is an integral part of
the program review processes. The plan, which is based on the ACEN Standards and Criteria, includes the
SLOs, program outcomes, and role-specific graduate competencies. The annual PEP is initiated July 1st of
each year, and final documentation and analysis of assessment results are completed the following July.
The LRSC Schedule for the Evaluation Plan is included in the SSR (Appendix I, pp. 172–180).
Measurement of the expected level of achievement (ELA) for each of the outcomes and standards is
included in the PEP, along with a timeframe and identification of the individual responsible for the data
collection and analysis for each ELA. A copy of the most recent PEP is included in the SSR (Appendix K,
pp. 181–258), and describes evaluation and analysis of data for the past three (3) years.
6.2 Evaluation findings are aggregated and trended by program option, location, and date of
completion and are sufficient to inform program decision-making for the maintenance and
improvement of the student learning outcomes and the program outcomes.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Although it is sometimes difficult to identify analysis of data trends in the PEP, it was evident to the site
visitors during interviews with nursing administration and faculty that evaluation findings are being
aggregated and trended, with evaluation and analysis of these data influencing program changes and
curriculum revisions. Review of meeting minutes for the Leadership Team, Faculty and Student Affairs
Committee, Curriculum Committee, and Advisory Board for the past three (3) academic years
demonstrated discussion and documentation of evaluation processes, with recommendations for revisions
for program improvement.
Lake Region State College
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Although the PEP has previously encompassed all campuses and nursing programs of the DNP
Consortium collectively, the DNP Consortium leadership team is facilitating the collection and analysis
of data by location and cohort. The program outcomes for the licensure examination pass rates and
graduate completion rates have been reported by cohort in the PEP (SSR, Appendix K, pp. 247–250).
6.3 Evaluation findings are shared with communities of interest.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
The evaluation findings are shared with members of the Advisory Board during meetings each semester,
with students during orientation, and with the public via the DNP Consortium website. Interviews with
the students, faculty, nursing administration, and members of the Advisory Board verified that they
continue to be informed and receive regular and frequent updates. Review of the meeting minutes
confirmed agenda items that reflect compliance with this Criterion.
During an interview with members of the Advisory Board, the site visitors were given specific examples
of input provided by Advisory Board members that resulted in revisions to the curriculum. Advisory
Board members also stated appreciation for the excellent communication and relationships between the
nursing faculty and director and members of the healthcare community. One member of the committee
stated, “I enjoy coming to these meetings, and always feel that my comments are heard and that my input
is valued. The program heeds our suggestions and makes changes as necessary.”
6.4 The program demonstrates evidence of achievement in meeting the program outcomes.
6.4.1 Performance on licensure exam: The program’s three-year mean for the licensure exam
pass rate will be at or above the national mean for the same three-year period.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Performance on Licensure Examination – Aggregate
Expected Level of
Achievement Year Licensure Examination Pass Rate
The three-year mean for NCLEX-RN pass rates
for first-time test-takers will be at or above the
national mean during the same three-year time
period for associate degree nursing graduates.
July 2014–June 2015 90.48% (n=19/21)
Same as above July 2013–June 2014 100% (n=12/12)
Same as above July 2012–June 2013 73.3% (n=11/15)
Three-Year Mean: 87.9%
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Performance on Licensure Examination – Devils Lake – LPN-to-ADN (Paramedic starting in Fall 2016)
Expected Level of
Achievement Year Licensure Examination Pass Rate
The three-year mean for NCLEX-RN pass rates
for first-time test-takers will be at or above the
national mean during the same three-year time
period for associate degree nursing graduates.
July 2014–June 2015 93.75% (n=15/16)
Same as above July 2013–June 2014 100% (n=9/9)
Same as above July 2012–June 2013 69.23% (n=9/13)
Three-Year Mean: 87.66%
Performance on Licensure Examination – Mayville – LPN-to-ADN (Paramedic starting in Fall 2016)
Expected Level of
Achievement Year Licensure Examination Pass Rate
The three-year mean for NCLEX-RN pass rates
for first-time test-takers will be at or above the
national mean during the same three-year time
period for associate degree nursing graduates
July 2014–June 2015 80.0% (n=4/5)
Same as above July 2013–June 2014 100% (n=3/3)
Same as above July 2012–June 2013 100% (n=2/2)
Three-Year Mean: 93.3%
The LRSC nursing program is a two-semester completion program for LPNs (and, in the near future,
paramedics). The program is meeting the ELA for this outcome. The Devils Lake cohort had a dramatic
dip in the pass rates for first-time test-takers in fiscal year 2013, to 69.23% (9 out of 13 graduates).
Several interventions were immediately implemented for the LRSC students at the Devils Lake and
Mayville locations, including an ATI Live Review course that is included as a component of NURS 259
and mandatory for all students during their final semester in the program. The faculty increased the
number of simulation laboratory experiences in the curriculum so that the students would have an
opportunity to use evidence-based practice with clinical scenarios that they may not have an opportunity
to see during their clinical rotations at regional healthcare facilities. The faculty also began meeting with
all students at least every two (2) weeks for advising, tutoring, and goal-setting to promote student
success. Students are required to meet with an assigned faculty member during a scheduled appointment
to discuss progress in the course, set goals, and discuss any other issues that may affect their success in
the program. The licensure examination pass rates during the past two (2) years at Devils Lake have
ranged from 93% to 100%.
The cohort at Mayville has consistently met the ELA, although the low enrollment numbers significantly
impact the percentages when one (1) student is unsuccessful. During the past three (3) years, only one (1)
of the ten (10) graduates was unsuccessful on their first attempt.
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6.4.2 Program completion: Expected levels of achievement for program completion are
determined by the faculty and reflect student demographics and program options.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Program Completion – Aggregate
Expected Level of
Achievement Year Program Completion Rate
At least 80% of students will graduate
within 150% of the program length
(3 semesters)
2015 75%
Same as above 2014 79.17%
Same as above 2013 77%
Performance on Licensure Examination – Devils Lake – LPN-to-ADN (Paramedic starting in Fall 2016)
Expected Level of
Achievement Year Program Completion Rate
At least 80% of students will graduate
within 150% of the program length
(3 semesters)
2015 84.6%
Same as above 2014 76.5%
Same as above 2013 80.0%
Performance on Licensure Examination – Mayville – LPN-to-ADN (Paramedic starting in Fall 2016)
Expected Level of
Achievement Year Program Completion Rate
At least 80% of students will graduate
within 150% of the program length
(3 semesters)
2015 57.1%
Same as above 2014 85.7%
Same as above 2013 66.7%
Since the LRSC nursing program is a two-semester completion program for LPNs (and, in the near future,
paramedics), and students are admitted only once per year during the fall semester, it is not possible for
students who are unsuccessful in one (1) of the nursing courses or must withdraw for any reason to
complete the program in three (3) semesters. Therefore, completion rates in the tables above reflect
graduates who complete the program within two (2) semesters.
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Interventions to promote student success and increase retention and graduation rates include review and
revisions to the admission policies, bimonthly advisor meetings for all students to discuss strategies for
success, and a mid-term intervention as a result of an early warning system implemented by the College.
6.4.3 Graduate program satisfaction: Qualitative and quantitative measures address graduates
six to twelve months post-graduation.
☐ The site visitors verified evidence to support compliance with this Criterion.
☒ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Graduate Program Satisfaction - Aggregate
Expected Level of
Achievement Year
Graduate
Satisfaction Rate
Number of
Graduates
Number of
Surveys
Returned
Response Rate
Graduates who respond will
express satisfaction with an
overall mean score of at least
3.0 on a 5-point Likert scale
at 6–12 months post-
graduation
2013 5.0 10 1 10%
Same as above 2012 4.3 20 10 50%
Same except used a 6-point
Likert scale 2011 5.33 20 2 10%
The LRSC faculty acknowledge that feedback from graduates is an area for development and have
already implemented several strategies to improve return rates from surveys sent at six (6) to 12 months
post-graduation. Currently, students are requested to provide personal e-mail addresses at graduation to
help maintain connection with the school. Graduates are sent paper surveys, with an option to complete
the survey using the paper copy or an electronic version with a link to the DNP Consortium website. For
graduates who have provided e-mail addresses, a link to the electronic version is provided. The College
utilizes Qualtrics for the electronic surveys, and this system will automatically send a follow-up reminder
for those who do not participate. For graduates who do not return paper surveys, a postcard reminder is
mailed three (3) weeks after the initial letter. For those who still do not participate, administrative
assistants place telephone calls to each graduate, with an additional option of completing the survey
verbally over the telephone. The Consortium Nursing Director told the site visitors that, according to their
research, the optimal time to send surveys was Thursday evening, and Sunday morning was the best time
to send reminder e-mails.
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6.4.4 Employer program satisfaction: Qualitative and quantitative measures address employer
satisfaction with graduate preparation for entry-level positions six to twelve months post-
graduation.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Employer Program Satisfaction - Aggregate
Expected Level of
Achievement Year
Employer
Satisfaction Rate
Number of
Surveys
Distributed
Number of
Surveys
Returned
Response Rate
Employers who respond will
express satisfaction with
graduate performance at 6–
12 months post-graduation
with an overall score of at
least 3.0 on a 5-point Likert
scale
2013 4.32* 7 5 71%
Same as above 2012 4.36* 16 11 69%
Employers who respond will
express satisfaction with
graduate performance at 6–
12 months post-graduation
with an overall score of at
least 3.0 on a 6-point Likert
scale
2011 5.15* 64* 41* 64%*
*DNP Consortium aggregate data – not separated by program location.
The response rates from employer satisfaction surveys are excellent, but unfortunately, the data are
combined for all schools within the DNP Consortium, and the LRSC data have not been separated.
Qualitative comments from surveys and members of the Advisory Board indicate satisfaction with
graduates from LRSC and the DNP Consortium. The program recently changed to utilization of the
Qualtrics software for surveys, which will allow the DNP Consortium to separate data according to
cohort.
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6.4.5 Job placement rates: Expected levels of achievement are determined by the faculty and are
addressed through quantified measures six to twelve months post-graduation.
☒ The site visitors verified evidence to support compliance with this Criterion.
☐ The site visitors verified minimal evidence to support compliance with this Criterion.
☐ The site visitors could not verify evidence to support compliance with this Criterion.
Job Placement Rates - Aggregate
Expected Level of
Achievement Year
Job Placement
Rate
Number of
Surveys
Distributed
Number of
Surveys
Returned
Response Rate
At least 80% of recent
graduates who seek
employment as a registered
nurse will obtain a position
within one (1) year post-
graduation.
2013 100% Not applicable Not applicable Not applicable
Same as above 2012 100% Not applicable Not applicable Not applicable
Same as above 2011 100% Not applicable Not applicable Not applicable
The North Dakota Board of Nursing provides a list of nurses, with their employment status and location
in North Dakota, each licensure period. The College’s job placement rates were determined by comparing
names of graduates with the list of employed registered nurses in North Dakota. For the past three (3)
years, 100% of graduates have been employed within 12 months of graduating from the associate degree
program, based on a comparative analysis of the two (2) lists.
Summary of Compliance:
The program is in compliance with Standard 6.
The site visitors identified the following area needing development for Standard 6:
Criterion 6.4.3
Develop and implement strategies to improve the response rates for graduate satisfaction
surveys to ensure that sufficient data are collected and trended for program decision-making.
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V. RECOMMENDATION FOR ACCREDITATION STATUS
Initial Accreditation:
Initial accreditation as the program is in compliance with all Accreditation Standards. Next review in five
(5) years.