UNIVERSITY OF PUERTO RICO AT HUMACAO NURSING

Transcription

UNIVERSITY OF PUERTO RICO AT HUMACAO
NURSING DEPARTMENT
Self-Study Report for Reaccreditation of the Associate and
Baccalaureate Degree Nursing Programs
Presented by the Nursing Department Faculty
Prof. Olga Ros Mitchel
Chairperson
Submitted to the National League for Nursing
Accrediting Commission
August 2011
Table of Contents
EXECUTIVE SUMMARY
1
STANDARD 1. MISSION AND ADMINISTRATIVE CAPACITY ...................................................... 17
STANDARD 2 FACULTY AND STAFF .................................................................................................. 47
STANDARD 3 STUDENTS ..................................................................................................................... 73
STANDARD 4 CURRICULUM ............................................................................................................... 97
STANDARD 5: RESOURCES................................................................................................................. 175
STANDARD 6 OUTCOMES ................................................................................................................... 197
REFERENCES ......................................................................................................................................... 217
Appendix I: UPRH Market and Service Area .......................................................................................... 221
Appendix II: Moratorium Documents...................................................................................................... 223
Appendix III: UPRH Organizational Chart ............................................................................................. 231
Appendix IV: Nursing Department Organizational Chart ....................................................................... 232
Appendix V: Nurse Administrator Curriculum Vitae .............................................................................. 233
Appendix VI: Sample Course Syllabi ....................................................................................................... 235
Appendix VII: Nursing Department Program Assessment Plan 2008-09 to 2012-13 .............................. 259
iii
List of Tables
Table 1.1
Table 1.2
Table 1.3
Table 1.4
Table 1.5
Table 2.1
Table 2.2
Table 2.3
Table 2.4
Table 2.5
Table 2.6
Table 2.7
Table 2.8
Table 2.9
Table 2.10
Table 2.11
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 3.6
Table 3.7
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Table 4.10
Table 4.11
Table 4.12
Table 4.13
Table 4.14
Table 4.15
Table 4.16
Table 4.17
Comparison of the UPRH and the Nursing Department Missions .......................................... 26
Alignment of UPRH Philosophy, Nursing Philosophy, and Program Learning
Outcomes ................................................................................................................................. 27
Faculty and Student Participation in UPRH Governing Bodies and Institutional
Committees.............................................................................................................................. 32
Faculty, Staff, and Student Participation in Nursing Department
Committees (2004-05 to 2010-11 AY).................................................................................... 33
Policies Governing the UPRH Faculty and Location .............................................................. 44
Faculty Profile 2010-11 AY .................................................................................................... 49
Average Faculty-to-Student Ratios in ADN Lecture Courses and Clinical Laboratories ....... 60
Average Faculty-to-Student Ratio in BSN Lecture Courses ................................................... 60
Average Faculty-to-Student Ratio in BSN Clinical Laboratories ........................................... 61
Average Faculty-to-Student Ratios in BSN Laboratory Courses ............................................ 61
Nursing Faculty Publications 2004-05 to 2010-11 AY ........................................................... 62
Evidence-Based Activities in Nursing Courses ....................................................................... 66
Course Teams, New Faculty, and Mentors - First Semester 2010-11 AY .............................. 69
Course Teams, New Faculty, and Mentors - Second Semester 2010-11 AY .......................... 69
Administrator and Faculty Performance Evaluation ............................................................... 71
Faculty Evaluation Forms ....................................................................................................... 72
Policies and Location .............................................................................................................. 73
ADN Program Freshman Admissions by IGS ......................................................................... 75
BSN Program Freshman Admissions by IGS ......................................................................... 75
ADN Program Admissions (Reclassification, Readmission, and Transfer) ............................ 78
BSN Program Admissions by Academic Year ........................................................................ 79
ADN to BSN Articulated Pathway Admissions ...................................................................... 80
Types of Financial Aid and Nursing Department Student Recipients ..................................... 94
Philosophy, Curricular Concepts, and Learning Outcomes .................................................. 107
Congruency of CPEPR Standards of Nursing Practice, ADN and BSN
Student Learning Outcomes, and COPA Model ................................................................... 110
Relationship between General Education and Science Related Courses and
Major Concepts ..................................................................................................................... 123
ADN Program Core Concepts, Outcomes and Examples of Course Objectives by Level .... 128
BSN Program Core Concepts, Outcomes, and Examples of Objectives by Level ................ 130
Examples of Teaching and Learning Activities by Course (ADN Program) ........................ 134
Examples of Teaching and Learning Activities by Course (BSN Program) ......................... 134
Cultural, Ethnic, and Social Diversity Concepts in General Education Courses .................. 137
Objectives, Outcomes, and Evaluation Methods for Sample ADN Program
Courses by Level ................................................................................................................... 141
Objectives, Outcomes, and Evaluation Methods for Sample BSN Program
Courses by Level ................................................................................................................... 144
Examples of Use of Technology in ADN Program Courses ................................................. 158
Examples of Use of Technology in BSN Courses................................................................. 158
Associate Degree Nursing Program Curriculum Plan ........................................................... 161
Distribution of BSN Nursing Courses by Number of Credits and Level .............................. 162
Baccalaureate Nursing Program Curriculum Plan ................................................................ 162
Course Substitution for the ADN to BSN Pathway............................................................... 166
Clinical Agencies .................................................................................................................. 168
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Nursing Department Self-Study 2011
Table 5.1
Table 5.2
Table 5.3
Table 5.4
Table 5.5
Table 5.6
Table 5.7
Table 6.1
Table 6.2
Table 6.3
Table 6.4
Table 6.5
Table 6.6
Table 6.6
Table 6.7
Table 6.8
Table 6.9
UPR, UPRH, and Nursing Department Budgets 2006-07 to 2010-11 FY ............................ 176
Nursing Department Recurrent Expenses and Budget 2007-08 to 2010-11 FY ................... 177
Total Budget and Percentage of UPRH Budget Allocation in Nursing and
Comparable Departments ...................................................................................................... 179
Faculty Entry Level Salaries ................................................................................................. 185
Comparison of Entry Level Salary of a Nursing Assistant Professor at UPRH
and UIAG .............................................................................................................................. 185
Bibliographic Sources ........................................................................................................... 192
Available Nursing Resources ................................................................................................ 192
Percent of ADN Students Very Satisfied/Satisfied with the Program ................................... 202
Percent of BSN Graduating Students Very Satisfied/Satisfied with the
Program 2007-2010 ............................................................................................................... 204
Percent of ADN and BSN Alumni Ranking Excellent/Good the Academic
Preparation Provided by the Program.................................................................................... 207
Program Outcomes Summary................................................................................................ 209
Pass Rate (%) of First-time JEEPR Licensure Examination Test Takers ............................. 211
ADN Program Cohorts Graduation Rates ............................................................................. 212
BSN Program Cohorts Graduation Rates .............................................................................. 212
Employers Ranking Very satisfied/satisfied with Graduate Performance ............................ 213
ADN Graduate Employment Rates ....................................................................................... 214
BSN Graduate Employment Rates ........................................................................................ 215
List of Figures
Figure 4.1
Figure 4.2
Figure 4.3
Figure 4.4
Figure 4.5
Figure 4.6
Figure 4.7
Conceptual Framework of the Nursing Programs .............................................................. 101
Relationship between Core Concepts and Outcomes ......................................................... 116
ADN Core Concepts and Competencies ............................................................................ 117
BSN Core Concepts and Competencies ............................................................................. 117
Relationship between Conceptual Framework, Core Knowledge, and
Curricular Design of the ADN Program ............................................................................ 119
Relationship between Conceptual Framework, Core Knowledge, and
Curricular Design of the BSN Program ............................................................................. 121
Information Technology Skills in the ADN and BSN Nursing Programs ......................... 157
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List of Abbreviations
ACRL- American Association of Colleges and Research Libraries
ADA- Americans with Disabilities Act
ADN- Associate Degree in Nursing Program
ALA- American Library Association
ARRA- American Reinvestment Recovery Act
ASUME- Administration for Child Support
AUEE- University Association of Nursing Students
AY-Academic Year
BSN- Baccalaureate in Science Nursing Program
CAAPI- Advisory Committee on Issues Concerning Disabled Persons
CADA- Center for Academic Support and Training
CCC- Communication Competencies Center
C-DATA- Center for the Development and Support for Academic Technology
CEDPRI- Center of Design and Production of Instructional Resources
COPA- Competency Outcomes and Performance Assessment Model
CORI- Occupational and Informational Resources Center
CPEPR- College of Nursing Professionals of Puerto Rico
DECEP- The Division of Continuing Education and Professional Studies
DIDIE- Interdisciplinary Department for Students Integral Development
EBP- evidence based practice
FAFSA- federal Student Aid Application
FoPI- Funds for Research
FY- fiscal year
G.P.A.- Grade Point Average
HIPAA- Health Insurance Portability and Accountability Act
HRSA- Health and Services Administration
IGS- General Admission Index formula
IOM- Institute of Medicine
IT- Information technology
JEEPR- Puerto Rico Board of Nurse Examiners
LAI- Inter-University Athletic League
MSCHE- Middle States Council on Higher Education
MSN – Master of Science in Nursing
NDAP- Nursing Department Assessment Plan for the ADN and BSN Programs
NYU –New York University
OT- Occupational Therapy
PATSI- budget information system through Oracle
PEAU- University Evaluation and Admissions Tests
PT- Physical Therapy
QI- Quality improvement
SERPI- Office of Services for the Population with Disabilities
SICC- Information, Computation, and Communication Systems Center
SIS- Student Information System
SSS- Student Supplementary Services
UIG- Inter American University of Guayama
UNEX- Extended University
UPR- University of Puerto Rico
UPRH- University of Puerto Rico at Humacao
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SECTION ONE: EXECUTIVE SUMMARY
General information
1.
Program Type, purpose of visit, date of visit:
Associate Degree in Nursing Program (ADN) and Baccalaureate Nursing Program (BSN)
Purpose of visit: Reaccreditation
Date of visit: September 20-22, 2011
2.
Name and address of governing institution:
University of Puerto Rico at Humacao
Call Box 860
Humacao, PR 00792
3.
Name, credentials, and title of chief executive officer of governing institution:
Carmen J. Hernández, PhD
Chancellor
4.
Name of regional/institutional accrediting body and accrediting status:
Council of Higher Education of Puerto Rico- Licensed in 1997, renewal 2007
Middle States Commission on Higher Education
Date of last review: January 2011
Accreditation Status: Accredited
5.
Name and address of nursing education unit:
Nursing Department
Call Box 860
Humacao, Puerto Rico 00792
6.
Name, credentials and title of the nurse administrator of the nursing education unit:
Olga Ros Mitchel, MSN, RN
Director of the Nursing Department
Executive Summary
1
7.
Telephone, fax number, and E-mail address of the nurse administrator:
Telephone:
Fax:
E-mail:
8.
(787) 850-9346
(787) 850-9411
[email protected]
Name of state board of nursing and approval status:
The Puerto Rico State Board of Nurse Examiners does not approve nursing programs.
9.
Standards and criteria used to prepare the self-study report:
Associate Degree and Bachelor‟s Degree Standards and Criteria in the NLNAC 2008
Accreditation Manual
Introduction
Governing Organization.
The University of Puerto Rico
The University of Puerto Rico (UPR) is Puerto Rico‟s only public institution of higher
learning. The UPR‟s main campus, located in Río Piedras on the northern part of the island close
to the capital city of San Juan, was established in 1903 by the Puerto Rican legislature. To
provide study opportunities for more people and responding to the accelerated growth and
increasing diversity within the University, the UPR System was reorganized during the 1960‟s
and 1970‟s with the establishment of additional campuses. Today, UPR, the largest institution of
higher education in Puerto Rico and the Caribbean, has eleven campuses, serves nearly 62.000
students, and has approximately 5,054 faculty members and investigators. It offers 450
undergraduate, graduate, and post doctoral academic programs. The UPR is recognized as the
leading and most comprehensive university in the Caribbean in academics and investigation.
The Board of Trustees is the highest governing body of the University. The Board is
responsible for prescribing university policy, guiding its development, examining and reviewing
the budget, and appointing the University‟s president, the Chief Executive Officer of the UPR
System. He/she represents the University on corporate matters before the courts and government
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Executive Summary
agencies and is an ex-officio member of all the faculties, academic senates, and administrative
boards of the UPR System. He/she also appoints the chancellors of the UPR campuses.
According to the Carnegie Foundation for the Advancement of Teaching, the University of
Puerto Rico at Humacao (UPRH) is an undergraduate public institution classified as
Bachelor/Diverse: Baccalaureate Colleges-Diverse Fields. It is located 30 miles southeast of the
capital city of San Juan (Figure 1) and is the most important university center in the southeastern
region of Puerto Rico.
The UPRH, one of the eleven units of the UPR System, was founded in 1962 as the first
regional, two-year college of the University of Puerto Rico System to provide students from the
Eastern area of the island access to the island‟s public university system and to facilitate their
transfer to other units of the system. In 1967, the Puerto Rico Council on Higher Education
(CESPR) authorized the first three associate degree programs in Business Administration
(Accounting and Management), Nursing, and Secretarial Sciences.
The UPRH has been accredited by the Middle States Council on Higher Education since
1965, with its most recent reaccreditation granted in January 2011. Several programs are also
accredited by their respective accrediting agencies: Nursing, Social Work, Physical Therapy,
Occupational Therapy, Physics Applied to Technology, Education Unit (Education, English), and
Office Systems Administration. The CESPR renewed UPRH‟s license in 2007.
During the first semester of the 2010-11 AY, there were 4,314 students enrolled in 23
academic programs: 18 bachelor‟s degree programs and five associate‟s degree programs. Three
departments (Office Systems Administration, Business Administration, Education, and English)
also offer specialization courses leading towards professional certifications.
The UPRH has a teaching faculty of 356 of which 41% hold doctoral degrees, 58%
masters degrees, and 1% bachelor‟s degrees. Thirty-seven percent hold the rank of professor.
Executive Summary
3
Community.
The UPRH service area has been designated as all of Puerto Rico and the geographic area
is made up of the 15 municipalities that contribute 5% or more each to the total registration of the
institution as the market area. The geographic distribution of the UPRH service areas is shown in
the map in Appendix I.
Puerto Rico entered the 21st century with a population of 3,808,610. The population of
the UPRH marketing area is 553,613 (approximately 14% of the total population).
The
demographic, social, and socioeconomic characteristics that define the eastern region are
presented in the Socioeconomic Profile of the Marketing Area of UPRH 2002-2003 (On exhibit).
Student Population – UPRH.
According to the University Development Office, there were 4,314 students enrolled in
the first semester of the 2010-11 Academic Year (AY); of these, 66% (2,850) are women. New
admissions (841) represent 19% of the total enrollment and 75% (634) of these come from public
schools. Ninety percent of new admissions come from the market area of the UPRH. From the
total of enrolled students, 36% are in the area of Sciences, 41% in Administrative Sciences, 18%
in Arts, 2% transfers, and 3% in other programs. Five percent (218) of students are disabled.
Student Population – ADN and BSN Programs.
Total BSN Program enrollment for the 2009-2010 AY was 268 students: 79 incoming
freshmen, with 85% being women. Sixty-two percent come from public schools. Enrollment for
the ADN Program for the same year was 53, with no new admissions because the program was
placed in moratorium.
In 2009-2010, the BSN Program graduated 44 students and the ADN Program 13. From
2003 to 2009, 177 Bachelor of Science in Nursing degrees and 98 Associate Degrees in Nursing
have been granted.
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Executive Summary
Nursing Unit Faculty.
The Nursing Department has 16 full-time faculty; two hold doctoral degrees and 14 hold
master‟s degrees in Nursing Sciences. Of the 14 who hold master‟s degrees, four are enrolled in
doctoral programs; of these, two are working on their dissertations.
Although some faculty
members always teach at the baccalaureate or associate degree level, there is not a separate faculty
for each program. Academic load for each semester (minimum of 12 credits) is assigned according
to the faculty members‟ expertise and clinical specialty area. It is also assigned based on the
number of students and course sections for the specific semester.
History of the nursing education unit
Program History.
The Nursing Department was created in 1967 with an Associate Degree in Nursing
program. It was one of the initial associate degree programs created at UPRH and the second
ADN program in Puerto Rico. The BSN Program, which began in 1976, was also one of the first
baccalaureate programs initiated at UPRH. The first class, consisting of 14 students, graduated
in1980.
Both programs have undergone major changes since their creation, the most important
being the revision of the theoretical framework of the curriculum from a medical model to the
Callista Roy Adaptation Model.
NLNAC accreditation history.
ADN Program: 1970 Reasonable assurance of accreditation; 1971 initial full
accreditation; reaccreditation in 1979, 1987, 1995, and 2003.
BSN Program: 1991 initial full accreditation, reaccreditation in 1996 and 2003.
Executive Summary
5
Differentiated education.
ADN and BSN Programs: Currently, there are two nursing programs at UPRH:
Associate Degree in Nursing Program and Baccalaureate Degree in Nursing Program. However,
the Associate Degree Program has been placed in moratorium and no new students have been
accepted since 2009. The following table differentiates various elements of both programs:
Differentiation between the ADN and BSN Programs
ADN Program
General Education
36 credits
Nursing Education
Length of program
Complexity:
Intensity
33 credits
2 years
Clients: individuals within the
family context 1:1
Nursing situations (interventions)
Intervention 1:1 with healthy clients
Intervention 1:1 with clients with
health deviations.
Setting - structured and semistructured health care settings.
Complexity: Critical
Thinking
Mastery of the reasoning, analysis,
and decision-making processes in
simple adaptation situation in
structure and semi- structured
health care settings.
Research
Uses evidence based information
search and data
Practice Settings
Structured and semi-structured
settings
Commonwealth of P.R., Public Law
9, 1987
P.R. College of Nurses
Legally defined
scope of practice
Professsional
Organizations
6
BSN Program
63 credits
12 electives
56 credits
4 years
Clients: individuals, family, groups,
and aggregates; 1: many
Nursing situations (interventions)
Intervention 1:1 with clients in health
and illness situations
Intervention 1 to many clients in
health and illness situations
Setting - structured and nonstructured
Mastery of the reasoning, analysis,
and decision-making processes in
simple and complex adaptation
situation in any health care settings;
utilizes resource findings for decisionmaking.
Uses results of research in the nursing
field and other health fields to
implement changes to enhance
nursing practice and write research
proposal
Any setting, including the community
Commonwealth of P.R., Public Law
9, 1987
P.R. College of Nurses
Executive Summary
Since the last reaccreditation, the Nursing Department has carried out continuous
curricular review to respond to needs of society and students and to attune the curriculum with
changes in education, nursing practice, and NLN standards.
The mission, vision, and philosophy were revised in light of changes in nursing
education, revision of UPRH general education components, and new tendencies in the field of
nursing. Concepts such as evidenced based practice, safe practices, cultural diversity, and others
were integrated in department mission, vision, and philosophy statements. Student learning
outcomes, as well as competencies were revised to comply with NLN guidelines.
Other curricular changes include the following:
BSN and ADN Program Saturday and Evening through the Extended
University
In 2008, the Extended University (UNEX) was established for students
who wanted to continue studies in the UPRH but were unable to attend the
classes during the regular hours or were denied admission due to limitations in
available spaces. After review, the Nursing Department did not continue
offerering courses after 2010 (See UNEX Report, on Exhibit).
ADN to BSN Pathway
In 2009, the Nursing Department established the ADN to BSN Pathway
in response to a petition by Associate Degree graduates who wanted to continue
studies in the BSN Program without having to initiate the entire BSN curriculum.
This pathway permitted ADN graduates to complete the BSN Degree in 2 to 2½
years. Three ADN to BSN bridge courses were developed (See ADN to BSN
Pathway Proposal on Exhibit).
Executive Summary
7
Associate Degree Program Moratorium
Since 2008, there has been an increase in the number of talented students
applying to the BSN Program. However, due to a limited number of spaces for
incoming freshmen, many were rejected. After an analysis of the situation and
the recommendation of the Vice-Presidency for Student Affairs of the UPR
System, the ADN Program was placed in moratorium and the number of
available spaces in the BSN Program was increased beginning in 2009.
Provision has been made so ADN students can complete their degrees. Program
closure is expected to be completed in 2014 (See Moratorium proposal on
Exhibit).
The fiscal crisis and changes in organizational structure
The fiscal crisis in the UPR System and the effect of the transitions in the leadership of the
Institution have been a challenge for UPRH and, consequently, for the Nursing Department. However,
this has not affected course offerings, resources, or student services. The Nursing Department has
continued to fulfill with excellence its goals and objectives.
Summary of standards and criteria
Standard 1: Mission and Administrative Capacity.
The Nursing Department has clearly established vision, mission, and philosophy
statements that are based on the meta-paradigms of the human being-environment, nursing
practice, and teaching-learning process. The statements are congruent with those of the UPRH.
Faculty periodically revise the vision, mission, and philosophy to maintain congruence with those
of the governing institution, with the most recent revision occurring in the 2009-2010 AY. The
UPRH‟s and the Nursing Department‟s mission, vision, and philosophy statements are published
and disseminated to the university community.
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Executive Summary
Students, faculty, the Nursing Department chair, and administrative personnel participate
in institutional governance processes through institutional and departmental committees and
through representation in the Academic Senate and the Administrative Board.
The Nursing Department receives input from communities of interest and uses the
information for planning and decision making. Collaborating clinical agencies provide input
about the clinical experiences with the practicing students and the Alumni and Employer Surveys
provide valuable information on areas related to the programs. The Nursing Department
Consulting Board, created in 2011, provides input and serves as liaison between the community
and the Department.
The Nursing Department has 39 collaborative agreements with primary, secondary, and
tertiary health care agencies and community organizations and agencies for the clinical practice
courses. The collaborating agencies are selected and monitored by coordinators and faculty to
ensure that they provide diverse and enriching clinical experiences for developing students‟ skills
and for contributing to the achievement of student outcomes.
The nursing unit is administered by a nurse with a Master‟s Degree who is also a doctoral
candidate in education with a specialization in curriculum and teaching (approximately in 2012).
She holds the position of associate professor and has worked in the UPRH since 1995. She has
the necessary experience to hold the position of chairperson. The nurse administrator has the
authority and responsibilities as established by the UPR By-Laws.
The UPRH has clear policies that specify the authority, roles, rights, and responsibilities
of students, faculty, and governing bodies in the institution. They are published in the UPR ByLaws, Nursing Student Handbook, UPRH and Nursing Faculty Handbooks, and the UPRH web
site. The Nursing Department policies are congruent with those of the UPRH except for
requirements that are unique to the department.
Executive Summary
9
Standard 2: Faculty and Staff.
The Nursing Department Faculty consists of 16 full time members; all are academically
qualified, maintain expertise in nursing and education, and maintain current the credentials
required by Puerto Rico law. Currently, two professors hold doctoral degrees (13%) and four are
registered in doctoral programs (25%). It is expected that by 2012, 25 % of the faculty will hold
doctoral degrees to comply with NLNAC standards.
The laboratory technician is a full time, non-teaching employee in charge of supervising
and administrating the Nursing Department Nursing Skills Laboratory. She has the minimum
credentials required of the position as established by the Human Resources Office. The Nursing
Department also has an administrative secretary with the required credentials for the position.
The number and utilization of faculty is sufficient to ensure that the ADN and BSN
Program goals are met. One-hundred percent of the professors are full-time; of these, 69 % hold
permanent positions with more than 15 years of experience.
The faculty-student ratios in lecture, laboratory, and supervised clinical laboratory
courses are adequate and ensure student learning, supervision, and evaluation. These ratios
fluctuate between 1:7-10 in clinical practices and 1:20-30 in lecture courses.
Courses are
assigned according to the professor‟s nursing specialty or expertise.
Faculty has identified a great number of scholarship activities as stated in Criterion 2.5.
They also maintain currency in education tendencies, technology, and teaching strategies based
on evidence and best practices.
The number, utilization, and credentials of non-nurse faculty are adequate for attaining
the goals of both programs. Faculty of other academic departments that offer courses to nursing
students have the credentials established by each department and by UPR regulations. There are
well-defined plans for orienting and mentoring new faculty with the participation of the
Department chair, Personnel Committee, Program Coordinator, and senior faculty.
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Executive Summary
The formative faculty evaluation process in the Department is established by UPRH
regulations. Faculty are evaluated by the Department chair, peers, and students.
Standard 3: Students.
Student policies and processes are accessible, non-discriminatory, and congruent with
UPR norms. Nursing Department norms that differ from those of the UPRH are justified by the
goals, objectives, and particularities of the programs.
UPRH student support services are available for nursing students and are provided by
personnel with the academic preparation and credentials required of their positions.
Student academic and financial files are kept under the custody of the Registrar‟s Office
and Financial Assistance Office. The UPR Confidentiality Policy Regarding Academic Files
complies with the Family Educational Rights and Privacy Act of 1974 as amended in the Buckley
Amendment.
The UPRH complies with the Higher Education Reauthorization Act Title IV eligibility
and certification requirements. Students who apply for economic assistance are oriented and
informed by Economic Assistance officials. Information on programs, rights, and responsibilities
is available on the Economic Assistance web site.
Information about the ADN and BSN Programs, changes in policies, and accreditation
status is current, accurate, clear, concise, and accessible to communities of interest.
Standard 4: Curriculum.
The ADN and BSN curricula are structured and organized using the Callista Roy
Adaptation Model and COPA which also guide graduates in their professional practice. The
curricula also incorporate NLNAC and CPEPR professional standards and guidelines. Learning
outcomes and objectives are integrated in lecture and clinical courses. Beginning at Level 1,
students are introduced to best practices as the means to provide safe and quality care.
Executive Summary
11
Faculty periodically revise courses to ensure coherence and maintain currency in view of
new tendencies and safe nursing practices. Achievement of objectives, learning outcomes, and
competencies is measured using a variety of evaluation strategies.
The Nursing Department‟s ADN and BSN Programs‟ total number of credits, 69 and 131
respectively, provide a balanced distribution of credits assigned to nursing, science, humanities,
general education, and elective courses. The duration of both programs is congruent with the
achievement of identified expectations, best practices, and institutional policies.
Selection of clinical practice settings is based on criteria established by faculty and
according to the type of service provided, capacity to contribute to student learning, and
infrastructure. Contracts with practice agencies specify responsibilities and expectations of both
parties and include the protection of the student. Contracts are kept current; renewal depends
greatly on student and faculty evaluations.
Standard 5: Resources.
The UPRH receives funds from the UPR General Fund which includes moneys assigned
by the Puerto Rico Legislature and funds generated by registration, fees, and external resources.
The Nursing Department Budget is assigned according to general institutional policies. Although
the budget was reduced for the 2010-11 Fiscal Year due to the economic crisis, the Nursing
Department has been able to achieve its goals and meet students‟ needs of both programs.
Physical, technological, and learning resources are sufficient to ensure the achievement
of outcomes and to respond to the needs of students, faculty, and staff.
Standard 6: Outcomes.
The systematic assessment plan for both programs was developed and approved by
faculty. It is comprehensive and includes the required elements according to NLN standards and
criteria. Through evaluations and analysis of results, strengths and areas for improvement were
12
Executive Summary
identified and decisions made to maintain, develop, or modify the following: teaching strategies,
student evaluation strategies, course content, clinical agency contracts, strategies for improving
student performance, and resources. The ADN to BSN Pathway was developed. All courses
conducted evaluations of student learning outcomes.
Evaluation and survey results are shared with communities of interest through
discussions with collaborating agency representatives, bulletin board posts, and the department
web site and are discussed at faculty meetings for analysis and corresponding actions.
Licensure Examination- BSN graduates surpassed the expected 70% pass rate for first time test
takers from 2007 to 2010 and in 2007 for ADN graduates. The Department will continue using
strategies to maintain and improve performance.
Retention and Graduation- Since expected program completion rates have not been met for
both programs, strategies have been developed to increase the number of students completing the
degree within the established time (Criterion 6.5.2).
Program Satisfaction-Survey results demonstrate that alumni, employers, and graduating
students express an 85% or higher satisfaction level with the programs.
Graduate Employment- 88% of the BSN graduates are employed within the first six to nine
months after graduation. ADN graduates‟ employment rates (35%) have decreased in the past
three years because many of the students continue in Bachelor‟s Degree programs.
Strengths and Areas for Development
Strengths.
1.
Excellence in education in the ADN and BSN Programs is demonstrated by the
outstanding reputation of our graduates in the workforce and in the communities they
serve, and by their knowledge, leadership, and performance in diverse health settings.
2.
BSN Program graduates performance in the JEEPR licensure examination surpassed the
national mean for the last three years with first time pass rates above 85%.
Executive Summary
13
3.
The Nursing Department Assessment Plan provides for program revison and the in
response to evaluations made by students, faculty, alumni and communities of interest.
4.
The Nursing Department Annual Job Fair is attended by all graduating students. Most of
the students are hired prior to graduation or have applied to institutions of higher
education to continue graduate studies.
5.
Clinical practices take place in highly qualified collaborating agencies who
enthusiastically receive our students and faculty.
6.
The curriculum is current, dynamic, flexible, and reflects changes that occur in nursing
care in Puerto Rican society, education, and NLNAC standards.
7.
Faculty is highly qualified, creative, and dedicated. They maintain currency in clinical
and educational areas, are actively involved in departmental and institutional matters, and
participate in a number of community outreach activities.
8.
The Chairperson‟s leadership and administration skills have guided the department in the
past three years toward the achievement of proposed goals and objectives.
9.
There is a vast number of varied and current library holdings relevant to nursing and
related fields.
10.
Physical facilities are equipped with modern technology to complement the teachinglearning process.
Areas of Development.
1.
The number of faculty with doctoral degrees should be increased. Efforts will be made to
support faculty currently enrolled in doctoral programs and encourage others to begin
their studies. Efforts will be made to hire new faculty with doctoral degrees for the next
academic year. The Department chair should complete her doctoral dissertation.
2.
The questionnaire used in the alumni, employer, and graduating students evaluations of
the programs will be revised for clarity and specificity.
14
Executive Summary
3.
Computer hardware and software, such as electronic records programs, should be
updated. The Nursing Department needs to acquire simulators in the courses and train
faculty to use them. Funds will be requested from the administration and proposals will
be submitted for external funding.
4.
There is a lack of funds for faculty development activities outside the UPRH campus and
for continuing education (registration fees, economic assistance for doctoral level
courses). Additional funds will be requested for this purpose.
5.
Additional strategies for increasing graduation and retention rates need to be developed.
The academic advisor, department chair, and Curriculum Committee will develop
strategies during the 2011-2012 AY
.
Executive Summary
15
SECTION TWO: STANDARDS AND CRITERIA
STANDARD 1. MISSION AND ADMINISTRATIVE CAPACITY
The nursing unit’s mission reflects the governing organization’s core values and is congruent with
its strategic goals and objectives. The governing organization and program have administrative
capacity resulting in effective delivery of the nursing program and achievement of identified
expectations.
1.1
The mission/philosophy and outcomes of the nursing education unit are congruent with
those of the governing institution.
The vision, mission, and philosophy of the Department are congruent with those of the
University of Puerto Rico at Humacao. The Nursing Department has established a vision,
mission, and philosophy that affirm that the principal concepts are:
environment, nursing practice, and the teaching-learning process.
the human being-
The statements of the
characteristics of nursing education are based on the philosophy that states that nursing education
is based on a continuous, innovative, and dynamic process that motivates the student to search for
and construct knowledge in a humanistic-scientific environment, and prepares ADN and BSN
graduates for the entry levels in the professional practice.
Consequently, the Nursing
Department, as an integral unit of the UPRH, shares in its philosophy the mission to form nurses
that perform competently in the profession and demonstrate professionalism and leadership when
providing services to satisfy the demands of our changing society. The curriculum provides
learning experiences congruent with the Nursing Department mission and the defined program
Standard 1: Mission and Administrative Capacity
17
outcomes. Nursing faculty periodically revise the mission, vision, and philosophy, with the most
recent revision completed during the 2009-10 AY. The statements are published in the Nursing
Department Faculty Handbook, Student Handbook, and the Department web page
(http://www1.uprh.edu/enfe/departamento.htm ). The UPRH vision, mission, and philosophy are
published in the UPRH 2010-2012 Catalogue, the Strategic Plan, and the UPRH web page
(http://www.uprh.edu/).
UPRH Vision, Mission, and Philosophy
UPRH Vision.
The University of Puerto Rico at Humacao will aspire to:
Form students committed to excellence and the values that are based on the principles of
social, ethical, moral, and intellectual responsibility. The institution will focus its teaching,
service, and research efforts on the student body as the focal point of university activity.
Offer diverse and cutting edge academic programs aimed at the development of a
physically, intellectually, and emotionally integrated human being.
Prepare leaders that transcend the boundaries of the Institution and of the country
through nationally and internationally recognized offerings; recruiting and retaining the best
student, faculty, and non-faculty talent.
Promote collaboration between all educational levels and public and private sectors.
Empower the creative and research capabilities of the students at the undergraduate and
graduate levels in the arts and in the sciences; contributing to the social, cultural, environmental,
and economic strengthening of Puerto Rico and to the transference of knowledge to the world.
Be recognized as a promoter of a culture of excellence in research and service, supported
by information technologies.
Become an innovative center of democratic life, where freedom of thought and expression
and divergent criterion are respected. Foster dialogue and the participation of the different
university sectors in all levels of institutional life.
18
UPRH Mission.
The UPRH Mission statement affirms the following:
To contribute effectively to the ethical, cultural, and intellectualdevelopment of Puerto
Rico in general and of the eastern region in particularthrough teaching, aesthetic creativity,
humanistic and scientific research, as well as through the dissemination of knowledge.
To investigate the principal social, cultural, scientific and environmental problems that
affects our society. To affirm the criteria for ecological balance, inclusion and diversity as
principles underlying all changes within a democratic community that aspires towards justice.
To empower students as professionals and contributors to the improvement of the quality
of life in Puerto Rico through relevant and innovative undergraduate and graduate programs.
UPRH Philosophy/Values.
The values are the principles that guide institutional efforts. UPRH‟s mission and vision
gather the fundamental aspects of an education of excellence, arising from the following basic
principles and premises:
The University as a space for transformation- Faculty, research and services aimed
primarily towards the student as the focal point of university activity.
Reflection-The UPRH works at the forefront to respond assertively to the challenges of a
globalized world within an environment where the highest values of the Puerto Rican
culture are fostered.
Flexible and innovative academic programs- Holistic development of the student:
physical, intellectual and affective.
Respect for diversity: The primary commitment of UPRH is the formation of human
beings prepared to perform a mission in society that contributes to a better quality of life.
Solidarity and tolerance- The students will develop not only skills related to their
profession, but to their values and self-image as well, within the principles of
responsibility and solidarity characteristic of the Puerto Rican society.
Participatory democracy (consultation with professors, students, industry and the
community) - The UPRH is an innovative center in which democratic and autonomous
19
participation reign, free of all political partisan intervention. It promotes dialogue and the
participation of all sectors in decision-making. It respects and promotes freedom of
thought, expression, and difference in judgment.
Academic honesty- Commitment to knowledge.
Nursing Department Vision, Mission, and Philosophy
Vision.
The Nursing Department vision is congruent with UPRH‟s vision. As an integral
part of the UPRH, the Department aspires to form professionals who:
can perform competently in a changing society to contribute to a better quality of
life.
demonstrate leadership and ethical, legal, and moral responsibility toward the
individual, groups, and the community they serve.
are capable of satisfying the demands of health in a constantly changing, diverse
and multicultural society.
possess the knowledge, skills, and attitudes founded on evidenced-based practice
to provide competent nursing care when assuming the roles of Associate or
Generalist Nurse in diverse health settings.
are committed to continuous learning in their discipline to offer updated and
excellent care.
Mission.
In keeping with UPRH‟s mission, the Nursing Department has formulated the
following mission statement:
Contribute to the development of knowledge, skills, and attitudes through a
general and professional education that prepares the student to provide
20
compassionate and dignified care in his/her role as an associate or generalist
nurse, learning to be, perform, collaborate, and endeavor within the context of
lifelong learning. The student will consider cultural diversity, safe practices in
contemporary health settings, and will use the Sister Callista Roy Adaptation
Model to help the human being reach an optimal level of adaptation and improve
his/her quality of life.
Foment a continuous, dynamic, and innovative teaching-learning process to
search and construct knowledge within an environment of freedom, equality, and
justice that promotes problem solving and decision making using critical
thinking.
Collaborate with the health care of the individual, family, group, and community
through the participation of faculty and students in professional, social, and
research activities geared toward promoting, maintaining, and restoring their
adaptation in a changing society.
Philosophy.
The Nursing Department shares with the Institution the commitment to provide
excellence in teaching its students and in serving Puerto Rican society. Therefore, the
Nursing Department‟s philosophy looks toward the formation of associate degree and
bachelor‟s degree nurses who perform competently in the profession and demonstrate
moral responsibility toward the persons they serve to satisfy the demands of a changing
society. The following concepts form part of this philosophy:
The Human Being-Environment
The Nursing Faculty believes that the human being is an adaptive
system, whose internal process acts to maintain his/her integrity as an individual.
The human being is a holistic individual entity comprised of parts that are
21
articulated to function as a unit with diverse purposes. The human being is a
dynamic, complex, and diverse entity by nature. A person‟s adaptive capacity
permits him/her to articulate biological, psychological, social, and spiritual
elements characteristic of his/her composition in the process of interaction with
the environment. This adaptation occurs without diminishing the person‟s
integrity as an individual and his/her human dignity. Each of the elements which
form part of and contribute to a person‟s holistic nature serves an important
purpose that contributes toward an efficient cohesion and functioning of the
whole.
In essence, the adaptation model recognizes that a person is a
biopsychosocial and spiritual entity who interacts with an environment and is
responsive to a world in constant change. The human being possesses innate and
acquired mechanisms that, in terms of health, permit him/her to face a complex
internal and external environment in the life cycle. This is done through conduct
in the four adaptive modes: physiological, self-concept, functional role, and
interdependence and in the three types of stimuli: focal, contextual, and residual.
The faculty firmly believe that the human being, in addition to
possessing the capacity to learn, think, act, analyze, feel, and react through
critical and value judgments, also has the potential to adapt to the moment when
the person‟s position in the health-illness continuum is affected. Faculty affirm
that adaptation in health care depends on an educational program that prepares
the student to attend to a person considering him/her as a whole being, as well as
to recognize diversity and respect his/her the values and dignity
Nursing Practice
The faculty believe that nursing is a science and an art. As a science,
nursing is the knowledge that is the basis for the care provided. As an art,
22
nursing is a skilled application of that knowledge to help others achieve
maximum functioning and a better quality of life.
Nursing is an essential service of help to individuals, family, and
community. Nursing‟s unique nature is based on a commitment of the
professional to be dedicated to the service of others, to recognize the existence of
the human being as an integral entity with values and culture, and to whom the
nurse must be
sensitive, conscious, and respectful of his/her identity and
integrity.
The faculty believe that nursing helps human beings to face and solve
biopsychosocial and spiritual problems in the health-illness continuum and
throughout the life process.
Nursing, as a scientific discipline oriented to
practice, distinguishes itself from other disciplines due to the application of the
nursing process. It uses the problem solving method where the conduct and
stimuli that affect the client are assessed. The nurse plans, intervenes, and
evaluates the effectiveness of the actions of nursing and the client‟s response to
the care provided. The quality of the practice requires the use of critical and
creative thinking, logic, judgment, and ethics in the solution of problems for
decision making and for the achievement of a safe practice.
The faculty believe that in the practice, the associate degree nurse uses
the nursing process as an essential tool in the care of the individual and considers
the family in the promotion of the client‟s adaptation. The associate degree nurse
offers direct nursing care in a variety of structured and semi-structured settings
and uses critical thinking to intervene with adaptation problems. She/he is a
competent communicator who listens actively and responds appropriately to
values related to the messages that are transmitted. Further, he/she contributes to
the clarification of values related to the client‟s ethical dilemmas by considering
23
cultural diversity; this serves as a frame of reference of the profession. The
nursing faculty believe that basic technological skills are essential for the
associate degree nursing practice.
The faculty believe that the generalist nurse requires critical and creative
thinking, problem solving, and decision making skills to manage both simple and
complex adaptation problems during interventions with individuals, groups, and
communities in any setting. Furthermore, to execute these skills, the generalist
nurse uses the nursing process and considers cultural diversity. Faculty believe
that in the practice, the generalist nurse provides care and education through the
use of communication techniques, current technology, and best practices to help
maintain a client‟s optimal adaptation level.
The generalist nurse, as member of an interdisciplinary team in a health
care system, collaborates with the planning, coordination, and implementation of
measures that help satisfy health needs of individuals and groups, when
considering the resources available in the community. He/she transfers and
applies the knowledge obtained and the findings of relevant research to improve
the nursing practice and the provision of health care. He/she collaborates in the
interdisciplinary health care judiciously and cost effectively.
The faculty believe that the generalist nurse demonstrates his/her
professionalism and leadership through his/her actions and through those he/she
delegates. Further, he/she recognizes that knowledge of nursing and related
sciences is in continuous development, and therefore, the independent role of the
generalist nurse expands with the continuously changing and globalized society.
The nursing professional continuously evaluates his/her professional practice;
judgments, decisions, and actions are founded on ethical, moral, and legal
principles of the nursing and related sciences.
24
Teaching-learning Process
Nursing Faculty believe in a continuous, dynamic, and innovative
teaching-learning process where the student is stimulated to search for and
construct knowledge in a humanistic-scientific environment. In this environment,
where freedom and openness are also present, decision making is supported by
critical thinking.
Faculty believe that in the teaching-learning process, the professor is a
facilitator and mediator who helps the student to discover, learn to learn, clarify
doubts, to provide meaning and authentic direction to learning, and to make it
pertinent. The teaching-learning process helps the student to be, perform, and
collaborate in the field of nursing so that he/she may construct knowledge on the
basis of experiences, needs, intelligences, and talents.
The role of the student is to actively assume control of his/her learning
while constructing knowledge as a critical thinker and recognizing that he/she is
a life-long learner. The student transfers knowledge using as frame of reference
the adaptation model in scientific and technological processes. Furthermore,
he/she reflects attitudes, values, and the level of learning necessary to understand
adequately his/her culture within a changing society.
Faculty believe that nursing education should be offered in institutions of
higher education for the continuous growth of the student as a leader in the
search for the truth, service, understanding, as well as in the construction and
transmission of knowledge. Table 1.1 provides a comparison of the UPRH and
the Nursing Department missions demonstrating congruency between them.
25
Table 1.1
Comparison of the UPRH and the Nursing Department Missions
UPRH Mission
Nursing Department Mission
Contribute effectively to the ethical, cultural, and
intellectual development of Puerto Rico in general and
of the eastern region in particular through teaching,
aesthetic creativity, humanistic and scientific research,
as well as through the dissemination of knowledge.
Contribute to the development of knowledge, skills,
and attitudes based on a general and professional
education that prepares the student to provide
compassionate and dignified care in his/her role as
an associate or generalist nurse, learning to: be,
perform, collaborate, and endeavor within the
context of lifelong learning. The student will
consider cultural diversity, safe practices in
contemporary health settings, and will use the Sister
Callista Roy Adaptation Model to help the human
being reach an optimal level of adaptation and
improve his/her quality of life.
Promote a continuous, dynamic, and innovative
teaching-learning process to search for and construct
knowledge within an environment of freedom,
equality, and justice that promote problem solving
and decision making based on critical thinking.
Investigate the principal social, cultural, scientific and
environmental problems that affect our society. To
affirm the criteria for ecological balance, inclusion and
diversity as principles underlying all changes within a
democratic community that aspires towards justice.
To empower students as professionals and contributors
to the improvement of the quality of life in Puerto Rico
through relevant and innovative undergraduate and
graduate programs.
Collaborate with the health care of the individual,
family, group, and community through the
participation of faculty and students in professional,
social, and research activities geared toward
promoting, maintaining, and restoring their
adaptation in a changing society.
Student learning outcomes of both the ADN and BSN Programs are based on the
competencies and requirements of the nursing practice in Puerto Rico as established in the
regulations of Law 9 of October 11, 1987, and in the Nursing Practice Standards of the CPEPR
approved in January 16, 2010. These student learning outcomes are consistent with current
nursing practice because their objective is the preparation of associate degree and bachelor‟s
degree professionals who can respond to a complex system of health within a globalized and
changing social environment. Table 1.2 aligns the UPRH philosophy, the Nursing Department
philosophy, and ADN and BSN student learning outcomes.
26
Table 1.2
Alignment of UPRH Philosophy, Nursing Philosophy, and Program Learning Outcomes
UPRH Philosophy
Nursing Department Philosophy
The UPRH‟s mission
and vision gather the
fundamental aspects of
an
education
of
excellence, arising from
the following basic
principles and premises:
Flexible and
innovative academic
programs- The primary
commitment of UPRH
is the formation of
human beings prepared
to perform a mission in
society that contributes
to a better quality of
life.
The Nursing Department, as an
integral part of UPRH, shares with the
Institution the commitment to provide
excellence in teaching its students and
serving Puerto Rican society.
Looks toward the formation of
associate degree and bachelor‟s degree
nurses who perform competently in the
profession and demonstrate moral
responsibility toward the persons they
serve to satisfy the demands of a
changing society.
Nursing is a skilled application of that
knowledge to help others achieve
maximum functioning and a better
quality of life.
Solidarity and
tolerance – The
students will develop
not only skills related to
their profession, but to
their values and selfimage as well, within
the principles of
responsibility and
solidarity characteristic
of Puerto Rican society.
…..Nursing is an essential service of
help to individuals, family, and
community. Nursing‟s unique nature
is based on a commitment of the
professional to be dedicated to the
service of others, to recognize the
existence of the human being as an
integral entity with values and culture,
and toward whom the nurse must be
sensitive, conscious, and respectful of
his/her identity and integrity.
Reflection –The UPRH
works at the forefront to
respond assertively to
the challenges of a
globalized world within
an environment where
the highest values of the
Puerto Rican culture are
fostered.
….Furthermore, he/she reflects
attitudes, values, and the level of
learning necessary to understand
adequately his/her culture within a
changing society.
…..the associate nurse uses the nursing
process as an essential tool in the care
of the individual and considers the
family in the promotion of the client‟s
adaptation.
…..recognizes that knowledge of
nursing and related sciences is in
continuous development and,
therefore, the independent role of the
generalist nurse expands with the
continuously changing and globalized
society.
ADN Program
Learning Outcomes
BSN Program
Learning Outcomes
Assumes responsibility in
the development of his/her
role as an associate nurse
when providing updated
care and safe practice to
the individual and family
within the community
context consistent with
professional standards.
Models the development of
his/her role as a generalist
nurse when providing
updated care and safe
practice to the individual,
group, and community
consistent with
Integrates knowledge to
offer safe, effective, and
evidenced-based practice
centered on the client and
using best practices in
collaboration with the
interdisciplinary team.
Integrates acquired
knowledge to offer safe,
effective, and evidencedbased care centered on the
client and using best
practices in collaboration
with the generalist nurse
and with the
The associate degree nurse
performs his/her
professional practice to
manage adaptation
problems during
intervention with
individuals and family
within the community
context in structured and
semi-structured settings.
Assumes responsibility in
the development of his/her
professional role as an
associate nurse when
providing updated and safe
practice to the individual
and the family within the
community context
consistent with
The generalist nurse
performs his/her practice
to manage adaptation
problems during
intervention with
individuals, groups, and
community in a variety of
settings.
Models the development of
his/her professional role as
a generalist nurse when
providing updated care and
safe practice to the
individual, group, and
community consistent with
27
UPRH Philosophy
Nursing Department Philosophy
University as a space
for transformationFaculty, research, and
services aimed
primarily towards the
student as the focal
point of university
activity.
… The teaching-learning process helps
the student to be, perform, and
collaborate in the field of nursing so
that he/she may construct knowledge
on the basis of experiences, needs,
intelligences, and talents.
……transfers, applies knowledge and
the findings of relevant research to
improve the practice of nursing and the
provision of health services.
Participatory
democracy
(consultation with
professors, students,
industry, and the
community) - The
UPRH is an innovative
center in which
democratic and
autonomous
participation reign, free
of all political, partisan
intervention. It
promotes dialogue and
the participation of all
sectors in decisionmaking. It respects and
promotes freedom of
thought, expression, and
difference in judgment.
…motivates the student in the search
and construction of knowledge in a
humanistic-scientific environment of
freedom and openness, in which
decision-making is supported by
critical thinking
.
… The associate degree nurse is a
competent communicator who listens
actively and responds appropriately to
the messages transmitted.
Academic honesty –
Commitment to
knowledge
… the role of the student is to actively
assume control of his/her learning
while constructing knowledge and
recognizing that he/she is a life-long
learner.
BSN Program
Learning Outcomes
Incorporates research in
evidenced-based nursing
practice when providing
care to the individual,
family, groups, and
community in a variety of
settings.
Uses effective
communication (oral,
written, and technological)
in the associate degree
nursing practice with the
client, family, and as part
of the interdisciplinary
team.
Uses effective
communication (oral,
written, and technological)
in the generalist nursing
practice with the client,
family, group, community,
and as part of the
Integrates leadership and
administration skills to
provide cost-effective
quality care.
…the generalist nurse in his/her
practice provides care and education
through the use of communication
techniques and best practices to
maintain an optimal level of
adaptation.
…. The nursing professional
continually evaluates his/her
professional practice; judgments,
decisions, and actions are founded on
ethical, moral, and legal principles of
the nursing and related sciences.
1.2
ADN Program
Learning Outcomes
Uses research results for
evidenced-based nursing
practice when providing
care to the individual and
his/her family in structured
and semi-structured
settings.
Uses critical thinking for
decision making and
problem solving based on
evidence when intervening
with the individual, and
family within a community
context.
Incorporates critical
thinking for decision
making and problem
solving based on evidence
when intervening with
individuals, family,
groups, and community.
The governing organization and nursing education unit ensure representation of students,
faculty, and administrators in ongoing governance activities.
The Chancellor, the chief executive officer of the institutional unit (UPRH), is appointed
by the UPR President and the UPR Board of Trustees after a consultation process with the
participation of faculty, non-teaching personnel, students, and the community in general. The
organizational structure is hierarchal and clearly delineated with its Chancellor and deans as
28
executive officials. The Chancellor presides over UPRH‟s deliberative bodies, the Academic
Senate and the Administrative Board, as well as the Casa Roig Consulting Board and the Faculty
Assembly. The UPRH Organizational Chart is found in Appendix III, page 231. The relationship
between the Nursing Department and the Dean of Academic Affairs is illustrated in the chart.
The Nursing Department is organized according to UPRH‟s organizational structure and
according to the UPR By-Laws (See UPRH Nursing Department Organizational Chart, Appendix
IV, page 232).
Nursing Department faculty, students, the Department Chair, and the administrative
personnel participate in the governance of UPRH and the Department through participation in
institutional and departmental committees, faculty assemblies, Student Council, and the two
deliberative bodies, the Academic Senate and the Administrative Board. Nursing Department
participation in these bodies and committees is described as follows:
Academic Senate (http://www1.uprh.edu/av/uprh_msche/senado-junta/junta.asp)
The Academic Senate is the official forum of the UPRH for the discussion, study,
analysis, and formulation of recommendations related to the academic affairs of the
institution such as: curricular revisions, faculty academic load, proposals for the revision
or creation of academic programs, rules and regulations for admission, retention, and
graduation, approval of new or revised courses, faculty development, evaluation of state
and federal research proposals, and other academic matters. The Academic Senate is
presided by the Chancellor and is composed of the Dean of Academic Affairs, the
Student Dean, the Library Director, one faculty representative from each academic
department, the Student Council President, and one student elected by the student body.
Administrative Board (http://www1.uprh.edu/av/uprh_msche/senado-junta/junta.asp)
The Administrative Board is the Chancellor‟s consulting body in administrative
matters related to budget, proposals, institutional development plan, federal grants, leaves
of absence, and personnel actions (faculty and non-teaching personnel). The
29
Administrative Board is presided by the Chancellor and is composed of the Dean of
Academic Affairs, the Dean of Administration, the Student Dean, the Library Director,
four department chairs appointed by the Chancellor and who represent each of the four
academic areas (Letters, Administrative Sciences, Natural Sciences, and Health
Sciences), two faculty elected from among the Academic Senate, and one student
representative from the Academic Senate.
The Nursing faculty is aware of its responsibility in assuming leadership in university
governance to maintain an environment that provides support to the teaching-learning process.
Faculty commitment is evidenced by its active participation in the Academic Senate and
Administrative Board, as well as in institutional committees and projects. The Department‟s
Academic Senate representative, elected from among senior faculty with a rank of Associate
Professor or Professor, belongs to one or more Senate committees. Professor Irma Laboy has
been the department representative to the Academic Senate for the past six years. She presents
during departmental meetings a report on all matters discussed in the Senate. She also receives
opinions from faculty regarding matters before the consideration of the Senate that require
departmental approval, particularly those concerning the Nursing Department. Faculty elect an
alternate representative (Prof. Carmen Fonseca) who attends Senate meetings when the official
department Senator cannot attend. This alternate representative has the same duties and
responsibilities.
The UPRH faculty is represented before the Administrative Board by two Academic
Senators elected from among its members. Professor Laboy has been one of the Academic
Senators sitting on the Administrative Board from 2007 to 2010.
The Department is represented in the Institutional Personnel Committee by a faculty
member elected from among Department Personnel Committee members.
The Institutional
Personnel Committee is a consulting body to the Dean of Academic Affairs in matters such as
30
faculty leaves, promotions, and other faculty personnel actions. Since 2008, Professor Carmen
Fonseca has represented the Department. Professor Carmen Albino was Assistant Academic
Dean from 2005 to 2009.
The Nursing Department Chair participates with other chairs in monthly meetings called
by the Chancellor or the Academic Dean to discuss matters such as course programming, faculty
and personnel hiring, and other academic activities. The Department Chair also participates in
meetings with representatives of offices such as Admissions, Economic Assistance, Registrar, and
SICC to coordinate admission, registration, and graduation processes, among others.
The UPR guarantees student participation in curricular and extracurricular decisions
through representation in Nursing Department meetings, Academic Senate representation,
Administrative Board representation, and committee membership as established by UPR ByLaws and the Student By-Laws.
Student representation is takes place through the Student
Council.
The Nursing Department has one student representative for each nursing program. They
participate in departmental meetings and committees and in consultation processes such as in the
selection of the Department Chair and the UPRH chancellor.
Administrative staff participate in institutional committees such as the Security, UPRH
Administrative Professionals, and Health Conferences.
At the departmental level, they
participated in the Department Chair Consultation Committee and Security Committee.
Table 1.3 shows faculty, student, and administrative staff participation in governing
bodies and institutional committees.
31
Table 1.3
Faculty and Student Participation in UPRH Governing Bodies and Institutional
Committees
Committee/Body
Academic Senate
Faculty/Student/Staff
Grisel Torres
Irma Laboy
Term
1998- 2005
2005- present
Administrative Board
Grisel Torres
Irma Laboy
2002-2005
2007-2010
Institutional Personnel Committee
Irma Laboy
Carmen Fonseca
Law 51 (Integral Education Services for the
Disabled)
Student Awards Committee
Elba Pereles
Carmen Fonseca
Grisel Torres
Irma Laboy
Rebecca Miranda
2004-2005
2005-2006,2007-08
2009-2011
2006-2007
2008-2009
2004-2008
2008-2009
2009-Present
2006-2007
2004-2006
2007-Present
2003-2004
2004-2005
2004-2008
2006-2007
2007-2008
Continuing Education Coordinator
Alba Pérez
Myrna Lozada
Mercedes Alvira
Norma Moctezuma
2004-2006,2007-08
2006-2007
2009
2009-2010
Faculty Assembly
UPRH Faculty Handbook Revision
Committee
TransdisciplinaryTeam for the Community
Alliance for Prevention and Family
Strengthening Project
Institutional Committee for On-line Faculty
Activities Report
Student Appeals Committee
Associate Dean of Academic Affairs
Institutional Research Committee
Puerto Rico Higher Education Self Study
Report Committee and the MSCHE Self
Study Report Committee
UPRH Monitoring Report to the MSCHE
UPRH Student Council
Student Association Recognition
Committee
Grade Disputes Appeals Committee
Commencement Committee
Administrative Professionals Committee
Integral Health Conferences Committee
(Assistance to the Employee Program)
Nursing Faculty
Carmen Albino, President
Grisel Torres
María D. Ortiz
2004-2010
2006
2006
2003-2007
Rebeca Miranda
Grisel Torres
Carmen S. Albino, President
Carmen Albino
Irma Laboy
Christian López (student)
Grisel Torres
Irma Laboy
Grisel Torres
Irma Rodríguez (Adm. Secretary)
2005-2006
2005-2006
2009-Present
2005-2009
2005-2009
2005-2006, 2009-10
2009-2010
2011
2011
2010, 2011
2006-2007
2007-2008
2009-Present
2006-2007
2004-2005
2008-2009
Grisel Torres
Institutional Assessment Committee
Center for the Design and Production of
Instructional Resources (CEDPRI)
Elba Pereles
Yesenia Vega
Norma Moctezuma
Ana H. González
Esmeralda Rosado
Table 1.4 lists participation of faculty and students in Nursing Department committees.
32
Table 1.4
Faculty, Staff, and Student Participation in Nursing Department Committees (2004-05 to
2010-11 AY)
Committee
Personnel
BSN Program Curriculum
ADN Program Curriculum
Planning and Development
Assessment
Social and Cultural Activities
Promotion and Recruitment
Student Appeals
Department Chair Consultation
Faculty/Staff/Students
Olga Ros
Grisel Torres
Carmen Fonseca
Ana H. González
Carmen Albino
Alba Pérez
Term
2009-present
2004-Present
2005-Present
2004-Present
2004-2009
2004-Present
Alba Pérez
Elba Pereles
Olga Ros
Ana H. González
Esmeralda Rosado
Grisel Torres
Norma Moctezuma
Elizabeth Velázquez
Luz V. Camacho
Rebeca Miranda
Carmen Fonseca
Myrna Lozada
Damaris Pérez
Angela Ortíz
Elba Pereles
Nayda Figueroa
María Reyes
Olga Ros
Alba Pérez
Grisel Rivera
Alba Pérez
Elba Pereles
Carmen Fonseca
Yesenia Vega
Mercedes Alvira
Luz Camacho
Norma Moctezuma
Esmeralda Rosado
Myrna Lozada
Damaris Pérez
Olga Ros
Myrna Lozada
Luz Camacho
Esmeralda Rosado
Carmen S. Albino
María D. Alejandro
Olga Ros
Caarmen Fonseca
Students:
Erick Morel
Alexander Cordovez
Maritzabel Rivera
Abnerys Pagán
Enza M. Lopez
Dayra Rodriguez
Jeisy Enid Berrios
Christian Lopez
Juan Ortiz
Angel Torres
Ana H. Gonzalez
2004-2007
2006-2008
2004-2007
2004-Present
2007-Present
2006-2008
2008-Present
2008-Present
2009-2010
2004-2007
2004-2009
2004-Present
2009-Present
2009-2010
2004-2008
2005-2007
2005-2007
2006-present
2006-2007
2008-2009
2004-Present
2004-2008
2004-2007
2007-Present
2008-Present
2008-2009
2009-Present
2004-Present
2004-2009
2009-Present
2006-2007
2004-Present
2009-2010
2004-2009
2004-2005
2004-2007
2004-Present
2007-Present
2005-2006
2005-2006
2006-2007
2006-2007
2007-2008
2007-2008
2008-2009
2008-2010
2009-2010
2010-2011
2005,2006
33
Committee
BSN Alumni Survey
Library
ADN Alumni Survey
Nursing Students Association
NLNAC Self-Study
Mentoring and Retention
Curricular Revision Ad Hoc
ADN to BSN Pathway
Johnson & Johnson Scholarship
Student representation in departmental
committees
34
Faculty/Staff/Students
Esmeralda Rosado
Irma Laboy
Alba Perez
Carmen Albino
Grisel Torres
Lillian Rosado, Secretary
Student
Wilma Torres, Lab. Technician
Irma Rodríguez, Secretary
Esmeralda Rosado
Nayda Figueroa
María I. Reyes
Irma Laboy
Irma De Jesús
Paula Loran
Myrna Lozada
Alejandro Borrero
Rebeca Miranda
Iris D. Perez
Iris D. Pérez, Advisor
Irma Laboy
Carmen S. Albino
Carmen Fonseca
Irma Laboy
María Ortíz
Grisel Rivera
Iris D. Pérez
Mercedes Alvira
Alejandro Borrero
Ana H. González
Grisel Torres
Rebecca Miranda
Grisel Torres
Rebeca Miranda
Grisel Torres
Rebecca Miranda
Nayda Figueroa
Carmen Fonseca
Olga Ros
Iris D. Pérez
Erick Monel
Alexander Cordovez
Maritzabel Rivera
Admalien Cabrera Garcia
Abnerys Pagán
Enza M. Lopez
Dayra Rodriguez
Yamiris Acevedo
Jeisy Enid Berrios
Christian Lopez
Elsa Dandrigck
Juan Ortiz
Karla Rodríguez
Angel Torres
Term
2005, 2006
2006
2005
2010
2010
2005
2005,2006,2010
2006
2006, 2010
2002-2006
2004-2007
2004-2007
2006-2009
2007-2009
2009-2010
2009-2010
2009-Present
2008-Present
2006
2011
2007-2009
2009-Present
2009-2011
2009-2011
2009-2011
2005-2008
2005-2009
2008-2009
2008-2009
2008-Present
2009-Present
2010-Present
2004-2009
2004-2009
2007-2009
2006
2006
2005-2007
2005-2007
2005-2007
2007-Present
2007
2009
2005-2006
2005-2006
2006-2007
2006-2007
2006-2007
2006-2007
2007-2008
2007-2008
2008-2009
2008-2009
2008-2010
2009-2010
2009-2010
2010-2011
1.3
Communities of interest have input into program processes and decision making.
The Nursing Department receives input regarding the nursing programs from
communities of interest that include students, faculty, staff, alumni, employers, representatives
from collaborating agencies, and the university community in general. Students provide feedback
through instruction and course content evaluations conducted at the end of each semester and
through surveys conducted by the Assessment Committee.
Faculty provide input through
participation in departmental and committee meetings, as well as through direct communication
with the program coordinator and the Department Chair. Administrative staff provide input
through committee meetings, annual reports, and meetings with the Department Chair.
The Nursing Department receives valuable information for its programs through activities
conducted in hospitals and other collaborating agencies where, at the end of each semester,
administrative personnel, professors, and students meet to evaluate the clinical courses. Here they
discuss the objectives and give recommendations for the solution of problems and decision
making regarding patient care. They also discuss how to achieve the objectives for developing
the nursing process, therapeutic interventions, communication skills, critical judgment, leadership
among nursing students, and others. Alumni input is received through a survey conducted every
five years by the program coordinators. Also, employers provide valuable information pertinent
to programs through surveys also conducted every five years. All information is gathered and
reviewed by the Assessment and Curriculum Committees for pertinent action.
The UPRH Nursing Department Advisory Board Proposal was approved in July 2010.
The Board‟s main purpose is to advise the Department Chair and nursing faculty on academic
matters related to the program. The Board will serve as liaison between the community and
faculty to promote Nursing Department activities, disseminate information about the mission,
philosophy, and vision, give recommendations about services provided by the Nursing
Department and its students to the community, and represent nursing students‟ interests in the
university community. The Board will help the Department keep up-to-date in terms of changes
35
in the health industry in Puerto Rico and perceptions regarding the nursing profession in the
eastern region, state wide, and internationally. Board members will attend department activities
such as the nursing initiation ceremony, Nursing Week, Freshman Orientation, Open House, and
others.
Members of the Advisory Board will be elected and the first meeting will be held during
the second semester of the 2010-11 AY.
Members will include ADN and BSN alumni,
representatives from collaborating agencies, industries, and public relations offices, a retired
professor from the Nursing Department or from the university community, a student
representative, and a faculty member, among others.
The Board will be presided by the
Department Chair or his/her representative and will meet at least twice a year (See Board
Proposal on exhibit).
1.4
Partnerships exist that promote excellence in nursing education, enhance the profession,
and benefit the community.
Clinical practice agencies are identified, selected, and monitored by the ADN and BSN
coordinator and faculty to ensure that they provide a diversity and variety of learning experiences
that promote excellence in education and nursing practice, and are beneficial to the community.
The Nursing Department selects and evaluates clinical practice agencies according to the
type of services offered, facilities, and that they contribute to the achievement of course
outcomes. The coordinator assures that the agency complies with the following requirements
established by the faculty: accreditation, availability, capacity for service, experience, and
adequate infrastructure (See Clinical Selection Form on exhibit). Contracts with the agencies
clearly establish responsibilities of both parties and ensure student safety (See copy of contract on
exhibit). Contracts are evaluated and updated annually or every two years by the Department
Chair and the Program Coordinator. Contract renewal is based mainly on student and professor
evaluations to determine the agency‟s contribution to the achievement of course objectives (See
evaluation forms on exhibit).
36
There are partnerships with general and specialized hospitals, family medicine centers,
community health centers, adult and elderly housing projects, assisted care housing projects,
hospice programs, home health care agencies, day care centers (for children and elderly), mental
health clinics, and skilled nursing centers. Other areas used as clinical settings include: wound
care centers, ambulatory care for children with special needs, schools, and others (For a complete
list of agencies see Table 4.17, page 168).
Clinical resources are adequate to provide a variety of experiences in diverse settings.
Faculty and students are integrated with the community as part of the practice, collaborating with
different health agencies in activities such as health clinics, vaccination clinics, services to the
elderly, education for the community, public and private agencies (See letters and evidences of
student community outreach activities on exhibit). These experiences help students develop skills
and, at the same time benefit the community.
1.5
The nursing education unit is administered by a doctorally prepared nurse.
Professor Olga Ros has chaired the Nursing Department since the second semester of the
2006-2007 AY. She is a graduate of the UPR Medical Sciences Campus where she earned a
Bachelor‟s Degree in Nursing Sciences and a Master of Science Degree with a major in
Education and Maternal-Child Care.
She holds certification as clinical specialist from the
JEEPR. Presently, she is a doctoral candidate in Education with a specialization in Curriculum
and Teaching at the Puerto Rico Interamerican University and is working on her dissertation.
Professor Ros has worked at UPRH since 1995 and is an associate professor with
permanent appointment. She has experience teaching ADN and BSN Program courses such as
Adaptation of the Human Being in the Life Cycle, Research in Nursing, Nursing Process in the
Adaptation of the Pregnant Woman and Child, Tendencies in Geriatrics and Gerontology,
Adaptation of the Pregnant Woman and Newborn, Adaptation of the Child in the Family Context,
and others. She was BSN Program Coordinator (2000 -2007), President of the Promotion and
37
Recruitment Committee (2002-2005), Personnel Committee (2006 -present), member of the
Student Appeals Committee, member of the Johnson & Johnson Scholarship Ad Hoc Committee
(2006-present), and Planning and Development Committee 2007-present.
She is ex-oficio
member of all department committees. During the consultation process, she was recommended
unanimously by the Nursing Department faculty, staff, and the student representative to fill the
position of department chair.
In March 2009, Professor Ros participated in the NLNAC Self-study Forum held in
Chicago, Illinois. She is an active member of the CPEPR and participated in the Awards
Committee. Prof. Ros also participated as secretary and treasurer of the Educators Section of the
CPEPR (See Curriculum Vitae in Appendix V, p. 233).
1.6
The nurse administrator has the authority and responsibility for the development and
administration of the program and has adequate time and resources to fulfill the role
responsibilities.
The Department‟s administrator assumes responsibility and authority conferred to all
UPRH academic department chairs as established in the UPR By-Laws (Article 25, p. 32). The
Nursing Department administrator responds to the Dean of Academic Affairs.
The Department Chair assumes a leadership role in all department matters including the
organization, review, and development of the ADN and BSN Programs, faculty and staff
recruitment, evaluation, and development, management of clinical issues, participation in
institutional and departmental committees, and representation of the Department in all relevant
forums (See Department Chair Duties and Responsibilities on exhibit).
According to regulations, the Nursing Department Chair, like other UPRH academic
department administrators, is assigned 75% of the work load for administrative tasks and 25% for
academic work (courses). Beginning in 2010 and due to the fiscal situation in the UPR System,
the administrative time was temporarily reduced to 50%. However, this reduction still provides
sufficient time for the Department Chair to fulfill her role as administrator.
38
1.7
With faculty input, the nurse administrator has the authority to prepare and administer the
program budget and advocates for equity among the units of the governing organization.
The UPRH‟s operations are sustained primarily by government funds assigned according
to legislation related to the financing of the UPR System (See Standard 5, Criterion 5.1, p. 175).
The Chancellor, in coordination with the Budget Office, develops UPRH‟s annual integrated
budget, based on external and assigned funds and allots moneys to departments according to
needs. Assignments to budget items such as salaries, fringe benefits, bonuses, laboratory and
office materials, and others are also prepared by the Budget Office.
With input from faculty, she has the responsibility and authority to submit additional
funding petitions to the Dean of Academic Affairs who forwards them to the Administrative Dean
after approval and according to priorities established by the administration. When approved,
these additional funds may be used for faculty travel and development, materials, and laboratory
equipment.
The Department Budget is managed by the Budget and Finances Office under the
supervision of the Dean of Administration. Information about the budget is accessible to the
Department Chair and administrative secretary on the Oracle platform for monitoring
expenditures for office and laboratory materials. Requisitions are made using this system.
Since the 2002-03 FY, UPR Central Administration does not require UPR System units
to submit budget petitions together with institutional operational plans; as a result, institutional
personnel participation in the preparation of the budget is minimal.
However, the budget
assigned the Nursing Department is adequate for academic and administrative needs.
39
1.8
Policies of the nursing education unit 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.
Policies of the nursing education unit are the same as those of UPRH and are published in
the UPRH Faculty Handbook and the UPR By-Laws (paper copy and on line). Policies that relate
to nursing faculty and staff are described below:
Non-discrimination
UPRH complies with all applicable federal and state nondiscrimination laws and
does not engage in prohibited discrimination on the basis of race, color, nationality or
ethnic origin, sex, sexual preference, age, or disability in employment or the provision of
services (Law 51, June 7, 1996). The Nursing Department has no separate policy
regarding non-discrimination (See UPRH Faculty Handbook, UPR By-Laws Article 31,
p.42, Nursing Student Handbook, Nursing Faculty Handbook, program brochures).
It is the policy of UPRH to provide an environment that is free from sexual
harassment since such conduct seriously undermines the atmosphere of trust and respect
that is essential to a healthy work and academic environment. The policy and procedure
for dealing with sexual harassment is published in the 1999-2000 Institutional Policies
(on exhibit). Persons found to be in violation of this policy are subject to disciplinary
action that may include, but is not limited to, written warning, demotion, transfer,
suspension, or dismissal. The policy is consistent with prohibitions given in Title IX of
the Education Amendments of 1972. (See 1999-2000 Institutional Policies).
Faculty Appointments and Tenure
The Nursing Department and UPRH policies and procedures are consistent for
the selection and appointment of faculty (UPR By-Laws article 43, p.60, UPRH Faculty
Handbook). All departments have personnel committees that include the department
chair as ex-oficio member and from three to five faculty members with a minimum rank
40
of associate professor (UPR By-Laws Article 25 section 25.9, p.34, UPRH Faculty
Handbook, Section 16.2.3, p 24 and 16.2.4, p 25).
Personnel committees review
applications, interview candidates, evaluate applicants, and make recommendations to the
department chairs and the Dean of Academic Affairs. Contracts for full time and parttime faculty are issued by the Chancellor upon the recommendation of the Dean of
Academic Affairs.
Criteria considered for the selection of a faculty member include the following:
academic excellence, as evidenced by the applicant‟s academic record and grades from
the university that conferred the degree; expertise in the area of teaching and the ability to
integrate it to other related areas; experience in teaching and in the application of
knowledge in a particular field; publications and conferences; and, identification with the
philosophy and By-Laws of the UPR. In addition, the Nursing Department uses various
forms for interviewing and selecting candidates for teaching positions (See Nursing
Department Faculty Evaluation Handbook on exhibit). Beginning in the 2008-2009 AY,
only candidates with doctoral degrees may be hired for tenure track positions. The
Nursing Department complies with UPRH faculty appointment and tenure policies.
Academic Rank
The UPRH has four academic ranks to which the nursing faculty may be
appointed: Instructor, Assistant Professor, Associate Professor, and Full Professor (UPR
By-Laws Article 41, p.56, UPRH Faculty Handbook Article, p.9). The entry level
preparation is doctoral degree or terminal degree in the specialization (See Certification
on exhibit).
41
The UPRH Faculty Handbook (Chapter 2, p.9) and the UPR By-Laws (Article
47, p. 66) describe the promotion procedure for faculty members. Promotions in rank are
based on annual performance evaluations, professional profile, and recommendation of
the Departmental Personnel Committee, the Institutional Personnel Committee, and the
Administrative Board. Recommendations for promotion are initiated by the Department
Personnel Committee in a written report to the Dean of Academic Affairs.
The
Institutional Personnel Committee evaluates the record and makes recommendations to
the Dean. Promotions are considered by de Chancellor in the Administrative Board
where the final decision is made. The Nursing Department complies with the University‟s
policy for promotion. Nursing faculty promotions since 2003 are as follows:
Professor: Carmen Fonseca (2005) and Grisel Torres (2006)
Associate Professor: Irma Laboy (2004), Alba Perez and Esmeralda Rosado
(2005), Olga Ros (2006), and Rebecca Miranda (2007)
Due to the fiscal situation in the UPR System, all promotions have been
suspended as of the 2009-2010 AY.
Salary and Benefits
Regulations regarding salaries are included in the UPR By-Laws (Article 49,
Section 49.2- 49.3) and UPRH Faculty Handbook (Chapter 5, Article 28, p 58). There is
a basic salary scale which applies to all faculty and which is periodically revised by the
Board of Trustees after the recommendations of the UPR President and the University
Board. The Board of Trustees approved the last salary scale revision for faculty by virtue
of Certification 84- 2007-2008 (on exhibit).
42
Benefits are described in Articles 50 and 51, p.72-75 of the UPR By-Laws and in
Chapters 5 and 6 pages 58 –103 of the UPRH Faculty Handbook. The benefits include
health insurance, unemployment and disability insurance leaves of absences and
sabbatical leave, retirement annuity, and tuition discount for employees, spouses, and
children.
The Nursing Department has no separate or additional policies regarding
benefits.
Rights and Responsibilities
The University‟s policy for freedom in academia and research is on page 4 of the
UPR By-Laws and on page 50 of UPRH Faculty Handbook. Academic freedom is
considered fundamental for the protection of the rights of faculty in teaching and of the
students‟ freedom to learn. There are duties which correspond to these rights. Faculty
rights and responsibilities are described in Article 63 (p.88), 64 (p.90) and 65 (p.91) of
the UPR By-Laws and in Section VI (p.52) of the UPRH Faculty Handbook. The
Nursing Department complies with the University‟s policies on rights and
responsibilities. There are no different policies for the nursing faculty
Termination and Non-Reappointment
Termination and non-reappointment or non-renewal of contract policies are
detailed in the UPR By-Laws in Section 46 (p.62) and in the UPRH Faculty Handbook
Section XII (p.84).
Grievance Procedures
General grievance procedures are described in the UPRH Faculty Handbook,
Article 17, Section 17.1, page 32 and in the UPR By-Laws, Article 25, Section 35.1.2, p,
46. Any member of the faculty who considers to have been adversely affected by a
decision can submit an appeal to the corresponding organism within 30 days of the
original decision.
UPRH faculty members are encouraged to resolve minor
disagreements and complaints in the interpretation of the rules by establishing and
43
maintaining collegial discussions among the faculty and the administration.
When
grievances arise, faculty members are encouraged to discuss such problems with the
department chairperson. If no satisfactory solution is reached, the faculty member may
discuss the grievance with the Dean of Academic Affairs and, if no resolution is reached,
with the Chancellor. All of the grievances of the nursing faculty have been solved at the
Department level.
Table 1.5 provides a list of the UPRH policies and their location.
Table 1.5
Policies Governing the UPRH Faculty and Location
Policy
Non-Discrimination
Appointment and Tenure
Rank
Grievance Procedures
Promotion
Salary and Benefits
Rights
and
Responsibilities
Termination of Contract
1.9
Where Found
UPR By-Laws
UPRH Faculty Handbook
Nursing Faculty Handbook
Nursing Program Brochures
UPRH webpage
UPRH Catalog
UPR By-Laws
UPR By-Laws
UPR By-Laws
UPR By-Laws
UPR By-Laws
UPR By-Laws
UPR By-Laws
Page Number
37
22, 31
Cover page
Publisher page
63
57
66
55
46
32
62
57
67
58
91
11,35
65
51
Records reflect that program complaints and grievances receive due process and include
evidence of resolution.
The UPRH Regulations for Student Appeals (Academic Senate Certification 1991-92-12
on exhibit) establishes the procedure for presenting a complaint or grievance before the
corresponding university authorities when the student considers that his/her rights have been
violated.
Regulations are
published
http://www1.uprh.edu/estudiantes/.
44
in the Student
Handbook and on line at
At the departmental level, there is a Student Appeals
Committee that addresses complaints and grievances related to violation of student rights or in
student-professor academic disputes. This committee is composed of the Department Chair, two
faculty members, and two student representatives (Nursing Faculty Handbook, p. 29, Nursing
Department Student Handbook, p. 32). There is a complaints and grievances form that is
available in the Dean of Students Office. The Nursing Department Grievance Committee has not
received any student complaints.
The UPRH has a student ombudsman whose responsibilities include mediating,
conciliating, and interceding in academic situations that affect students, especially those related to
student-professor relations. The student receives orientation about his/her rights, responsibilities
and available mechanisms for attending complaints and grievances. The Ombudsman‟s Office
makes recommendations about the best course of action and changes in university processes (See
UPR Policy on the Student Ombudsman, Academic Senate Certification 32-2005-2006, on
exhibit). In 2010, three complaints concerning Nursing Department faculty were presented
before the Student Ombudsman; all were resolved following institutional norms (See
documentation on exhibit).
1.10
Distance education, as defined by the nursing education unit, is congruent with the mission
of the governing organization and the mission/philosophy of the nursing education unit.
Does not apply.
45
STANDARD 2 FACULTY AND STAFF
Qualified faculty and staff provide leadership and support necessary to attain the goals and
outcomes of the nursing education unit.
2.1
Faculty are credentialed with a minimum of a master’s degree with a major in nursing and
maintain expertise in their areas of responsibility.
During the second semester of the 2010-2011 AY, the UPRH Nursing Department has 16
full-time faculty members who are academically qualified and maintain expertise in nursing and
education. All current faculty hold a minimum of a master‟s degree in nursing (MSN) and two
hold doctoral degrees in Education with specialization in Curriculum and Instruction. Four
additional faculty members are currently enrolled in doctoral programs; of these, two have
approved their comprehensive examinations and are currently working on their dissertations. See
Table 2.1, page 49, for the list of faculty and their credentials.
Nursing faculty members maintain their competence and increase their teaching and clini
cal expertise in various ways.
Faculty members regularly attend conferences, workshops,
seminars, read professional journals, and conduct research. They also participate in diverse
faculty development opportunities offered by UPRH and professional nursing organizations in
Puerto Rico and the United States such as the following:
Office of the Dean for Academic Affairs- offers opportunities for participation in faculty
development activities (workshops, conferences, trainings) on and off campus. Provides
opportunity for participation in the NYU Faculty Resource Network.
Standard 2: Faculty and Staff
47
The Division of Continuing Education and Professional Studies (DECEP, by its Spanish
acronym) –offers courses on all UPR campuses for professional development, as well as
training to health professionals for continuing education.
Private Institutions- University institutions such as Turabo University, Columbia
University Center, and Metropolitan University offer continuing education courses for
health professionals.
Professional organizations in Puerto Rico- The Puerto Rico College of Professional
Nurses, Sigma Theta Tau, Epsilon Lambda Chapter, College Board of Puerto Rico
Government agency- The Puerto Rico Department of Health
Professional organizations in the United States-The National League of Nursing,
sponsors conferences, congresses, and other activities throughout the year. Nursing
Department faculty attended NLN activities in 2008, 2009, and 2010.
In addition, the state nursing licensing agency, Puerto Rico Board of Nurse Examiners
(JEEPR) requires all nursing program faculty to hold current licensure. To maintain licensure,
faculty must accumulate thirty (30) contact hours in continuing education during the three years
prior to license renewal. Further, the thirty contact hours must include continuing education in
specialty areas for certification. Currently, faculty maintain professional certification in the
following nursing specialties: adult-elderly, critical care, maternal-child, mental health,
psychiatric, public health, adult-critical care, medical-surgical, family-community, pediatric,
family nurse practitioner. Table 2.1 provides an overview of faculty credentials and
qualifications. A complete list of continuing education activities by professor will be available
during the site visit.
48
Table 2.1
Faculty Profile 2010-11 AY
Faculty Name
Albino, Carmen
Alvira, Mercedes
Borrero, Alejandro
Fonseca, Carmen
FT/P
T
FT
FT
FT
FT
Date of
Initial
Appointm
ent
Aug. 1981
Jan. 2008
Aug. 2007
Jan. 1987
Rank
Baccalaureate
Degree and
Name of
Institution
Granting
Degree
Master’s
Degree and
Name of
Institution
Granting
Degree
Professor
UPR Medical
Sciences
UPR Medical
Sciences
Instructor
Columbia
University
Center
UPR Medical
Sciences
Instructor
Pontifical
Catholic
University at
Ponce
Pontifical
Catholic
University at
Ponce
Professor
UPR Humacao
Doctorate
Degree and
Name of
Institution
Granting
Degree
Areas of
Clinical
Expertise
Adult and
elderly
Mental Health
and Psychiatry
Adult and
elderly
Medical
surgical
Adult and
elderly
MedicalSurgical
Mental Health
and Psychiatry
Adult and
Elderly
UPR Medical
Sciences
Inter
American
University,
Metro
Campus
FT
Aug. 1979
Professor
UPR Medical
Sciences
UPR Medical
Sciences
Laboy, Irma
FT
Aug. 1989
Associate
Professor
UPR Humacao
UPR Medical
Sciences
Maternity and
Pediatrics
FT
Aug. 1996
Assistant
Professor
Metropolitan
University
UPR Medical
Sciences
Critical Care
Mental Health
Psychiatry,
Other (O)
Areas of
Responsibility
BSN:ENFE 4097
BSN:ENFE 3111
ENFE 3112
BSN:ENFE 4081
ENFE 4082
BSN:ENFE 4091
ENFE 4297
BSN: ENFE 4096
ADN:ENFE 2018
ENFE 2019
BSN: ENFE 4296
ENFE 4297
Advisor
(alternate)
AUEE
BSN: ENFE 4035
ENFE 4036
BSN: ENFE 3111
ENFE 3112
Student
Appeals
Committee
Institutional
Personnel
Committee
BSN: ENFE 4036
González, Ana
Lozada, Myrna
Academic
Teaching(T)*
Maternity and
Pediatrics
BSN: ENFE 4146
BSN: ENFE 4197
BSN: ENFE 4145
ENFE 4146
ADN:ENFE 2015,
ENFE 2016
ENFE 2017
Academic
Senate
Representative
49
Faculty Name
Miranda, Rebeca
Moctezuma, Norma
Pérez, Alba
Pérez, Iris
FT/P
T
FT
FT
FT
FT
Date of
Initial
Appointm
ent
Aug. 1996
Rank
Associate
Professor
Jan. 2008
Assistant
Professor
Aug. 1994
Associate
Professor
Baccalaureate
Degree and
Name of
Institution
Granting
Degree
UPR Medical
Sciences
Master’s
Degree and
Name of
Institution
Granting
Degree
UPR Medical
Sciences
UPR Humacao
UPR Medical
Sciences
UPR Humacao
UPR Medical
Sciences
Aug.2008
Instructor
Columbia
University
Center ,
Caguas
Aug. 1995
Associate
Professor
UPR Medical
Sciences
Doctorate
Degree and
Name of
Institution
Granting
Degree
Areas of
Clinical
Expertise
Academic
Teaching(T)*
Gerontology
ADN: 2026, 2027
BSN: 4092
BSN: ENFE 4082
BSN: ENFE 4091
ENFE 4092
BSN: ENFE 4036
Critical Care
Inter
American
University,
Metro
Campus
Maternity and
Pediatrics
Adult and
Elderly
UPR Medical
Sciences
Maternity and
Pediatrics
Adult and
Elderly
UPR Medical
Sciences
Maternity and
Pediatrics
BSN:ENFE 4139
ENFE 4146
BSN: ENFE 4081
ENFE 4082
BSN:ENFE 4296
ENFE 4297
BSN: ENFE 4082
ENFE4035
ENFE 4036
ADN:ENFE1011
BSN: ENFE 4092
ENFE 4140
BSN: ENFE 4186
Ros, Olga
Rosado, Esmeralda
50
FT
FT
Aug. 1993
Associate
Professor
Metropolitan
University
UPR Medical
Sciences
Elderly and
Critical Care
Mental
Health/Psychia
try
ADN:ENFE-2029
ENFE 2035
Other (O)
Areas of
Responsibility
ADN Program
Academic
Advisor
Institutional
and
Departmental
Assessment
Committees
Advisor
Nursing
Students
Association
Johnson &
Johnson
Scholarship
AD Hoc
Committee
Nursing
Department
Chair
BSN:ENFE 4096
ENFE 4097
ADN: ENFE 2028
BSN: ENFE 4140,
ENFE 4092
Faculty Name
Torres, Grisel
Vega, Yesenia
Velazquez, Elizabeth
Date of
Initial
Appointm
ent
FT/P
T
FT
Aug. 1987
Rank
Baccalaureate
Degree and
Name of
Institution
Granting
Degree
Master’s
Degree and
Name of
Institution
Granting
Degree
Doctorate
Degree and
Name of
Institution
Granting
Degree
Areas of
Clinical
Expertise
Adult and
Elderly
Professor
UPR Medical
Sciences
UPR Medical
Sciences
UPR Medical
Sciences
Maternity and
Pediatrics
Adult
UPR Medical
Sciences
Maternity and
Pediatrics
Adult
FT
Aug. 2007
Instructor
UPR Medical
Sciences
FT
Jan. 2007
Instructor
UPR Medical
Sciences
Academic
Teaching(T)*
BSN: ENFE 4082
BSN: ENFE 4297
Other (O)
Areas of
Responsibility
BSN Program
Academic
Advisor
BSN ENFE 4036
ENFE- 4111
BSN: ENFE 3111
ENFE 4146
BSN: ENFE 4035
ENFE 4036
ADN: ENFE 1012
BSN: ENFE 4295
ENFE 4297
*First and and second semester
51
2.1.1
A minimum of 25% of the full-time faculty hold earned doctorates.
As of the first semester of the 2010-2011 AY, two full-time faculty (13%) hold earned
doctorates; four faculty members are currently enrolled in doctoral programs in the areas of
education, administration and supervision of health services, and psychology. Of these, two
faculty are working on their dissertations. Three faculty have approved doctoral credits. It is
expected that by 2012, 25% of the Nursing Department faculty will hold earned doctorates.
In order to maintain a highly qualified faculty, UPR requires a doctoral degree for
permanent faculty hired as of the 2006-2007 AY (Board of Trustees Certification 2006-07-145;
UPR By-Laws, Chapter VII, Article 42.1.2, page 58) and promotes that faculty who do not hold
terminal degrees continue studies. Although the Nursing Department faculty complies with UPR
requirements, four professors (25%) are currently pursuing doctoral degrees in order to fully
comply with NLNAC standards.
2.1.2
Rationale is provided for utilization of faculty who do not meet the minimum credential.
Efforts are being made within the Nursing Department to increase the number of faculty
who hold doctoral degrees, as discussed in the previous section. However, it must be noted that
prior to the 2010-2011 AY, the Nursing Department had several faculty with doctorates which
brought the percentage to NLNAC standards. Among this faculty, two professors with doctoral
degrees retired (Dr. Francisca Rodríguez and Dr. María de Ortíz); one professor died (Dr. Elba
Pereles). Furthermore, hiring of doctorally prepared faculty has been difficult due to the fiscal
measures that have frozen tenure-track positions.
The fact that there are no doctoral programs in nursing in Puerto Rico has also affected
the number of faculty with doctoral degrees in nursing.
However, faculty members are
encouraged to enroll in doctoral programs in other areas such as higher education, public health,
administration and supervision, and others.
52
2.2
Faculty (full- and part-time) credentials meet governing organization and state
requirements.
All nursing faculty meet the requirements set forth by UPR, the Commonwealth of Puerto
Rico, and the Puerto Rico Board of Nurse Examiners (JEEPR, by its Spanish acronym). The UPR
By-Laws state that, beginning in the Fiscal Year 2006-2007, to occupy a teaching position, “a
person must have a doctorate or an equivalent terminal degree in the areas that will qualify him or
her for the subjects to be taught” (Chapter VII, Article 42.1.2, page 58). However, the UPR ByLaws also establish that this requirement will not be applied to faculty appointed to a tenure or
tenure track position prior to 2006-2007 (Chapter VII, Article 42, Section 42.1.3, page 58).
Nursing faculty meet this requirement because tenured faculty hired before 2006-2007 hold a
minimum of a master‟s degree. Since 2006-2007, no new faculty member has been granted
tenure, and all hired faculty have been appointed to probationary or temporary service contracts.
Since temporary faculty are not required to hold doctoral degrees, the Nursing Department is in
full compliance with this requirement.
Law 9 of October 11, 1987, which regulates the practice of nursing in Puerto Rico, requires
licensure for all generalist or specialist nurses and Law 82 of 1973 establishes compulsory
membership in the Puerto Rico College of Professional Nurses (CEPPR). The JEEPR issues
licenses as well as certifications in the specialty areas after proof of studies and continuing
education are presented. The license is renewed every three years after fulfillment of continuing
education requirements (30 continuing education contact hours in the three years prior to
renewal). Presently, all nursing faculty meet these requirements. Evidence of faculty credentials
is available in the Nursing Department personnel files, in the UPRH Human Resources Office,
and/or in faculty personal records. Documents include the following:
Professional License, JEEPR Register of Health Professionals (recertification every three
years)
Certification of membership in the Puerto Rico College of Professional Nurses
53
Course transcript of all higher education degrees
Copy of university diplomas
Evidence of continuing education and/or courses with credit in the specialty
Professorial evaluations
Basic Life support for Healthcare Providers (CPR & AED) Program (required by
collaborating agencies).
Certificate of Non-violence Crisis Intervention (for psychiatry specialists)
Curriculum Vita
Certificate of good conduct (Puerto Rico Police Department-renewed every six months)
Health certificate (updated annually)
Current certificate of immunization (Hepatitis B)
The following figures illustrate the regulations which govern the practice of nursing in
Puerto Rico:
Figure 1. 1 Puerto Rico Board of Examiners
54
Figure 1. 2 Puerto Rico College of Professional Nurses
2.3
Credentials of practice laboratory personnel are commensurate with their level of
responsibilities.
The Nursing Department employs a full-time, non-faculty laboratory technician for the
supervision and administration of the ADN and BSN Programs Skills Laboratory. The laboratory
technician, Ms. Wilma Torres Zenquis, has a Bachelor of Science in Nursing and is a generalist
nurse. She also has extensive continuing education contact hours as required by the Puerto Rico
Board of Nursing and maintains current licensure. She has twenty (20) years of experience and
has knowledge of the nursing procedures and techniques used in the Skills Laboratory. The lab
technician fulfills the minimum required credentials provided by the UPRH Human Resources
Office (job description and credentials available on exhibit). All documents listed in 2.2, page 53,
are also required of the laboratory technician. The duties and responsibilities of the laboratory
technician include the following:
Coordinate and demonstrate nursing techniques.
Manage equipment and supplies, audiovisual materials, medical-surgical materials, and
anatomical models to be used by faculty and students of both the ADN and BSN
Programs.
55
Keep an attendance record of students that use the lab.
Supervise and guide students during self-directed practice of nursing procedures
previously discussed by professors in their courses.
Inform faculty about new materials or equipment.
Prepare garments used in the lab.
Other duties and responsibilities as listed in the job description (see exhibit)
2.4
The number and utilization of faculty (full and part-time) ensure that program outcomes
are achieved.
The number and utilization of faculty are sufficient to ensure that ADN and BSN Program
outcomes are achieved. For the second semester of the 2010-11 AY, the Nursing Department had
16 full-time faculty members to attend to 281 students in the nursing programs (12 ADN and 269
BSN students) for a ratio of 1:23. The faculty is classified as follows:
11 permanent or tenure track: 1 instructor, 1 assistant professor, 5 associate professors,
4 professors
5 temporary (service contract) full-time: 4 instructors and 1 assistant professor
Although all hiring for new tenure track teaching positions is on hold due to economic
constraints within the UPR System, efforts will be made to recommend future candidates who
hold doctoral degrees and meet the requirements for the positions. For the moment, temporary
faculty will continue to be hired as needed following the guidelines established in the UPR ByLaws, UPRH Human Resources Office, and the Nursing Department.
According to university regulations, each full time professor has a 37 ½ hour workload
distributed as follows: 12 credit hours of teaching, six (6) office hours, fifteen (15) hours for
academic work and research, and 4 ½ hours for meetings (UPR By-Laws, Chapter VII, Article
64, and 65, page 95 http://www.uprh.edu/pdf_files/ ReglamentoGeneralUPR.pdf ). However, an
56
increase in the number of course sections in the department may require an assignment of up to
18 credit hours. Additional credit hours (up to 21 credits) must be approved by the Dean of
Academic Affairs. This excess course load is compensated according to the pay scale (See Board
of Trustees Certification 2009-10-143 on exhibit). One-hundred percent of the faculty work full
time for both the ADN and BSN Programs. Twenty-five percent of the faculty does not have
more than 12 credits. A description of faculty work load for the past three years will be available
The Nursing Department has a very experienced permanent faculty: one member has
more than 30 years of experience and nine have from 15 to 30 years. All current temporary
faculty (six professors), have from five to 30 years of teaching experience at the UPRH and in
other institutions. One professor with probationary appointment has eleven years of teaching
experience.
Utilization of faculty is consistent with the mission/philosophy of UPRH and of the
UPRH Nursing Department, as well as with the goals and objectives of the ADN and BSN
nursing programs. Faculty are assigned courses, which include lecture and clinical laboratory
assignments, by the Department Chair according to preparation, area of expertise, and experience.
Table 2.1 on page 49 includes information about faculty course assignments.
In addition to teaching, faculty also participate in other academic activities as part of their
duties and responsibilities established in the UPR By-Laws (Chapter VII, Article 65, Sections
65.1- 65.3, pages 95-96). Other areas of responsibility include departmental and institutional
committees, Academic Senate, participation in institutional and departmental activities, and
community outreach activities
In order to help students achieve positive experiences and success in the nursing
programs, faculty are appointed to the positions listed below which are vital to the achievement of
program goals and outcomes:
57
ADN and BSN Programs Coordinator- In addition to her teaching duties, the program
coordinator, Professor Elizabeth Velázquez is responsible for assisting the Department
Chair with the general administration and coordination of the nursing programs, direction
of the curricula, standards, and instruction. She is also responsible, after consultation
with faculty, for selecting, procuring, and retaining clinical laboratory sites appropriate
for the learning experiences that help in the achievement of the outcomes of the ADN and
BSN Programs. Prior to the 2010-2011 AY, the coordinator was compensated with three
credits of release time. However, due to the Institution‟s fiscal crisis, the coordinator
presently receives a compensation of 1.5 credits.
Academic Advisor- The ADN and BSN Academic Advisors, Professors Rebecca
Miranda and Grisel Torres respectively, interview and advise students regarding
information, procedures, and academic requirements of the nursing programs. They assist
students in evaluating academic abilities and setting goals and prepare advising materials
such as student information and advising guides. As of August, 2010, the academic
advisors carry out their duties and responsibilities ad honorem.
A complete description of the duties and responsibilities of the positions listed above will be
available during the site visit.
Faculty-to-student ratios in lecture courses, laboratory, and supervised clinical laboratory
are sufficient to ensure adequate teaching, supervision, and evaluation. The UPRH establishes the
maximum faculty-to-student ratios in lecture courses as 1:30; the Nursing Department establishes
a maximum of 1:10 for clinical laboratories and 1:15 for laboratory courses.
However, there
have been instances where the faculty-to-student ratio in laboratory courses has been higher due
to special circumstances such as when there is no justification for offering an additional section
for less than 5 students.
Respecting the need for having low faculty-to-student ratios in
laboratory courses and clinical practices, the Institution supports the Nursing Department in
58
maintaining an adequate faculty-to-student ratio to maximize opportunity for student interaction
and individual guidance from faculty.
Tables 2.2 to 2.5 illustrate the average faculty-to-student ratios in lecture and clinical
practice courses for the ADN and BSN Programs for the past three years. A complete list of
faculty-to-student ratios per section for the past 5 years will be available during the site visit.
59
Table 2.2
Average Faculty-to-Student Ratios in ADN Lecture Courses and Clinical Laboratories
Academic
Year
ENFE
1011
ENFE
2015
ENFE
2016
Lecture
ENFE
ENFE
2018
1025
ENFE
2026
ENFE
2028
ENFE
2035
ENFE
1012
ENFE
2017
Clinical Practice
ENFE
ENFE
2019
1026
ENFE
2027
ENFE
2029
2008-09
1:19 -21
1:30
1:30
1:30
1:29
1:27
1:27
1:27
1:10
1:10
1:10
1:10
1:9
1:8-9
2009-10
1:13
1:20
1:20
1:20
1:16
1:17
1:16
1:16
1:10
1:7
1:1-10
1:4-7
1:8
1:7-9
2010-11
1:1
1:11
1:11
1:11
No
students
1:12
1:11
1:11
1:1
1:6-7
1:6-7
No
students
1:10
1:10
Table 2.3
Average Faculty-to-Student Ratio in BSN Lecture Courses
Academi
c Year
ENFE
3011
ENFE
4035
ENFE
4081
ENFE
4091
ENFE
4096
ENFE
4110
ENFE
4111
ENFE
4139
ENFE
4145
ENFE
4186
ENFE
4196
ENFE
4295
ENFE
4296
ENFE
4505
2008-09
1:26
1:16-17
1:13-24
1:14-17
**
**
1:22-23
1:1-19
1:12
1:25
1:25
1:25
1:16-17
2009-10
1:15-25
1:9 *
1:30
1:25-26
1:22-24
1:10-20
1:14
1:14
1:14-23
1:33
1:34
1:18-25
1:33
1:16-23
1:12
1:17
1:17-18
1:24
1:22-29
1:22-29
1:13*
1:34
1:21-25
1:9*
1:26
1:18-28
1:10*
1:20
1:32
1:18
2010-11
1:9*
1:19
1:16-20
*Extended University ** Not offered
60
Table 2.4
Average Faculty-to-Student Ratio in BSN Clinical Laboratories
Academic Year
ENFE
4036
ENFE
4082
ENFE
4092
ENFE
4097
ENFE
4146
ENFE
4197*
ENFE
4297
2008-09
1:9-10
1:8-10
1:8-10
1:7-8
1:7-10
1:12-13
1:8-9
2009-10
1:7-9
1:9-10
1:8-10
1:9-10
1:8-10
1:7-10
1:10
2010-11
1:7-10
1:8-9
1:6-9
1:9-10
1:7-10
1:9-12
1:10
*This is a community course which allows for a higher student-to-faculty ratio.
Table 2.5
Average Faculty-to-Student Ratios in BSN Laboratory Courses
Academic Year
2008-09
1:12-15
ENFE 3112
ENFE 4112
Not offered
ENFE 4140
1:12-15
2009-10
1:11-16
1:14
1:12-16
2010-11
1:16-20
1:17
1:16-19
Tables 2.2 to 2.5 demonstrate that faculty-to-student ratios are adequate to ensure that program
outcomes are achieved.
2.5
Faculty (full and part-time) performance reflects scholarship and evidence-based teaching
and practices.
As stated in the 2011 UPRH Self-study Report, “the principles of the UPRH mission are
based on values related to excellence in education, service, and research that have been adopted
by the university community.”1 These three major categories are also incorporated in professorial
evaluation to determine academic rank and promotions. Professional competency is assessed in
five areas: teaching, service to the department, the institution and the community, professional
development, and research and publications, with emphasis on the teaching aspect2 (See
1
UPRH Self-Study Report to the Middle States Council on Higher Education, 2011.
2
Percentage for each category varies according to rank.
61
Professorial Evaluation Form on exhibit).
Furthermore, NLNAC defines scholarship as
“Activities that facilitate the enhancement of program goals,” and include activities such as
“application of knowledge, teaching, service, practice, and research.” The UPRH nursing faculty
firmly believe in these definitions and participate in and document all scholarly activities.
First of all, faculty participate in activities which support the scholarship of teaching such
as course development, curricular revision, teaching expertise, assessment of student learning,
and supervision of student research. Examples of departmental, institutional, and community
service conducted by the faculty include leadership roles, course coordination, curricular revision,
mentoring, and community activities, among others. Secondly, research and publication interests
among faculty are diverse; activities range from published articles to CD production and from
supervision of student research projects to nursing and education research.
The following list includes faculty publications since the previous NLNAC site visit:
Table 2.6
Nursing Faculty Publications 2004-05 to 2010-11 AY
Publication
CPEPR Journal: Impulso
Title
Torres, G. (2004). Rol de enfermería con pacientes con aneurismas intracerebrales.
Impulso XIX (2), 21-26.
Miranda, R. (2004) Virus del Nilo: Prevención de una Enfermedad Emergente.
Impulso, XIX (3) 7-12
Pérez, A. (2004) Conozca el Centro de Control de Envenenamiento. Impulso, XIX
(3), 21-24
Fonseca, C.D. (2004). Factores de riesgo durante el embarazo: Esencial la
Educación de Enfermería. Impulso, XIX (4), 23-27
Corchado, J., Valencia, C., Díaz, M., Miranda, R., Torres, G. & Rosado, R. (2005).
21 años de Publicaciones de CPEPR-de Boletín a Revista Impulso. Impulso, XX
(1)9-15.
Pereles, E.R. (2005). La investigación en el campo de la enfermería desde la
perspectiva de género en escenarios hospitalarios y académico. Impulso, XX (2), 57.
Pérez, A. (2005). Factores que interfieren en el manejo efectivo del tiempo.
Impulso, XX (2), 14-21
Miranda, R. & Torres, G. (2005). Errores de medicamentos: Eres instrumental en
prevenirlos: Impulso, XX (3), 13-20.
Ros, O. (2005). Asma bronquial en niños, Impulso, XX (4), 5-9.
Pérez, I.D. (2006) Factores que afecta al profesional de enfermería con bachillerato
en continuar estudios en programa graduado en enfermería. Impulso, Vol. 3
62
Publication
Manuals
Title
Miranda, R. (2007). Manual de Patofisiología (revisado en 2009 y 2011). Printed in
UPRH Graphic Arts Area.
Miranda, R. & Torres, G. (2009) Manual de Principios Básicos de Administración
de Medicamentos. Impreso en Artes Gráficas de la UPRH
Albino, C., Torres, G., et al. (2006). Manual de Facultad Institucional UPRH.
Compact Discs
Video: Monitoreo electrónico de Glucosa en Sangre-Dxt. Co-produced by R.
Miranda and G. Torres (CEDPRI proposal).
Video: Sistema Computarizado de Administración de medicamentos-SureMed
produced by R. Miranda and G. Torres (CEDPRI proposal).
Video: procedimiento de venopunción produced by A. Pérez (CEDPRI proposal).
CCC Modules
CPEPR Committee
Video: rol de enfermería en el Manejo de Sustancias Controladas-narcóticos
produced by R. Miranda and G. Torres (CEDPRI proposal)
Instructional module: Proceso de Enfermería/Estimado de Conductas y EstímulosAlba Pérez
Instructional module: Comunicación: Herramienta Esencial para la Intervención
con la niñez.- Olga Ros
Instructional Module:
Módulo Investigando en Enfermería…generando y
evidenciando conocimiento para la práctica - Elba Pereles and Elizabeth Borges
Ocasio, MLS, June 2008
Preparation of Standards of the Nursing Practice in Puerto Rico 2010- Alba Pérez,
Esmeralda Rosado and Norma Moctezuma, et al. January 16, 2010
Other notable scholarship activities include the following:
Prof. Carmen Albino was president of the CPEPR Awards Committee (2005, 2007, and
2009).
Prof. Alba Perez was member of the CPEPR Awards Committee (2005, 2007, and 2009).
Prof. Olga Ros and Prof. Carmen Fonseca were members of CPEPR Awards
subcommittees (2005, 2007 and 2009).
Prof. Alba Perez was president of the CPEPR Practice Commission. Dr. Norma
Moctezuma and Prof. Esmeralda Rosado were members.
Prof. Alba Perez, Prof. Esmeralda Rosado and Prof. Carmen Fonseca participated in the
mass AH1N1 vaccination drill coordinated by the Puerto Rico Health Department and the
CDC.
Prof. Alba Perez participated as a resource in the Fifth Capitol Health Fair.
Prof. Alba Perez belonged to the CPEPR Tallying Committee during the election process
for the Governing Board.
Prof. Carmen Albino, Prof. Alba Perez, Prof. Grisel Torres and Elizabeth Velazquez are
liaison to the Sigma Theta Tau International, Epsilon Chapter LAMBDA.
Dr. Elba Pereles was member of the JEEPR Board.
63
Prof. Alba Perez and Dr. Elba Pereles belonged to the JEEPR Board Examination
Committee; Prof. Carmen Albino, Prof. Carmen Fonseca, and Prof. Rebeca Miranda
worked in a subcommittee to submit items.
Prof. Rebeca Miranda was secretary of the Board of Editors of the CPEPR Journal
Impulso, 2004-2006.
Prof. Grisel Torres was member of the Board of Editors of the CPEPR Journal Impulso,
2004-2006.
Prof. Alba Pérez is vice-president and assistant editor of the CPEPR Journal Impulso
(2010-Present)
Prof. Alba Pérez carries out revision of plan of care in the Humacao Ryder Hospital.
A list of all scholarly activities conducted by the faculty since 2004 up to the second
semester of the 2010 -11 AY will be available during the site visit.
Continuing education to maintain expertise in the specialty areas is carried out by 100%
of the faculty. Faculty attend conferences, seminars, and workshops on and off-campus to
maintain currency in the practice of nursing as well as in specialized areas. The Institution
provides professional development support through the following programs:
Center for the Development and Support for Academic Technology (C-Data, by its
Spanish acronym) provides instruction and support in the use of technology in the
classroom and for research.
Communication Competencies Center (CCC) provides instruction and support in the
preparation of instructional materials for the classroom.
Center of Design and Production of Instructional Resources (CEDPRI, by its Spanish
acronym) provides support in the design and production of instructional resources.
Academic Affairs Office sponsors and supports activities throughout the semester such as
academic encounters, Funds for Research (FoPi, by its Spanish acronym), Research Day,
Professional Improvement Day, and NYU Faculty Resource Network.
University Development Office provides support in planning, evaluation, and assessment.
64
Other off-campus activities include continuing education opportunities offered by
professional nursing organizations and private institutions.
A complete list of professional
development activities will be available during the site visit.
The Nursing Department recognizes that education is a life-long process. Therefore, to
ensure the quality of education and the creation of an effective learning environment, faculty
review literature regularly and attend local and off-campus conferences and workshops to keep
updated as to education tendencies and teaching strategies based on evidence and best practices.
In addition, faculty evaluate strategies to validate the teaching-learning process considering the
learner‟s characteristics and the programs‟ learning outcomes. For this purpose, faculty have
designed evaluation instruments or rubrics to for assessing nursing students‟ performance and
learning.
The use of case study methodology, one of the activities found in the review of literature,
has been implemented in the clinical courses ENFE 4092 and 4082 (BSN) and ENFE 2017 and
2027 (ADN). Using this methodology provides the opportunity to develop critical thinking and
problem solving skills. Other strategies, such as games (crosswords, word search, anagrams, and
table games) have been incorporated in ENFE 2016 and 2026 (ADN) and ENFE 4091 (BSN) to
supplement knowledge and assess learning in an enjoyable and relaxed manner. The use of the
conceptual map, a strategy that helps develop critical thinking and creativity, has been integrated
effectively in several ADN and BSN courses. Concept maps demonstrate cause/effect and
relation of adaptation problems beyond the traditional plan of care and helps in the construction
of an active and creative learning process.
In response to social changes due to advances in technology, the Nursing Department has
integrated technological resources and technological communication competencies in the
programs‟ curricula. Two of the innovative strategies that have been successfully developed are
the preparation of posters in ENFE 2026 (ADN) and Web Quest in ENFE 2016 (ADN) and ENFE
4091 (BSN).
Students‟ collaborative work, their ability to support their ideas, and
65
communication skills have been evaluated. Further, students have demonstrated competency in
the use of technology through activities such as obtaining information from reliable sources and
using Moodle for reflective diaries, medications glossary, wiki, and others.
In clinical laboratories, the use of evidenced based practice is seen in the development of
nursing care plans. An evidenced based nursing care plan book was selected for the courses to
implement best practices when providing safe and quality nursing care. Examples of best
practices can be seen in the clinical laboratories ENFE 4082 (BSN) and ENFE 2017/2027 (ADN).
These include risk assessment for loss of skin integrity using the Braden Scale, pain assessment
with all clients assigned to students, and fall risk evaluation /prevention of all clients assigned to
students. Also, safe practices for nursing are emphasized following national safety goals (for
example, client identification and 10 rights in the administration of medications).
Since the past visit, the Nursing Department revised the BSN and ADN curricula
integrating evidenced-based methodologies and strategies in the BSN and ADN courses. During
this process, 100% of the faculty attended workshops and conferences on this topic and 100% of
the courses were revised. The following table lists some evidenced-based activities carried out in
courses.
Table 2.7
Evidence-Based Activities in Nursing Courses
Course
ENFE 3111
ENFE 3112
ENFE 4041
ENFE 4081
ENFE 4082
ENFE 4092
ENFE 4097
ENFE 4139
ENFE 4146
ENFE 4296
ENFE 4297
66
Activity
Presentation about EBP in Nursing
Student is introduced to EBP (conferences and exercises). / Visit to the Technological
Skills Program (UPRH Library) / Workshop: On-line information search
Research Proposal
Analysis of professional articles
Nursing Process (Presentation of case study)
Nursing Process (Presentation of case study
Nursing Process (Presentation of case study
Analysis of research Project
Analysis of profesional articles / Nursing Process
Analysis of situation related to the professional role / Analysis of research Project
Planned change paper / Review of Epidemiologic Study
2.6
The number, utilization and credentials of non-nurse faculty and staff are sufficient to
achieve the program goals and outcomes.
The number, utilization, and credentials of non-nurse faculty and staff are adequate to
achieve ADN and BSN program goals and outcomes. Highly qualified faculty from other
academic departments offer general education courses in the following subjects: humanities,
sciences, mathematics, English, Spanish, and social sciences. Faculty teaching these subjects
must have the credentials established in each department and in the UPR By-Laws. Curriculum
vita will be available in the academic departments offering the courses.
In order to guarantee sufficient general education course sections for nursing students, the
Nursing Department Chair, with the ADN and BSN Program Coordinator, requests from other
academic departments the number of courses and sections needed for ADN and BSN students
each semester. This is particularly important since the students take the courses in blocks.
The Nursing Department non-teaching staff includes one clinical skills laboratory
technician and one administrative secretary. The laboratory technician, as discussed in Criterion
2.3, holds the credentials necessary for the position. The administrative secretary, Ms. Irma
Rodríguez has a Bachelor‟s Degree in Office Systems Administration and 12 years of experience
in the Department and the UPRH. She is responsible for conducting all the tasks as listed in the
job description and is in charge of all clerical work for both the ADN and BSN Programs (See job
description on exhibit).
From 2006 to December 2010, the Department had an additional
administrative secretary to attend to clerical work of the BSN Program.
2.7
Faculty (full and part-time) are oriented and mentored in their areas of responsibilities.
The UPRH, as well as the Nursing Department, have well-defined orientation plans for
orienting and mentoring new faculty. Orientation of new full-time and part-time faculty occurs
at various levels. The initial point of contact for new faculty is the Nursing Department chair
who, in consultation with the Department Personnel Committee, and after interviewing and
67
examining the candidates‟ credentials, makes recommendations regarding the position. The Dean
of Academic Affairs then submits the names to the university chancellor for final approval. The
Human Resources Office concludes the process with the signing of contracts and submission of
official documents.
Once hired, the orientation process begins when the Department Chair orients and
informs new faculty about the Department and the Institution. They are provided with documents
and manuals, including the Nursing Faculty Manual, the Clinical Laboratory Manual, and others
that will help them learn about the processes and activities carried out in the Department and the
Institution. They receive orientation about facilities (institutional, departmental, and off-campus),
policies, faculty resources, procedures, and complete information about the Department‟s
philosophy, mission, vision, outcomes, theoretical model, and collaborating agencies (including
requirements and regulations, duties and responsibilities, and locations). They are also oriented
by the Department Personnel Committee and the ADN and BSN Program Coordinator regarding
courses, committees, and other related matters.
Informal mentoring is offered in the faculty teams that are organized for all courses
(lecture and clinical). In each team, a senior faculty member is assigned to serve as mentor to
new faculty. Senior faculty explain the course objectives and content and give the new faculty
member the opportunity to participate in decision making related to strategies, text selection, and
others. All senior faculty team leaders have formal preparation in education. For the 2011-12
AY, a formal mentoring program will be established following the Collaborative Mentoring
Model. The following tables list course teams with new faculty and senior faculty mentors.
68
Table 2.8
Course Teams, New Faculty, and Mentors - First Semester 2010-11 AY
Course Team
Course
ENFE 4096
New Faculty
Alejandro Borrero (Section 002 )
ENFE 4081
Mercedes Alvira (Section 002 )
ENFE 4082
ENFE 4036
Norma Moctezuma
(Section 003 )
Iris D. Pérez
(Section 001)
Yesenia Vega
(Section 002 )
Elizabeth Velázquez (Section 006 )
ENFE 4036
ENFE 4036
ENFE 4036
ENFE 4035
ENFE 4035
Senior Faculty
Esmeralda Rosado (Section 001)
18 yrs. Experience
Alba Pérez
(ENFE 4081-section 001)
(ENFE- 4082- section 001)
17yrs. Experience
Ana H. González (Section 005)
30 yrs. Experience
Carmen Fonseca(section 004)
25 yrs. Experience
Iris D. Pérez
(Section 001 )
Table 2.9
Course Teams, New Faculty, and Mentors - Second Semester 2010-11 AY
Course Team
Course
New Faculty
ENFE 3111
ENFE 4091
Yesenia Vega
(Section 003)
ENFE 4092
Iris D. Pérez (Sections 002 and 005)
ENFE 4296
ENFE 4297
Alejandro Borrero (Section 001)
Alejandro Borrero
(Section 001)
ENFE 4297
ENFE 4297
Senior Faculty
Carmen Albino
(Section 002) 30 yrs. Experience
Rebeca Miranda
(Section 001), 15 yrs. Experience
Rebeca Miranda
(Sections 001 and 004) 15 yrs.
Experience
Alba Pérez (Section 002), 17yrs.
Experience
Grisel Torres
(Section 003), 24 yrs Experience)
There is no formal orientation program for new faculty at the institutional level, but they
may attend the annual Professional Improvement Day as well as other faculty development
activities programmed throughout the semester. In addition, all documents relating to faculty,
including the UPR By-Laws, the UPRH Faculty Manual, and others, are posted on the UPRH
69
web site (http://www.uprh.edu/pdf_files/ ReglamentoGeneralUPR.pdf;http://www.uprh.edu/mf2006/manualdefacultad.pdf); paper copies also available in the Academic Affairs Office and the
Nursing Department (See exhibit).
2.8
Systematic assessment of faculty (full and part-time) performance demonstrates
competencies that are consistent with program goals and outcome.
The UPRH has a faculty evaluation system with the participation of the department
director, peers, and students.
The Nursing Department evaluates professors with a service
contract and non-tenured professors every semester; tenured professors are evaluated once a year
using the forms established by the Institution (Evaluation Forms 2, 4, 6, and 7 on exhibit).
Professors up for promotion are evaluated using the Transitory Professorial Evaluation Form, as
well as all other applicable forms. All faculty are evaluated by the students at the end of each
semester. These formative and summative evaluations form part of the analysis for contract
renewal, promotions, professional improvement, and departmental planning and assessment. The
department director is evaluated yearly by the Dean of Academic Affairs. All professors are
evaluated using the following: classroom, clinical, and laboratory observations by peers, review
of professors‟ comprehensive portfolio, and student assessment of instructors, as applicable.
Assessment tools and documentation, including evaluation forms, checklists, point system, and
examples of portfolios are kept in the Nursing Department and will be available for review upon
request during the site visit.
This systematic evaluation is conducted by the Nursing Department Personnel
Committee, composed of 7 senior faculty members with the rank of Associate Professor or
higher, and the Department chair. All the documents of professors subject to personnel actions,
such as contract renewal, tenure, and promotions, are submitted to the Dean of Academic Affairs
Office who, in turn, submits them to the Institutional Personnel Committee for review. This
committee is composed of peers- one representative from each departmental personnel
70
committee- and three department chairs appointed by the academic dean. Their recommendations
are submitted to the academic dean for referral to the Chancellor who makes the final
recommendation to the Administrative Board.
Since the 2009-2010 AY, no promotions in rank have been granted due to the fiscal crisis
in the UPR System (Board of Trustees Certification 2009-10-137). However, evaluation of
professors continues to be conducted as a means to assess faculty performance in the classroom,
as well as in all areas of responsibility, and to determine strengths and areas of opportunity.
The following table summarizes the evaluation processes for the nursing faculty and
department chair:
Table 2.10
Administrator and Faculty Performance Evaluation
Established Processes to Evaluate Department Chair
and Faculty Performance
Program
A questionnaire is used to evaluate the
Chair
department chair‟s performance. This
evaluation is conducted by the Dean of
Academic Affairs.
Faculty
Questionnaire for Evaluation of
Department Directors
The faculty‟s evaluation document is
used to evaluate faculty performance in
the classroom and in other activities.
The evaluation is carried out by the
director, peers and students.
Measures or Indicators
Frequency
Compliance with duties and
responsibilities of the
Department Chair
Annually
Activities carried out by
faculty
Performance in teaching and
other tasks.
Once every
semester (service
contract and nontenured faculty)
When faculty
member is up for
promotion
Table 2.11 lists the various forms used for evaluating faculty. Copies will be available
71
Table 2.11
Faculty Evaluation Forms
FORM
Form 1 – Professional Information
Form 2 – Professional information
for the academic year
Form 3 – Class information
Form 4 – Classroom visit
evaluation
Form 4A – Clinical laboratory visit
evaluation
Form 5- Evaluation of academic
responsibilities.
Form 6 – Student evaluations of
lecture course professors
Form 6 A – Student evaluations of
laboratory professors
Form 7 – Summary of Professorial
Evaluation
2.9
DESCRIPTION
Gathers basic information (preparation, professional experience, academic activities).
It is completed by the professor to be evaluated.
Gathers information about the professor‟s performance during the academic year. It
includes information about years of service in the UPRH, workload, professional
activities, publications, and others. All professors must fill out this form at the end of
each semester.
Used by peers for the classroom evaluation. It is completed prior to the classroom
visit and includes topics to be discussed, textbook, class objectives, and others.
Used to evaluate the professor in the classroom and in the clinical laboratory. The
form includes an assessment of professor performance, communication with students,
learning resources used during the class. Positive aspects of the class, as well as
areas for improvement are noted on this form.
The Department Chair fills out this form, with input from the Program Coordinator,
for the evaluation of faculty compliance with teaching and other academic
responsibilities.
Students give their opinions of the professors‟ performance in the classroom. It
includes evaluation of clarity in teaching, mastery of the subject matter, use of
learning resources, and others.
The Department Personnel Committee completes this form. It includes teaching,
professional improvement, fulfillment of diverse teaching responsibilities, and others.
Non-nurse faculty and staff performance is regularly reviewed in accordance with the
policies of the governing organization.
Non-nurse staff performance evaluation is conducted by the Human Resources Office.
When staff is subject to personnel actions such as revision of job description, reclassification of
the position, and granting salary bonuses, the Department Chair completes an evaluation form
sent by the Human Resources Office (See form on exhibit).
2.10
Faculty (full and part-time) engage in ongoing development and receive support in distance
education modalities including instructional methods and evaluation.
Does not apply
.
72
STANDARD 3 STUDENTS
Policies, Development, and Services Support the Goals and Outcomes of the Nursing Education
Unit.
3.1
Student policies of the nursing education unit are congruent with those of the governing
organization, publicly accessible, non-discriminatory, and consistently applied; differences
are justified by the goals and outcomes of the nursing education unit.
The UPRH student policies and procedures are accessible, non-discriminatory, congruent
with the norms of the University of Puerto Rico, and are consistently applied. All information is
published in the following documents:
UPR Institutional Policies, UPRH Catalogue, UPR
Student By-Laws, and the UPRH Nursing Department Student Manual. They are available to
students in the Nursing Department Office as well as in the Admissions, Registrar‟s, Economic
Assistance, and Student Dean‟s Offices. Students may access most of the documents at the UPRH
website (http://www.uprh.edu/ ). Norms of the Nursing Department that differ from those of the
University are justified by the Department‟s goals and outcomes and are available and accessible
to students in the Nursing Department Office. Table 3.1 lists the policies with locations.
Table 3.1
Policies and Location
Policy
Non-discrimination
Selection and Admission
Academic Progression
Student evaluation and Grading
Standard 3: Students
UPRH Catalogue
1
21
24
23
Location by Page Number
Nursing Department Student Handbook
2
10
13
15
73
Policy
Retention standards
Withdrawal/dismissal
Graduation requirements
Grievances, complaints, and appeals
Financial aid
Validation of prior experience/credits
Health requirement
Security and safety
Confidentiality
Drugs and controlled substances
UPRH Catalogue
24
23
24
Location by Page Number
Nursing Department Student Handbook
13
13
51
7
17
21, 22
18
10
9
10
31
31
12
17
29
27
18
Admissions and Academic Policies
Norms that govern the selection, admission, academic progress, retention, suspension,
and graduation of the nursing students are consistent with those of the University. Since 1976,
the University of Puerto Rico has used a uniform system-wide process for the recruitment and
admission of students into the System. Candidates for admission to the UPRH must file an
application with the Admission‟s Office (http://estudiantes.upr.edu/admisiones/index.php ).
Applicants must have a high school diploma or its equivalent from an educational institution
accredited by the Department of Education of Puerto Rico. In addition, they must take the
University Evaluation and Admissions Tests (PEAU, by its Spanish acronym) which is
administered by the College Entrance Examination Board and includes aptitude and achievement
tests.
The selection of candidates at UPRH is based on the General Admission Index formula
(IGS, by its Spanish acronym) which converts results of the aptitude test and the high school
Grade Point Average to an admission score. Admission is granted to students whose index
complies strictly with the established minimum value. Each year, the Administrative Board, with
the recommendation of department faculty and Academic Senate, certifies the admission indices
for each program and the number of spaces available for incoming freshmen.
The Admissions Index (IGS) for the ADN Program fluctuated between 221 and 306 for
the 2004-05 to 2008-09 Academic Years. The number of spaces available for the same period
74
ranged from 30 to 36. Beginning with the 2009-2010 Academic Year, no additional freshmen
were admitted because the Nursing Department requested that the ADN Program be placed on
moratorium (See information about the moratorium in the Executive Summary on page 223).
Table 3.2 shows the number of freshmen admitted to the ADN Program by IGS and the
spaces available from the 2004-2005 to 2008-2009 Academic Years.
Table 3.2
ADN Program Freshman Admissions by IGS
Students
Minimum
Academic Year
Admitted
IGS
2004-2005
18
235
2005-2006
25
235
2006- 2007
23
242
2007-2008
29
234
2008-2009
38
221
2009-2010
0
0
Maximum
IGS
306
235
294
300
281
0
Spaces Available
30
30
30
30
36
0
Sources: UPRH Fact Book 2004-2009; UPRH Admissions Office, 2009.
The IGS for the BSN Program between 2004 and 2010 ranged from 248 to 352 and the
number of spaces from 30 to 80. The following table shows the number of students admitted to
the BSN Program by IGS and the available spaces from the 2004-2005 Academic Year to the first
semester of the 2010-2011 Academic Year.
Table 3.3
BSN Program Freshman Admissions by IGS
Academic Year
Students Admitted Minimum IGS
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
(1stsemester)
32
26
33
58
44
79
34
257
257
265
250
248
250
294
Maximum
IGS
310
310
336
350
352
354
349
Spaces
Available
40
30
35
35
37
80
50
Source: UPRH Fact Book 2004-2009 (www.uprh.edu/odu.php/); UPRH Admissions Office, 2009.
75
As seen, there was an increase in the number of available spaces in the 2009-2010 AY.
This was due to the fact that in that year, there were no freshman admissions to the ADN Program
and their spaces were assigned to the BSN Program. Also, the decrease in the number of
available spaces from the 2009-2010 AY to the first semester of the 2010-11 AY was the result of
the administration‟s decision to lower the number of incoming student admissions due to the
fiscal crisis in the UPRH and the entire UPR System.
Students may also be admitted to the UPRH Nursing programs through reclassification
(change of major), transfer from other UPR campuses, transfer from private institutions, and
readmission. These admissions are processed according to the UPRH Norms which are published
in the Institution‟s catalog and online (www.uprh.edu/pdf_files/Catalogo-2010-2012Modularv3.pdf ).
The UPRH students may reclassify from one academic program to another as follows:
Submit reclassification application in the Registrar‟s Office according to the academic
calendar of the semester prior to reclassification.
Have at least 24 credits approved by the end of the semester when the reclassification is
requested.
Be free of debts to the institution.
Have three or less reclassifications.
The specific requirements for admission to the Nursing Department programs through
reclassification are the following:
Grade Point Average of 2.30
Attend an interview with the Nursing Department Academic Advisor, Program
Coordinator or Department Chair.
Have approved BIOL 1011-1012(Human Anatomy and Physiology) with a C or higher if
applying for reclassification to the BSN Program for the second semester.
76
Have the first dose of Hepatitis B
No students have been admitted to the ADN Program through reclassification since the
2009-10 AY due to the moratorium of the program.
Students from other campuses of the University of Puerto Rico who have completed 48
credits with a general GPA of 2.00 qualify for transfer to the BSN Program. Students must
submit the applications at their campus‟ Registrar‟s Office within the period stipulated in the
academic calendar. They must also attend an interview with the Nursing Department Academic
Advisor, Coordinator, or Department Chair.
The candidates to be admitted as transfer students from private, accredited universities
must submit an application along with two official transcripts and a copy of the institution‟s
catalogue at the UPRH Admissions Office.
Each campus of the UPR reserves the right to
determine the number of credits that will be validated after he/she has completed his/her first
academic semester at UPRH. Only courses passed with a grade of “C” or higher can be accepted
for UPRH credit. A maximum of 50% of the courses the student approved in other institutions
will be accepted for UPRH credit, except by recommendation by the Academic Dean. The
transferred course credits will be recorded in the student‟s file, but will not count towards his/her
G.P.A.
The following are the specific requirements for admission to the UPRH nursing programs
through transfer from other institutions:
Have completed 30 credits and 3.00 GPA or higher to qualify for admission to the BSN
Program. As of the 2009-10 AY, no students have been admitted to the ADN Program
due to the moratorium.
Attend an interview with the Academic, Advisor, Coordinator, or Department Director.
The academic norms also establish that UPRH students of the University of Puerto Rico
at Humacao may apply for readmission under the following circumstances:
77
Have obtained an Associate or Bachelor‟s degree from UPRH and want to continue
studying in UPRH.
Have been inactive (not officially registered) for at least one semester
Have withdrawn from all classes in one semester and want to continue studies in the
following semester.
Students who have not completed the requirements of the ADN Program have been
notified that by May 2014 they must complete the degree.
Applicants must fill out an application for readmission in the Registrar‟s Office within
the time period stipulated by the academic calendar. Table 3.4 illustrates the number of students
admitted to the ADN Program through reclassification, readmission, transfer from other UPR
campuses, and transfer from other universities.
Table 3.4
ADN Program Admissions (Reclassification, Readmission, and Transfer)
Academic
Year
2004-05
2005-06
2006- 07
2007-08
2008-09
2009-10
2010-11
Total
Reclassificatio
n
0
1
0
2
2
1
0
6
Readmission
0
0
2
1
4
5
0
12
Transfer UPR
System
0
0
0
0
0
1
0
1
Transfer Other
Institutions
1
3
0
0
1
0
0
5
Total
Admissions
1
4
2
3
7
7
0
24
Sources: UPRH Fact Book 2004-2009 (www.uprh.edu/odu.php/); UPRH Admissions Office, 2009.
Table 3.4 reflects that 18 students (75%) of the admissions to the ADN Program from the
2004-05 AY to the 2009-2010 AY were through reclassification and readmission. In addition,
one student (4%) was admitted through transfer from the UPR System and five students (21%)
transferred from other universities.
78
Table 3.5 illustrates the number of students admitted to the BSN Program through
reclassification, readmission, and transfer from other UPR campuses and transfer from other
universities.
Table 3.5
BSN Program Admissions by Academic Year
Academic
Year
2004-05
2005-06
2006- 07
2007-08
2008-09
2009-10
2010-11
Total
Reclassification
Readmission
5
0
1
2
7
13
0
28
4
1
9
13
19
3
0
49
Transfer
UPR System
1
0
2
4
1
1
0
9
Transfer Other
Institutions
1
2
1
1
0
0
0
5
Total
Admissions
11
3
13
20
27
17
0
91
Source: UPRH Fact Book 2004-2009 (www.uprh.edu/odu.php/); UPRH Admissions Office, 2009
.
This table reflects that the majority (85%) of admissions to the BSN Program from the
2004-2005 to the 2009-2010 Academic Years were through reclassification and readmission. In
addition, nine students were admitted through transfers from within the UPR system and five
transferred from other universities.
Since the 2008-09 AY, the UPRH Nursing Department has been offering an alternate
articulated pathway for ADN graduates from nursing programs accredited by the Middle States
Council on Higher Education or other accreditation agencies. This articulated pathway prepares
students with the necessary skills and competencies to exercise the general nurse practice in a
variety of settings. Requirements for admission to the ADN to BSN Pathway are the following:
Have an associate degree in Nursing Sciences from an accredited nursing program with a
G.P.A. of 2.30 or more.
If the applicant is an associate degree graduate from the UPRH, he or she must apply for
readmission/reclassification according to the Institution‟s norms.
If the applicant is an associate degree graduate from another institution, he or she must
apply for admission/transfer according to UPRH norms.
79
The applicant must possess a permanent or provisional nurse license issued by the Puerto
Rico Board of Nursing The applicant must attend an interview with the Nursing
Department Academic Advisor, Coordinator, or the Department Chair.
The applicant must submit the results of a recent complete physical examination as
required by the UPRH.
Table 3.6 lists the number of students admitted to the ADN to BSN Pathway from the
2008-09 AY to the first semester of the 2010-11 AY.
Table 3.6
ADN to BSN Articulated Pathway Admissions
Academic
Year
2008-2009
2009-2010
2010-2011
Total
Reclassification
Readmission
0
0
0
0
8
13
13
34
Transfer
UPR System
5
0
0
5
Transfer
Other institutions
0
0
0
0
Total
Admissions
13
13
13
39
Sources: UPRH Fact Book 2004-2009 (www.uprh.edu/odu.php/); UPRH Admissions Office, 2009.
This table reflects that 87% of the students were admitted to the ADN to BSN Pathway
through readmission since the 2008-2009 AY and five students (13%) were admitted from other
campuses of the UPR System. This process offers the students who were in the program the
opportunity to complete the degree before the closure date (May 2014).
The norms that govern the progress of nursing students are consistent with those of the
UPRH. In addition, the Nursing Department has established the following specific norms for
guaranteeing student progress according to the goals and objectives of the program:
Students must receive a grade of “C” to pass Nursing courses. Students receiving a grade
lower than “C” in a Nursing Department course must repeat the class before taking
additional Nursing courses.
80
The study plan must be followed in the sequence established in the Department‟s
curriculum. Each student must complete the first year classes to be eligible for second
year classes.
Students that withdraw from science courses must repeat them before continuing with the
Nursing courses as established in the Department‟s curricula.
To ensure students‟ academic excellence, norms regarding admissions, retention, and
graduation indices have been implemented. Students who have been admitted to the BSN and
ADN Programs, as well as to the ADN to BSN Articulated Pathway, must keep their grades up to
pre-established levels in order to remain in the University, or they may be placed on academic
probation or suspension.
Norms regarding retention, suspension, and graduation, as described in the UPRH
catalogue (http://www.uprh.edu/pdf_files/Catalogo=2010-2012Modular-v3.pdf , pages 23-24)
and in the Student Academic Norms (on exhibit), apply to students of the Nursing Department.
Students‟ files reflect the implementation of these norms. Students are provided services of
academic advising, professional help, and financial aid, among others, all aimed at encouraging
the best student academic performance possible.
Graduates of the Nursing programs comply with UPRH requirements for overall GPA
and GPA in courses of the mayor of 2.00. This is evidenced in the graduates‟ files in the
Registrar‟s Office and in the on-line Student Information System (SIS). All student norms and
procedures, in print and on-line, including the processes of admission, registration,
reclassification (change of mayor), transfer from both within and outside of the UPR System,
grading system, and others, contain declarations of the institutional policy of non-discrimination
on the basis of age, sex, sexual preference, race, color, nationality, place origin or social
condition, nor religious or political ideas, physical or mental disabilities, or veteran status.
Other policies that pertain to all students include the following: Policy of Intellectual and
Scientific Integrity. Policy Regarding the Protection of Human Subjects Participating in
81
Research, Sexual Harassment Policy, No-smoking Policy, Drugs and Alcohol Policy, and
Security Policy. (See Catalog, UPR Student By-Laws, Nursing Department Student Manual on
exhibit).
Student Health Files and Safety
As part of the University‟s norms and as prescribed by Puerto Rico law, a health file is
opened for every student upon admission to the Institution. This file, which is kept in the Health
Services Office, contains the Health Certificate, laboratory tests, and vaccinations. The norms of
the Nursing Department differ from institutional norms in terms of required additional
documentation for clinical laboratory courses. Depending on the agency used for the clinical
laboratory, students may be required the following: an annual health certificate, evidence of
Hepatitis B vaccination, Certificate of Good Conduct issued by the Puerto Rico Police
Department, CPR certification, negative test results for nasal and throat cultures, Non-Violent
Crisis Intervention Certificate, and others.
The UPRH has established a protocol for the management of incidents of exposure to
body fluids. The procedure is to be followed in incidents involving faculty, students, or other
university employees who come into contact with body fluids (See protocol and Student Manual
on exhibit).
As part of the requirements set forth by cooperating agencies, students and faculty are
given orientation about the Health Insurance Portability and Accountability Act (HIPAA) which
requires that they sign a commitment to the confidentiality of patient information (on exhibit).
This law aims to protect the confidentiality of the information in the clinical files of patients. This
norm responds to the requirements laid out by the collaborating agencies, since the students carry
out activities of direct nursing care with patients and have access to clinical files.
82
Student Complaints
UPRH has a clearly established and widely published procedure for reporting complaints
about violation of rights. (See Student Appeals Regulations, on exhibit). The Nursing Department
has a Student Appeals Committee, composed of the Department Chair, two faculty
representatives, and two student representatives. The committee attends student complaints
according to the UPRH Student Appeals policy. http://www1.uprh.edu/ope/Documentos/
PDF_CERTIFICACION_2009-2010_13-2009-2010.pdf
Process Used to Inform Students of Changes in Policy and Regulations
Students sit on UPRH governing bodies (Administrative Board, Academic Senate,
Nursing Department faculty meetings and committees), and all changes in policies are discussed
in the aforementioned bodies before implementation. Prior to the execution of a policy change,
students have the opportunity to contribute to its revision and inform their peers of approved
policy changes. In addition, all changes in policy, rules, and regulations are informed through the
following:
Written letters/notices from administrative offices
Campus and Nursing Department bulletin boards
Closed circuit television located in the UPRH Student Services Building
General public media
Electronic mail
Student and faculty assemblies
Class sessions and/or academic counseling processes
UPRH and Nursing Department websites
83
3.2
Student services are commensurate with the needs of students pursuing or completing the
baccalaureate program, including those receiving instruction using alternate methods of
delivery.
All UPRH support services are available to Nursing Department students. These services
are provided by personnel with the appropriate credentials for offering them. Personnel
credentials are monitored by the indicated administrative officials and the documentation
evidences that they are qualified for carrying out their roles (A list of support personnel and
credentials will be on exhibit). The following are student support offices and programs in UPRH:
Admissions Office (http://www1.uprh.edu/admision/)
The Admissions Office serves all persons interested in requesting admission to
the UPRH, including incoming freshmen who come from public and private high schools
and transfer students from other institutions of higher education duly accredited by
recognized accreditation agencies and/or by the Puerto Rico Council on Higher
Education.
Registrar’s Office (http://www.uprh.edu/oficinas/registrador/)
The Registrar‟s Office is the custodian of students‟ academic records and directs
the following processes and/or services: transfer from other UPR campuses,
reclassification, readmission, special permits, graduation, registration, partial and total
withdrawals, certifications, official grade transcripts.
84
The Dean of Student Affairs Office (http://www1.uprh.edu/estudiantes/)
The Dean of Student Affairs Office offers a variety of services and activities to
students aimed at promoting their integral development. Support services to students
include orientation, advising, student job placement, psychological and medical services,
drug and alcohol abuse prevention, services for persons with disabilities, financial aid,
cultural and athletic activities, and day care services, among others.
Academic Affairs Office (http://www1.uprh.edu/academicos/)
The Academic Affairs Office handles most matters concerning the academic
programs such as curriculum development, production of the Catalogue, student
academic advising, academic policies, academic misconduct procedures, and academic
probation and dismissal. The Academic Affairs Office oversees most academic student
support service offices (See UPRH Organizational Chart, Appendix III, p. 231).
UPRH Library (http://biblioteca.uprh.edu/)
The Library offers diverse services for the individual and intellectual
development of students, faculty, and the general public. A detailed description of library
services is given in Criterion 5.3, p. 191.
Health Services
The Health Services Office provides medical services to the student body. A
nurse and one secretary offer their services during regular working hours from Monday to
Friday. Until December 2010, Health Services provided a full time doctor from Monday
to Friday. After the doctor‟s retirement, the Institution hired a private doctor to offer on a
part-time basis health and preventive medical orientations, as well as referrals to offcampus health care.
85
Prevention of Violence Against Women Program (http://www1.uprh.edu/ppvm/)
The Prevention of Violence Against Women Program is focused on education
and prevention. It offers direct services to women (students and employees) victims of
violence. When necessary, it offers referral and orientation services to women of the
external community.
Counseling (http://www1.uprh.edu/didie/)
The Interdisciplinary Department for Students Integral Development (DIDIE, by
its Spanish acronym), emphasizes strategies aimed at the integral development
(emotional, cognitive and social) of human beings, capable of evaluating their abilities,
interests, and needs in ways that contribute to the well-being of society. DIDIE offers
orientation, counseling, psychological and social services to UPRH students. It offers
students individual and group counseling in educational, occupational, and personal
areas.
Career Planning and Placement (http://www1.uprh.edu/didie/cori.htm)
The Occupational and Informational Resources Center (CORI, by its Spanish
acronym) is a center with specialized resources which complements DIDIE‟s services. It
offers information and technical assistance with job search/placement, graduate schools
and admission tests, applications to graduate schools, financial aid for graduate studies,
and other aspects related to the personal and professional development of students.
Athletic Activities (http://www.uprh.edu/oficinas/act_atl/)
The Athletic Activities Program‟s goal is to complement the academic, social,
and cultural activities through physical development. The Sports Complex has facilities
and equipment for the individual and group practice of sports. It has an Olympic size
swimming pool, soccer field, synthetic athletic track, gymnasium, and other facilities.
Students can participate in intercollegiate events competing with peers from other schools
86
if they comply with the requirements established by the Inter-University Athletic League
(LAI, by its Spanish acronym).
Cultural Activities (http://www.uprh.edu/oficinas/a_culturales/)
The Cultural Activities Office is responsible for planning and presenting
activities in the various branches of the arts for the University and external community.
It also promotes university talent through the presentation of artistic activities organized
by UPRH students. It co-sponsors the University Dance Group, a dance group that has
been hailed for its exciting and dynamic presentations both on and off-campus. Students
are encourages to become involved in literary, musical, and theatrical creation by
providing the means for presenting their work. The students who are talented musically
can also participate in the Concert Band and the UPRH Choir.
Academic Advising
The UPRH academic departments provide academic advising services.
The
Nursing Department has an academic advisor for each of its nursing programs. The
Academic Advisor offers students information about the program‟s curriculum and
advises them about their plans of study, course selection, registration, academic progress,
course withdrawal, special permits (for taking classes at other campuses), reclassification,
transfers, applying for graduation, licensing exams, jobs and graduate studies, among
others.
In addition, the academic advisor refers students to professionals such as
professional counselors, CORI staff, financial aid specialists, and officials from the
Registrar‟s Office and the Academic Dean and Dean of Student‟s Offices. ADN and BSN
students may contact the academic advisors personally and by phone or email.
Student Information System
Since1992, UPRH has used the Student Information System (SIS), an electronic
database for student‟s academic records, with access limited to authorized personnel.
This system has improved the academic processes of advising and registration. Students
87
are also permitted to access the Student Information System (SIS) to view their student
files and class schedules, as well as to pre-register and register for courses.
Center for Academic Support and Training (CADA, by its Spanish acronym)
(http://cada.uprh.edu/index.php)
This program offers students tutorials, mentoring, motivational workshops, book
loans, and makes available calculators, projectors, and laptops for student use.
It
programs workshops in the use of Excel, Power Point, Publisher, and Moodle.
Center for Technical-Academic Development and Support (C-DATA, by its Spanish
acronym) (http://cdata.uprh.edu/)
This program contributes to the development of technological skills for faculty
and students. It provides support for the preparation of teaching materials, promotes the
use of information technology, and on-line bibliographic resources.
Communication
Competencies
Center
(CCC)
(http://www1.uprh.edu/ccc/
Actividades.htm).
The Communication Competencies Center provides students and the University
community services to improve and refine oral, written, and technological skills. The
CCC offers the following services for students: face-to-face and on-line tutoring,
workshops, and trainings.
Academic Honors Program (http://www1.uprh.edu/phonor/)
The Academic Honors Program, under the Dean of Academic Affairs Office, has
as its objective to enrich the educational formation of the student within an
interdisciplinary framework.
Students who participate in the Honors Program must
comply with the following requirements: register in an interdisciplinary research course,
study a third language, take an independent studies course, and develop a research
88
project. The program aims to offer students preparatory experiences for graduate studies.
Nursing Department students have participated in this program.
Student Exchange Program
The UPRH student Exchange Program, which initiated in 1988, is affiliated with
the National Student Exchange, a consortium of universities and colleges recognized in
the United States and its territories. The objective of this program is to offer students the
opportunity to share academic, cultural, and social experiences in a different university
environment that will permit them to have a more comprehensive view of the world.
Student Supplementary Services Program (SSS) (http://www.uprh.edu/pses/)
SSS is one of the TRIO programs of the Federal Department of Education. Its
principal objective is to provide orientation, counseling, and academic support to
participating students to help them complete an academic degree. Low-income students
who are first-generation college students, students with disabilities, and students
evidencing academic need in English, Spanish, and/or Mathematics are eligible to
participate in the program.
Office of Services for the Population with Disabilities (SERPI, by its Spanish
acronym) (http://www.uprh.edu/serpi/)
The goal of this program is to provide equal access to a university education to
students with disabilities, and contribute to their efforts to complete a university degree
with a minimum of obstacles by providing a number of services. These services comply
with Law 51 of June 7 of 1996, the Law of Integral Educational Services for Persons with
Disabilities, and the Americans with Disabilities Act of 1992 (ADA), which ensures that
services be provided to persons with disabilities.
The University of Puerto Rico created in 1997 a system-wide committee for the
implementation of Law 51 in its campuses. The Law 51 Committee establishes a work
plan based on the University‟s responsibilities as required by Law 51.
89
Advisory Committee on Issues Concerning Disabled Persons (CAAPI, by its Spanish
acronym)
CAAPI is composed of members appointed by the Chancellor and selected from
among the university personnel. Its purpose is to counsel the Chancellor on the issues
related to the special needs of persons with disabilities from the University community.
Child Day Care Program for Students
This Program offers economic assistance for the care taking of children from 0 to
12 years and eleven months of age, and up to 18 years in case of disability. To receive
benefits, the student must comply with the requirements established by the office.
Veterans and Other Beneficiaries of Federal Programs
The Registrar‟s Office provides veteran students or beneficiaries of Veteran
Programs assistance in the following: assisting in securing accreditation for in-service
training and experience; establishing coordination between veterans, the University, and
the Veteran‟s Administration; and, promoting better veteran-teacher relationships.
Student Ombudsman Office (http://www1.uprh.edu/ope/)
The Student Ombudsman Office provides orientation to the university
community and to students about their respective rights and responsibilities, and emits
recommendations or modification or elimination of institutional policies that may seem
arbitrary, unfair, or which violate the rights of the students. In addition, the student
ombudsman serves as mediator or conciliator in situations of conflict that may arise
between an individual and any component of the university community. All services are
offered under a guarantee of confidentiality.
Student Center
UPRH has a Student Center which provides facilities and equipment for the
students‟ entertainment and enjoyment. It has areas where students may play pool, chess,
90
and ping-pong, watch television and read. Personnel of the Student Center organize
Intramural tournaments and competitions.
Office of Security and Traffic (http://uprh.edu/oficinas/Seguridad-transito-vigilancia
The Office of Security and Traffic, along with a private security company,
provides vigilance in all of the University‟s facilities 24 hours a day. There are public
telephones, emergency call boxes, vigilance patrols, and appropriate lighting in all areas
of the campus. The goal of the office is to promote the personal protection of personnel,
students, and visitors, and to provide for the security of public and private property. As
required by federal law campus crime statistics are published on the Office‟s web site and
on their brochure. In addition, the Institution has prepared an Emergency Operational
Plan
for
further
compliance
with
the
Clery
Act
of
1990
(http://www.uprh.edu/ssocupacional/pdf_doc/plan_em.pdf)
3.3
Students educational and financial records are in compliance with the policies of the
governing organization and state and federal guidelines.
Norms related to the educational and financial files of the students are established and are
followed.
These norms require that the Registrar‟s Office is the custodian of students‟
educational files. The University of Puerto Rico at Humacao establishes strict access control for
the student files. Directors of academic departments and academic advisors use the files for
registration purposes and academic advising through the SIS electronic data system.
The University of Puerto Rico established a Confidentiality of Academic Files Policy
which complies with the depositions of the Family Educational Rights and Privacy Act of 1974,
as amended in the Buckley Amendment. This policy establishes that the student has a number of
rights related to his/her academic files including the right to register complaints (See Student
Complaints Procedure on Exhibit). Students have access to this policy in the Registrar‟s Office,
91
Student
Ombudsman‟s
Office,
and
the
Registrar‟s
webpage:
(http://www.uprh.edu/oficinas/registrador/normas_academicas_06.pdf).
The Nursing Department does not keep student academic files. Each professor is the
custodian of his/her students‟ tests, academic work, and evaluations and is required to keep said
documents for one year.
The UPRH Financial Aid Office keeps files that contain information related to the
students financial state and financial aid that they receive. The various financial aid programs
comply with the disposition of federal regulation regarding academic progress and the last day of
attendance to class. These dispositions also set the parameters and eligibility norms for all UPRH
students.
The Financial Aid Office is the custodian of students‟ financial files. They are to be used
exclusively by authorized personnel who work in matters related to the students‟ financial aid.
The norms and procedures related with the upkeep of the student files are reviewed by
the directors of the offices of Financial Aid, Registrar, and Health Services, in collaboration with
the directors and advisors of the academic departments.
3.4
Compliance with the Higher Education Reauthorization Act Title IV eligibility and
certification requirements is maintained.
The UPRH complies with the Higher Education Reauthorization Act Title IV eligibility
and certification requirements as explained in the UPR Board of Trustees Certification 44 -20052006 (UPR Policies and Norms of Academic Eligibility for Financial Aid Programs)
(http://www.uprrp.edu/registrador/documentos/
certificaciones_leyes/cert44juntasindicoselegasi
st.pdf). To obtain the benefits of financial aid the student must complete the federal Student Aid
Application (FAFSA) online following the instructions provided by the FAFSA website and the
Financial Aid Office (http://www.uprh.edu/oficinas/a_economica/prog-ae.htm#pell).
92
Information about the Nursing Scholarship is published on the Nursing Department
website (http://www1.uprh.edu/enfe/anuncio-becas.htm).
The Financial Aid Office administers the financial aid programs available for students. It
offers guidance and assistance in relation to scholarships, available financial aid, work-study
programs and loans with repayment options. These financial aid programs, funded by federal and
local public agencies, as well as private organizations, are very important for the UPRH since the
large majority of the students come from low-income families and need financial aid to pay for
the cost of their university education. The office is in charge of distributing and processing all
financial aid packages. Among these, the PELL grant, SEOG, the work-study federal program,
Institutional Supplementary Grants, Supplementary Financial Aid, LEAP Grant and the Student
Loan Program are subject to the student‟s eligibility and according to the available funds for each
aid. The Office has a director, six student financial aid officials, an information official, and one
secretary.
3.4.1
A written, comprehensive student loan repayment program addressing student loan
information, counseling, monitoring, and cooperation with lenders is available.
Students who apply for financial aid receive counseling and information from Financial
Aid officials. Written information is available online in the Financial Aid Office website.
Information covered in the document “Eligibility Criteria for Financial Aid Programs,” which is
also
posted
on
the
website
(http://www.uprh.edu/oficinas/a_economica/pdf/criterios-
elegibilidad.pdf), includes students‟ rights and responsibilities.
Table 3.7 presents the number of nursing students that benefitted from financial aid
programs from 2004-05 to 2009-2010 Academic Years.
93
Table 3.7
Types of Financial Aid and Nursing Department Student Recipients
Type of Aid
UPRH Pell
UPRH FSEOG
UPRH ACG
UPRH SMART
UPRH LEAP
UPRH ADN Nursing
UPRH BSN Nursing
UPRH FWS
UPRH Stafford Sub
UPRH Legislative
UPRH ADN ARRA
UPRH BSN ARRA
Total
2004-05
165
3
0
0
29
102
17
0
12
2005-06
158
4
0
0
3
27
96
17
0
26
328
331
Academic Year
2006-07 2007-08
181
214
9
29
17
34
0
0
1
0
36
33
107
123
17
15
0
26
53
88
421
2008-09
249
26
64
0
1
50
120
26
32
105
562
673
2009-10
287
7
68
0
0
18
17
21
32
43
6
45
544
Source: Financial Assistance Office, 2011 (Note: some students may receive more than one type of aid.)
3.5
Integrity and consistency exist for all information intended to inform the public, including
the program’s accreditation status and NLNAC contact information.
Integrity and consistency exist for all information intended to inform the public about the
ADN and BSN Programs. All information about curriculum, courses, faculty and non-teaching
staff, student academic processes, program activities, and the program‟s accreditation status, is
communicated to the public via the UPRH Catalogue, the Student Handbook, Annual Open
House activities, new student orientation process, the UPRH website (http://uprh.edu/ ), the
Nursing Department web page ( http://www1.uprh.edu/enfe/), and in the introductory nursing
courses ENFE 1011 for the ADN Program and ENFE 3112 for the BSN Program.
Information about the Nursing Department‟s reaccreditation process is informed in
classes, on bulletin boards, and in clinical practice centers. A link to the NLNAC website is
posted on the Nursing Department web page.
94
3.6
Changes in policies, procedures, and program information are clearly and consistently
communicated to students in a timely manner.
The norms of the Nursing Department are modified following a process of evaluation,
revision, and decision-making. Any changes made are certified in committee and faculty
meetings in which a student representative participates (See minutes on exhibit). Since it is
important that changes be communicated to students in a timely manner, they are informed
through written documents, student meetings, bulletin boards, academic advising meetings, in the
introductory Nursing courses of both programs (ENFE1011, ENFE1012, ENFE3111, and ENFE
3112), in the Nursing Department Student Manual, and through e-mail.
Information is made public to the entire college community and is available in the
Academic Affairs and Student Deans Offices, the UPR Catalogue, and on bulletin boards
throughout the campus.
3.7
Orientation to technology is provided and technological support is available to students,
including those receiving instruction using alternative methods of delivery.
Orientation to technology is provided and technological support is available to students
through various means. Upon acceptance to the UPRH, the Registrar‟s Office provides students
with a free UPRH email account and instructions on how to activate the account. With this
account, students may also access the Internet with their own computers or with the computers
available throughout the UPRH in the Library, the CCC, and computer laboratories located in
some academic departments, as well as in public access computer rooms such as the Letters
Building Computer Laboratory. Student accounts in the SIS (Student Information System) are
also accessible from the UPRH web site. Here they may view their current grades, transcripts,
and class schedule, and may select and register in courses for the following semester.
Technological support is provided by the Information, Computation, and Communication
Systems Office (SICC, for its Spanish acronym). Students may take their laptops to the office for
95
authorization of access to the wireless technology available throughout the UPRH campus.
Personnel from this office offer workshops on technology topics for the university community.
Other offices that offer support are the CCC (http://www1.uprh.edu/ccc/), C-DATA
(http://cdata.uprh.edu/), and CADA (http://cada.uprh.edu/).
In the introductory courses of ENFE 3111 in the BSN Program Curriculum and ENFE
1011 for the ADN, students are introduced to the technology available in UPRH. Nursing faculty
coordinate orientations with personnel from the UPRH Library where students learn about
databases and other sources for research projects in classes such as ENFE 4140.
3.8
Information related to technology requirements and policies specific to distance education is
clear, accurate, consistent and accessible.
Does not apply.
96
STANDARD 4 CURRICULUM
The curriculum prepares students to achieve the outcomes of the nursing education unit, including
safe practice in contemporary health care environments.
The ADN and BSN Programs have been developed, evaluated, and revised periodically by
Nursing Department faculty. Faculty plan learning experiences that are varied and consistent with
Nursing Department mission, philosophy, conceptual map, learning outcomes, and tendencies in health
care that respond to society‟s needs.
All course syllabi for the ADN and BSN Programs will be available during the site visit. Samples of
syllabi are included in Appendix VI, p. 235.
4.1
The curriculum incorporates established professional standards, guidelines, and
competencies, and has clearly articulated student learning and programs outcomes.
Roy‟s Adaptation Model and COPA (Competency Outcomes and Performance
Assessment Model) are used to structure and organize the ADN and BSN Program curricula. The
philosophical precepts of the Roy Model are associated with principles of humanism and
constructivism. These philosophical and psychological currents consider that it is essential to
know and value all dimensions of the human being. That is, it centers both care (client) and
learning (student) on the human being. COPA is a holistic model centered on the integration of
practice based on outcomes, innovative teaching methods, and evaluation of performance of
outcomes that every nursing professional should reach. Competencies are integrated in theoretical
and clinical courses, where they are taught and evaluated. The evaluated competencies of each
Standard 4: Curriculum
97
course are included in the course syllabi and in evaluation criteria of assignments or specific
tasks. Examples of outcome or competency evaluations are discussed in Criterion 4.5.
The Roy Model presents the human being as an adaptive system that responds to four
adaptive modes in a constantly changing environment. Nursing, as a practice discipline, is seen as
a service provided to individuals for improving their interaction with their surroundings to
promote adaptation. Competencies are developed in nursing graduates to satisfy the client‟s
needs according to tendencies in health care and nursing practice standards
The conceptual map developed by the faculty provides a guide to establish learning
outcomes, course objectives, content sequence, and learning experiences (See Figure 4.1). It
reflects the department‟s mission and philosophy, as well as faculty‟s beliefs about education,
learning, and nursing. Congruency between the mission, philosophy, and learning outcomes are
discussed in Standard 1, Criterion 1.1, p. 27.
The Nursing Department philosophy describes the fundamental beliefs for the mission
and is constructed around the metaparadigm of four global concepts:
human being (a
psychosocial being that forms a unified system, in constant search for equilibrium), health
(adaptation resulting from the success attained when confronting stress producers), environment
(internal or external conditions or influences that affect a human being‟s development), and
nursing (manipulation of stimuli to facilitate adaptation). The BSN Program has an additional
element: leadership (manage and organize the client‟s direct care, coordinate and collaborate
with an interdisciplinary team, act as an agent of change to promote, restore, and maintain the
adaptation level).
ADN and BSN Conceptual Framework
The conceptual framework applied in both the ADN and BSN curricula provides the
guidelines for the course contents and the teaching and learning strategies that should be used.
Further, it provides a particular vision about nursing education. Each curriculum is organized
98
around three principal concepts: human being/environment, health, and nursing. The connections
or threads, which emanate from the principal concepts mentioned above, produce the greatest
body of knowledge of the nursing programs.
The map also reflects the congruencies and
differences between both levels of academic preparation offered by the UPRH Nursing
Department. The major difference between the ADN and BSN Programs includes the practice in
the community and leadership (Young & Paterson, 2007).
The conceptual framework is
illustrated on the following page.
99
Figure 2 Conceptual Framework of the Nursing Programs
Figure 4.1 Conceptual Framework of the Nursing Programs
101
102
Core Concepts of the Nursing Curriculum
Human Being-Environment (ADN and BSN).
The human being is a holistic entity in constant interaction with the changing
environment and grows, develops, and adapts in the changing environment. The human
being is educated and develops his/her inquisitive capacity during the growth and
development process. Human beings respond to stimuli, focal and contextual, to maintain
integrity and initiate positive actions to adapt.
The human being‟s adaptation level may be altered by periods of physical,
mental, or social stress which provokes him/her to strive for adaptive responses in the
four modes: physiological needs, self concept, interdependence, and role function. The
adaptation responses of the human being may be adaptive or ineffective, and will
determine his/her position on the health-illness continuum.
Health (ADN and BSN).
Health is the state and process of maintaining the full integrity of the person in
the four adaptive modes. A person is described as an adaptive system in constant growth
and development within his/her environment. The human being‟s position on the healthillness continuum changes in relation to his/her ability to cope with environmental stimuli
so as to maintain an adaptation state. When the ability to maintain this adaptation state is
interrupted, the human being is sick. Ineffective behaviors result when humans are not
capable of maintaining integrity, this, therefore, being the goal of adaptation.
Nursing.
ADN Program.
Nursing is a social service that responds to the basic necessities of the
individual by way of an interpersonal help process. In this process, humans are
103
visualized as biopsychosocial entities in constant interaction with their
environment. Human beings respond to their environment through four adaptive
modes and the integrity in these modes permits them to achieve a maximum level
of adaptation. Associate Degree nurses intervene, providing a person safe service
to maintain his/her integrity or adaptation. This service requires the use of the
nursing process as a scientific problem-solving method.
Associate Degree nursing practice is based on knowledge of nursing
science, related sciences such as biology and psychology, and general
educational knowledge such as the humanities. They possess the knowledge,
skills and necessary attitudes that enable them to intervene with individuals and
family in structured or semi-structured health settings, helping them achieve their
own adaptation along the health-illness continuum, while considering their
families and communities.
BSN Program.
Nursing is an essential help service to individuals, families and
communities. This service is a human right and is offered recognizing the value
and dignity of the individual. Nursing provides optimal and safe care in a helping
relationship with human beings to promote adaptation in the four adaptive
modes, contributing to the individual‟s health and quality of life, and death with
dignity.
Nursing is a scientific process of direct care to clients in any health care
setting. It includes the diagnosis of adaptation problems, planning alternatives for
their solution, and intervention and evaluation of the client‟s responses.
The nurse assesses the client‟s responses to stimuli and whenever it is
necessary, promotes changes to promote his/her optimal adaptation level by
104
means of the manipulation of influential stimuli, both focal and contextual.
During
nursing
intervention,
the
nurse
observes,
ministers,
teaches,
communicates, and utilizes specific techniques and skills inherent to his/her
professional role. The nurse also promotes changes based on scientific research
(evidence based practice) in nursing and other health care fields. The nurse
executes his/her independent role based on biopsychosocial and humanistic
knowledge, in the critical thinking and decision-making processes, and in the
problem-solution method.
The concept of leadership is perceived as the capability of the
professional nurse to manage and organize the direct care of clients. The nurse in
his/her leadership function coordinates the nursing care, collaborates with the
interdisciplinary health team, and acts as an agent of change to promote, restore
and maintain, the adaptation level of the client in different health settings where
critical judgment is required for independent decision-making.
These activities are carried out to promote the biopsychosocial
adaptation of individuals and groups on their health-illness continuum throughout
the life cycle. In the leadership role, it is necessary to make decisions based on
critical judgment for the solving of individual‟s adaptation problems. This
requires problem-solving skills. The nurse, in his/her leadership role, utilizes the
nursing process as a guide for the effective delivery of nursing services. As
member of an interdisciplinary team, the professional nurse participates in
planning for health needs‟ satisfaction of individuals and group by means of
coordination, collaboration and consultation.
105
Philosophy.
In general, the Nursing Department Philosophy is centered on the basic
curricular concept of professionalism which incorporates the CPEPR standards of
the nursing practice, ethics, critical thinking, communication competency,
leadership, client-centered quality care, and collaboration.
Further, the
philosophy is also focused on research (evidenced based practice, broadening of
knowledge, critical thinking, and technology), health (holistic and collaborative
care, promotion, and prevention), and diversity (globalization/multiculturalism,
social justice, and world health).
The conceptual framework is dynamic, flexible, and adaptable to rapid
changes in today‟s society, the demands of health care, and tendencies in nursing
care.
The theoretical concepts are present in the entire curriculum and are
aligned with the learning outcomes as well as with the UPRH general education
competencies. Table 4.1 illustrates the congruency between the philosophy,
curricular concepts, and learning outcomes of the Nursing Department programs.
106
Table 4.1
Philosophy, Curricular Concepts, and Learning Outcomes
Philosophy
(metaparadigms)
Curricular Concepts
Human Being
(ADN/BSN)
Adaptive system
Biopsychosocial being
Environment
(ADN/BSN)
Stress, cultural
diversity/globalization
(internal or external
factors/influences
Health
(ADN/BSN)
Health-illness
continuum,
client-centered holistic care,
collaborative care
Nursing (ADN/BSN)
Professional role, nursing
process, nursing practice
standards, safe practice
based on evidence
Learning Outcomes
ADN
Uses effective communication (oral, written, and
technological) in the associate degree nursing practice
with the client, family, and as part of the interdisciplinary
team.
Performs his/her professional practice to manage
adaptation problems during intervention with individuals
and family within the community context in structured
and semi-structured settings.
BSN
Uses effective communication (oral, written, and
technological) in the generalist nursing practice with the client,
family, group, community, and as part of the interdisciplinary
team.
Performs his/her professional practice to manage adaptation
problems during intervention with individuals, family, groups,
and community in a variety of settings.
Integrates acquired knowledge to provide safe and
effective, client-centered care, based on evidence and
using best practices in collaboration with the generalist
nurse and the interdisciplinary team.
Uses critical thinking for decision making and problem
solving based on evidence when intervening with
individuals and the family within the community context.
Integrates acquired knowledge to provide safe and effective,
client-centered care, based on evidence and using best practices
in collaboration with the interdisciplinary team.
Assumes responsibility in the development of his/her
professional role as associate degree nurse when
providing updated care and safe practice to the individual
and family within the community context consistent
with professional standards.
Models the development of his/her professional role as
generalist nurse when providing updated care and safe practice
to the individual, groups, and community consistent with
Uses research results for evidence based nursing practice
when providing care to the individual and the family in
structured and semi-structured settings.
Leadership (BSN)
(Care Administrator)
Research, cost effectiveness,
care manager and organizer,
agent of change
Incorporates critical thinking for decision making and problem
solving based on evidence when intervening with individuals,
family, groups, and community.
Incorporates research in evidence based nursing practice when
providing care to the individual, family, groups, and
community in a variety of settings.
Incorporates research in evidence based nursing practice when
providing care to the individual, family, groups, and
Integrates leadership and administration skills to provide
quality, cost effective care.
107
The client‟s needs, according to the JEEPR, are also considered in the contents of
the nursing courses and are included in the conceptual map. The four categories of
adaption needs are a safe and effective care environment, promotion and maintenance of
health, and psychosocial and physiological integrity. The Standards for the Nursing
Practice in Puerto Rico (CPEPR) are integrated throughout the nursing courses and serve
as a guide for the development of the practice of the profession. The nine standards for
professional performance describe the level of competency in the professional practiceincluding activities related to quality of practice, education, evaluation of the professional
practice, collaboration, board membership, ethics, research, use of resources, and
leadership. The six standards of care established by the CPEPR also guide the curricular
development of both programs. These describe the level of competencies in nursing care
as demonstrated by the critical thinking model and guided by the Nursing Process.
The Nursing Process, in turn, includes the components of assessment, nursing
diagnosis, objectives, planning, intervention, and evaluation according to the Roy Model.
The nursing process is a problem solving approach for gathering data, identifying
capacities and needs, establishing goals, selecting and implementing approaches for
nursing care, and evaluation the outcomes of care provided (Roy, 2009, page 57-58). The
nursing goal is to achieve an adaptive state in the human being, and it is attained by the
use of the nursing process and the professional role which pervade progressively through
all levels of the curricula of both programs.
The Associate Degree and Baccalaureate nursing programs reflect the standards
for professional Nursing Practice of the CPEPR. They describe the minimum expected
performance and establish the criteria for the evaluation of the quality of the practice. The
philosophic postulates and outcomes of both programs are in harmony with the standards
of the professional practice of Nursing.
108
Table 4.2 on the following page demonstrates the relationship between practice
standards, Student Learning Outcomes, and the Competencies Model adopted by the
Nursing Department.
109
Table 4.2
Congruency of CPEPR Standards of Nursing Practice, ADN and BSN Student Learning Outcomes, and COPA Model
Standards for Nursing Practice
(CPEPR 2010)
1. Quality of the practice:
systematic nursing activities
geared toward continuous
improvement
and
effectiveness of the practice
taking into account academic
preparation, position, work
setting,
and
current
regulations.
Student Learning Outcomes
ADN
BSN
Integrates acquired knowledge to Integrates acquired knowledge to
provide safe and effective, client- provide safe and effective, clientcentered care based on evidence and centered care based on evidence and
using best practices in collaboration using best practices in collaboration
with the generalist nurse and the with the interdisciplinary team.
Performs his/her professional practice
to manage adaptation problems during Performs his/her professional practice to
intervention with individuals and manage adaptation problems during
family within the community context in intervention with individuals, family,
groups, and community in a variety of
settings.
Uses effective communication (oral,
written, and technological) in the Uses effective communication (oral,
practice of the associate degree nurse written, and technological) in the
with the client, family, and as part of practice of the generalist nurse with the
the interdisciplinary team.
client, family, group, community, and as
part of the interdisciplinary team.
Uses critical thinking for decision Incorporates critical thinking for
making and problem solving based on decision making and problem solving
evidence when intervening with based on evidence when intervening
individuals and the family within the with individuals, family, groups, and
community context.
community.
Uses research results for evidence
based nursing practice when providing
care to the individual and the family in
110
Competency Outcomes and Performance
Assessment (COPA) Model
Knowledge Integration Skills:
1. nursing,
healthcare
and
related
disciplines
2. liberal arts, natural and social sciences,
and related disciplines
Assessment and Intervention Skills
1. safety and protection
2. assessment and monitoring
3. therapeutic treatments and procedures
Communication Skills:
1. oral
2. written
3. computing
(information processing;
using computers
Critical Thinking Skills:
1. evaluation; integrating pertinent data
from multiple sources
2. problem solving; diagnostic reasoning;
creating alternatives
3. decision making; prioritizing
4. scientific inquiry; research process
Incorporates research in evidence based
nursing practice when providing care to
the individual, family, groups, and
(CPEPR 2010)
2. Education: continuous and
multidirectional
process
through which knowledge,
competencies, and values and
customs
that
evidence
updated nursing practice are
acquired
ADN
BSN
Assumes
responsibility
in
the Models the development of his/her
development of his/her professional professional role of generalist nurse
role of associate degree nurse when when providing updated care and safe
providing updated care and safe practice to the individual, groups, and
practice to the individual and family community consistent with professional
within
the
community
context standards.
consistent with professional standards.
Uses effective communication (oral, Uses effective communication (oral,
written, and technological) in the written, and technological) in the
practice of the associate degree nurse practice of the generalist nurse with the
with the client, family, and as part of client, family, group, community, and as
Uses research results for evidence nursing practice when providing care to
based nursing practice when providing the individual, family, groups, and
care to the individual and the family in community in a variety of settings.
Teaching Skills
1. individual,
groups;
clients,
interdisciplinary team
2. health promotion; health restoration
3.
Assumes
responsibility
in
the
development of his/her professional
role of associate degree nurse when
providing updated care and safe
practice to the individual and family
within
the
community
context
Models the development of his/her
professional role of generalist nurse
when providing updated care and safe
practice to the individual, groups, and
community consistent with professional
standards.
Leadership Skills:
1. collaboration; assertiveness, risk taking
2. creativity,
vision
to
formulate
alternatives
3. planning, anticipating, supporting with
evidence
4. professional
accountability,
role
behaviors, professional appearance
Integrates acquired knowledge to
provide safe and effective, clientcentered care, based on evidence and
using best practices in collaboration
with the generalist nurse and the
written, and technological) in the
practice of the associate degree nurse
with the client, family, and as part of
with the interdisciplinary team.
Performs his/her professional practice to
Knowledge Integration Skills:
1. nursing,
healthcare
and
related
disciplines
2. liberal arts, natural and social sciences,
and related disciplines
Leadership Skills:
6. creativity,
vision
to
formulate
alternatives
evidence
8. professional accountability, role
4.
Assessment of the
professional practice:
continuous self-assessment
activities of the nursing
practice according to norms,
instructions, relevant statutes,
regulations, and practice
standards. Incorporates
tendencies and advances of
the nursing practice in
accordance with
globalization.
Collaboration: capacity to
work and interact in harmony
with others; to perform with
values founded on respect,
support, and trust with the
client, family, significant
others,
colleagues,
and
members
of
the
interdisciplinary team to
achieve goals in nursing care.
practice of the generalist nurse with the
111
(CPEPR 2010)
5. Board Membership:
relationship between peers
and members of the
interdisciplinary team that is
founded on the equality of
authority, commitment, and
civic solidarity to promote
professional expertise and
quality care.
ADN
BSN
to manage adaptation problems during manage adaptation problems during
intervention with individuals and intervention with individuals, family,
family within the community context in groups, and community in a variety of
settings.
community context.
community.
Assumes
responsibility
in
the
development of his/her professional Models the development of his/her
role of associate degree nurse when professional role of generalist nurse
providing updated care and safe when providing updated care and safe
practice to the individual and family practice to the individual, groups, and
within
the
community
context community consistent with professional
standards.
Integrates acquired knowledge to Integrates acquired knowledge to
provide safe and effective, client- provide safe and effective, clientcentered care, based on evidence and centered care, based on evidence and
using best practices in collaboration using best practices in collaboration
with the generalist nurse and the with the interdisciplinary team.
Uses effective communication (oral, Uses effective communication (oral,
written, and technological) in the written, and technological) in the
practice of the associate degree nurse practice of the generalist nurse with the
with the client, family, and as part of client, family, group, community, and as
Uses critical thinking for decision
making and problem solving based on
evidence when intervening with
individuals and the family within the
community context.
to manage adaptation problems during
intervention with individuals and
family within the community context in
112
Leadership Skills:
2. creativity,
vision
to
formulate
alternatives
evidence
4. professional accountability, role
Incorporates critical thinking for
decision making and problem solving
based on evidence when intervening
with individuals, family, groups, and
community.
Integrates leadership and administrative
skills to provide cost effective, quality
care.
(CPEPR 2010)
6. Ethics: principles and rules of
performance that evidence
moral conduct in the nursing
practice based on a body of
knowledge.
ADN
BSN
manage adaptation problems during
intervention with individuals, family,
settings.
settings.
Assumes
responsibility
in
the
development of his/her professional
role of associate degree nurse when
providing updated care and safe
practice to the individual and family
within
the
community
context
Human caring and interpersonal relationships
1. moral, ethical, and legal
2. cultural respect; interpersonal relationships
3. client advocacy
professional role of generalist nurse
standards.
care.
113
(CPEPR 2010)
7. Research: systematic process
of
data
gathering
and
information
analysis
for
decision making and problem
solving
when
providing
nursing services to the
individual,
family,
and
community; integrates these
findings to select the most
effective and efficient actions.
8. Use of resources: management
and control of fiscal, human,
information, and knowledge
resources
thatsupport the
effectiveness and safety that
impact a nursing practice that is
cost effective and of quality.
ADN
BSN
community context.
community.
practice of the associate degree nurse
with the client, family, and as part of
care.
written, and technological) in practice
of the associate degree nurse with the
client, family, and as part of the
Uses critical thinking for decision
114
settings.
Critical Thinking Skills:
1. evaluation; integrating pertinent data from
multiple sources
2. problem solving; diagnostic reasoning;
creating alternatives
3. decision making; prioritizing
4. scientific
inquiry;
research
process,
investigation.
Administrative skills:
1. administration, organization, coordination
2. planning, delegation, supervision of others
3. human and material resource utilization
4. accountability and responsibility; performance
appraisals and QI
(CPEPR 2010)
9. Leadership:
ability and
capacity
to
effectively
influence other to reach the
objectives of health care and
to contribute to transform the
professional practice.
ADN
BSN
making and problem solving based on using best practices in collaboration
evidence when intervening with with the interdisciplinary team.
individuals and the family within the Incorporates critical thinking for
community context.
decision making and problem solving
based on evidence when intervening
with individuals, family, groups, and
community.
care.
professional role as generalist nurse
standards.
generalist nursing practice with the
settings.
Administrative Skills:
1. administration, organization, coordination
2. planning, delegation, supervision of others
3. human and material resource utilization
4. accountability and responsibility; performance
appraisals and QI
115
The following figures illustrate the congruency between the Nursing
Department‟s conceptual framework and ADN and BSN competencies/outcomes.
UPRH NURSING DEPARTMENT PHILOSOPHY
Core Concepts
(Metaparadigm)
Human Being
Environment
Core competencies
ADN/BSN
Adaptive System
Communication
Surroundings
Communication
Assessment
Critical Thinking
Health
Core competencies
ADN/BSN
Dimensions of
Adaptation
Assessment
Figure 4.2 Relationship between Core Concepts and Outcomes
116
NURSING
Core Competencies
ADN
Aspects of
Nursing Practice
Practice Oriented
Care Oriented
Education
Promotion/Prevention
(Assessment,
communication, critical
thinking)
Rehabilitation (restoration)
(Assessment, communication,
critical thinking,
technical nursing skills)
ADN Role
Provider of care
Client-centered
care
(Assessment,
communication,
critical thinking,
Communication,
Best practices (EBP),
Safety (national goals),
Collaboration
Professional Role
(professional responsibility)
(Communication, critical thinking)
Settings
(structured or semistructured)
Figure 4.3 ADN Core Concepts and Competencies
NURSING
Core competencies
BSN
Aspects of
Nursing Practice
BSN Rol
Practice
Oriented
Quality
of Care
Education
Promotion/Prevention
critical thinking)
Rehabilitation (restoration)
Administration
critical thinking
Variety of settings
Client-centered
care
Communication,
Best practices (EBP),
Safety (national goals),
Collaboration
Provider of Care
(Assessment, decision
making, critical thinking
communication,
care interventions)
Administrator &
Manager of care
(manager of care, leadership and
utilization of resources)
(Assessment, communication
and critical thinking)
Member of the profession
(professional responsibility)
(Communication, critical thinking)
Figure 4.4 BSN Core Concepts and Competencies
117
The outcomes of both programs are derived from the philosophy and conceptual
framework. The elements previously described and their relationship constitute the basis
for the development of the nursing courses and the inclusion of biopsychosocial,
humanistic and general education courses. The concept maps on the following pages
demonstrate the relationship between basic nursing courses, science and liberal arts
courses, and the core concepts of each program.
During the development of the concentration courses, the curriculum was
organized considering the stages of the life cycle, and its content was based on core
knowledge related to the principal concepts of each program, the elements of the model,
and the stages of the nursing process as proposed by Roy.
The curriculum of both programs follows a logical and sequential plan with
course content increasing in difficulty and complexity and progressing towards the course
objectives and learning activities.
The structure of the associate degree curriculum takes the level of the content
from state of health to states of illness. In the first level, the student begins with basic
health concepts, initiating nursing interventions with healthy clients in nursing situations,
and applying the nursing process to maintain and promote integrated adaptation levels of
the individual client. The difficulty and complexity increases in the 2nd level where the
student intervenes with clients in complex situations of health-illness. In this level, the
nursing process is applied with clients who present problems of adaptation.
The
following figure illustrates this progression.
118
General Education and Concentration Courses ADN
HUMAN BEING
Adaptive System
Communication:
ESPA3101-02
INGL 3101-02
ENVIRONMENT
Surroundings
PSIC 1005
MATE 1005
HUMA 3021/3022
Individual/Family:
PSIC 1005
MATE 1005
HEALTH
Dimensions of
Adaptation
Biological:
BIOL 1011/1012
BIOL 1013/1014
BIOL 2001/2002
Psychological
PSIC 1005
Social/Spiritual:
HUMA 3021/3022
HUMAN BEING
NURSING
HEALTH
NURSING
Core knowledge
Core knowledge
Core knowledge
ADN
ADN
ADN
Aspects of the
Nursing Practice
Human diversity
Global Health Care
Level I:
ENFE 1011-12
ENFE 1025-26
Level II:
ENFE 2015
ENFE 2016-17
ENFE 2018-19
ENFE 2026-27
ENFE 2028-29
ENFE 2035
Figure 4.5 Relationship between Conceptual Framework, Core Knowledge,
Curricular Design of the ADN Program
ENVIRONMENT
Health care system
and policy
Information Technology
Global Health
Health promotion, risk
reduction, illness
prevention, illness
management or tx, stress
and stimuli management
according to adaptative
modes
Nursing process, evidence
based practice, use of
technology in health care,
four adaptation needs:
effective and safe care,
management, health
promotion and
maintenance, psychosocial
integrity, physiological
integrity
and
119
The curricular design of the BSN Program is also organized to follow a logical
sequence as well as an increase in complexity and level of difficulty. The development of
nursing knowledge ranges from interventions in simple nursing situations (one-to-one
client-nurse relations) in the first levels, to interventions in complex nursing situations
(one-to-many client-nurse relations) in the last level of the program. In the first level, the
student examines the nursing process in all its parts and applies it, following what he/she
has learned, to hypothetical situations. In the 2nd level, the nursing process is applied to
clients with simple problems in adaptation. In the third and fourth levels, the student
includes in his/her interventions clients with complex adaptation problems, those whose
nursing diagnoses are not defined or established and who do not have predictable results.
The following figure illustrates this progression.
120
HUMAN BEING
ENVIRONMENT
HEALTH
NURSING
General Education and Concentration Courses BSN
HUMAN BEING
Adaptive System
Communication:
ESPA3101-02
INGL 3101-02
Individual:
PSIC 3005
ENVIRONMENT
Surroundings
HEALTH
Dimensions of
Adaptation
Biological:
BIOL 1011-12
BIOL 1013-14
BIOL 2001-02
QUIM3161-62
SOCI 3245
Family:
CISO 3121-22
SOCI 3245
Community:
SOCI 3245
Psychological
PSIC 3005
Social:
CISO 3121-22
SOCI 3245
Core knowledge
BSN
BSN
Core knowledge BSN
NURSING
Aspects of the
Nursing Practice
PSIC 3005
SOCI 3245
CISO 3121-22
MATE3071
ESTA 3041
Core knowledge
Level I:
ENFE 3111-12
Level II:
ENFE 4035-36
ENFE 4091-92
Level III:
ENFE 4081-82
ENFE 4096-97
ENFE 4139-40
ENFE 4145-46
Level IV:
ENFE 4196-97
ENFE 4296-97
ENFE 4295
Human diversity
Global Health Care
Health care system
and policy
Information technology
Global health
Health promotion, risk
reduction, illness
prevention, management,
or tx, stress and stimuli
management according to
adaptive modes
Nursing process,
research/evidence based
practice, use of technology
in health care, four client
adaptation needs: safe and
effective care
management, health
promotion and
maintenance, psychosocial
integrity, community,
leadership, health
administration.
Spiritual:
HUMA 3021-22
Figure 4.6 Relationship between Conceptual Framework, Core Knowledge, and Curricular
Design of the BSN Program
121
The nursing content in both programs is complemented by courses in sciences
and humanities. Faculty believe that knowledge of the human being is essential to the
practice of Nursing. The knowledge of man as a psychosocial being is developed in
general education and related courses. Biology, chemistry, and microbiology courses
make students aware of the nature of man, his structure, function and biochemical
components. The microbiology course provides knowledge about factors in the
environment which alter man‟s structure and function. The social sciences and
psychology courses offer an understanding of the human nature of man, the factors which
produce and motivate his behavior, and the means by which man maintains psychological
equilibrium. The general education courses, such as English and Spanish, help students to
develop oral and written communication skills, gain knowledge about their culture,
cultural traditions, and outstanding events in arts, and enable them to understand their
society and how it helps individuals maintain a state of balance. These courses are taken
mainly in the lower division level so students can apply the knowledge in their nursing
interventions.
Table 4.3 shows the relationship between general education courses and how
these support major concepts in both programs.
122
Table 4.3
Relationship between General Education and Science Related Courses and Major Concepts
General Education
Courses
ESPA 3101-02
(ADN/BSN)
INGL 3101-02
(ADN/BSN)
Credits
Support for Major Concepts
6
Help students increase ability to express themselves (oral, written, and
technological communication) in their interaction with human beings
as a result of their learning in these courses. This is seen when they
communicate orally effectively using therapeutic communication
techniques, when speaking with their peers and with the
interdisciplinary team. Students develop writing skills in the
classroom and demonstrate effective written communication skills
when they make entries in the client‟s record and develop nursing
processes. The courses also contribute to improve their technological
skills.
Help students understand human responses and diverse ways of
thinking fundamental for the client‟s care and the development of the
nursing process.
Develop in students the skills necessary for solving complex
situations; students use quantitative and analytical reasoning (in the
nursing process, research, medication dosage, and others).
6
HUMA 3021-22
(ADN/BSN)
6
MATE 1005 (ADN)
3
MATE 3071 (BSN)
4
ESTA 3141 (BSN)
HIST 3241-42 (BSN)
3
6
PSIC 1005 (ADN)
3
CISO 3121-22
(ADN/BSN)
6
PSIC 3005 (BSN)
3
SOCI 3245 (BSN)
BIOL 1011-12
(ADN/BSN)
3
4
BIOL 1013-14
(ADN/BSN)
4
BIOL 2001-02
(ADN/BSN)
4
QUIM 3161/3013
(BSN)
4
QUIM 3162/3014
(BSN)
4
Increase understanding and appreciation of the diverse and complex
components of the human experience, the impact of the past on
society, and the cultures and values of the present. The historical
development of the nursing discipline is taught in ENFE 3111 (BSN)
and ENFE 1011 (ADN).
Contribute to knowledge of the theory of the psychological and
sociological aspects of the individual‟s experience in society for the
solution of problems. Develop knowledge of deviations in human
conduct.
Develop theoretical knowledge and complex functioning of the
human body, the human beings interactions with the natural
surroundings, and an appreciation for the natural world, including
microscopic and chemical aspects in preparation for health promotion,
illness prevention, rehabilitation, and other essential components of
the professional nursing practice.
123
An articulated ADN to BSN Pathway has been developed in response to social
needs and to a petition from ADN alumni who want to complete a BSN degree. The
pathway recognizes the ADN alumni‟s prior academic preparation and gives them the
opportunity to acquire at the bachelor‟s degree level the knowledge, skills, and attitudes
that are essential for providing holistic health care. Courses taken in the ADN Program
are validated or substituted in the BSN Program in an expedited manner. The ADN to
BSN Pathway prepares the ADN alumni with the role and competencies that all
generalist nurses should have and establishes the foundations required to continue studies
in the nursing discipline.
Table 4.16 on page 166 details course validation and
substitutions.
4.2
The curriculum is developed by the faculty and regularly reviewed for rigor and currency.
Faculty is responsable for the development and revisión of the ADN and BSN curricula.
These are reviewed regularly using nursing education trends, needs of society, student profile,
retention and graduation rates, licensure examination results, alumni and employer surveys,
accrediting agencies standards, and others as the basis for all changes made. The Nursing
Department Assessment Plan, developed by the Assessment Committee and approved by the
faculty, provides a structured method to evaluate the effectiveness or quality of the
programs/curriculum and the achievement of the mission and proposed outcomes. The plan is
comprehensive and includes all elements according to NLNAC standards and criteria (See
Appendix VII, p. 259).
Every academic year, the faculty makes minor changes according to findings of course
and curricular evaluations and surveys (See Curriculum Committee minutes on exhibit). One
result of alumni survey findings was the ADN to BSN Pathway which attends to needs of ADN
graduates‟ needs and to train nursing professionals to respond to population changes and
124
intensive and chronic diseases (See meeting minutes of May 27, 2008, Sept. 16, 2008, Oct. 27,
2008, and January, 2009 on exhibit).
During the last three years, the Nursing Department has revised its philosophy, the
conceptual framework, program outcomes and objectives, and student profile. Tendencies in
education have focused on student centered and evidence based education. Faculty conducted a
review of literature on the following topics: educational theory, strategies, educational resources,
evaluation methods, professional standards, guidelines, and competencies (See faculty meeting
minutes of the second semester 2008-09, Feb. 9, 2009, and March 16, 2009 on exhibit). As part
of this effort, the nursing faculty attended the workshop “Nursing and constructivism: applying
cognitive/humanistic theory in the curriculum.” Constructivist theory was incorporated in the
curriculum since it responded to student-centered education and participative student learning.
The curricular structure did not undergo changes since the concentration courses have been
organized according to stages of growth and development and the content continues using
elements of the Roy Model.
The Outcomes Ad Hoc Committee, composed of members of the ADN and BSN
Curriculum Committees, revised the learning outcomes of both program and established six
outcomes that are basic for the ADN practice and seven for the BSN practice. These basic
competencies are applicable in all lecture and clinical courses of both programs. They serve as
guides and structure the curricular plan. The outcomes were presented and approved by the
faculty in 2009 (See minutes of February 16, 2009 and March 23, 2009 on exhibit).
The
curriculum committee of each program also revised the graduate profile based on the program
philosophy, mission, and outcomes (See committee minutes of April 13 and 21, 2009 on exhibit).
The conceptual framework was revised and the conceptual map was designed. It was
developed on the basis of the Nursing Department‟s philosophy and mission (See minutes
February 2009 on exhibit) and reflects the principal and core concepts (metaparadigm).
Congruencies and differences of the two programs are also presented
125
Course content has also been revised as a result of evaluation findings and review of
literature.
Emphasis on health promotion, cultural diversity, evidence based practice, safe
practices, and knowledge of alternative and complementary therapies has been expanded. Other
areas related to socioeconomic and political changes such as national and global tendencies in
health care, multiple sources of contamination, emergent and re-emergent conditions, and the
threat of bioterrorism were also considered.
Further, since technology in the health area
continues developing rapidly, efforts are made to develop in students‟ information technology
skills through innovative strategies, such as using Moodle for WebQuest, on line reflective diary,
medication glossaries, and others.
Faculty have received training in the use of technology
through workshops and seminars (See meeting minutes of April 28, 2009 and June 10, 2009 on
exhibit).
To facilitate learning and the achievement of cognitive, affective, and psychomotor
objectives, it was suggested that the faculty use the most recent taxonomy that integrates the
learning domains. Faculty has incorporated in the courses strategies such as concept maps, case
studies, role playing, poster presentations, and others that promote critical and reflective thinking,
creativity, and innovation in students.
The courses were revised by the faculty and submitted to members of the Curriculum
Committees of both programs who established a protocol to examine the components and content
in the syllabi and plans of development of each course (See Curriculum Committee minutes of
June 2009). The members of each committee evaluated the course content and selected those
elements considered essential for the course. A final report was submitted to the faculty for final
approval of the revisions. The revised courses were implemented as of the 2009-2010 AY.
There has been a significant increase in the number of talented students who request
admission to the BSN Program. However, due to a limit in the number of available spaces, many
are denied admission. To address this situation, the UPR Vice-President for Academic Affairs
recommended that the ADN Program be placed in moratorium and to increase the number of
126
students admitted to the BSN. After conducting an analysis of the situation and reflecting on the
tendencies of health related programs to raise the entry level preparation, the faculty agreed to
place the ADN Program in moratorium and to increase the number of new admissions in the BSN
Program. At the same time, a plan was established to maintain the ADN academic offering until
ADN students complete the requirements for the degree. Program closure is scheduled for 2014
(See Moratorium documents in Appendix II, p. 223). The moratorium proposal was discussed
and approved on April 29, 2009 (See Faculty meeting minutes on exhibit).
4.3
The student learning outcomes are used to organize the curriculum, guide the delivery of
instruction, direct learning activities, and evaluate student progress.
The Nursing Department faculty believe that teaching and learning opportunities should
be oriented towards the achievement of goals (objectives) and outcomes. Objectives are based on
the learning outcomes of each program and according to the competencies identified in the COPA
Model and the body of knowledge provided by the Roy Model which encompasses the
educational competencies of both curricula. The faculty has identified six competencies for the
Associate Degree Program and seven for the Bachelor‟s Degree.
The competencies are
applicable to a greater or lesser degree in all lecture and clinical courses (NLN, 2010) and they
increase in complexity, in content as well as in the practice, in both programs.
These
competencies guide the structuring of the curricular plan and learning outcomes.
The outcomes of each program are used to organize curricula, guide methods of
instruction and learning activities, and evaluate student progress. Tables 4.4 and 4.5 demonstrate
the relationship between the learning outcomes, the description of basic concepts, and course
objectives by level according to the competencies and role of each program. The tables also
demonstrate how core concepts are integrated throughout the ADN and BSN curricula and how
students progress in learning from the simple to the complex.
127
Table 4.4
ADN Program Core Concepts, Outcomes and Examples of Course Objectives by Level
Areas of Knowledge (core concepts), outcomes, and examples of objectives by level
Role: Provider of care Competency: Communication / Client education (teaching-learning)
Uses effective communication (oral, written, and technological) in the associate degree
Outcome
nursing practice with the client, family, and as part of the interdisciplinary team.
Description
Communication- Includes establishing and maintaining therapeutic communication with the client, family, or
significant others, and the interdisciplinary equipment. Transmits information (orally, in writing, or technologically)
in a pertinent, precise, concise, and clear manner and protecting its confidentiality. Reports and documents
assessments, interventions, and progress at the client adaptation level. Uses channels of communication effectively
to achieve patient care objectives. Demonstrates capacity to communicate and interact effectively with peers and the
Client Education (teaching-learning)-Includes principles, methods, strategies, and evaluation of learning;
resources related to teaching-learning methods; and, stages of development and varied common situations that affect
the client‟s learning such as stress, pain, and fear. Studies socio-cultural variables that may affect teaching-learning.
Identifies educational needs related to alterations in the client‟s, family, and significant others. Collaborates with the
generalist nurse in developing and implementing teaching plans according to adaptation needs and considering
cultural and social diversity. Evaluates learning results of client, family, or significant others.
Examples of Objectives
Level I:
Level II:
ENFE 1011-Analyze the importance of using effective
ENFE 2026- Judges the importance of communication
communication skills in the interventions with the
and interpersonal relations when intervening with the
healthy client and the interdisciplinary team.
adult taking into account his/her beliefs and cultural
diversity in a variety of structured and semi-structured
setting.
ENFE 1012- Recognizes the role of the associate degree ENFE 2027-Collaborates with the generalist and
nurse in assisting in the evaluation and implementation
interdisciplinary team in the development of teaching
of educational activities for the pregnant woman and her plans for intervening with the adult within his/her family
family.
and community context.
Areas of knowledge (core concepts), outcomes and examples of objectives by level
Role: Provider of
Competency: Assessment and decision making (critical thinking)
care
Uses critical thinking for decision making and problem solving based on
evidence when intervening with individuals and the family within the community
Outcome
context.
Description
Includes assessment of development, emotional, cultural, and religious influences in the client‟s
adaptation level. Assesses changes in the health-illness continuum. Gathers data and health history of the
client. Reasoning and critical thinking are developed through the application of the nursing process
according to Roy‟s Adaptation Model (analysis and critical evaluation of the client‟s level of adaptation
for decision making based on evidence and best practices to guarantee safe and effective care.
Level I
Level II
ENFE 1012-Applies the Roy Adaptation Model and ENFE 2027- Use critical thinking in decision
concepts of the humanistic and biopsychosocial
making in when performing nursing skills in the
sciences in her/his intervention with the client in
role of provider of care with the adult with
his/her adaptation process.
adaptation problems.
128
Areas of knowledge (core concepts), outcomes, and examples of objectives by level
Role: Provide of care Competency: Care interventions
Client centered care, cultural diversity, client advocate
EBP, best practices
Performs his/her professional practice to manage adaptation problems during intervention
with individuals and family within the community context in structured and semi-structured
settings.
Outcomes
Uses research results for evidence based nursing practice when providing care to the
individual and the family in structured and semi-structured settings.
Description
Includes providing client-centered care considering the client as a holistic being. Identifies and respects emotional,
cultural, religious, and spiritual influences in care of client. Plans the nursing care considering and respecting
values, customs, culture, and/or habits of the client and significant others. Protects and promotes the dignity of the
client. Centers care on the client, guaranteeing safe and effective care using best practices based on evidence.
Promotes safe care through an ethical-legal framework and according to standards of practice.
Level I:
Level II:
ENFE 1011- Recognizes the importance of the use of
ENFE 2026- Values the importance of the use of best
research findings and evidence based practice to ensure
practices in nursing based on evidence and humanistic
best practices in the care of the healthy client.
principles when performing the role of provider and
manager of care of the adult with adaptation problems.
ENFE 1012- Considers human dignity when intervening ENFE 2027- Incorporates evidence based practice when
with healthy clients and when establishing collaborative
planning and intervening with the adult client with
relationships with the interdisciplinary team.
adaptation problems, guaranteeing the quality of care
using best practices.
Areas of Knowledge (core concepts), outcomes and examples of objectives by level
Role: Manager of care Competency: Collaborative care/safe practice
Integrates acquired knowledge to provide safe and effective, client-centered care, based
on evidence and using best practices in collaboration with the generalist nurse and the
Outcome
Description
Includes use of knowledge of biopsychosocial sciences, humanities, and nursing when planning quality care founded
on evidence based practice. Provides safe and effective care centered on the client through best practices in nursing.
Works collaboratively with the generalist nurse and the interdisciplinary team. Also, delegates and supervises
aspects of client care to a licenced practical nurse. Is responsible for delegated care complying with the ethical and
legal standards of the nursing practice.
Level I:
Level II:
ENFE 1011- Integrates the concepts of the Adaptation
ENFE 2027- Uses knowledge of the biopsychosocial
Model and the biopsychosocial sciences with those of
sciences, nursing, and evidence based practice when
the humanities, critical thinking and technological skills
identifying and intervening with the adult with
to intervene with the healthy individual in her/his
adaptation problems within the family and community
adaptive process.
context.
129
Role: Member of a Competency: Professional/ethical conduct
discipline
Assumes responsibility in the development of his/her professional role as associate degree
nurse when providing updated care and safe practice to the individual and family within the
Outcome
community context consistent with professional standards.
Description
Includes the use of the standards of the professional practice to perform his/her role. Conducts the practice within
the legal parameters and according to his/her academic preparation as associate nurse. Keeps up- to-date in aspects
related to the practice and is a life-long learner. Demonstrates responsibility in the nursing care he/she provides or
which he/she delegates on the practical personnel. Advocates for clients‟ rights and informs about unsafe practice
conducted by members of the health team using adequate channels. Maintains patient and organizational
confidentiality.
Level I:
Level II:
ENFE 1011- Explains the need for continuing education ENFE 2027- Develops ethical-legal behavior in the role
when assuming an effective role as a member of the
of associate nurse when he/she intervenes with the adult
nursing profession in a changing system which provides with adaptation problems.
health care.
ENFE 1012- Examines the ethical and legal principles
ENFE 2035- Evaluates the need for ongoing personal
and the standards related to her/his role as associate
and professional growth for providing quality nursing
nurse.
care.
Table 4.5
BSN Program Core Concepts, Outcomes, and Examples of Objectives by Level
Role: Provider of care
Competency: Communication/Client education (teaching-learning)
Uses effective communication (oral, written, and technological) in the generalist nursing
practice with the client, family, group, community, and as part of the interdisciplinary
Outcome
team.
Description
Communication-Includes establishing and maintaining therapeutic communication with the client, family, or
significant others. Demonstrates the capacity to communicate and interact effectively and adequately with peers and
`the interdisciplinary team. Transmits information (orally, in writing, or technologically) in a pertinent, precise,
concise and clear manner and protecting its confidentiality. Reports and documents assessments, interventions, and
progress at the client adaptation level. Uses channels of communication effectively to achieve patient care
objectives. Applies effectively strategies of negotiation and conflict resolution. Demonstrates capacity to
communicate and interact effectively with peers and the interdisciplinary team.
Client education (teaching-learning)-Includes learning principles, methods, strategies, and evaluation;
technological resources and research related to teaching-learning methods; stages of development and common
situational variables that affect learning such as stress, pain and fear. Assesses and identifies the educational needs
of the client, family, and significant others to promote, maintain, and restore adaptation at any point of the healthillness continuum. Applies appropriate teaching methods considering socio-cultural variables that may affect the
teaching-learning process. Designs, implements, and supervises the implementation of teaching plans. Evaluates the
effectiveness of integral plans for the promotion, maintenance, and restoration of adaptation.
Level I
Level II
Level III
Level IV
ENFE 3112-Recognizes
ENFE 4091- Uses IT to
ENFE 4096- Recognizes ENFE 4297- Evaluates
effective oral, written, and
integrate evidence based communication and the
leadership skills and
technological communication practice in the study of
client education as
conduct necessary for the
as an essential element for
physiopathological
intervention strategies in promotion, maintenance,
nursing interventions with
conditions.
the direct nursing care to and recovery of the
the client and for
promote, maintain and
adaptation of groups of
130
interpersonal relations.
restore the adaptation of
clients.
the adult.
ENFE 3112- Values the
ENFE 4092- Identifies
ENFE 4082- Uses
ENFE 4297- Establishes
nursing role as educator to
educational needs of the
communication and
and maintains therapeutic
assist in the client‟s
human being affected by teaching strategies to
communication with clients
adaptation and promotion of
different physiological
promote, maintain, and
and the interdisciplinary
health.
alterations.
restore the adaptation of
team in his/her role as
the hospitalized adult.
leader of groups of clients.
Incorporates critical thinking for decision making and problem solving based on
Outcome
evidence when intervening with individuals, family, groups, and community.
Description
Includes assessment of emotional and sociocultural influences in the client‟s adaptation level; comprehensive
assessment of the level of adaptation in the health-illness continuum, nursing history (data gathering and client‟s
health history) physical examination. Uses the nursing process according to Roy‟s Adaptation Model (analysis and
critical assessment of the client‟s adaptation level) to identify priorities and make decisions based on evidence
guaranteeing safe and effective care when performing best practices.
Level I
Level II
Level III
Level IV
ENFE 3112-Applies critical ENFE 4092- Applies
ENFE 4082- Uses the
ENFE 4297-Demonstrates
thinking and decision
critical thinking skills
nursing process
competence in the use of
making when using the
in decision making and
founded on evidence
critical thinking skills when
nursing process according to problem solving when
and critical thinking
applying the Roy Adaptation
the Roy Model to carry out
assessing alterations in
skills as tools for
Model in his/her role as leader
therapeutic interventions
the physiological mode. providing safe and
to assess, plan, intervene, and
that promote adaptation
effective care.
evaluate nursing care to groups
with the healthy client.
of clients.
Competency: Care interventions (client-centered care, cultural diversity, client
advocate)
Performs his/her professional practice to manage adaptation problems during
Outcome
intervention with individuals, family, groups, and community in a variety of settings.
Description
Includes providing client-centered care and considering the client as a holistic being. Identifies and respects
emotional, cultural, religious, and spiritual influences in care of client with adaptation problems. Plans the nursing
care considering the values, customs, culture, and/or habits of the client and significant others. Protects and
promotes the dignity of the client. Centers the care on the client, guaranteeing a safe and effective care using best
practices based on evidence.
Level I
Level II
Level III
Level IV
ENFE 3112- Uses the
ENFE 4092- Identifies
ENFE 4082- Shows cultural ENFE 4297nursing process based on cultural practices and global sensibility and respect
Demonstrates respect
the Roy Adaptation
changes that serve as stimuli toward diversity and is
toward diversity when
Model to provide the
in the health-illness
aware of cost effectiveness
carrying out the role as
best nursing care to the
continuum.
when providing care to the
leader and administrator
healthy client.
hospitalized adult.
of care to groups of
clients.
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Competency: Care interventions (researcher/EBP, best practice)
Incorporates research in evidence based nursing practice when providing care to the
Outcome
individual, family, groups, and community in a variety of settings.
Description
Includes the role of research in nursing care. Recognizes the criteria for evaluating research studies. Identifies
examples of how research in nursing guarantees best practices. Studies the basic principles in the research process.
Uses research results in the nursing practice based on evidence. Analyzes research studies, promotes the use of
research for evidence based practice, and identifies opportunities for research.
Level I
Level II
Level III
Level IV
ENFE 3111- Analyzes the ENFE 4091- Uses IT to
ENFE 4082- Applies
ENFE 4297- Applies
most important events in
integrate evidenced based technology and scientific principles of research,
the historical evolution of
practice in the study of
research findings to
planned care, decision
nursing and the
physiological conditions. select best practices and
making, and problem solving
contribution of research in
for decision making in
when analyzing situations of
the field of nursing.
the care of the
nursing care in the clinical
hospitalized adult.
laboratory setting.
Role: Manager of care
Competency: Collaborative care/ safe practice
Integrates acquired knowledge to provide safe and effective, client-centered care, based
Outcome
on evidence and using best practices in collaboration with the interdisciplinary team.
Description
Includes the use of knowledge of biopsychosocial sciences, humanities, and nursing when planning quality care
founded on evidence based practice. Provides safe and effective client-centered care through best practices in
nursing. Promotes safe practice within an ethical-legal framework and according to practice standards. Works in
collaboration with the interdisciplinary team. As manager of care, delegates and supervises aspects of the care of
the client. Is responsible for delegated care complying with ethical and legal standards of the nursing practice
according to his/her role as generalist nurse. Performs as case manager and promotes the planning of care as a
member of the interdisciplinary team in diverse settings. Establishes and maintains effective work relationships as
an integral member of the interdisciplinary team. Transmits mutual respect, confidence, and recognition of the
individual role of each discipline and its contribution to health care. Initiates referrals to departments or agencies to
promote the coordination and continuity of multidisciplinary care.
Level I
Level II
Level III
Level IV
ENFE 3111-Values the
ENFE 4091- Uses
ENFE 4082- Applies
ENFE 4297- Integrates
discipline of nursing as
knowledge of
concepts of
knowledge of general
an important resource to biopsychosocial sciences
biopsychosocial sciences,
education, biopsychosocial
promote adaptation in
to describe stress and
humanities, and nursing
sciences, humanities, and
the human being.
pathological processes that using best practices when
nursing in his/her role as
affect the structure and
providing direct care to the leader of care to maintain,
function of homeostatic
hospitalized client with
promote, and restore
mechanisms.
adaptation problems.
adaptation of groups of
clients.
132
Role: Member of a
Competency: Professional conduct/ ethical-legal
discipline
Models the development of his/her professional role as generalist nurse when
providing updated care and safe practice to the individual, groups, and community
Outcome
Description
Includes the use of the profesional practice standards to perform his/her role. Carries out the practice within the
legal parameters and according to his/her academic preparation as generalist nurse. Keeps current in aspects related
to his/her practice and is a life-long learner. Demonstrates responsibility of the nursing care provided or delegated.
Advocates for client‟s rights and informs of unsafe practice on the part of members of the health team using
adequate channels. Maintains client and organizational confidentiality.
Level I
Level II
Level III
Level IV
ENFE 3112-Examines the
ENFE 4091- Describes the role ENFE 4081- Analyzes ENFE 4296- Values the
ethical, legal, and moral
of nursing in various diagnostic the ethical moral, and
need to update his/her
responsibility, and the
procedures of different
legal responsibility of
knowledge to maintain
standards of practice in
pathological conditions
nursing in the care of
competency and
Puerto Rico inherent to the considering ethical, legal, and
the hospitalized adult.
professional
nursing profession.
cultural aspects in the healthdevelopment as
illness continuum.
generalist nurse.
Role: Administrator of care Competency: Administration/leadership/cost effectiveness
Integrates leadership and administration skills to provide quality, cost effective care.
Outcome
Description
Includes application of administration principles to organize, plan, and use effectively the available resources to
provide care of client. Uses skills in conflict resolution, effectiveness in decision making, maintenance of safety,
and quality of care. Uses leadership theories, planned change, administration, and problem solving methods as tools
to exercise leadership in nursing. Acts as leader in the supervision and evaluation of care delegated to other
members of the interdisciplinary team. Makes decisions considering cost effectiveness and use of resources.
Evaluates the need for change and demonstrates effectiveness in the promotion of planned change.
Level I
Level II
Level III
Level IV
ENFE 3112- Values the
ENFE 4092- Analyzes the
ENFE 4082ENFE 4296- Evaluates
nursing role as educator and
economic impact of
Recognizes his/her
leadership skills and
leader among other roles to
diagnostic procedures and
role as leader when
conducts necessary for
assist in the adaptation of the
therapeutic measures used in providing 1:1 nursing
the promotion,
client in his/her promotion
different physiopathological
care with the adult
maintenance, and
and prevention of health.
conditions.
with adaptation
recovery of adaptation in
problems.
groups of clients.
Tables 4.6 and 4.7 provide evidence of teaching-learning activities used in nursing
courses to attain knowledge and skills as presented in Criterion 4.3. The content and design of the
courses are described in the course syllabi (See Appendix VI, p. 235 for sample course syllabi)
and development plans.
All course syllabi, development plans, and samples of examination
forms, evaluation forms, and course materials will be available during the site visit.
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Table 4.6
Examples of Teaching and Learning Activities by Course (ADN Program)
Course
Level I
ENFE 1011- Nursing in the
Adaptation Process of the
Human being
ENFE 1012- Nursing in the
Adaptation Process of the
Human Being Laboratory
Level II
ENFE 2026- Nursing of the
Adult with Problems of
Adaptation II
ENFE 2027- Nursing of the
Adult with Problems of
Adaptation II Laboratory
Examples of Teaching and Learning Activities
Discussion of reading assignments from the textbook, other readings from
references, discussion of study guides, cooperative learning, group discussion for
critical analysis, conference/discussion, Power Point presentation, analysis of
hypothetical situations, discussion of movies, role plays, tests
Practice in the skills laboratory, learning through conference, discussion, and
demonstration (use of anatomical models). 59 hours of clinical experience related to
the care of the healthy individual, discussion pre and post conference.
Learning through conference/discussion (questions, critical thinking), reading
assignments, cooperative learning, videos and audiovisual aids, study guides,
seminars or poster presentation (use of research findings for evidence based
practice), Internet resources (search for evidence based sources in data bases
(CINAHL, PROQUEST, and others).
Practice in skills laboratory, learning through conference/discussion/demonstration
prior to beginning of clinical rotation in structured setting, simulated clinical
situations (hypothetical case studies), case studies in clinical setting (selected clinical
experiences), 124 hours of clinical experience related to the care of the adult, pre and
post conference discussion.
Table 4.7
Examples of Teaching and Learning Activities by Course (BSN Program)
Course
Level I
ENFE 3111Introduction to the
Study of Nursing
Sciences
ENFE 3112Introduction to the
Study of Nursing
Sciences
Laboratory
Level II
ENFE 4091Physiological
Alterations in the
Process of Human
Being‟s Adaptation
Alterations in the
Process of Human
Being‟s Adaptation
Laboratory
Level III
ENFE 4081Nursing
Intervention with
the Adult with
Adaptation
Problems
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Learning through conference/discussion (critical thinking questions). Study guides,
assignments and supplementary readings. Cooperative learning (small group analysis and
discussion). Concept maps.
Learning through conference/discussion (critical thinking questions), assigned readings,
videos and audiovisual aids, study guides, study of hypothetical situations, and seminar
presentations. Work presented in Power Point and Movie Maker. Student initiated in
Internet resources (search for evidence based practice in data bases EBCSCO host,
CINAHL, Proquest, and H.W. Wilson, CINAHL, PubMed, Medline Plus, Pan American
Health Organization Data base Search, CUIDEN®). Use of Moodle.
Learning through conference/discussion (questions, critical thinking), assigned readings,
videos and audiovisual aids, study guides, seminars or WebQuest, Internet resources, search
for evidence based sources in data bases(CINAH), on line activities (games, lessons, etc.),
textbook CD (contains watch and learn videos, concepts in action animation, clinical
simulation, case studies, and others).
Learning through conference/discussion/demonstration of the physical examination prior to
beginning of the clinical rotation in structured setting, simulated clinical situations
(hypothetical case studies), case studies in clinical setting (selected clinical experiences), 73
hours of clinical experience related to the study of the hospitalized adult, pre and post
conference, use of Moodle: reflective diary, glossary of medicines
Learning through conference/discussion considering critical thinking questions, assigned
readings, videos and audiovisual aids, study guides, seminars or bibliographic lists (use of
research findings for evidence based nursing practice), Internet resources (search for
evidence based resources in data bases (CINAHL, PROQUEST, and others), on line
activities using Moodle (games, lessons, and others), text book with DVD-ROM (contains
watch and learn videos, concepts in action animation, clinical simulation case studies, and
others). Cooperative learning, concept maps, role playing, and others.
Course
ENFE 4082Nursing
Intervention with
the Adult with
Adaptation
Problems
Laboratory
Level IV
ENFE 4296Adaptation to the
Professional Role
Professional Role
Laboratory
Learning through conference/discussion/demonstration of nursing skills (prior to beginning
of clinical rotation in structured setting), simulated clinical situations (hypothetical case
studies), case studies in clinical setting (selected clinical experiences), 106 hours of clinical
experience related to nursing care of the hospitalized adult, discussion pre and post
conference, Moddle (reflective diary, medication glossary, lessons, digital documentation,
and others; short tests and practical examinations (nursing skills). Selected plan of care
book to incorporate most recent evidence based data and guides for best practices to ensure
quality nursing care. Demonstration and practice of skills using anatomical models.
Learning through conference/discussion and cooperative learning where questions promote
critical thinking, assigned readings, audiovisual aids, study guides. Critical analysis of
article in profesional journal (use of research findings (CINAHL, PubMed, Cochrane, and
others) or reliable web pages (CDC, Medline Plus, others), readings from text..
Learning through conference/discussion/review of nursing skills (prior to beginning of
clinical rotation in structured setting). 203 hours of clinical practice. Clinical experiences in
selected settings for the application of the role of leader and administrator of nursing care to
groups of clients, application of the role of leader to peers, application of the role of
follower. Study of planned change applied to a situation related to nursing care. Reflective
analysis of epidemiological situations. Pre and post clinical conference, use of Moodle and
technology: reflective diary, medication glossary, lessons, and others. Pre and post text to
evaluate competency related to the administration of medications, education to a group of
peers and nursing professionals.
Student learning evaluation is based on the achievement of the established criteria of the
learning outcomes and the objectives by level. Nursing faculty believe that evaluation criteria
should be clear and pertinent to students to facilitate optimal learning. The evaluation criteria and
assignments or activities to be carried out are given to students or published on Moodle at the
beginning of each course. Students are urged to ask questions for clarification if needed to
facilitate understanding and for the successful achievement of the learning outcomes. Criterion
4.5 discusses the integration of learning outcomes and competencies, course objectives, and
evaluation methods in both nursing programs.
4.4
The curriculum includes cultural, ethnic, and socially diverse concepts and may also include
experiences from regional, national, or global perspectives.
UPRH promotes in its curricula the integration of justice, equality, and respect. Attuned
to the UPRH Vision and Mission, and to the institutional goal of preserving the values of Puerto
Rican culture, the university community is committed toward recognizing the value and dignity
of all human beings, respecting diversity and striving for equality and justice. In the same
135
manner, the Nursing Department faculty recognizes that current social reality is more
heterogeneous every day which demands that nursing alumni possess the cultural competency to
provide quality care to diverse populations in different settings. These values are integrated in the
Nursing Department Mission, Vision, and Philosophy (page 20).
The UPRH is deeply committed with the integral formation of its students by offering
General Education courses which complement courses in the major. All curricula are designed to
allow the student to acquire and demonstrate proficiency in essential general education
competencies as approved by the Academic Senate in 2005 (Certification No. 46-2005-06) and
which include the respect for values, ethics, and diversity.
Concentration courses of both programs integrate cultural, ethical, and social diversity
concepts. Emphasis is placed on cultural implications; development of knowledge, attitudes and
skills to provide client-centered, safe, and effective care to diverse populations in varied setting.
Through diverse learning experiences the student acquires knowledge and develops acceptance,
respect, and sensibility towards the values, beliefs, and practices of each individual throughout
the life cycle. Learning experiences in general education and concentration courses of both
programs begin from the freshman year and increase in level of complexity as the student
progresses through the sequence of studies. The following table illustrates some examples of
integration of cultural, ethnic, and social diversity concepts in general education courses.
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Table 4.8
Cultural, Ethnic, and Social Diversity Concepts in General Education Courses
Course
ESPA 3101 – 02 Basic Spanish I and II
HUMA 3021 Cultural Manifestations of
Western Civilization I
HUMA 3022 Cultural Manifestations of
Western Civilization II
*PSIC 1005 General Applied
Psychology
**HIST 3241-42 History of Puerto Rico
I and II
**CISO 3121-22 Introduction to Social
Sciences I and II
**PSIC 3005 – General Psychology
**Principles of Sociology
*for ADN students, **for BSN students
Concepts
Exposes students to linguistic-literary experiences that help
them value diverse, contemporary cultural manifestations and
to the study of the Spanish language and literary analysis of
contemporary Spanish, Hispanic-American, and Caribbean
writers.
Offers students a panoramic view of the most important
cultural manifestations of western civilization with an
emphasis on history, art, and literature.
Offers students a panoramic view of western civilization with
an emphasis on philosophy, ethics, and religion.
Discusses the basic principles and theories of psychology
within a pragmatic frame of reference and with special
emphasis on their application.
Discusses the historic evolution of the Puerto Rican people
from pre-columbine origins to present day.
Discusses the social forces that have formed our world,
analyzes basic problems of contemporary society, and situates
Puerto Rico within this process.
Studies basic problems of the individual and society, as well
as different approaches and methodologies to solve said
problems.
Discusses the basic structure of human society, identifies
principle forces that unite or weaken group, discusses the
conditions that transform social life, and analyzes and
interprets social data.
Integration of cultural, ethnic, and social diversity concepts in the ADN Program begins
in the first two courses ENFE 1011 and 1012 and in the BSN initial courses ENFE 3111 and
3112. In this first level, students discuss the vision, mission, and philosophy of the nursing
programs, and professors express a commitment to the value of culture and respect for the dignity
and diversity of all human beings. Further, in the first courses, students are introduced to Sister
Callista Roy‟s Model where principles of humanism prevail.
The dimensions of the human
being as biopsychosocial being in constant interaction with the changing environment are also
discussed. Students study cultural, ethnic, and social diversity concepts as stimuli that influence a
client‟s conduct and his/her adaptation level. The objective of nursing care to promote client
adaptation in the four adaptation modes is discussed; students are made aware that it is necessary
137
to consider and respect cultural, ethnic, and social diversity to promote health, quality of life, and
death with dignity.
Through educational strategies such as discussion, role playing, and reflective analysis,
the student examines his/her own values and the values of nursing as a profession. Likewise,
he/she is exposed to simulated experiences and experiences with the healthy client through which
he/she demonstrates conduct such as compassion, empathy, and respect towards values, beliefs,
and personal preferences. In the first level, the concepts of diversity are studied and applied with
the healthy client.
In the following levels of the programs, theoretical and clinical learning experiences are
geared toward more complex situations (for example, client with pathophysiological and
psychopathological alterations). As part of the learning strategies, student do exercises to clarify
values and attitudes oriented toward self-knowledge, discussion of dilemmas, case analysis,
cooperative learning, and others.
The student is exposed to diverse populations in different settings throughout the
curriculum. This allows him/her to acquire varied experiences about the cultural, ethnic, and
social dimensions of the population of the region. Further, diversity from the regional, national,
and global perspectives is addressed through reflective and comparative analysis of population
characteristics.
This includes the study of health practices, mortality and morbidity rates,
prevalence of overweight, obesity, hypertension, diabetes mellitus, drug and alcohol abuse,
emerging and re-emerging diseases, and others. Tables 4.4 and 4.5 on pages 128 and 130 include
some examples which reflect the integration of core concepts, including diversity, throughout the
ADN and BSN Program curricula.
138
4.5
Evaluation methods are varied, reflect established professional and practice competencies,
and measure the achievement of student learning and program outcomes.
Nursing Department faculty utilizes a variety of tools to evaluate student learning and
uses the COPA Model to structure and organize student outcomes. Evaluation tools are applied
consistently to measure acquired knowledge and the capacity to reason, as well as the ability to
synthesize information and apply knowledge. Through several evaluation tools, faculty can
measure the achievement of theoretical and clinical course objectives, mastery of established
competencies, and achievement of learning outcomes of the ADN and BSN Programs. During
the learning experiences in each of the theoretical and clinical courses, formative and summative
evaluations are conducted. These evaluations provide the student continuous information about
his/her academic progress. Among the tools and methods used are quizzes, partial examinations,
final examinations, oral and written reports, written assignments, seminars, active participation in
class, reflections, critical analysis of articles in profesional journals, study/lesson modules,
portfolios, and poster presentations.
Faculty consider clinical evaluation as a very important element in the student‟s academic
development. Through the evaluations, achievement of clinical objectives and competencies,
psychomotor and affective skills, capacity for the students to apply knowledge, and skills
acquired in real clinical situations can be measured. Mastery of psychomotor skills is evaluated
prior to exposure to real clinical experiences.
To ensure that students have a safe and competent practice, profesors administer practical
examinations of nursing skills in the clinical laboratories. For example, in the courses ENFE 4082
(BSN, 3rd year) and ENFE 2017/2027 (ADN, 2nd year), two examinations are given; the first
measures skills that the student initiated in the basic courses (ENFE 1012/1026 in the ADN and
ENFE 4036 in the BSN); the second practical examination includes new skills incorporated in the
level where the courses are given. After a skills demonstration is given by the professor, students
practice the skills in the skills laboratory and eventually the professor evaluates the students with
139
a practical test using a checklist. During this process, students demonstrate their knowledge and
psychomotor skills prior to the practice in a real setting.
As part of the initiative implemented to promote a safe practice in the administration of
medicine, faculty uses diagnostic tests to measure the level of mastery in this important
competency. After conducting the evaluation, professors identify and reinforce areas of need and
offer a written tests on calculation and a practical examination with anatomical models on
administration of medications. Further, faculty developed a Medication Manual (on exhibit)
which exposes students to theory and immediately after provides additional practice exercises to
be completed in class.
During clinical experiences in real settings, professors use a series of instruments to
measure cognitive, psychomotor, and affective learning. Among these, there are instruments to
evaluate nursing processes, patient education, community assessment, reflective analysis of
situations, documentation of reflective diaries, planned change study, analysis of epidemiology
situations, and portfolios. Tables 4.9 and 4.10 summarize evaluation methods by level.
140
Table 4.9
Objectives, Outcomes, and Evaluation Methods for Sample ADN Program Courses by Level
Outcome: Uses effective communication (oral, written, and technological) in the associate degree nursing practice with the client, family, and as part of the interdisciplinary team.
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
(Unit V, T1)
Oral and written report of the study guide
Values the responsibility of the nursing professional in
Student responses during discussion of the movie on communication and interview
ENFE 1011
the access, management, and documentation of
Verbal reaction from the student to the analysis of the role play where the student identifies
information related to the care of the client.
techniques that promote and affect the communication process with the client and
interdisciplinary team
I
ENFE 1012
ENFE 2026
II
ENFE 2027
(Unit IV, T3)
Discusses the nursing role in education of the client to
promote and maintain adaptation.
Student responses to guide questions
Partial Exam
(Unit I, T3, C1)
Applies basic principles of therapeutic communication
and interview to gather data that help promote the
client‟s adaptation.
Clinical performance instrument
Participation in post –clinical conference for analyzing the communication with the assigned
client
(Unit I, T2, C13)
Mentions the conditions or situations that need to be
communicated among the members of the surgical and
post-surgery team.
(Unit I, T2, C2)
Collaborates with the nurse of generalist in the
development and implementation of education plans
with the client in the pre-surgery stage.
Participation of students in the discussion
Guide questions
Client and family education instrument
141
Role: Provide of care
Competency: Care interventions
Client centered care, cultural diversity, client advocate
EBP, best practices
Outcomes: Performs his/her professional practice to manage adaptation problems during intervention with individuals and family within the community context in structured and semistructured setting;
Uses research results for evidence based nursing practice when providing care to the individual and the family in structured and semi-structured settings.
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
ENFE 1011
(Unit I, T2,C4)
Recognizes the importance of evidence based practice as a tool to
provide quality, safe, and effective care.
Active participation of students in the discussion
(Unit V, T2, C5)
Recognizes the importance of evidence based and best practices
Nursing process evaluation
when intervening with the assigned client.
Pre- and post conference discussion of the assigned client
(Unit V, T 1)
Critical thinking exercises using EBP articles for poster presentation
Applies concepts of the adaptation model and evidence based
ENFE 2026
Evaluation criteria for poster presentation
practice to develop nursing plans of care for clients with
adaptation problems in neurological regulation.
ENFE 2027
(UNIT III, T1, C6)
Uses evidence based and best practices in nursing to assist the
Evaluation of the nursing process
adult when performing exercises and using assistive equipment.
Outcome: Uses critical thinking for decision making and problem solving based on evidence when intervening with individuals and the family within the community context.
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
ENFE 1011
(Unit IV, T1)
Guide questions
Discusses the value of the nursing process as an instrument to
Oral and written presentations using guide questions
promote the adaptation of the human being.
Partial exam
I
Unit III (T1)
ENFE 1012
Applies principles of biopsychosocial sciences, critical thinking
Evaluation of clinical laboratory skills
skills, and safe practices in nursing when administering
Discussion of study guide
medications to the client.
(Unit II T1, C3)
ENFE 2026
Uses critical thinking when developing nursing diagnostics of the
adult with problems of skin integrity in the health-illness
continuum.
II
(Unit II, T1, C2)
ENFE 2027
Uses critical thinking in the interpretation of the results of
Instrument for evaluating the nursing process
diagnostic tests to detect signs of problems of skin integrity..
ENFE 1012
142
Competency: Collaborative care/safe practice/integrates acquired knowledge
Outcome: Integrates acquired knowledge to provide safe and effective, client-centered care, based on evidence and using best practices in collaboration with the generalist nurse and the
COURSE
COURSE
OBJECTIVE
EVLUATION METHODS
(Unit I, T2, C2)
Student‟s oral reaction during dramatization of nursing roles and duties
ENFE 1011
Discusses factors to consider when promoting effective
Guided questions geared toward the analysis of factors that promote effective
therapeutic relations with the client and when establishing
professional relationships
collaborative relationships with the interdisciplinary team.
I
(Unit V, T4)
Instrument for evaluating the education plan
ENFE 1012
Collaborates with the interdisciplinary health team in the planning
Discussion of assigned case
and implementation of education plans to promote the client‟s
adaptation.
ENFE 2026
(Unit III, T2, C4)
Student participation in the discussion
Mentions the necessary measures to provide safe and quality care
Evaluation rubric of information competencies designed by the librarians
to clients with adaptation problems in activity.
II
ENFE 2027
(Unit II, T4, C5)
Demonstrates the use of knowledge of biopsychosocial sciences
Evaluation of the nursing process
when intervening with the burned client.
Role: Member of a discipline
Competency: professional/ethical conduct
Outcome: Assumes responsibility in the development of his/her professional role as associate degree nurse when providing updated care and safe practice to the individual and family
within the community context consistent with professional standards.
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
(Unit I, T3)
Student participation during the discussion of the topic in small and large
ENFE 1011
Discusses ethical-legal principles, code of ethics and professional
groups
standards that guide the nursing practice in Puerto Rico.
Student responses to the study guide
Partial exam
I
(Unit III, T2)
Discussion of the medication manual
ENFE 1012
Recognizes the nursing role, his/her responsibility, and ethicalDiscussion of assigned cases
legal principles in the administration of medication.
Instrument for evaluating clinical performance
ENFE 2026
(Unit I, T1, C1
Participation of students in the discussion
Describes the ethical-legal implications in the nursing care during
Guide questions
the pre-surgery stage.
II
ENFE 2027
(Unit I, T4)
Develops an ethical-legal behavior when performing his/her
associate nursing role during intervention with the adult and
elderly client who is going to be operated.
143
Table 4.10
Objectives, Outcomes, and Evaluation Methods for Sample BSN Program Courses by Level
Outcome: Uses effective communication (oral, written, and technological) in the generalist nursing practice with the client, family, group, community, and as part of the
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
(Unit II, T1, C2)
I
ENFE 3112
Practice exercise to demonstrate mastery of reference searches using
Uses the search in on-line data bases for evidence based
data bases
sources in the field of professional nursing.
(Unit III, T1, C3)
ENFE 4091
WebQuest rubric (prevention poster, promotion and prevention
II
Integrates IT skills in the study of global infectious
brochure, moviemaker)
conditions and infections associated with health care.
(Unit II, T1, C4)
ENFE 4081
Students‟ active participation in the discussion
Explains the need for the application of therapeutic
Partial exam
communication techniques when assessing the hospitalized
adult client.
(Unit IX , T1, C7)
ENFE 4082
Instrument for evaluating client and family education
Uses IT to develop and implement education plans for the
client with problems in endocrine function.
III
(Unit III, T2, C6)
ENFE 4139
active participation of students in the discussion
Discusses the need for effective information and
Partial exam
technology management during the different stages of
investigation.
(Unit III, T4)
ENFE 4140
Active participation in the discussion
Develop oral and written communication skills when
interpreting data from population data (information.
(Unit II, T2, C2)
ENFE 4296
Recognizes the importance of using the proper channels of
Group discussion, verbal reaction
communication,
lines
of
responsibility
and
authority
for
IV
achieving the goals of care.
(Unit III, T1, C5)
ENFE 4297
Instrument for evaluating following leaders
Applies communication skills to establish collaborative
Instrument for evaluating leading followers
relationships with his/her followers and members of the
144
Outcome: Incorporates critical thinking for decision making and problem solving based on evidence when intervening with individuals, family, groups, and
community.
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
(Unit VII, T, C3)
Oral responses to guide questions on the three
Discusses the relationship between the nursing process and the scientific method
processes.
ENFE 3111
and problem solving.
Partial exam
I
(Unit IX, T1)
Instrument for evaluating the nursing process with
Applies critical thinking and decision making when using the nursing process
the healthy client
ENFE 3112
according to the Roy Model in therapeutic interventions to promote and maintain
the healthy client‟s adaptation.
ENFE 4091
(Unit II, T1,C6)
Uses critical thinking to identify ineffective behaviors and stimuli present in
alteration of cellular growth and division.
ENFE 4092
(Unit IV, T1, C10)
Carries out the nursing history, cultural assessment, and physical assessment
considering principles of privacy and confidentiality.
ENFE 4081
(Unit II, T3, C2)
Uses critical thinking to analyze assessment and nursing interventions geared to
prevention of complications associated with the geriatric syndromes of the
hospitalized client.
(Unit VI, T1, C4, )
Incorporates critical thinking in decision making when planning and providing
evidence based nursing care.
(Unit III, T1)
Examines the steps in the research process using critical thinking skills.
(Unit I, T1, C2)
Discusses criteria used in the critical analysis of the problem statement.
II
ENFE 4082
III
ENFE 4139
ENFE 4140
ENFE 4296
IV
ENFE 4297
(Unit III, T2, C1)
Relates problem solving with the process of planned change and critical thinking.
(Unit IV, T1,C1)
Uses leadership skills and critical thinking and creative skills when making
decisions to promote, maintain, and adapt groups of clients.
Participation of students in discussion
Guide questions
Concept maps
Partial exam
Evaluation criteria for written case study
Concept map
Concept maps
Partial exam
Instrument for evaluating oral and written
presentations
Participation of the student in the discussion
Responses of the student to the study guide
Oral presentation of problem
Critical analysis of research article
Evaluation of critical analysis instrument
Participation of the student in group discussion
Questions and answers
Responses of the student to guide questions in the
post-clinic seminar
145
Competency: Care interventions (client-centered care, cultural diversity, client advocate)
Outcome: Performs his/her professional practice to manage adaptation problems during intervention with individuals, family, groups, and community in a variety of
settings.
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
ENFE3111
I
ENFE 3112
ENFE 4091
II
ENFE 4092
ENFE 4081
III
ENFE 4082
ENFE 4296
IV
146
ENFE 4297
(Unit VII, T1)
Examines the nursing process based on the Roy Adaptation Model to promote
and maintain the human being‟s adaptation.
(Unit IX, T1, C6)
Applies necessary nursing interventions in the care of the client to promote
adaptation.
(Unit VI, T1, C3)
Describes prevention measures and educational needs of the client with
alterations in his/her endocrine function and considers his/her cultural diversity.
(Unit IV, T1, C10)
Performs nursing history, cultural assessment, and physical estimate considering
the principles of confidentiality and privacy.
(Unit I, T1, C2)
Discusses the competencies of the nursing professional to provide safe, quality,
and evidence based care.
(Unit VII, T1, C4)
Plans nursing interventions to promote the adaptation of the client with nutritional
alteration considering his/her cultural diversity.
(Unit I, T1, C6)
Identifies five techniques that promote the development of effective leadership.
Unit IV, T1, C6)
Considers and respects diversity, values, and human dignity when carrying out
therapeutic interventions with groups of clients.
Oral reactions in the discussion of guide questions
about the nursing process
Participation of the student in the group discussion
Rubric for evaluating Webquest
Instrument for evaluating nursing processes
Pre- and post conference oral report
Participation of the student in group discussion
Partial examination
Concept map
Instruments for evaluating nursing processes
Prep- and post conference oral report
Group discussion of assigned readings; guide
questions
Competency: Care interventions (researcher/EBP, best practice)
Outcome: Incorporates research in evidence based nursing practice when providing care to the individual, family, groups, and community in a variety of settings.
LEVEL
I
COURSE
ENFE3111
ENFE 4091
II
ENFE 4092
ENFE 4081
ENFE 4082
III
ENFE 4139
ENFE 4140
ENFE 4296
IV
ENFE 4297
OBJECTIVE
(Unit II, T1, C7)
Explains the importance of research in nursing as a means of providing evidence
based, quality care.
(Unit I, T2)
Analyzes the contribution of research and evidence based practice in the study of
diverse physiopathological processes.
(Unit I, T1, C6)
Incorporates research findings and evidence based practice in the analysis of a
hypothetical case study.
(Unit IV, T1 , C3 )
Recognizes research findings as source of support for nursing interventions with
the adult with adaptation problems in oxygenation.
(Unit VIII, T1)
Uses best practices when incorporating research findings in the care of the adult
with adaptation problems during activity and at rest.
(Unit V, T3, C1)
Recognizes the importance of critical analysis of research as a tool to improve the
nursing practice..
(Unit IV, T6)
Evaluated scientific research reports in nursing as an effective means to improve
the profession.
(Unit III, T2, C4)
Recognizes research findings as a source to base decision making and best
practices in nursing.
(Unit III, T1)
Prepares a proposal for a plan of change applying research principles, problem
solving, planned change, decision making, and nursing practice standards.
EVALUATION METHODS
Written exam
Instrument for evaluating the presentation of a
hypothetical case study of a client with a
physiological alteration
Instruments for evaluating nursing processes
Post conference discussion
Practical exam
Group discussion of assigned work
Instrument for evaluating critical analysis
Instrument for evaluating the research proposal
Guide questions and quick response
Instrument for evaluating the planned change
proposal
147
Competency: Collaborative care/safe practice
Outcome: Integrates acquired knowledge to provide safe and effective, client-centered care, based on evidence and using best practices in collaboration with the
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
ENFE3111
I
ENFE 3112
ENFE 4091
II
ENFE 4092
ENFE 4081
ENFE 4082
III
ENFE 4139
ENFE 4140
IV
ENFE 4296
ENFE 4297
148
(Unit VII, T1, C11)
Describes the phase of nursing intervention (development of orders and actions)
and considers scientific evidence when writing them.
(Unit VII, T1, C9)
Discusses the importance of maintaining effective interpersonal relationships in
the work team and diverse groups.
(Unit IV, T2)
Uses knowledge of biopsychosocial sciences and nursing to explain alterations in
the oxygenation of tissues; ventilation, gas exchange and transport.
(Unit IV, T1, C16)
Searches on line for research articles that evidence best practices with clients with
alterations in coronary arterial circulation.
(Unit V, T1)
Integrates knowledge of biopsychosocial sciences, humanities, and nursing to
offer safe and effective evidence based care for the client who is going to undergo
surgery.
(Unit II, T1, C9)
Collaborates with the interdisciplinary team in the management of the client at
risk for readmission.
(Unit II, T1,C6)
Recognizes research findings as an essential component of best practices in
nursing.
(Unit IV, T6)
Evaluates reports of scientific research conducted in nursing as an effective
means to improve the practice among members of the profession.
(Unit II, T1, C16)
Indicates the responsibility of the nursing professional in the evaluation and
improvement of the quality of continuous care of the client.
(Unit IV , T1, C5)
Demonstrates knowledge of biopsychosocial sciences, humanities, and nursing
when providing safe and effective evidence based care to groups of clients.
Oral reaction of the student to nursing interventions
Partial exam
Partial written exam
Partial exam
Instrument for evaluating a hypothetical case study
Instrument for evaluating a real case study
investigation
Partial exam
Pre- and post conference oral report
Instrument for evaluating the research proposal
Questions and answers
Examination
Participation of the student in pre- and post
conference seminar
Role: Member of a discipline
Competency: Professional conduct/ethical-legal
Outcome: Models the development of his/her professional role as generalist nurse when providing updated care and safe practice to the individual, groups, and
community consistent with professional standards.
LEVEL
COURSE
OBJECTIVE
EVALUATION METHODS
ENFE3111
ENFE 3112
I
ENFE 4092
ENFE 4081
ENFE 4082
III
ENFE 4139
ENFE 4140
ENFE 4296
IV
ENFE 4297
(Unit I, T1, C 5)
Discusses the roles and functions of the nursing professional.
(Unit VI, T1)
Examines the ethical, legal, and moral responsibility and the standards of the
nursing profession.
(Unit II, T2, C1)
Carries out the nursing history, cultural assessment, and physical assessment
considering the principles of confidentiality and privacy.
(Unit II, T2, C3)
Analyzes ethical-legal aspects of nursing care of the adult in emergency situations
and disasters..
(Unit II, T1, C7)
Examines the ethical-legal implications involved in admission, discharge, and
transfer procedures of adult client in a hospital setting.
(Unit II, T2)
Recognizes ethical-legal principles that are serve as the basis for the development
of research in nursing.
(Unit II, T1, C3)
Recognizes ethical-legal aspects in the management and use of information..
(Unit III, T4, C1)
Discusses ethical-legal actions that must be considered by the leader as part of
his/her role.
(Unit IV, T1, C2)
Demonstrates application of ethical and legal canons and professional practice
standards during therapeutic interventions with groups of clients.
Oral reaction of small groups to the roles and
functions studied in the large group
Oral report about the reading and discussion of the
Code of Ethics and standards of practice
Oral report in post clinic conference
Instrument for evaluating analysis of real case study
Partial exam
Active participation of students in discussion of
readings and exercises.
Instrument for evaluation of the research proposal
Discussion of assigned readings
Guide questions
Written work of a legal case
Instrument for evaluating leader portfolio
Oral report in post clinic seminar
149
Role: Administrator of care
Competency: Administration/leadership/cost effectiveness
Outcome: Integrates leadership and administration skills to provide quality, cost effective care.
LEVEL
COURSE
OBJECTIVE
ENFE 3111
I
II
ENFE 3112
ENFE 4092
ENFE 4081
III
ENFE 4082
ENFE 4139
ENFE 4296
IV
ENFE 4297
150
(Unit I, T1, C5)
Discusses the roles and functions of nursing personnel.
Unit V, T1
Discusses the organization and functioning of the Health Care System in Puerto
Rico, National Health Goals, and the implications on the nursing professional.
(Unit II, T1 , C7 )
Applies leadership skills when using effectively the resources available in the
care of the client with cancer.
Unit V, T1, C 5)
Analyzes leadership skills required for therapeutic nursing intervention with the
client throughout the stages of the surgical process.
(Unit VI, T1)
Develops his/her leadership role in the administration of care when using
prevention strategies geared toward a reduction of health care costs.
(Unit II, T1,C5)
Discusses the present and future of research in nursing in view of controversial
issues related to the nursing practice.
Unit II, T1
Discusses the importance of knowing the structure and organizational function of
as strategy for leadership and the efficient coordination of nursing care.
(Unit IV, T1, C10)
Demonstrates awareness of the appropriate use of materials and fiscal resources
when providing Nursing services to groups of clients.
EVALUATION METHODS
Oral reaction of small groups to roles and functions
studied in the large group
Instrument for evaluating the seminar directed by a
group of students
Participation of students in a discussion about the
Health System in Puerto Rico
Partial and final exam
Active participation of the student in the discussion
Partial exam
Oral reaction in group discussion of assigned
reading
Partial exam
Oral reaction of the student to guide questions
Partial exam
Student performance is evaluated rigorously in all theoretical and clinical courses.
Tables 4.9 and 4.10 demonstrate that the evaluation methods used include the following:
examinations, short tests, immediate response questions, reflective diaries, portfolio, open
questions, concept maps, rubrics or evaluation instruments, checklist, performance tests, and
others. These tools are used mainly to measure understanding of content (cognititive domain)
and critical thinking skills. To promote use of critical thinking, decision making, and problem
solving, faculty ensure that questions on examinations and short tests are constructed in the level
of performance that require analytical/application and synthesis/evaluation skills.
Assignments, written work, oral presentations, and WebQuest are used as tools to
measure the capacity for students to locate and retrieve reliable information efficiently.
These
tools also measure the knowledge, skills, and attitudes of students including: analysis, synthesis,
conceptualization; systemic thinking; critical thinking; investigation or metacognition; and
capacity to generate knowledge and communicate ideas.
The portfolio and reflective diary are used to evaluate the process as well as the result of
the teaching-learning process.
These methods provide the faculty evidence to analyze the
situation/topic to be evaluated from the beginning of the learning process until the student
acquires the cognitive, psychomotor, and affective skills.
The student‟s performance in clinical courses is evaluated with the clinical performance
instrument developed by faculty. Also, other methods are used to determine clinical competence
and level of mastery of psychomotor, affective, and cognitive skills (See exhibit for a copy of the
instruments).
Methods of evaluation are clearly described and published in the course syllabi. In the
introductory unit of every course the professor discusses and examines with students the course
objectives and evaluation methods and instruments. Further, the activities schedule of each
course announces the dates for examinations or evaluation activities.
Throughout the semester, the student receives and discusses individually during the
professors‟ office hours the results of his/her evaluations and academic progress. UPRH requires
151
that professors be available six hours per week for individual consults with students. These office
hours are published on the Nursing Department bulletin board, on the door of professors‟ offices,
and on the course web page in Moodle.
Academic norms establish the Eighth Week Academic Progress Report where professors
must inform student of their grades up to the eighth week of classes. The date is published every
semester in the academic calendar and on the UPRH web site. UPRH uses the standardized
system of grades I(A-F).
In clinical courses, a period for post clinical conference is provided at the end of the daily
experiences.
These are conducted in the cooperating agency‟s facilities where the student
performs the clinical experience.
In the conference, the student may discuss with his/her
professor information related to the achievement of objectives of the clinical experience (See Post
Clinical Conference Plan on exhibit). During diverse clinical experiences and in the post clinical
conferences, the professor provides constructive feedback recognizing the student‟s achievement
and pointing out areas for improvement. In situations where students conduct laboratory
experiences in community non-structured or semi-structured settings, they write a reflection about
the achievement of objectives and the professor provides feedback (See Evaluation Form on
exhibit).
When the student faces problems in academic performance, he/she is interviewed by the
professor to analyze the student‟s particular situation and establish an intervention plan to help
the student achieve the course objectives. If necessary, the student is referred to a profesional
counselor from DIDIE or any other service according to the student‟s needs. Also, the student
may be referred to the Skills Laboratory technician in situations where he/she has difficulties in
mastering psychomotor skills.
4.6
The curriculum and instructional processes reflect educational theory, interdisciplinary
collaboration, research and best practice standards while allowing for innovation, flexibility
and technological advances.
152
Educational Theory
Nursing Department curricula reflect educational theory based on humanisticconstructivist principles and the Roy Adaptation theory. As pointed out in Criterion 4.1, these are
philosophical and psychological currents that are considered essential in all dimensions of the
human being. In other words, it centers the care (client) and learning (student) in the human
being. Research shows that pedagogical paradigms are changing from teacher centered to student
centered education. The Nursing Department faculty support this shift and direct all course
revision towards an environment more centered on student learning.
Constructivism is an
educational paradigm where teaching strategies or methods move the student toward a more
active role in the learning process. Consequently, faculty involve the student actively in his/her
education where critical thinking, collaborative work, and creativity are promoted.
Congruent with educational theory and current practices, the course sequence of the ADN
Program
and
the
content/knowledge.
BSN
Program
progresses
from
simple/basic
to
more
complex
The order of nursing and general education courses permits the progressive
development of knowledge and abilities. All theoretical and clinical courses must be taken in
sequence. General education courses are organized so students can fulfill pre and co-requisites,
integrate learning from a prior course, and successfully complete academic requirements in any
semester. Criterion 4.3 demonstrates the relationship of program outcomes and objectives by
levels and illustrates that there is a progression from the simple to the complex. Objectives are
classified according to Bloom‟s Taxonomy of Cognitive Domain (cognitive, affective, and
psychomotor) and are developed according to the level within each domain.
Faculty recognizes the importance of life-long learning and believes firmly in keeping
current in educational strategies, learning processes, student characteristics, and use of technology
in education, among others. Faculty constantly review literature related to research in nursing
education and attend educational activities related to their role as educators. Furthermore, faculty
153
adopt the idea that “evidence based teaching practice has become in the standard that ensures
quality in teaching which helps to understand what works best in the classroom and in clinical
experiences (Jacobson 2004).
Interdisciplinary Collaboration
Interdisciplinary collaboration is used during instruction and in all educational activity.
Nursing faculty work in collaboration with other UPRH faculty, administration, and service
offices to facilitate education. Student support services work in close collaboration with the
Nursing Department in profesional orientation, financial, registration, and address other student
needs. Other academic departments collaborate by scheduling general education classes during
special times to avoid conflicts with clinical laboratories.
Nursing Department programs provide the opportunity so students can collaborate with
other members of the health team. Furthermore, team work and collaborative, interdisciplinary
care is promoted in courses of both programs. For example, in ENFE 4082, respiratory therapy
personnel from the Fajardo HIMA Hospital offer orientation to BSN students about the principles
of mechanical ventilation. Pharmacy personnel orient students about medicine conciliation and
the use of the crash cart. ENFE 2016 (ADN) and ENFE 4081 (BSN) introduce principles of
emergency care and disaster preparation, including bioterrorism and interdisciplinary health team
response. In the clinical laboratory, ENFE 2027 and ENFE 4082 students have participated in
drills.
154
Best Practice Standards
Nursing Department curricula include research findings in course contents through
review of literature or EBP results presented in texts selected by faculty. Nursing faculty
recognizes the nursing process (critical thinking) and EBP as the basis for clinical decision
making and best practices. Faculty is also aware that the use of evidence based practice promote
best practices and safe and quality care. Consequently, students are introduced to EBP in the
initial courses of both programs. To achieve this competency, the student is urged to think
critically (the formulation of clinical queries), locate and retrieve reliable and relevant resources
to respond to the clinical query, incorporate results of client care to make the best decisions
regarding a safe and quality care.
In the third level of the BSN Program, ENFE 4139-4140 includes the research proposal
where students apply principles of investigation using a theoretical framework: formulate a thesis,
review literature, identify variables, and construct the instrument to gather data. In the fourth
level, ENFE 4196-97 includes a study of the family and the community, and ENFE 4297 includes
the problem solving method and principles of research (Additional examples will be on exhibit).
Innovation, flexibility, and technology
Nursing Department curricula are flexible and integrate academic, educational, and
technological innovations. Faculty have responded to the NLN (position statement, 2008) and to
the IOM (Institute of Medicine, 2003) that establish that IT should be incorporated in nursing
curricula and as a practice standard. According to the IOM, IT should be used as a competency to
communicate, develop knowledge, reduce errors (safe care), and support decision making (critical
thinking).
In both the ADN and BSN curricula, faculty have been incorporating IT as a
complementary resource so that it contributes effectively to learning experiences. In addition,
faculty have followed NLN‟s calling to prepare a new generation of nurses to work in an
environment rich in technology and responding to needs and changes in society (on line
155
communication, Bush, G.W. Executive Order on the electronic medical record for 20143). In the
same manner, since collaborating care agencies are moving towards the use of digital
documentation, nursing education must also include in its courses E-learning and computerized
documentation.
Attuned to these tendencies, Nursing Department faculty have begun using Moodle as a
tool for the achievement of this competency. Seventy-seven percent of the faculty is using this
platform to complement the courses.
On line sources are also used for student-professor communication for support or
clarification of doubts regarding a classroom task. Additionally, students have on line data bases
and a reference source known as “Pregúntale a tu bibliotecario” (Ask your librarian), which is
connected
to
the
UPR
Library
System
and
which
responds
to
queries
http://refvirtual.upr.edu/email.html. The following figure illustrates how information skills are
integrated in ADN and BSN curricula.
3
Bush GW. Executive Order: Incentives for the Use of Health Information Technology and Establishing the Position of the
National Health Information Technology Coordinator. Available at: www.whitehouse.gov/news/releases/2004/04/200404274.html . Accessed December 30, 2007.
By executive order in 2004, President George W. Bush established the Office of the National Coordinator for Health Information
Technology in the US Department of Health and Human Services, to promote the goal of access to an interoperable electronic
medical record by the majority of US individuals by 2014 .
156
Search for client information
(for example: laboratory
results or information related
to the client care).
Administration of
Care
Communication
Retrieval of information from on
line data bases (Ex. CINHAL) or in
reliable on line resources (Ex. CDC,
Medline plus, others). Access
assignment on Moodle platform.
Access to Data
Documentation
Use of technological resources for
client education (Power Point,
Movie Maker, reliable on line
references and others.)
Use of e-mail
(student/professor
communication)
Use of word processing and
other programs (documentation
Moodle platform : reflexive
diary, medication glossary and
others.)
Client Education
Monitoring
EKG, Telemetry, Dxt and
others.
Figure 4.7 Information Technology Skills in the ADN and BSN Nursing Programs
To contribute to students‟ academic development and success in incorporating
technology in nursing courses, UPRH has the following support service programs: C_Data –
http://cdata.uprh.edu , CCC, CADA, and others (See Standard 3 for a detailed discussion). The
Nursing Department also has a faculty member who offers technical support and mentoring to
professors interested in working with Moodle.
If the student does not have the resources, skills, or necessary computer competencies for
the course, he/she is informed the first day of classes where he/she may go to receive training and
practice and where computers are located for student use.
Outcomes related to communication include IT competency and are reflected in the
activities listed in Tables 4.11 and 4.12.
157
Table 4.11
Examples of Use of Technology in ADN Program Courses
Level
1
2
Course
ENFE 1011Nursing in the
Human Being‟s
Adaptation Process
ENFE 1012Nursing in the
Human Being‟s
Adaptation Process
Laboratory.
ENFE 2026Nursing Care for
Adults with
Adaptation
Problems II
ENFE 2027Nursing Care for
Adults with
Adaptation
Problems II
Laboratory
Example of Technology
Power Point presentations
Workshop on UPRH data base search (bibliographic instruction).
Use of technological equipment (digital thermometer, IV pump, and
others). Information search in on-line data bases on the On-line
Library.
Access to Internet resources, review of literature using on-line data
bases (CINAHL, PubMed, and others) to prepare EB Poster or
seminars. Retrieve information from reliable web sites. CD-ROM,
Video. Use of Moodle: access course description, evaluation tools,
assignments, Power Point and others.
Access to web resources: review of literature using on-line data
bases (CINAHL, PubMed, and others) to develop educational
activities for clients and family. Monitoring equipment (Dxt, IV
pump, Telemetry, and others). Technology-based medication
administration systems (in acute care settings when available).
Communication via e-mail with the professor to clarify tasks and
assignments..
Table 4.12
Examples of Use of Technology in BSN Courses
Level
I
Course
ENFE 3111Introduction to
Sciences in
Nursing
ENFE 3112Introduction to
Sciences in
Nursing Laboratory
Alterations in the
Adaptive Process
of the Human
Being.
Alterations in the
Adaptive Process
of the Human
Being Laboratory
3
158
ENFE 4081Nursing
Intervention for the
Adult with
Examples of Technology in the Classroom
Use of Moodle: Access assignments, evaluation tools and rubrics,
and others. Search for articles using the data bases in the on-line
library (Biblioteca Virtual).
Use of Moodle: Access assignments, evaluation tools and rubrics,
and others. Workshop on searching information in the UPRH data
bases (bibliographic instruction).
bases (PROQUEST, OVID, CINAHL, PubMed, and others).
Retrieval of information from reliable web sites (CDC, WHO, and
others). CD-ROM, Videos (study of physiopathology). Use of
Moodle: WebQuest (use of Movie Maker), crosswords, glossaries,
concepts related to physiopathology, Power Point presentations,
assignments.
bases (PROQUEST, OVID, CINAHL, PubMed, and others). CDROM, Videos, Use of Moodle: reflective diary, medication glossary
constructed by students. Communication through e-mail with
professor to clarify task or clinical assignments. Monitoring
equipment for the study of physiopathology (EKG, Telemetry, Dxt
and others). Use of Power Point for the presentation of the analysis
of the case study research.
bases (CINAHL, PubMed, and others), CD-ROM, Videos. Use of
Moodle: Access assignments, evaluation tools and rubrics, lessons,
and others.
Level
Course
Adaptation
Problems
ENFE 4082Nursing
Intervention for the
Adult with
Adaptation
Problems II
Laboratory
ENFE 4139Nursing Research
4
ENFE 4140Nursing Research
Laboratory
Professional Role
Professional Role
Laboratory
Examples of Technology in the Classroom
CD-ROM, Videos, use of Moodle: medication glossaries constructed
by students, WIKI (plans of care, on-line lessons, and others).
Access to on-line resources: review of literature using on-line data
bases (PROQUEST, OVID, CINAHL, PubMed, and others) to
develop educational activities for clients/family, search for articles
based on evidence about best practices in nursing. Use of
technology in the clinical setting such as telemetry equipment, digital
documentation (where available), IV pump, Dxt, and others.
Technology based medication administration systems (in acute care
settings when available). Use of Power Point for the presentation of
the nursing process. Communication via e-mail with the professor to
clarify tasks or clinical assignment.
Review of literature using the on-line data bases (PROQUEST,
OVID, CINAHL, PubMed, and others) to search for articles for the
critical analysis of an article from a profesional journal. Use of
Moodle: Access assignments, evaluation tools or rubrics, and others.
Use Power Point for the presentation of assigned topics.
Review of literature using data bases (PROQUEST, OVID,
CINAHL, PubMed, and others) for the research proposal. Use of
Excel for tables and graphics.
Review of literature using profesional data bases for articles
analyzing ethical-legal situations. Use of Moodle: Access
assignments, evaluation tools or rubrics, assignments, and others.
Review of literature using on-line data bases (PROQUEST, OVID,
CINAHL, PubMed, and others) for evidenced based articles on best
practices in nursing; develops a project on change integrating
technology. Uses technology in clinical settings, such as telemetry
equipment, digital documentation (where available), IV pump, Dxt,
and others. Technology based medication administration systems (in
acute care settings where available). Use of Power Point for
presentation of service education. Reflective on-line diary of clinical
experiences. Medication glossary on web page.
159
4.7
Program length is congruent with the attainment of identified outcomes and consistent with
the policies of the governing organization, state and national standards, and best practices.
The academic year at UPRH is based on the semester system. The majority of the
nursing courses are offered during the day schedule; the night or evening schedule is offered
primarily for students who are in the ADN to BSN Pathway (See description of the pathway on
page 164) or who are registered in the UNEX (Extended University).
The Associate Degree has 69 credits and its duration is two years. The BSN Program has
131
credits
and
its
duration
is
four
years.
UPRH
Academic
Norms
(uprh.edu/msche/documentos/normas_academicas_uprh.edu ) establish six years as the maximum
time allowed for completion of the associate degree and ten years for the bachelor‟s degree.
Credits of theoretical courses are distributed on the basis of one clock hour per credit (1:1) while
clinical courses are assigned three clinical hours per credit (1:3).
The total number of credits in the Associate Degree Program provides a balanced
distribution of credits assigned to nursing courses: 48% (33 credits) are nursing credits, 35% (24
credits) are science and humanities credits, and 17% (12 credits) are general education credits.
The total number of credits falls within the generally accepted limit of 65-75 credits (NLN
Outcomes and Competencies 2010, p. 38).
The following table presents the Associate Degree in Nursing Curriculum Plan
160
Table 4.13
Associate Degree Nursing Program Curriculum Plan
First Year
First Semester
Code
BIOL 1011
Title
Anatomy and Physiology I
BIOL 1012
Lab. Anatomy and Physiology I
MATE
1005
ESPA 3101
Elementary Mathematics
ENFE 1011
ENFE 1012
Basic Spanish I
Nursing in the Adaptation Process
of Human Being
Nursing in the Adaptation Process
of Human being Laboratory
Second Semester
Cr.
4
-3
3
4
2
Code
BIOL
1013
BIOL
1014
BIOL
2001
BIOL
2002
ESPA
3102
PSIC
1005
ENFE
1025
ENFE
1026
Total
16
Title
Anatomy and Physiology II
Lab. Anatomy and Physiology II
Elementary Microbiology
Lab. Elementary Microbiology
Basic Spanish II
Psychology
Nursing in the Adaptation Process of
the Pregnant Woman and the Newborn
Nursing in the Adaptation Process of
the Pregnant Woman and the Newborn
Laboratory
Total
Cr.
-4
-3
3
2
2
18
Second Year
Code
INGL 3101
HUMA 3021
ENFE 2015
ENFE 2016
ENFE 2017
ENFE 2018
ENFE 2019
First Semester
Title
Basic English I
Introduction to Western Culture
I
Clinical Concepts in Alteration
of the Study of Health
Nursing of the Adult with
Problems of Adaptation I
Nursing of the Adult with
Problems of Adaptation I
Laboratory
Nursing in the Adaptation of the
Client
with
Psychosocial
Alterations
Nursing in the Adaptation of the
Client
with
Psychosocial
Alterations Laboratory
Total
Cr.
3
3
2
3
Code
INGL
3102
HUMA
3022
ENFE
2026
ENFE
2027
Second Semester
Title
Cr.
Basic English II
3
Introduction to Western Culture II
3
Nursing of the Adult with Problems of
Adaptation II
Nursing of the Adult with Problems of
Adaptation II Laboratory
3
3
3
ENFE
2028
Nursing in the Adaptation of the Chile
within the Family Context
2
2
ENFE
2029
Nursing in the Adaptation of the Chile
within the Family Context Laboratory
2
2
ENFE
2035
Nursing Seminar
1
18
Total
17
Students registered in the BSN Program may complete the requirements in eight
semesters (four years) according to the established curricular plan. The BSN Program has 131
credits of which 43% (56 credits) are nursing courses, 39% (51 credits) are science and
humanities courses, 9% (12 credits) are general education courses, and 9% (12 credits) are
elective courses (as required by the Puerto Rico Council of Higher Education, now known as
Puerto Rico Education Council and Certification 1998-99-34). The total number of credits falls
161
within the generally accepted limit of 120-133 credits (NLN Outcomes and Competencies 2010,
p. 38).
The following tables show the distribution of nursing courses and the curricular plan
respectively.
Table 4.14
Distribution of BSN Nursing Courses by Number of Credits and Level
Program Level
Number of Courses
First
2
Second
4
Third
8
Fourth
5
Total
19
Total credits
6 (11%)
13 (23%)
23 (41%)
14 (25%)
56 (100%)
Table 4.15
Baccalaureate Nursing Program Curriculum Plan
First Year
Code
BIOL 1011
BIOL 1012
BIOL 2001
BIOL 2002
MATE
3071
CISO 3121
ESPA 3101
Total
162
First Semester
Title
Cr.
Anatomy and Physiology I
4
Lab. Anatomy and Physiology I
--
Elementary Microbiology
4
Lab. Elementary Microbiology
--
College Algebra
4
Introduction to the Social Sciences I
3
Basic Spanish I
3
18
Code
BIOL
1013
BIOL
1014
CISO
3122
ESPA
3102
ENFE
3111
ENFE
3112
Total
Second Semester
Title
Cr.
Anatomy and Physiology II
4
Lab. Anatomy and Physiology II
--
Introduction to the Social Sciences II
3
Basic Spanish II
3
Introduction to the Study of Nursing
Sciences
Introduction to the Study of Nursing
Sciences Laboratory
4
2
16
Second Year
First Semester
Title
Code
INGL 3101
QUIM
3161
QUIM
3013
HUMA
3021
ENFE
4035
ENFE
4036
Cr
.
Basic English I
3
Organic and Inorganic Chemistry
4
General Fundamentals of Chemistry
I Laboratory
--
Introduction to Western Culture I
3
Adaptation of the Human Being‟s
Life Cycle
Adaptation of the Human Being‟s
Life Cycle Laboratory
4
4
INGL
3102
QUIM
3162
QUIM
3014
HUMA
3022
PSIC
3005
ENFE
4091
ENFE
4092
Total
18
Second Semester
Title
Code
Basic English II
Organic
Chemistry
II
and
Biochemistry
General Fundamentals of Chemistry II
Laboratory
Cr.
3
4
--
Introduction to Western Culture II
3
General Psychology
3
Physiological Alterations in the
Process of Human Being‟s Adaptation
Physiological Alterations in the
Process of Human Being‟s Adaptation
Laboratory
Total
3
2
18
Third Year
Code
ESTA 3041
ENFE 4096
ENFE 4097
ENFE 4081
ENFE 4082
First Semester
Title
Statistics I
Psychopathological Alterations in
the Human Being‟s Adaptation
Process
Psychopathological Alterations in
the Human Being‟s Adaptation
Process Laboratory
Nursing Intervention with the
Adult with Adaptation Problems
Nursing Intervention with the
Adult with Adaptation Problems
Laboratory
ELECTIVE
Total
Cr.
3
Code
SOCI
3245
Second Semester
Title
Cr.
Principles in Sociology
3
2
ENFE
4145
Nursing Process in the Adaptation of
the Pregnant Woman and Child
4
2
ENFE
4146
Nursing Process in the Adaptation of
the Pregnant Woman and Child
Laboratory
4
4
ENFE
4139
Research in Nursing
2
4
ENFE
4140
Research in Nursing Laboratory
1
3
18
ELECTIVE
Total
3
17
Fourth Year
Code
HIST 3241
ENFE 4196
ENFE 4197
First Semester
Title
History of Puerto Rico I
Nursing Process in the Family and
Community Groups Adaptation
Nursing Process in the Family and
Community Groups Adaptation
Laboratory
Cr.
3
3
3
ELECTIVE
3
Total
12
Code
HIST
3242
ENFE
4296
ENFE
4297
Second Semester
Title
Cr.
History of Puerto Rico II
3
Adaptation to the Professional Role
2
Adaptation to the Professional Role
Laboratory
5
ENFE
Seminar on Adaptation in Nursing
4295
ELECTIVE
Total
1
3
14
163
Code
ENFE 4505
ENFE 4186
ELECTIVE NURSING COURSES
Course Title
Pharmacology Applied to Nursing
Trends in Geriatrics and Gerontology
Credits
3
3
Beginning in 2008, the Nursing Department established an articulated ADN to BSN
Pathway as a result of ADN alumni requesting an opportunity to complete the bachelor‟s degree
in a reasonable time and without having to repeat the content of the associate degree (results of
last two alumni surveys and letters from students and alumni of the last four years). Furthermore,
with this pathway, the following aspects were addressed:
Tendencies in nursing education and the scarcity of nursing professionals in Puerto Rico
and the United States. The percentage of aging nursing professionals is rising. It was
projected that by 2010 the largest percentage of nursing professional, 88%, will be 30
years old, while only 12% will be less than 30 years old. Also, there is an increase in the
number of nurses that will retire, worsening the scarcity of personnel and increasing the
need to replace the work force that is retiring.
Attending the needs of the Puerto Rican people attuned to changes in globalization
(increase in the number of critical patients in non-traditional settings and ability to
respond to a catastrophic event, natural or man-made).
The increase in the population of baby boomers and increase in the complexity in the
clients‟ health status in non-structured settings.
The
Advisory Council on Nurse
Education and Practice has recommended that by 2010 at least two thirds of the
registered nurses have a bachelor‟s degree or higher.
Associate Degree alumni who are interested in completing the Bachelor of Science in
Nursing are given the opportunity to continue their studies through the ADN to BSN Pathway.
They must fulfill the admission requirements and take the ADN to BSN transition or bridge
courses. These students may complete the BSN Degree in 2 ½ additional years if they take 11 to
13 credits per semester.
164
The ADN to BSN Pathway was constructed over the basis of the Associate Degree to
avoid the repetition of content and recognizing the knowledge and experience of ADN alumni.
This makes the pathway more attractive to students and reduces education costs. The student will
only have to approve 62 credits to complete the bachelor‟s degree.
The pathway requires that the student possess the competencies of the Associate Degree
to achieve those of the BSN Program. Required general education and related science credits
remain at 75 (including electives). Of these, ADN alumni have already approved 36 credits.
Therefore, students will have to approve 39 credits in general education and related sciences. The
number of nursing credits is reduced to 23 because the ADN courses that are equivalent to the
first two years of the BSN are substituted (see Table 4.16, p. 166. The student will only take the
courses required to achieve the nursing professional competencies at the bachelor‟s degree level.
This pathway does not imply changes in the philosophy, goals, and outcomes of the BSN
Program. Three courses (two theory and one laboratory) were created as bridge courses: ENFE
4010-Transition to the Bachelor‟s Degree in Nursing (to facilitate the transition from one
professional level to another) and ENFE 4111/4112-Client‟s Health Assessment (to broaden and
develop competencies in physical assessment according to requirements of their new role.
The articulated pathway alters in part the sequence of BSN courses since ADN alumni
have a preparation that may be considered pre-requisite of most of the nursing courses. This
change in the sequence permits students to complete the degree in 2½ years if they study full
time. The ADN to BSN student completes his/her degree with the same number of credits as the
regular BSN student (See Table 4.15, p. 162.) Students who complete BSN degree through this
pathway demonstrate the same competencies included in the BSN Program Student Profile when
beginning his/her generalist nursing practice. The pathway is considered the same program as the
BSN with the same student learning and program outcomes. The following table lists the course
substitutions for the ADN to BSN Pathway.
165
Table 4.16
Course Substitution for the ADN to BSN Pathway
Required BSN Course
INGL 3101
INGL 3102
ESPA 3101
ESPA 3102
HUMA 3021
HUMA 3022
BIOL 1011/1012
BIOL 1013/1014
BIOL 2001/2002
PSIC 3005
ENFE 3111
ENFE3112
ENFE 4035
ENFE 4036
ENFE 4091
ENFE 4092
ENFE 4081
ENFE 4082
ENFE 4096
ENFE 4097
ENFE 4145
ENFE 4146
ENFE 4295
Substitution
ENFE1011
ENFE1012
ENFE 4010 (2 cred)
ENFE 4111 (2 cred)
ENFE 4112 (3 cred)
ENFE2027 (1 cred)
ENFE 2015 (2 cred)
ENFE 2016 (1 cred)
ENFE 2016 (2 cred)
ENFE 2017 (1 cred)
ENFE 2026 (3 cred)
ENFE 2017 (2 cred)
ENFE 2027 (2 cred)
ENFE 2018 (2 cred)
ENFE 2019 (2 cred)
ENFE 1025 (2 cred)
ENFE 2028 (2 cred)
ENFE 1026 (2 cred)
ENFE 2029 (2 cred)
ENFE 2035(1 cred)
Total
Credits
4
2
4
Approved
INGL 3101
INGL 3102
ESPA 3101
ESPA 3102
HUMA 3021
HUMA 3022
BIOL 1011/1012
BIOL 1013/1014
BIOL 2001/2002
PSIC 1005 (by substitution)
Elective -MATE 1005
Credits
3
3
3
3
3
3
4
4
4
3*
3
Total
36
4
3
2
4
4
2
2
4
4
1
40
*These substitutions are made automatically in the SIS System.
4.8
Practice learning environments are appropriate for student learning and support the
achievement of student learning and program outcomes; current written agreements specify
expectations for all parties and ensure the protection of students.
Clinical settings and collaborating agencies used for the clinical laboratory experiences of
both the ADN and BSN Programs are adequate for student learning and comply with safety
standards established by the accreditation agencies. The Program coordinators, in collaboration
with the Nursing Department faculty, identify, select, and monitor the agencies to ensure that they
offer a variety of experiences that promote learning and the development of required
competencies.
166
The Nursing Department has established a procedure for the selection and evaluation of
learning settings. The faculty and coordinators identify the agencies that meet established
requirements and criteria. These criteria include the following: agency credentials (accreditation
by external agencies), availability to become a collaborating agency, capacity to offer quality
learning experiences to nursing students, capacity and services offered, and quality of
installations and infrastructure. If the agency meets the selection criteria, it is recommended
pending approval of the entire faculty. To complete the selection procedure, an inter-agency
meeting is held to exchange information about the philosophy and objectives of both the agencies
and the Nursing Department and to finalize details about the use of the installations. A copy of
the agency evaluation form will be available during the on-site visit.
The collaboration agreement and contracts with the agencies include clauses that
establish specifically the expectations and responsibilities of both parties (agency and UPRH).
Further, they contain clauses that guarantee student safety such as immunization requirements,
confidentiality consent, and services in case of emergency.
The program coordinators are responsible for carrying out all administrative matters
regarding contracts to permit the use of the clinical installations. The UPRH is represented by the
Chancellor and the clinical agency is represented by an official of the collaborating agency. All
contracts are reviewed by UPRH‟s legal counsel. Examples of contracts will be available during
the site visit.
When contracts are due for renewal, they are evaluated by the Department Chair in
consultation with the program coordinators.
The final decision is made by the Nursing
Department faculty based on results of the evaluations made by students and faculty at the end of
each clinical rotation. For the evaluations, faculty developed a form that includes the following
criteria: agency orientation, achievement of objectives, nursing interventions, interdisciplinary
collaboration, documentation, and agency facilities (See copy on exhibit). Evaluation results are
167
discussed with administrative and service personnel of the collaborating agency (See evaluation
reports on exhibit).
According to results of faculty and student evaluations of agencies, they provide a variety
of settings with diverse services, clinical conditions, and socioeconomic profiles of the population
served. Further, they have the necessary physical and human resources that serve as models to
students and provide the equipment and materials that guarantee safety and protection of students
and faculty.
The collaborating agencies are sufficient in number, variety, and quality to guarantee
learning experiences according to the level of studies of both programs. Table 17 includes the
principal agencies, location, number of beds/participants, clinical focus, accreditations, and
courses of both programs that use the locales.
Table 4.17
Clinical Agencies
Agency and
Location
Center of Activities
and Multiple Services
for the Elderly,
Gurabo
Renacer Center for
the Elderly Center,
Juncos
Pedro La Santa
Elderly Center,
Caguas
168
Number of
Renewal
beds/
Services Provided
Accreditation
Date
participants
Community- based agencies: Health Services Centers and Offices
90
Day Care Center for
Older Adults
P.R. Family
Department
78
Day Care Center for
Older Adults
P.R. Family
Department
150
Day Care Center for
Older Adults
P.R. Family
Department
La Paz Hospice, Las
Piedras
45
Community
P. R Health
Department
“Nido Seguro”,
Family Department,
Las Piedras
32
Community
P.R. Family
Department
Ryder Housing for
the Elderly, Humacao
104
Geriatric
Community
Ryder Assisted Care
Housing I & II,
Humacao
68
Ryder Home Care,
Humacao
1,425
EGOS Group,
Fajardo and Caguas
60
Geriatric
P.R. Health
Department,
Medicare
P.R. Family
Department,
Medicare
Community
P.R. Health
Department
Prenatal Clinics
P.R. Health
Department,
Course
Letter of
agreement
as needed
ENFE
1012
4036
Letter of
agreement
as needed
Letter of
agreement
as needed
Letter of
agreement
as needed
Letter of
agreement
as needed
ENFE
1012,
4036
ENFE
1012,
4036
Sept 2011
ENFE
4197
Sept 2011
Sept 2011
Letter of
agreement
as needed
ENFE
4036
ENFE
4146,
4197
ENFE
2017,
4197
ENFE
2017,
2027,
4197
ENFE
1026 ,
4146
Agency and
Location
Number of
beds/
participants
Services Provided
Accreditation
Biomedical
Application,
Humacao
185
Renal Ambulatory
Care
P.R. Health
Department
Menonita Renal Care
Centers , Cayey
48
Renal Ambulatory
Care
P.R. Health
Department
Wound Care Center,
San Juan
275
Wound Care
P.R. Health
Department
Renewal
Date
Letter of
agreement
as needed
Letter of
agreement
as needed
Letter of
agreement
as needed
Course
ENFE
2017,
4082
ENFE
4082
ENFE
4082
Occupational Health in Local Industries
Janssen Ortho LLC,
Pharmaceutical,
Gurabo
Ethicon Surgical
Appliance and
Supplies
Manufacturing, San
Lorenzo
McNeil Consumer
Healthcare(J&J), Las
Piedras
Bristol Myers Squibb
Company, Humacao
700
Occupational nursing
care
OSHA
500
care
OSHA
900
care
OSHA
300
care
OSHA
Community Health:
260 Units
Community services
Departament of
Housing
Jardines del Oriente,
Humacao
200 Units
Community services
Departament of
Housing
La Lorenzana
Residences, San
Lorenzo
100 Units
Community services
Departament of
Housing
Pedro Palou ,
Humacao
150 Units
Community services
Departament of
Housing
Community Health:
Carlos Rivera Ufret
Middle School,
Humacao
Padre Rivera
Elementary School,
Humacao
Family Medicine
Center, Gurabo
Cardiovascular
Center of Puerto Rico
and the Caribbean,
San Juan
Departament of
Education
560 students
Servicios de salud
escolar
Departament of
Education
500 students
Servicios de salud
escolar
Departament of
Education
9,000
102 beds
ENFE
4197
ENFE
4197
ENFE
4197
Letter of
agreement
as needed
Letter of
agreement
as needed
Letter of
agreement
as needed
Letter of
agreement
as needed
ENFE
4197
ENFE
4197
ENFE
4197
ENFE
4197
Schools
Servicios de salud
escolar
1,157 students
Letter of
agreement
as needed
Letter of
agreement
as needed
ENFE
4197
Public Housing Project
Padre Rivera
Residences,
Humacao
Petra Mercado High
School, Humacao
Letter of
agreement
as needed
Letter of
agreement
as needed
Other: Community based
Community Health,
P.R. Health
Immunization,
Department,
Emergency
JCAHO,
Room,OPD Screening
Medicare
Clinics
HRSA
Hospitals
P.R. Health
Department,
Med-Surg
JCAHO,
Medicare
Letter of
agreement
as needed
Letter of
agreement
as needed
Letter of
agreement
as needed
ENFE
4197
ENFE
4197
ENFE
4197
Sept 2011
ENFE
1012,
2029,
4036
Sept 2011
ENFE
2029,
4082,
4092,
4297
169
Agency and
Location
Services Provided
Hospital Auxilio
Mutuo of Puerto Rico
Inc., San Juan
581 beds
Med-Surg
Pediatric Hospital,
San Juan
161 beds
Pediatrics
125 beds
Pediatrics
San Jorge Children‟s
Hospital,
San Juan
Hospital Oriente,
Humacao
HIMA San Pablo
Caguas
HIMA San Pablo
Humacao
Accreditation
P.R. Health
Department,
JCAHO,
Medicare,
Transplant Center
P.R. Health
Department,
JCAHO, OSHA
P.R. Health
Department,
P.R. Health
Department,
Medicare
Renewal
Date
Course
August
2011
ENFE
4082,
4297
February,
2012
ENFE
2029
February,
2012
60 beds
Med-Surg, Pediatrics
350 beds
Med-Surg, Maternity,
Pediatrics
P.R. Health
Department,
JCAHO,
Medicare
October,
2011
Med-Surg,
P.R. Health
Department,
JCAHO,
Medicare
October,
2011
64 beds
June, 2013
ENFE
2029
ENFE
1012,
2017,
2027,
2029,
4036
ENFE
4036,
4092,
4082,
4146,
4297
ENFE
4036,
4092
ENFE
1026,
2017,
2027,
4092,
4082,
4146,
4297
ENFE
1026,
4092,
4036,
4082,
4146
4297
Med-Surg, Maternity
P.R. Health
Department,
JCAHO,
Medicare
October,
2011
157 beds
Med-Surg, Maternity
P.R. Health
Department,
JCAHO,
Medicare
January,
2013
183 beds
Med-Surg,
P.R. Health
Department,
Medicare
January,
2013
ENFE
4082
September,
2011
ENFE
1012,
1026,
1029,
4092,
4036,
4146,
4082,
4297
September,
2011
ENFE
4197
July, 2011
ENFE
2019,
4097
HIMA San Pablo
Fajardo
175 beds
Menonita Hospital,
Cayey
Hospital Pavía
Santurce
Ryder Memorial
Community Hospital,
Humacao
144 beds
Med-Surg, Maternity,
Pediatrics
Ryder Skilled Nurse
Facility, Humacao
62 clients
Geriatric
165 beds
Psychiatric
First Panamerican
Hospital, Cidra
170
Number of
beds/
participants
P.R. Health
Department,
Medicare
P.R. Health
Department,
Medicare
P.R. Health
Department,
JCAHO
Agency and
Location
Number of
beds/
participants
Services Provided
Accreditation
San Juan Capestrano
Psychiatric Hospital ,
Trujillo Alto
108 beds
Psychiatric
P.R. Health
Department,
JCAHO,
Medicare
Dr.Ramón Fernández
Marina, Río Piedras
200 beds
Psychiatric
P.R. Health
Department,
Renewal
Date
Course
July, 2011
ENFE
2019,
4097
May, 2011
ENFE
2019,
4097
Clinical settings are assigned according to the level of studies of the students, the
complexity of the population attended by the agency, and the course objectives. For example,
students in the first level are assigned to family medicine centers, day care centers, and general
medicine departments.
In these settings, the student applies basic nursing skills such as
communication, interview, vital signs assessment, asepsis and hygiene, among others. More
complex settings such as medical-surgical departments, operation rooms, and specialized units
are assigned to second year students in the ADN Program and third and fourth year students in
the BSN Program. In more complex settings, students carry out skills such as wound care, care
for client with gastrostomy, nasogastric tube, and hyperalimentation. In each clinical laboratory
course, particular skills that the student should perform are identified (List of skills by course on
exhibit).
4.8.1
Student clinical experiences reflect current best practices and nationally established patient
health and safety goals.
Throughout all clinical courses, students are required to apply best practices and national
safety goals in his/her intervention with the client. Clinical courses have been designed to enable
the student to integrate theoretical knowledge with laboratory experiences when providing clientcentered, safe and effective care, using best practices in collaboration with the interdisciplinary
team. Therefore, all clinical experiences expose the student to the use of standardized risk
assessment tools: for example, the Braden scale (ulcer risk), Glasgow (level of coma scale,
171
neurological alterations), and Downton (fall risk).
Also, student is required to apply the
guidelines in the safe and effective administration of medications, identify and inform risk
situations, and participate in the process of error analysis, among others..
All agencies used for clinical laboratory experiences require that faculty and students
attend an orientation at the agency prior to the students‟ clinical rotation. Hospitals and other
clinical settings have developed and implemented strategies geared toward complying with safety
guidelines established by the Joint Commission.
During the orientation conferences, the
collaborating agencies emphasize the importance of complying with the National Patient Safety
Goals. Further, the agencies have established intervention protocols that promote that students
apply safe and effective practices to maintain their own safety and that of the clients: for example,
using two methods to identify the client (name of the patient with both surnames and account
number or date of birth); use of protocols for the prevention and management of infections; use of
protocols to assess fall and safety risks; use of communication methods to promote client safety.
In clinical laboratory courses, students apply best practices when providing care to
clients. The application of the nursing process permits the student to assess, diagnose, plan,
intervene, and evaluate effectiveness of the care provided. He/she joins evidence with other facts
and integrates best practices to the care.
In other clinical courses, prior to initiating rotation in the clinical agency, the student
practices the skills acquired in skills laboratory to promote competent and safe practice. In
courses such as ENFE 4082 (BSN) and ENFE 2017/2027 (ADN), students are given two practical
examinations on nursing skills.
The first measures student skills at the beginning of basic
courses such as ENFE 1012/1026 (ADN) and ENFE 4036 (BSN).
The second practical
examination includes new skills incorporated in the level where these courses are offered. After
the skills are demonstrated by the professor teaching the course, the student practices them in the
skills laboratory; subsequently, the professor, using a checklist, evaluates the student where
he/she demonstrates his/her psychomotor abilities prior to the practice in a real setting.
172
As part of the initiatives implemented by faculty to promote safe practices in the
administration of medications, diagnostic tests are used to measure the level of mastery of this
important competency. After administering the evaluation, identified areas are reinforced and a
dosage calculation test, as well an administration of medications practical test (using anatomical
models), are given. Faculty also developed a Medication Manual which includes chapters with
theoretical content followed by practical exercises which complement those carried out in the
classroom.
4.9
Learning activities, instructional materials, and evaluation methods are appropriate for the
delivery format and consistent with student learning outcomes.
All Nursing Department courses are delivered face-to-face and learning, instructional
materials, and evaluation methods are appropriate and consistent with student learning outcomes.
Some professors use Moodle to post teaching materials, references, medicine glossaries, student
reflective diary, and others. The use of WebQuest and poster presentations have been used as
strategies to develop in students the ability to locate, retrieve, evaluate, and use reliable Internet
sources.
All activities using these methods are consistent with learning outcomes and are
evaluated with the course‟s evaluation instruments. As mentioned in Criterion 4.6, Nursing
Department Faculty believe that in today‟s education it is essential to use and apply technology
and teaching techniques which use IT. Consequently, they have received training and have
implemented activities related to technology in classes to develop this competency. Initially,
professors concentrated on preparing Power Point presentations, but other activities, such as the
use of Moodle, electronic mail, Internet search, and others have been included in courses.
173
STANDARD 5: RESOURCES
Fiscal, physical, and learning resources promote the achievement of goals and outcomes of the
nursing education unit.
5.1
Fiscal resources are sufficient to ensure the achievement of the nursing education unit
outcomes and commensurate with the resources of the governing organization.
The UPRH operations are mainly sustained by government funds assigned according to
current legislation applicable to the financing of the UPR System. As part of the University of
Puerto Rico System, UPRH is one of the eleven units receiving funds from the UPR System
General Budget. This general budget is derived from 9.6% of the average of the two prior annual
tax revenues that are received by the Commonwealth of Puerto Rico‟s Treasury Department and
assigned to its General Fund, as well as from special funds created by legislation as of July 1,
1993 (Law Number 1, January 20, 1966, as amended). The UPR System Administration, together
with its eleven units, analyzes the following year‟s budget and issues general guidelines for the
distribution of available funds based on the fiscal year (FY) from July 1 to June 30).
Table 5.1 presents the general budget assigned to the UPR System, UPRH, and the
Nursing Department for the 2006-07 to 2010-2011 fiscal years.
Standard 5: Resources
175
Table 5.1
UPR, UPRH, and Nursing Department Budgets 2006-07 to 2010-11 FY
FY
UPR Presidency
UPRH
% of Total UPR
Budget Allotted
to UPRH
Nursing
Department
% of UPRH
Budget Allotted
to the Nursing
Department
2006-07
$ 989,200,000
$47,881,806
4.84%
$1,271,084
2.65%
2007-08
$1,511,500,000
$49,285,666
3.26%
$1,305,843
2.65%
2008-09
$1,550,000,000
$51,436,824
3.32%
$1,149,991
2.24%
2009-10
$1,037,670,000
$51,611,365
$1,296,768
2.51%
2010-11
$ 942,004,410
$43,537,167
$ 980,832
2.25%
4.97%
4.62%
Source: Budget Office as published on www.uprh.edu
Data demonstrate that, for the period from 2006-07 FY to 2010-11 FY, the percentage
allotted to the UPRH fluctuated between 3.26% and 4.97% of the total UPR Budget. For the
same time period, the Nursing Department „s percentage of the total UPRH Budget fluctuated
between 2.24% and 2.65% with the lowest percentage (2.24%) occurring during the 2008-09 FY
and the highest (2.65%) during the 2006-07 FY and 2007-08 FY.
The Nursing Faculty and the Department Chair believe that the assigned budget for the
past five years has been adequate to meet the goals of the ADN and BSN Programs. However, it
should be noted that during the 2010-11 FY, the UPR System did not receive a considerable
amount of funds for its budget, as compared to previous years‟ allotments, due to changes in state
government policy. As a result, UPRH received $8 million less than the previous year. In order
to address this fiscal crisis which began during the 2009-2010 FY, the Institution, as well as other
campuses of the UPR System, implemented a series of preventive measures certified by the UPR
Board of Trustees. These measures are discussed in depth on pages 181.
UPRH Budget Allocation Process
The UPR Central Administration Budget Office discusses the budgetary outlook for the
next fiscal year with the Chancellors and issues the general guidelines for the distribution of
resources. Upon the approval of the fiscal year budget by the Board of Trustees, the Chancellors,
in coordination with their respective Budget Officers, annually develop an integrated budget
176
based on an estimate of the institution‟s resources as well as external funds. The budget proposal
takes into account the number of students served, the nature of research activities, teaching, and
campus services. When this process is completed, the budgetary distribution is presented to the
Administrative Board for certification. The distribution of the assigned resources to the unit is
then submitted to the Central Budget Office by the President. Subsequently, the UPR President
submits to the UPR Board of Trustees said distribution for final approval (Certification 135,
2009-2010, Board of Trustees). Once the unit receives its budget allotment, the Chancellor, with
the Administrative Board, assigns each department and office its budget.
The management of funds and budgetary administration of the Institution are supervised
by the Office of the Dean of Administration, to which the Budget, Finances and Human
Resources Offices are assigned. There is an electronic system of budgetary data accessible to all
academic department and office directors. The operational budget of the UPRH is divided into
five basic entries: instruction, administration, operation, auxiliary educational services, student
services, and others. This budget is prepared and monitored following accounting norms and
procedures clearly defined in laws, regulations, and certifications.
Table 5.2 presents the budget for recurrent expenditures assigned to the Nursing
Department for the 2006-2011 FY.
Table 5.2
Nursing Department Recurrent Expenses and Budget 2007-08 to 2010-11 FY
Expense
Salaries-Regular Faculty
Salaries- Service Contract Faculty
Salaries- Non-teaching personnel
Salaries- faculty compensations
Bonuses
Social Security
Medicare
State Insurance Fund
Retirement Fund
Medical Insurance
Special Faculty Stipends
Services and materials
Equipment Maintenance
2007-2008
2008-2009
2009-2010
2010-2011
832,524
25,700
69,600
692,292
25,000
75,780
769,368
88,560
80,640
643,740
0
80,940
46,772
46,772
46,772
0
9,600
61,020
14,271
15,255
136,759
9,600
52,709
12,327
13,177
116,651
9,600
61,686
14,427
15,422
108,311
9,120
45,496
10,640
11,374
84,387
77,952
6,300
9,000
590
85,593
6,300
9,000
590
85,593
6,300
9,000
590
92,295
0
2,250
590
177
Expense
2007-2008
Travel (professional improvement)
TOTAL
2008-2009
2009-2010
2010-2011
500
500
500
0
1,305,843
1,146,991
1,296,768
980,832
Data on Table 5.2 show the diverse budget allocations for recurrent expenditures for the
last three fiscal years. Allotments for the 2008-09 and 2010-11 FY were basically the same with
slight variations in the amounts. The category with the biggest variation occurred in the 20092010 FY in the amount budgeted for faculty. In that year, one professor who had been assigned
to the Office of Academic Affairs returned to her teaching position in the Nursing Faculty. For
the same year, the Department needed to hire eleven (11) full-time professors with service
contracts to teach additional course sections in the BSN Program due to an increase in the number
of incoming students. Consequently, the budget assigned to salaries for service contract faculty
increased from 2.18% to 6.83% ($63,650). The assignment for the following year (2010-11) for
this expense appears as $0. However, five full-time faculty service contracts were renewed with
an allotment assigned by the Dean of Academic Affairs after a special petition was made by the
Department Chair.
It is important to mention that the budget for several expenditures was reduced to $0 for
the 2010-11 FY. Compensations for faculty, special faculty stipends, services, materials, and
travel (professional improvement) were not budgeted due to the precautionary measures
mentioned previously.
However, funds were assigned to pay for compensations by the
Administrative Dean‟s Office and the Budget Office.
Department chairs and office directors may access and manage budget information
through Oracle (PATSI). In cases where additional funds may be needed, the department chair
petitions the Academic Dean and/or the Chancellor who, with the Administrative Dean, evaluates
and decides whether or not to approve the petition. Such was the case with the full-time faculty
service contracts in 2010-11.
178
Each department receives the budget based on the number of faculty and non-teaching
personnel, students served (number of course sections), recurrent expenditures, and particular
needs of each department. The Nursing Department has two programs with particular needs
making its operation different from other programs, for example, the number of credits per
course, particularly as applied to laboratory courses which are not comparable to other courses in
UPRH. Table 5.3 compares the Nursing Department budget with other departments of UPRH:
Social Work with one Bachelor‟s Degree Program and Physical Therapy (PT) and Occupational
Therapy (OT) with Associate Degree Programs.
Table 5.3
Total Budget and Percentage of UPRH Budget Allocation in Nursing and Comparable
Departments
Fiscal
Year
2006-07
UPRH
Budget
47,881,806
Nursing
%
2.65
Social
Work
641,891
1,271,084
2007-08
49,285,666
1,305,843
2.65
2008-09
51,436,824
1,146,991
2009-10
51,611,365
2010-11
43,537,167
%
1.34
Physical
Therapy
556,978
695,130
1.41
2.24
733,691
1,296,768
2.51
980,832
2.25
%
1.16
Occupational
Therapy
544,890
%
1.13
570,134
1.15
639,631
1.29
1.42
514,699
1.00
676,552
1.31
730,547
1.41
559,116
1.08
691,371
1.33
644,768
1.48
514,445
1.18
504,519
1.15
Source: Budget Office; uprh.edu, 2011
The percentages of the total UPRH budget for each department vary due to differences in
type of program offered, size of faculty, number of students served, and other factors. The
Nursing Department is allotted the highest budget because it has two programs (ADN and BSN)
while the other departments offer only one program. Also, although the ADN Program is
presently in moratorium, the BSN Program has more students than the OT, PT, and Social Work
Programs. It is also important to note that the percentage of the total UPRH Budget assigned to
the Nursing Department has been basically constant for the past five years with the exception of
the 2010-2011 FY which had a reduction of approximately 3% ($3 million) from the previous
year‟s budget.
179
Acquisition of additional funds to support teaching
The UPRH External Resources Office, under the Office of University Development,
provides support to members of the university community by identifying other sources of funding
and assisting in the preparation of proposals for research, artistic creation, and literary projects.
The majority of the external funds come from the federal government (87%), with agencies such
as the Department of Education, Department of Health, National Science Foundation, and
Department of Housing funding research and student support programs. In addition, the Nursing
Department receives funds from the Health and Services Administration (HRSA) and Johnson &
Johnson for student scholarships.
Since 2005-06, UPR has generated additional revenues through the $25 technology fee
that each student pays every semester. The Information Technologies Committee, created in
2004-05, administers and distributes the funds generated by the fee, averaging $222,205 annually
from 2005-06 FY to 2009-10. These funds are distributed as follows: integration of technology in
the classrooms and student services areas, acquisition of equipment and software, improvement to
the telecommunications infrastructure, and training for technicians and professors. With these
funds, improvements to the wired and wireless network have been made and 95% of the
classrooms and 17% of the laboratories have been equipped with projectors, smart boards, audio,
podiums, and work stations for students with disabilities as required by federal and state laws.
The Nursing Department has benefitted from these funds since seven classrooms and one
laboratory have been equipped with technological equipment which has helped significantly the
teaching-learning process. Professors‟ offices have been equipped with computers with Internet
access and telephones facilitating the teaching-learning process as well as improving
communication with students and the university community.
For the 2008-09 and 2009-10, UPRH conducted internal redistributions in its budget base
to address needs and pay for utilities, Social Security payments, fringe benefits for personnel
under contract (medical plan during the 2008-09 and 2009-10 academic years), leaves,
180
compensation for academic release time, and other expenditures. As a result, the Nursing
Department did not have to separate funds for these costs.
During this same period, UPRH received close to $5.1 million in American Reinvestment
Recovery Act (ARRA) funds which were used for recurrent payroll costs and employer
contributions of several academic departments, especially in the Arts area. The Nursing
Department received additional ARRA funds which were distributed among Nursing students
who received HRSA and FAFSA scholarships.
Preventive measures during the fiscal crisis
To address the fiscal crisis of the past years which worsened during the 2010-11 FY in
the UPR System, including the UPRH campus, the Board of Trustees established the Preventive
Measures for the UPR System. These measures impact directly and indirectly the entire university
community including the Nursing Department. The measures are contained in the following
certifications:
Certification 2008-09-75: establishes a salary freeze for faculty and non-teaching staff
during the 2009-2010 FY
Certification 2009-10-134: keeps the salaries of the faculty and non-teaching staff at the
levels of the 2008-09 FY
Certification 2009-10-135: approves the UPR Budget for the 2010-11 FY and establishes
preventive measures with 12 mandatory dispositions
Certification 2009-10- 137: no promotions in rank will be granted
Certification 2009-10-138: amends Certification 2002-03-172, decreasing by 5% the
annual bonuses of the Chancellors and deans of the UPR System
Certification 2009-10-139: suspends the faculty stipends to cover the costs of educational
resources and equipment.
181
Certification 2009-10-142: authorizes a 5% reduction in all bonuses paid to faculty
holding administrative positions.
Certification 2009-10-143: repeals the 5% compensation scale.
Certification 2009-10-153: repeals the annual payment for all excess (over 90 days) sick
leave.
The preventive measures established by the Presidency of the UPR included the
following actions contained in the following certifications: R-0809-13, R-0809-14, R-0809-16
and R-0809-23, among others:
Freeze of vacancies of non-teaching staff
Reduction of 90% for payment of overtime hours
Reduction of 20% in the purchasing or substitution of equipment
Reduction of 50% of the expenses for off-island travel
Reduction of 25% of document reproduction equipment
Reduction of the excess payment for ordinary leave
Elimination of cellular phones
Reduction of 10% in energy consumption
Sale and decrease in expenses related to the disposition of 30% of the motor vehicles
Substitution of paper payments by electronic payments
The following additional measures were also established:
Dispositions and preventive measures regarding personnel actions and transactions
during 2008-09 FY and 2009-10 FY (R-0809-13 of January 14, 2009 (Amended January
16, 2009).
Freeze of positions and personnel transactions (R0910-14).
Extension of the Dispositions and Preventive Measures (R-0910-15).
182
The UPRH is complying with these measures and has established additional actions and
mechanisms to ensure better utilization of fiscal resources.
The purpose of the additional
measures is to address the fiscal crisis in UPRH resulting from the reduction of $8 million en the
2010-11 FY budget. The Nursing Department has collaborated in the implementation of these
measures without affecting adversely the teaching-learning process and other department goals.
The measures include the following:
Limiting off-island traveling (only for main Institutional activities)
Revision of compensations for administrative tasks
Revision of academic release time
Establishment of equitable criteria for awarding bonuses, release time, and
compensations
Limiting of professional services and consulting contracts
Identification of administrative and fiscal criteria for the approval of solicited expenses
Fiscal and curricular analysis of academic, special, and research projects
The Chancellor has also emitted executive orders establishing the following actions
which directly affect the Nursing Department:
Assignment of non-teaching personnel to carry out the duties and responsibilities of
academic advising with release time equivalent to 25% of their salaries (beginning in the
second semester of the 2010-11 AY).
Reduction in the number of professors under full and part-time service contracts
Reduction in the number of incoming students for the 2011-12 AY as compared to the
2010-11 AY.
The following changes in were made in the Nursing Department in the 2010-11 AY as a
direct result of the fiscal measures:
Program Coordinators- release time given was reduced from 3 to 1.5 credits.
183
Academic Advisement- This position will be held by non-teaching personnel. At the
moment, academic advising is provided by a faculty member ad honorem.
Department Chair- Release time for administrative work was reduced from 9 to 6 credits;
presently, the Department Chair must offer two courses each semester as part of her work
load.
In view of the fiscal crisis in the UPR System, the UPRH university community has
participated in an analysis of the situation. The Nursing Department has been collaborating with
the previously mentioned preventive measures and has worked with faculty, non-teaching staff,
and students to encourage savings, especially with electrical energy costs, photocopies and faxes,
travel, purchase of office equipment and materials, and others.
In October 2010, UPRH organized the Committee for the Analysis and Search for
Alternatives to the Fiscal Situation. Its purpose is to address the situation and provide a forum for
the entire university committee to analyze and search for solutions to the fiscal situation in the
Institution. The Department Chair has participated in several meetings and has maintained the
faculty and non-teaching staff informed about the situation and the measures that must be taken to
address the crisis. As of today, the Nursing Department has been able to comply with its goals
and has met students‟ needs from both programs. It has been able to guarantee the teachinglearning process satisfactorily even with the implementation of the preventive measures by
offering courses both compensated and ad honorem, limiting off-island travel, offering academic
advising ad honorem, coordinating the programs with 1.5 credit release time and 1.5 credit ad
honorem, and using adequately office materials and equipment.
Salaries
Nursing Department salaries for permanent faculty are comparable with the salary base
and correspond proportionally to the type of appointment, rank, years of service, and 12 credit
work load. Additional credits are compensated with extra pay as established in Certification 1432009-10. For the 2010-11 FY, the compensations were reduced by 5% to address the fiscal crisis.
184
Table 5.4 illustrates the monthly and yearly base salary by type of appointment and academic
preparation for the minimum 12 credit academic load.
Faculty also receive a series of fringe benefits as established in Certification 42-20032004 (maternity leave, paternity leave, time for attending State Insurance Fund and Industrial
Commission appointments, bereavement leave, leave for special treatments, advance of sick
leave, leave reserve fund, fund for catastrophic illnesses).
Salaries, as well as the benefits of medical plan for service contract faculty, have suffered
changes during the last few years, especially during the 2010-11 FY.b Table 5.4 illustrates UPRH
faculty salaries for a basic 12 credit work load.
Table 5.4
Faculty Entry Level Salaries
Rank
Instructor
Assistant Professor
Associate Professor
Professor
Academic Preparation
Master
Doctorate
Master
Doctorate
Master
Doctorate
Master
Doctorate
Monthly salary
3,635
4,332
3,938
4,950
4,533
5,513
5,247
6,371
Annual salary
43,620
51,964
47,258
59,400
54,396
66,156
62,964
76,452
Table 5.5 compares the basic entry level salary of a full time assistant professor at UPRH
with a professor with the same rank at the Inter American University of Guayama (UIG).
Table 5.5
Comparison of Entry Level Salary of a Nursing Assistant Professor at UPRH and UIAG
Academic Preparation
Master
Doctorate
UPRH Monthly Salary (full time- 12
credits)
UIAG Monthly Salary (full time15 credits)
3,938
4,950
3,192
4,256
When comparing basic salaries at UPRH (public university) and UIG (private university),
we can see that not only are salaries higher at UPRH, but also that a full time professor at UIG, as
185
in all private universities in Puerto Rico, must teach a minimum 15 credits, while at UPRH, the
minimum is 12.
5.2
Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the
achievement of the nursing education unit outcomes and commensurate with the resources
of the governing organization.
Physical resources are sufficient to ensure the achievement of the Nursing Department
ADN and BSN Program experiences and respond to the needs of students, faculty, and nonteaching staff. The UPRH is situated on 60 acres of land where 31 buildings are located with an
area of occupancy of 395,755 square feet and a total construction area of 544,222 square feet.
Two of the buildings are located outside of the campus: The Casa Roig Museum and the Casa
Roig Annex. Classrooms (70) occupy 54,392 square feet and laboratories (56) 67,808 square feet,
which represent 31% of the occupied area. There are six computer centers for student use. The
Institution has a theatre with a capacity for 434 people and three amphitheaters, each of them with
a capacity of 60, 90, and 120 respectively. It also has an athletic field that includes a softball field,
two tennis courts, one 400-meter track, and an Olympic pool. Furthermore, it has a Sport
Complex that houses a covered basketball court, an area for Olympic wrestling and judo practice,
offices for professors, classrooms and administrative offices. The UPRH has six areas of paved
parking lot with a total capacity of 1,107 vehicles and four non-paved areas for 600 parking
spaces. A site map of the UPRH will be available during the site visit.
The Nursing Department Building has sufficient space where all administrative facilities,
as well as classrooms and the laboratory are located. Administrative offices are equipped with
the necessary office equipment, including computers, printers, copiers, telephones, and others to
meet the Department‟s needs. Classrooms and faculty offices have the necessary equipment to
carry out the teaching-learning process efficiently.
186
The Nursing Department Building occupies 14,660 square feet. It is located in a central
area of the UPRH campus, between the Theater and the Administrative Sciences Building and in
front of the Registrar‟s Office. The Department‟s facilities consist of:
Department Chair‟s office
Reception area
Two offices for the secretarial staff
An area for the ADN and BSN Coordinators
One faculty conference room
One faculty lounge
One amphitheatre
The Nursing Students‟ Association Office
The Nursing Students Computer Center
Eighteen (18) faculty offices
Two storage rooms
Seven classrooms
One skills laboratory
A floor plan of the Nursing Department Building will be available during the site visit.
Classrooms
The Nursing Department has seven classrooms which are used for the courses of both
programs.
Each technologically modern classroom is equipped with 30-35 tablet chairs, a
podium with computer and Internet capability, a ceiling mount LCD projector, and an interactive
smart board.
187
Nursing Department Skills Laboratory
The Nursing Department Skills Laboratory provides faculty and students the educational
materials and equipment necessary to facilitate the teaching-learning process.
The skills
laboratory is divided in three areas to make more efficient use of space and for attending several
sections simultaneously. The laboratory technician‟s area is located in the main section to
schedule appointments, provide materials, and give individualized assistance to students
especially when the other areas are occupied. This area is equipped with a desk and a computer
with Internet connection, and three modules for individual attention. It also has a table for group
work.
There are two areas used for skills demonstrations. This area is equipped with beds, cots,
anatomical models, medicine carts, and other materials necessary for skills practice. The area is
equipped with a variety of materials and simulators which are used for the practice of skills taught
in diverse courses. Among these are twenty-four (24) anatomical models (19 adult and 5 child
(See page 195 for a more detailed description of learning resources). One of these areas may also
be used as a classroom. Faculty use this area to discuss procedures and any other topic related
with the skills laboratory. A complete list of equipment and materials will be available during the
site visit.
Each semester, the materials are prepared for the diverse courses. Materials are replaced
or reordered based on needs and expiration dates after the technician prepares an inventory of
materials to be purchased.
After the Department Chair‟s approval, the list is sent to the
Purchasing Office who completes the process. For the past three years, only essential materials
have been purchased, and the Department has not been able to replace nor acquire additional
equipment due to the fiscal crisis in UPRH.
188
Nursing Students’ Association Office
The Nursing Students‟ Association Office is equipped with three work stations.
It
provides a location where students may hold meetings and conduct work related to the
Association. They may also use the office as a study hall.
Technological facilities
The Nursing Department Computer Center has six computers with Internet
connection. They are available for students of both programs to be used for student
academic work. Furthermore, the Center is particularly of great use to those students
who do not have computers and/or Internet access at home. The Center‟s schedule is
Monday to Friday from 8:00 AM to 4:30 PM. Faculty offices, as well as administrative
offices are equipped with computers with Internet connection. To complement the
technological equipment in the classrooms and laboratory described previously, the
Department has other equipment available, such as laptops and two additional projectors
for both faculty and student use.
The SICC offers technological support in the following:
Maintenance/upgrading of all computers property of UPRH, including
infrastructure, equipment, and software
Email service through GAE mail for students, alumni, faculty, and non-teaching
personnel
Campus-wide mass emailing
Wireless Internet connection in 90% of the campus
Technological training, tutoring, workshops
In addition to computers located in the Nursing Department Computer Center
described previously, students have access to 1,466 computers housed in the computer
189
centers throughout campus. A complete inventory of technological resources in the
Nursing Department will be available during the site visit.
Faculty Lounge
The Faculty Lounge is equipped with a dining table, chairs, a refrigerator, and
other kitchen equipment for faculty use.
It is a place for dining and for informal
gatherings.
Nursing Department Amphitheater
The Nursing Department Amphitheater has a capacity for 77 persons. It is used
for meetings with large groups and for professional, academic, and cultural activities such
as faculty publication presentations, student research presentations, organization,
department, and office meetings, and other activities for the university community and
for the general public. Reservations for the use of the Amphitheatre are coordinated by
the Dean of Administration.
5.3
Learning resources and technology are selected by the faculty and are comprehensive,
current, and accessible to faculty and students, including those engaged in alternate
methods of delivery.
The UPRH has a variety of learning and technology resources that are current and
accessible and facilitate the teaching learning processes of the ADN and BSN Programs. It also
has the necessary technology with an acquisition and maintenance plan to support the goals of the
Nursing Department and the Institution in general. The facilities and services of the SICC have
been discussed under Criterion 5.2. All learning and technological resources support face- toface instruction and other instruction activities such as Moodle, Web Quest, on-line research, and
others.
190
UPRH Library
The UPRH Library, located in a three-story, 88,000 square feet structure, has six study
halls with 135 cubicles, 12 group study rooms, and can accommodate 596 users at any given
time. There are 81 computers for student use, microfiche readers, and three computers for
Internet transmission, among others. The UPRH Library has been certified since 2008 by the
American Association of Colleges and Research Libraries (ACRL), division of the American
Library Association (ALA). As stated in its vision, the Library assumes a leadership role among
the academic community by making available its resources, programs, and services to the
university community, as well as the general public, so that its users develop a critical view
toward information management. The Library houses eight collections: General Circulation,
Reserve, Audiovisual Resources, Puerto Rican Collection, Reference and Research, Journals and
Magazines, Luis Rafael Sánchez Latin American Hall, Santiago Iglesias Pantín Workers
Documentation Center. Service hours during the academic semester are Monday to Thursday,
7:45AM to 9:45 PM, Fridays 7:45 to 4:15, and Saturdays 9:15 AM to 4:45 PM. Special
schedules are programmed during the final exam period.
The Library adopted as its new paradigm user education and the development of
information competencies which are part of the general education competencies approved by the
Institution (Academic Senate Certification 46-2005-06). As a result, bibliographic instruction
was transformed into information competencies integrated to curricula (Information
Competencies Program).
Books and references are ordered following a development plan that addresses the needs
of curricular offerings. The Nursing Department Faculty participate through the departmental
Library Committee composed of three professors. The Committee meets at least three times per
semester to gather faculty recommendations and submit to the Library Purchasing Office the
department requests for new books, journal subscriptions, and others.
Budget for new
191
acquisitions is assigned to the Library and funds are distributed among the academic departments
according to their recommendations and needs.
The following is a list of the resources and services available:
Bibliographic Resources Collection- It houses 95,862 printed resources, an online collection of more than thirty remote and local data bases with remote access
to millions of bibliographic references and 35 million full text digital articles.
These resources may be accessed through the On-line Reference Service. The
following table lists the bibliographic sources which contain nursing and/or
health related information.
Table 5.6
Bibliographic Sources
Source
Online Nursing journal titles available
Medicine reference books (INFOTRAC GALEGROUP- Gale virtual Reference
Library
Nursing journal titles on OVIDWEB (YOUR JOURNALS@OVID)
Nursing journal titles on SCIENCEDIRECT(ELSEVIER)
Nursing journals on nursing and health sciences
Quantity
219
93
329
103
48
The following table lists the nursing collection:
Table 5.7
Available Nursing Resources
Topic
Community Health Nursing
Public Health Nursing
Nursing Assessment
Nursing Care
Holdings
65
14
66
45
Journal Titles
792
792
792
7922
Data Bases
5
5
5
5
A complete list of resources will be available during the site visit (See UPRH Nursing
Department Library Collection Report for the ADN and BSN Reaccreditation on exhibit).
Technological Infrastructure- The UPRH Library has the following hardware
to support services offered:
three servers, three computers for Internet
transmission, seven antennas for wireless access, two electronic boards with
projectors, and the automated system known as HORIZON for connection to all
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UPR libraries and other academic entities around the world.
Information Systems and Telecommunications Area- Information from data
bases is updated through an HTML interface. Another project is the Digital
Reserve which permits feeding from a data base with information from the
necessary files so users can access the document or reading through the Internet.
The format used is Acrobat PDF.
Also, the Multimedia Center allows the
transmission through the Internet of educational materials in audio and video
formats.
Information Skills Program- Through this program, faculty and students
receive training or retraining in critical management of information. Integration
of information resources to the teaching-learning process is promoted, and
individual or group needs in information skills are addressed. In ENFE1012,
2027 3112, 4091, 4082, 4146, and 4140, professors promote the use of this
program to enhance critical management of information, research, and effective
oral, written, and technological communication.
Through this program, the
Library offers: bibliographic resources loans, consults and orientations, visitor
tours, local and remote access to data bases, interlibrary loans, reserve loans,
access to the digital reserve, virtual reference, and wireless Internet access. Also,
the Library offers on-line transmission of academic and cultural activities
through BiblioTV.
Audiovisual Resources Collection – With this collection, the Library promotes
the use of audiovisual resources in the teaching-learning process in the Institution
and the community in general. Audiovisual resources are available in various
formats (VHS, DVD, CD, and WAV). This area has a self-tutorial laboratory
where on-line projections of resources are transmitted.
193
Circulation Collection- Seniors are loaned a maximum of fifteen books for 60
days, while underclassmen are loaned a maximum of 15 books for 30 days.
UPRH personnel are loaned a maximum of twenty books for 180 days with
renewal rights. Books are also loaned to users with special permits and to the
community in general.
Puerto Rican Collection- This hall includes a collection of national reference
materials. This includes books, journals, periodicals, government documents, online resources and others. ADN and BSN students use this hall frequently to
access information from local newspapers regarding news related to health, laws
and legislation related to the nursing practice in Puerto Rico, census data, and
others.
Reference Hall- The information resources in this hall provide support to
research conducted by the users. Here students may find resources for research
projects and assignments. The collection includes access to data bases, on-line
indexes, almanacs, encyclopedias, dictionaries, atlases, directories, manuals,
university catalogues, and compact discs.
This area has computers for
information searches, Internet access, a photocopier, and printer, and five rooms
for group study. Consultation services are also available.
Reserve Hall –This hall houses the resources and readings assigned by
professors for student use. Readings are loaned for two hours with renewal rights.
Periodicals Hall – This hall houses magazines, journals, newspapers, bulletins,
and newsletters to be used in the hall. There are computers for student use.
Multimedia Center- This center optimizes the use of educational resources and
diversifies the offerings and services of the Audiovisual Collection by using new
technologies. Educational resources and documents are transferred to digital
audio and video which permit their transmission through the UPRH
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communications network. This system has strengthened educational offerings
that promote the development of information and literary skills, as well as on-line
teaching.
Nursing Department Skills Laboratory- The Skills Laboratory has a number of
learning resources used by faculty and students for the achievement of clinical
laboratory course objectives. For example, in ENFE 1012 (ADN) and ENFE
4036 (BSN) students are initiated in basic nursing skills. To practice these skills,
the laboratory has hospital beds, male and female anatomical models, arm
simulator, medicine cart, sinks, diagnostic set, sphygmomanometer, stethoscopes,
and others to carry out diverse procedures and simulated practices. For ENFE
2017, 2019, 2028, and 4082, students may use face models, ostomy simulators,
oxygen tank, and other laboratory equipment for practicing tracheotomies,
catheterization, venipuncture, blood transfusion, bandage application, and others.
In ENFE 1026 and 4146, students may practice on the birthing bed, anatomical
models simulating a vaginal birth, placenta and umbilical cord simulator, two
pediatric mannequins, and materials to simulate a birth. For pediatric courses,
students have access to thermometers, scales/weights, cribs, and anatomical
models.
For courses offered in the community, the laboratory technician
prepares bags with the basic equipment, such as sterile and non-sterile gloves,
gauze, biomedical bags, and others.
The Skills Laboratory has 157 movies, three television sets, 4 DVD
players, and 2 movable screens to complement the demonstrations of procedures.
C-Data – This project is aTitle V collaboration between UPRH and UPR
Arecibo funded by the U.S. Department of Education. C-Data has contributed to
the strengthening of technological skills among faculty by offering courses,
workshops, and seminars on diverse topics such as development of tutoring
195
modules, preparation of didactic technological materials, bibliographic resources
search, and others. C-Data has 33 computers, laptops, and projectors for loan.
An instructional designer and graphic designer provide support to professors.
Academic Support and Training Center (CADA, by its Spanish acronym) –
This center provides support to students by offering tutoring, mentoring,
motivational workshops, and book, calculators, projectors, and laptops loans.
Workshops are also offered on the use of software such as Excel, PowerPoint,
Publisher, and Moodle. CADA has 10 modules equipped with computers; two of
these are assigned to student tutors.
Center for the Design and Production of Instructional Resources (CEDPRI,
by its Spanish acronym) – This center trains faculty in the design and use of
innovative pedagogical technology applied to the teaching-learning process. The
center provides equipment such as recorders, digital editors, wireless
microphones, and digital cameras to design and produce multimedia materials
such as CDs, DVDs, and others.
Nursing Department Professor Esmeralda
Rosado is a member of the CEDPRI consulting board.
Each of these centers contributes to and strengthens communication and technological
skills of Nursing Department faculty and students. Their participation in workshops, tutoring
sessions, consults, and the frequency of the use of Moodle demonstrate the effectiveness of these
resources in the programs‟ success.
Learning resources are effective and contribute to achievement of program and student
learning outcomes as demonstrated in assessment activities.
Library services are evaluated
through the Alumni Survey conducted by the Department every five years. Results from the last
survey (2002-2006) show that 93% of the students evaluated Library services as excellent and
good. In the same survey, 90% of the nursing students expressed satisfaction (65% very satisfied,
25% satisfied) with the facilities, environment, equipment, and resources of the skills laboratory.
196
SECTION THREE: STANDARD 6 OUTCOMES
Evaluation of student learning demonstrates that graduates have achieved identified competencies
consistent with the institutional mission and professional standards and that the outcomes of the
nursing education unit have been achieved.
6.1
The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of
student learning and program outcomes of the nursing education unit and NLNAC
Standards.
The UPRH Nursing Department firmly believe in the systematic evaluation of program
outcomes and student learning, recognizing that it is an important process for developing,
maintaining, and reviewing the ADN and BSN Programs. The 2008-2013 Nursing Department
Assessment Plan for the ADN and BSN Programs (NDAP) was developed by the Departmental
Assessment Committee with faculty input and was approved by faculty in 2008. The plan is
effective, functional, organized, and includes all elements according to NLNAC Standards and
Criteria. Its purpose is to evaluate the quality of the nursing programs in areas such as mission
and governance, faculty, students, curriculum, and resources, and to measure achievement in
student learning outcomes.
Informal evaluation is conducted continuously and formal assessment of student learning
outcomes is carried out using direct and indirect measures. Some direct measures include
assignments, quizzes, examinations, clinical laboratory experiences, case studies, nursing process,
oral and written presentations, clinical performance, research proposal, and critical analysis of
research articles, among others. Performance on licensure examination is also used as a direct
measure.
Standard 6: Outcomes
197
Indirect measures used include course evaluations and evaluations of collaborating
agencies, alumni and employer surveys, employment rate, curricular evaluation, and cohort study.
Based on a review of assessment results, faculty determined actions to be taken which are
reflected in the NDAP. The following are examples of revision of program components:
1.
Mission and Governance
Nursing faculty periodically review the mission, vision, and philosophy with the
most recent revision completed during the 2009-2010 AY. With this revision,
congruency between the mission, vision, and philosophy of the UPRH, as well as
Program Outcomes is demonstrated.
2.
Faculty and Staff
As a result of new UPRH requirements for granting tenure and continuing
education activities, several Nursing faculty began doctoral studies in diverse
areas.
Faculty carried out continuing education activities (courses) due to departmental
need in areas such as mental health and psychiatry and elderly.
3.
Students
The Nursing Department Student Handbook was revised in the 2010-2011 AY.
The Nursing Student Association was reactivated in 2007 after a lack of activities
during the 2006-07 AY.
Students were able to register on-line from their homes beginning in 2005-06
AY.
4.
Curriculum
The Nursing Department reviewed and updated the conceptual framework
(2008), graduate profile (2009), and courses in both programs (2009-10).
After a thorough analysis, the Nursing Department placed the ADN Program in
moratorium in the 2009-10 AY.
198
The ADN to BSN Pathway was created in 2008 in response to social needs and
recommendations from ADN alumni who want to complete a BSN degree.
The BSN Exit test was developed in 2007 after an analysis of licensure
examination results.
5.
Resources
The Nursing Department demonstrated a need for technologically updated
classrooms in order to teach IT components incorporated in the courses. The
Institution responded buy equipping all classrooms with needed hardware such as
computers, smart boards, and projectors.
6.
Outcomes
The student learning outcomes were revised as a result of changes in NLNAC
requirements, UPRH general education revisions, and current trends in nursing
education.
The NDAP was developed and carried out.
The NDAP considers the following elements: component being
evaluated, expected level of achievement, frequency of assessment, assessment
methods, results, and actions taken.
The NDAP for Program and Student
Learning Outcomes is included in Appendix VII, p. 259.
6.2
Aggregated evaluation findings inform program decision making and are used to maintain
or improve student learning outcomes.
Aggregated findings used by faculty for decision making and to improve both programs
include the following: lecture course evaluations by students and faculty, laboratory and seminar
evaluations, alumni and employer surveys, graduating students survey at completion of course,
clinical agency evaluations, ADN to BSN Program Evaluation, curricular evaluation, senior exit
tests, and licensure examination results.
199
Assessment results are reviewed yearly to identify areas for improvement. Lecture
courses, laboratories, and seminars are evaluated at the end of every semester by students and
faculty. In addition, data is gathered from graduating senior questionnaires, and from the exit test.
The following are examples of faculty actions resulting from course and program
assessment and licensure pass rates:
Revision of all courses. See Appendix VI, p. 235 for examples of course syllabi: ENFE
1011, 1012, 2026, 2027 (ADN); ENFE 3111, 3112, 4296, 4297 (BSN)
The establishment of the exit test in 2007.
Establishment of licensure examination activities: conference/workshop in collaboration
with DIDIE on preparing for the licensure examination, licensure practice exercises,
recommended reading-NCLEX Review
Establishment of ADN to BSN Pathway created in 2008 in response to the ADN Alumni
Survey, ADN student request, and faculty recommendation.
The San Juan Bautista Hospital was eliminated as a collaborating agency.
Use of practical examinations and skills checklist in courses such as ENFE 2017, 2027,
4082 and 4297.
Copies of survey instruments and data analysis tables, as well as meeting minutes
evidencing discussion of evaluations will be on exhibit during the site visit.
6.3
Evaluation findings are shared with communities of interest.
The Nursing Department shares evaluation findings with its constituents which include:
clinical agencies, university administration, students, and faculty. Laboratory course evaluation
findings are discussed with representatives of the clinical agencies as evidenced by meeting and
attendance records. Licensure examination results (pass rates) are discussed with faculty and
nursing students in meetings and courses respectively. All survey results are discussed in
department faculty meetings for analysis and corresponding actions.
200
The Nursing Department Advisory Board will convene during the second semester of the
2010-11 AY to discuss evaluation findings and curricular changes. Input provided will be taken
into consideration for future changes.
6.4
Graduates demonstrate achievement of competencies appropriate to role preparation.
Evidence of achievement of competencies is evaluated using the following measures:
JEEPR Certification Examination Results (See Criterion 6.5.1, p. 210)
Graduating Students Survey instrument administered at program completion to ADN and
BSN students to assess curriculum)
Alumni and Employer Surveys (ADN 2005-2009); (BSN 2002-2006)
Graduating Students Survey at Program Completion
The Graduating Students Survey is administered at the end of every academic year prior
to the senior graduating class.
In this survey, students are asked to evaluate the program
curriculum including competencies and skills. Tables 6.1 and 6.2 provide survey results from
2007 to 2010 for the ADN and BSN Programs respectively.
201
Table 6.1
Percent of ADN Students Very Satisfied/Satisfied with the Program
Area
I- Curriculum: General Elements
A. Provides opportunity to develop the roles of the ADN
nurse
1. In direct care
2. As administrator of care
3. In education to clients and family
4. As a member of the nursing discipline
B. Content includes knowledge of:
1. The human being
2007-2008
(n 16)
2008-2009
(n27)
2009-2010
(n16 )
93.8
100
100
100
100
100
100
100
100
100
100
100
100
95
100
2.
3.
Health-illness continuum
Communication
100
100
97
100
100
100
4.
5.
6.
Stress
Adaptive modes
Nursing role
100
100
100
100
97
95
100
100
100
7.
Critical thinking
93.8
97
100
100
100
93.8
97
97
100
100
100
100
100
97
100
100
97
100
100
97
100
100
97
100
100
95
100
100
100
100
97
100
99
100
100
100
8. Nursing process
9. Collaborative care
10. Therapeutic interventions
11. Ethical-legal aspects
C. Provides the opportunity to use the Sister Callista Roy
Model as:
1. Frame of reference to analyze health situations
2.
3.
Frame of reference to carry out nursing processes and
plan nursing interventions
Content and educational strategies in the program
courses:
a. Guide towards progressive knowledge according
to level of studies
b. Contribute to the development of critical thinking
skills and problem solving
c. Guide toward the development of the creative
capacity
d. Facilitate the achievement of course objectives
e. Contributes to oral and written expression
D. In general, the program helped me in:
202
a.
Oral expression
100
99
100
b.
Written expression
100
98
100
c.
Development of initiative
100
99
100
d.
Development of leadership
100
99
100
e.
Analyze situations
100
95
100
f.
Decision making
100
95
100
g.
Direct care
100
99
100
h.
Follow an ethical-legal conduct
100
95
100
i.
Area
Records documentation
2007-2008
(n 16)
93.8
2008-2009
(n27)
97
2009-2010
(n16 )
97
j.
Development of the nursing process
100
97
100
k.
Education to clients and family
100
99
100
81.3
93.8
87.5
95
97
95
97
97
95
D. Quality of teaching
93.8
97
100
E. Educational strategies
93.8
97
100
F. Teaching methods
G. Interest and dedication of professors in their specialty
93.8
97
100
93.8
93.8
99
99
99
95
II- Satisfaction with ADN Curriculum
A. Organization of the study program
B. Content of concentration courses
C. Content of general education courses
H. Texts used
III- Physical Facilities/Environment
1.
Classrooms
62.5
95
97
2.
Skills laboratory equipment
87.5
97
97
3.
Amphitheater
87.5
99
100
4.
Facilities for persons with disabilities
87.6
90
90
5.
Computer laboratories
75.1
90
95
6.
Physical facilities in general
100
90
97
A. Skills laboratory
100
97
97
B. Clinical Agencies
75.1
97
97
C. Computer laboratories
81.3
97
95
87.6
90
97
100
90
100
93.3%
97%
99%
IV- Program Support Services
V- Student Support Services
A. Academic counseling
VI- Department Policies
OVERALL PERCENTAGE
ADN graduating students have demonstrated satisfaction with the program for the years included
in the survey with overall satisfaction levels fluctuating between 93% and 99%.
203
Table 6.2
Percent of BSN Graduating Students Very Satisfied/Satisfied with the Program 2007-2010
2007-2008 2008-2009 2009-2010
Area
(18 n)
(25n )
(29n)
VIICurriculum: General Elements
E. Provides opportunity to use the Sister Callista Roy
Model
94.4
100
100
4. As frame of reference
5. To analyze health situations of the client and
100
100
100
family
6. In curricular concepts :
f. Nursing
100
100
100
g. Leadership
100
100
100
h. Nursing process
94.4
100
100
i. Human being- environment
94.4
100
96.5
j. Role
94.4
100
100
k. Human being in adaptation
100
100
96.6
l. Stress
m. Health-illness continuum
F. Provides opportunity to broaden nursing skills in
health settings such as: :
1. Homes for the elderly
2. Diagnostic and family medicine centers
3. Hospitals
4. Clients‟ homes
5. Communities
6. Specialized centers
G. Program Content
1. Guides toward progressive knowledge according
to the level of studies
2. Is relevant to end objectives and course
descriptions
3. Contributes in the development of critical
thinking skills and problem solving
4. Includes application of knowledge and specific
nursing skills
5.
6.
7.
8.
Includes knowledge about the professional role
Guides toward the creative capacity
Guides toward personal development
Facilitates achievement of course objectives
through learning activities
9. Provides for implementing varied and sufficient
learning strategies for the achievement of course
objectives
10. Provides for the application of research
knowledge and skills
204
94.4
94.4
100
100
100
100
94.4
94.4
94.4
94.4
94.4
94.4
80
84
100
88
100
88
100
100
100
93.1
86.2
82.8
88.9
100
100
88.9
100
100
100
100
100
88.9
100
100
94.4
88.9
88.9
100
96
100
100
96.6
96.5
100
100
93.1
94.4
100
93.1
83.3
96
89.7
Area
VIII- Indicate the degree of satisfaction with the BSN
Program
A. From the following list select areas in which you
have progressed:
1. Records documentation
2. Development of initiative
3. Follow an ethical professional conduct
4. Leadership skills
5. Research skills
6. Know oneself better
7. Oral expression
8. Written expression
9. Analysis of situations
10. Decision making
11. Direct care
12. Education for the client or groups of clients
B. Curricular and extracurricular activities:
participation in the University Association of Nursing
Students (AUEE)
C. Use of the skills laboratory
D. Satisfaction with BSN Program
7. Nursing Curriculum
8. Organization of the program of study
9. Content of concentration courses
10. Quality of teaching
11. Educational strategies
12. Teaching strategies
13. Texts used
14. Relationship with the faculty of the program
15. Degree of competency to work in direct client
care
16. Interest and dedication of nursing faculty
E. Physical Facilities/Environment
1. Classrooms
2. Skills laboratory equipment
3. Amphitheater
4. Facilities for persons with disabilities
5. Physical facilities in general
F. Support Services
1. Skills laboratory
2. Clinical agencies
2007-2008
(18 n)
2008-2009
(25n )
2009-2010
(29n)
94.4
100
89.6
94.4
100
94.4
94.4
94.4
77.8
83.3
94.4
94.4
100
94.4
100
100
100
96
96
100
100
100
100
100
100
100
100
100
100
96.5
96.6
96.6
93.1
100
96.5
100
55.6
12
52
94.4
96
100
100
100
100
100
100
100
100
100
92
88
88
92
92
92
92
92
93.1
93.1
93.1
100
100
100
100
100
100
100
100
96
100
100
88.9
83.3
77.8
72.3
88.9
92
88
88
92
92
72.4
75.9
86.2
34.5
72.4
94.4
94.4
88
96
96.6
89.6
205
Area
3. Computer laboratories
4. Academic counseling
G. Department Policies
OVERALL SATISFACTION
2007-2008
(18 n)
83.3
100
100
95
2008-2009
(25n )
96
92
96
92
2009-2010
(29n)
68.9
100
89.7
88
BSN graduating students demonstrated overall satisfaction with the program in the years
of the survey with satisfaction levels fluctuating between 88% and 95%. When considering the
individual aspects of the program, the lowest scores occurred in physical facilities. In the 20092010 survey the results were 34.2% in facilities for persons with disabilities to 75.9% for skills
laboratory equipment. See Standard V for strategies the department established to address needs
in physical facilities.
Also, there was a low level of satisfaction of with the activities of the
University Association of Nursing Students (52% in 2009-2010). However, in the 2010-2011
AY, approximately 103 students were intiated in the association, demonstrating an increase in
student participation after recruitment strategies were implemented.
Students were also asked to indicate their overall satisfaction with the programs. Results
indicate that 96% of the students are satisfied with the ADN Program and 92% with the BSN
Program.
Alumni and Employer Surveys
The Alumni and Employer Surveys administered every five years provide valuable
information regarding program components. Table 6.2 includes Alumni Survey results for the
ADN and BSN Programs. Employer Survey results are included in Criterion 6.5.3.
206
Table 6.3
Percent of ADN and BSN Alumni Ranking Excellent/Good the Academic Preparation Provided by
the Program
Component
ADN Program
2005 – 2009
Part II. Program Evaluation
A. Ability to
100% of the respondents evaluated the application
Communicate
of therapeutic communication as an essential
element of intervention with clients, families, and
significant others.
B. Nursing
therapeutic
intervention
C. Critical thinking
skills
BSN Program
2002 – 2006
100% of the respondents evaluated the application
of therapeutic communication as an essential
element of intervention with clients, families, and
significant others.
97.6 % maintain effective communication with the
client, family, and interdisciplinary team.
100% of the respondents use the nursing process
as a basic tool to carry out therapeutic
interventions with the client.
100% maintain effective communication with the
client, family, and interdisciplinary team.
100% of the respondents use the nursing process
as a basic tool to carry out therapeutic
interventions with the client.
100 % offer direct care to client to maintain or
restore adaptation or help him/her die with
dignity.
100% offer direct care to the client to maintain or
restore adaptation or help him/her die with
dignity.
100 % apply technical skills in nursing care.
95.1 % use critical judgment for analysis of
situations.
96.2% apply technical skills in nursing care.
100% use critical judgment for analysis of
situations.
92.7% establish effective solutions when
managing problems of the client and significant
others.
94.2% establish effective solutions to manage
problems of the client and significant others.
98% make assertive decisions.
92.7% make assertive decisions.
D. Roles and
competencies
97.6% use scientific and humanistic knowledge.
100% use the nursing process as the basis for
decision making when providing direct care.
100% use the nursing process as the basis for
decision making when providing direct care.
92.7% delegate tasks or aspects of care according
to preparation and experience.
96.1% delegate tasks or aspects of care according
to preparation and experience.
80.5% consider that the use of the information
system through technology (computer) is essential
in the work setting.
77% consider that the use of the information
system through technology (computer) is essential
in the work setting.
100% use evidence based practice to provide safe
and quality care.
Part III Evaluation of teaching/faculty
A. Teaching
90.3% evaluate educational strategies as
process
excellent/good.
B. Faculty
C. Satisfaction
level with the
nursing program.
100% indicate that nursing professors are
dedicated and demonstrate interest in student
matters.
90.2% indicate satisfaction with the Associate
Degree Program.
100% of the respondents implement teachinglearning strategies with the individual, family, and
groups.
96.1% of the respondents indicate that nursing
professors are dedicated and demonstrate interest
in student matters.
100% indicate satisfaction with the Bachelor‟s
Degree Program.
207
Survey results indicate that a high percentage of alumni evaluated program components
of both programs as excellent and good in all areas. Ninety-two percent of the ADN alumni and
100% of the BSN alumni express satisfaction with the programs in general.
The lowest
percentage is in the roles and competencies component (use of technology) with 80.5% and 77%
for the ADN and BSN Programs respectively. A revision of the survey questions will be
necessary to determine if the lack of use of technology is due to the fact that the work setting does
not have computers and other technology.
6.5
The Program demonstrates evidence of achievement in meeting the following program
outcomes: performance on licensure exam, program completion, program satisfaction,
graduate employment.
The Nursing Department Assessment Plan evaluates the ADN and BSN Programs based
on performance on the licensure examination, program completion, program satisfaction, and
graduate employment.
Data is gathered by diverse departmental committees, the Nursing
Department Chair, program academic advisors, and institutional officials and is discussed and
analyzed in faculty and committee meetings. Evaluation findings are used to maintain, improve,
and strengthen program components.
The following table summarizes program outcomes results in the areas mentioned above.
208
Table 6.4
Program Outcomes Summary
Program Outcome
Licensure Pass Rate
Expected Level of
Achievement
At least 70% of the
ADN and BSN
Program graduates
will pass the JEEPR
Licensure
Examination on their
first attempt.
Actual Level of
Achievement
ADN:
2006 - 36%
2007 - 80%
2008 - 33%
2009 - 35%
2010 – Pending
BSN:
2007-100%
2008-88
2009-89%
2010- Pending
Program Completion
Program Satisfaction
Resulting Action(s) Taken/To be Taken with
Time Frame for Implementation
Action(s)
Time Frame
To improve student
performance of firsttime exam takers, the
Department established
in 2007 an exit test to
be taken prior to the
JEEPR
Licensure
Examination.
Workshops were
offered in diverse
subject matter (stress
management, and
others), readings were
recommended.
To improve student
performance of firsttime exam takers, the
Department established
in 2007 an exit test to
be taken prior to the
JEEPR Licensure
Examination.
Workshops were
offered in diverse
subject matter (stress
management, and
others), readings were
recommended.
Several strategies were
implemented to
increase retention in
both programs (See
Criterion 6.5.2, p. 212)
Exit test offered in
2007 to all students.
For the following
years, the exit test
was voluntary
resulting in fewer
students taking the
test. Beginning with
the 2011-12 AY, the
test will be
obligatory for all
students.
A one-credit elective
course (Licensure
Examination
Review) will be resubmitted to the
Academic Affairs
Office
70% of the students
admitted to the ADN
Program complete
the degree within 4
yrs.
ADN Cohorts
2006-70%
2007-62%
2008-32% in 2
yrs.
70% of the students
admitted to the BSN
Program complete
the degree within 6
yrs.
85% of the ADN
and BSN alumni are
satisfied with the
programs.
BSN Cohorts
2004-45%
2005%-54%
2006-58%
90.2% (ADN)
100% (BSN)
Curriculum Committee
will revise items in
survey instrument to
gather additional
information.
2011-2012
85% of the ADN
and BSN graduating
students are satisfied
96% (ADN)
92% (BSN)
will revise items in
survey instrument to
2011-2012
Students who have
not completed the
degree have until the
2013-2014 AY to do
so.
209
Program Outcome
Expected Level of
Achievement
with the program.
85% of the
employers are
satisfied with alumni
performance.
Graduate
Employment
6.5.1
Actual Level of
Achievement
Resulting Action(s) Taken/To be Taken with
Time Frame for Implementation
Action(s)
Time Frame
gather additional
information.
95% (ADN)
96% (BSN)
85% of the
graduating students
express that the
program curriculum
meets its objectives
75% of the ADN
graduates are
employed in diverse
health settings
within 6 and 9
months after
graduation.
95%(ADN)
75% of the BSN
graduating students
are employed in
diverse health
settings within 6 and
9 months after
graduation.
BSN
2008-90%
2009-88%
2010-86%
Leadership skills are
emphasized in BSN
Program.
will revise the survey
instrument to gather
additional information.
83.9% in leadership
skills in the ADN
Program indicates that
additional attention
should be given to this
area.
96% (BSN)
ADN
2008-27%
2009-48%
2010-31%
Continue with Annual
Job Fair. Results
indicate that some
ADN graduates
continue studies and are
not employed. This is
one reason for low
employment
percentages.
Job Fair will be held
every May
The licensure exam pass rates will be at or above the national mean.
The Nursing Department receives JEEPR licensure examination scores from the JEEPR.
The Curriculum and Exit Test Committees, program coordinators, academic advisors, and the
Department Chair review student performance of first-time test takers. Results are also analyzed
and discussed in faculty meetings. According to the JEEPR the national mean for BSN first-time
test takers was 82.9 (2007-2008), 51 (2008-2009), and 56 (2009-2010). UPRH nursing graduates
pass rate results surpassed the national mean all three years. The national mean for ADN
210
examination results were: 61.2 (2007-08) and 26 (2008-09). The JEEPR did not inform the mean
for 2009-2010. ADN graduates surpassed the national mean in 2007 and 2008.
The NDAP has established the goal of a 70% passing rate for each year. The following
table summarizes the results of the JEEPR licensure examination by year:
Table 6.5
Pass Rate (%) of First-time JEEPR Licensure Examination Test Takers
2007
2008
2009
2010*
ADN
86
33
35
Pending
BSN
100
88
89
Pending
*The JEEPR has not informed the results.
The results of the licensure examination reflect that the 70% expected first time pass rate
was surpassed in the BSN Program in 2007-2009 and in 2007 for the ADN Program. However, it
was not met in 2008 and 2009 for the ADN Program. According to the JEEPR, during these two
years, the Board decided to administer the same test to both ADN and BSN graduates resulting in
lower first time pass rates for ADN test takers island wide. The Nursing Department designed
several strategies to improve graduates‟ performance in licensure examinations as discussed in
Criterion 6.2.
6.5.2
Expected levels of achievement for program completion are determined by the faculty and
reflect program demographics, academic progression, and program history.
The Nursing Department has established a 70% program completion rate for the BSN
Program and 60% for the ADN students.
Tables 6.5 and 6.6 provide the statistics for both
programs.
211
Table 6.6
ADN Program Cohorts Graduation Rates
Admission
Year
Admissions
2006
2007
2008
23
29
38
Time Length in Years and Percentage
2
9 (39.1%)
15 (51.7%)
12 (31.6%)
3
7(30.4%)
3(10.3%)
*
4
0
-
5
0
-
Total
Graduates
Graduation
Rate
Active in
2010-2011
16
18
*
70%
62.0%
*
0
1 (3.4%)
Source: SICC Cohorts Report, 2011. *Information is not given because the time length for completion of the degree is 3 years.
Graduation rate for the third year will be available in June 2011.
Table 6.6
BSN Program Cohorts Graduation Rates
Admission
Year
Admissions
2004
Time Length in Years and Percentage
Total
Graduates
Graduation
Rate
Active in 20102011
19
45.2%
-
18
54.1%%
-
19
58.0%
3(7.17%) 2 are
graduation
candidates for
may/11 and 1 is
in Level 3.
1 (4.16%)-in
Level 2
4 (12.12%)
42
4
13 (30.9%)
6
5 (11.9%
5
1
(2.4%)
2005
24
8(33.3%)
5(20.8%)
2006
33
18 (54.5%)
1 (3.035)
Source: SICC Cohorts Report, 2011.
In 2006, the ADN Program graduation rate expectation level (70%) was met. However,
it was not met the following two years. In the BSN Program, expectations were not met for the
three cohorts.
As a result, faculty developed several strategies to increase retention and
graduation rates:
Student Referral Form for Advising and Counseling to be completed by the
course professor as needed prior to the 8th week
Creation of the Mentoring Committee
Orientation on various topics related to reasons for withdrawal from
courses/program (pregnancy, personal problems, socio-economic problems, and
others)
Integration of workshops such as time management, test taking skills, and
information search in courses (beginning in Level 1).
212
Discussions about general education courses with other academic departments.
The statistics course was revised so course content was geared toward nursing
students‟ needs.
These measures have resulted in a gradual increase in the graduation rates of the BSN
program, from 45% for the 2004 cohort to 58% for the 2006 cohort. The tendencies demonstrate
that there should be an increase for students admitted in 2007 and who should be graduating
beginning in 2011. For the ADN Program, the last class admitted (2008) should graduate by
2012. These students also benefit from all the strategies listed previously.
6.5.3
Program satisfaction measures (qualitative and quantitative) address graduates and their
employers.
Employer satisfaction levels with the ADN and BSN programs are assessed in the
Employer Survey administered every five years. The most recent surveys covered 2005-2009 and
2002-2006 for the ADN and BSN programs respectively. The following table lists employer
evaluation of graduate performance in the workplace.
Table 6.7
Employers Ranking Very satisfied/satisfied with Graduate Performance
Components
ADN Program
2005 – 2009
83.8% of the employers indicate that graduates
demonstrate leadership skills.
BSN Program
2002 – 2006
94.2% of the employers indicate that
graduates demonstrate leadership skills.
96.8% indicate that graduates have the capacity
to work in a team.
94.2% indicate that graduates have the
capacity to work in a team.
B. Therapeutic
Intervention
100% indicate that graduates comply with
safety regulations.
93.6% indicate that graduates establish
priorities in the care of client.
98.1% indicate that graduates comply
with safety regulations.
96.2 % indicate that graduates establish
C.
Communication
96.8% indicate that graduates demonstrate
clinical competence when providing care to
client.
100 % indicate that graduates demonstrate
verbal communication.
98.1% indicate that graduates
demonstrate clinical competence when
providing care to client.
94.2 % indicate that graduates
demonstrate verbal communication.
96.8 % indicate that graduates demonstrate
written communication.
94.2 % indicate that graduates
demonstrate written communication.
A. General
Performance
213
Components
D. Critical
Thinking
E. Satisfaction
Level with the
quality of the
graduate’s
performance
ADN Program
2005 – 2009
100% indicate that graduates master technology
as a tool for effective communication.
96.8% indicate that graduates apply scientific
knowledge.
BSN Program
2002 – 2006
96.2% indicate that graduates master
technology as a tool for effective
communication.
96.2% indicate that graduates establish
87.5% indicate that graduates use problem
solving methods.
87.1% indicate satisfaction with the quality of
the graduate‟s performance.
97.1% indicate that graduates plan the
care through the nursing process.
98% indicate satisfaction with the quality
of the graduate‟s performance.
Employer Survey results indicate that the 85% expectation level was met in all areas in
the BSN Program. In the ADN Program, one area (leadership skills) did not meet the expectation
level. Faculty addressed this by including stressing leadership skills in the courses.
6.5.4
Job placement rates are addressed through quantified measures that reflect program
demographics and history.
The following tables summarize job placement rates of the ADN and BSN Programs.
Table 6.8
ADN Graduate Employment Rates
Graduating Class
2008
2009
2010
Employed within 6 to 9 months
Frequency
%
4/15
27
13/27
48
4/13
31
The Nursing Department has established a 75% graduate employment rate within six to
nine months after completion of degree. The expected result was not met in 2008. However,
according to the information provided, many of the ADN graduates opted for continuing studies
in the ADN to BSN Pathway and at other UPR campuses.
214
Table 6.9
BSN Graduate Employment Rates
Graduating Class
2008
2009
2010
Employed within 6 to 9 months
Frequency
%
19/21
90
22/25
88
38/44
86
The 75% expected graduate employment rate was surpassed for all three years.
6.6
Does not apply.
215
REFERENCES
Bush GW. Executive Order: Incentives for the Use of Health Information Technology and
Establishing the Position of the National Health Information Technology Coordinator. Available at:
www.whitehouse.gov/news/releases/2004/04/20040427-4.html . Accessed December 30, 2007.
Developed by the National League for Nursing (2010). Outcomes and Competencies for Graduates of
Practical/Vocational, Diploma, Associate Degree, Baccalaureate, Master‟s, Practice Doctorate, and
Research Doctorate Programs in Nursing.
Jacobson, L. Shaping the Future. Spring 2004
Keating, S. B. (2006). Curriculum Development and Evaluation in Nursing. Philadelphia: Lippincott
Williams and Wilkins.
Roy, S.C. (2009). The Roy Adaptation Model, New Jersey: Pearson
Young, L.E. & Paterson, B.L. (2007). Teaching Nursing: Developing a Student-Centered Learning
Environment. Philadelphia: Lippincott Williams and Wilkins.
UPRH Self-study Report to the Middle States Council on Higher Education 2010
References
217
APPENDICES
219
Appendix I: UPRH Market and Service Area
221
Appendix II: Moratorium Documents
223
POSTAL STATION CUH ·100 CARR. 908 · HUMACAO, PUERTO RICO 00791- 4300
TEL. (787) 850-9346 · FAX (787) 850-9411
NURSING DEPARTMENT
May 15, 2011
Barbara B. Rees, DSN, RN
Professional Staff
NLNAC
3343 Peachtree Road, NE, Suite 850
Atlanta, GA 30326
Phone 404-975-5000
Olga Ros, MSN, RN
Director
Nursing Department
CLOSING REPORT OF THE ASSOCIATED DEGREE PROGRAM-UNIVERSITY OF PUERTO RICO
AT HUMACAO
During the last years, the number of applications of talented incoming students for admission to Bachelor of
Science in Nursing (BSN) Program has increased dramatically. In the same manner, there has also been an
increase in the number of students who qualify but are denied admission due to space limitations. In the
University of Puerto Rico at Humacao, space limitation was the principal reason to deny admission to students
who apply to the BSN Program. Faced with this situation, the Nursing Department faculty evaluated diverse
alternatives to avoid losing potential students at the bachelor‟s degree level. After studying several options and
reflecting about their implications, the faculty has determined to place the Associate Degree in Nursing (ADN)
Program on moratorium and increase the number of spaces available in the BSN Program for incoming students.
During the 2009-2010 academic years, the moratorium process was initiated; therefore, incoming freshmen were
not admitted to the Associate Degree in Nursing Program.
The last admission of incoming freshmen to the ADN program was August, 2008, and the date of last graduating
class starting from the effective date of the moratorium or closing will be May, 2014.
224
POSTAL STATION CUH ·100 908 STREET · HUMACAO, PUERTO RICO 00791- 4300
TEL. (787) 850-9346 · FAX (787) 850-9411
ASSOCIATE DEGREE NURSING PROGRAM
225
TABLE OF CONTENTS
Page
I.
Introduction
3-4
II.
Actions carried out to ensure that students in the Associate Degree in
Nursing Program complete the requirements of the established curriculum.
4-6
Appendix A- Faculty Profile
6
III.
226
INTRODUCTION
Closing an Accredited Program: Associate Degree Nursing Program
Name and address of governing organization
100 Road 908, CUH Station
Humacao, Puerto Rico 00791-4300
Name, credential, and title of chief executive officer of governing organization
Dr. Carmen J. Hernandez, PhD- Chancellor
Name of Institutional Accrediting Board and date of last review and action
Council of Higher Education of the Commonwealth of Puerto Rico. Licensed in 1997 and
renewed in 2007. Accreditation status: Accredited.
Middle States Association Commission on Higher Education. Date of last visit: January 2011.
Accreditation status: Accredited.
Name and address of nursing education unit:
Nursing Department
100 Road 908
CUH Station
Humacao, PR 00791-3400
Name, credentials and title of the nursing administrator:
Olga Ros Mitchel, MSN, RN
Director of Nursing Department
Telephone, fax number, and E-mail address of nurse administrator:
Telephone
(787) 850-9346
Fax
(787) 850-9411
E-mail
[email protected]
Name of state board of nursing and approval status:
The Puerto Rico State Board of Nurse Examiners does not approve nursing programs.
227
NLNAC accreditation visit and action taken
October 2003. Fully Accredited
Year the nursing ADN program was established:
The Associated Degree program was established in 1967
Total number of full time and part time faculty teaching in the specific nursing program:
Teaching assignment of nursing faculty in the ADN program correspond to their clinical specialty in
Nursing. Six faculty members were usually assigned to the ADN program.
See appendix A
Total number of full time and part time students currently enrolled in the specific nursing program:
Academic Year
2009-2010
2010-2011
Registered First-year Students
13 full time students
0 students
Registered Second-year Students
Length of program in semester/ credits:
The length of the ADN Program is: 4 semesters, 69 credits
Placing the AND Program is a result of:
a. an increase in the number of talented students who applied for admission to the BSN program and
were denied admission due to limited space and resources.
b. the commitment toward strengthening the program curriculum to form competitive professionals
who respond to the needs of a diverse and globalized society. To fulfill this commitment, it is
necessary to adapt academic offerings to the tendencies in the health field and to changing
environments.
c. The University of Puerto Rico at Humacao is the only public institution of higher education in the
Eastern area of Puerto Rico that offers a Bachelor of Science in Nursing.
d. The proliferation of associate degrees in the area.
Actions carried out to ensure that students in the Associate Degree in Nursing Program complete the
requirements of the established curriculum.
This process was initiated in 2009. In order to assure that students registered in the Associate Degree
Program could complete the curriculum as designed, no incoming freshmen were admitted to the
Program. Those students who had already requested admission into the ADN Program and who met the
requirements of the BSN Program were admitted into that program.
The academic advisor of the ADN program conducted an analysis of the status of ADN active and
inactive students. Students were notified in writing, about the decision to close the program and were
invited to meet with the advisor or Department Chair to establish a plan to complete the designed
curriculum. Of the34 students who were classified in the program, 13 returned to complete their degree
and the others reclassified into other programs or decided not to continue in the program.
228
In August of 2009, although incoming students were not admitted, ADN courses were programmed and
assigned to nursing faculty. First year students taking the courses included 13 students by readmissions,
automatic readmissions, and reclassifications. Second year students include those who continued with the
curricular sequence.
In August 2010, first-year ADN courses were again programmed so students who had not taken or failed
could repeat the courses. These first year courses were cancelled because there were no students
registered in them. However, second year courses continued being offered with 12 students registering. It
is expected that these students complete the degree in May 2011.
Until 2014, all pertinent arrangements will continue to ensure that all students complete the designed
curriculum. UPRH academic norms state that associated degree students may take up to six years to
complete their degree, a fact that was considered to establish the date of closure. All students, including
those that are in the ADN Program, were notified of this decision. Courses will be programmed until the
closure date.
A teach out agreement with other institution is not applicable because there are no associate degree
programs within the UPRH service area at the associate degree level. However, all students have been
granted the maximum time allowed completing the decree at UPRH.
Provision was made for the retention of each faculty position. The ADN faculty will be retained in the
BSN Program due to the increase in the number of BSN students.
Specific plans for the continuation of student services include the services of an ADN academic advisor
until the closure date. Students will continue receiving the same essential student services as regular
students until they complete the degree or the six years established by 2014. The student‟s records
pertinent to the program will remain under the custody of the Registrar‟s Office, maintaining their
confidentiality and security.
229
230
Appendix III: UPRH Organizational Chart
231
Appendix IV: Nursing Department Organizational Chart
232
Appendix V: Nurse Administrator Curriculum Vitae
OLGA ROS MITCHEL, MSN
AGUEYBANÁ CC-11, PARQUES DEL MONTE, CAGUAS, PUERTO
RICO 00727
PHONE (787) 850 -936 • E-MAIL [email protected]
University of Puerto Rico - Medical Sciences Campus
EDUCATION
Río Piedras, Puerto Rico
BNS
 Degree conferred in 1973
University of Puerto Rico - Medical Sciences Campus
MSN ( Maternal and Child, Health-Education)
 Degree conferred in 1977
Interamerican University of Puerto Rico- Metro Campus
Doctoral Program in Education
EdD in curriculum and instruction (in progress)
TEACHING
EXPERIENCE
2007- Present University of Puerto Rico at Humacao
Nursing Department
 Department Chairperson
2007 (January - June) University of Puerto Rico at Humacao
Nursing Department
 Acting Chairperson
1995 - Present University of Puerto Rico at Humacao
Nursing Department Faculty
 Instructor (1995-2000), Assistant Professor (2000-2006), Associate
Professor (2006-Present)
1978-1995 UPR School of Medicine, Medical Sciences Campus
Assistant Training Program Coordinator
Pediatric Pulmonary Program (MCH Training Grant)
 Instructor
1977-1995 School of Nursing, Medical Sciences Campus
 Part-time instructor
CLINICAL
EXPERIENCE
1975-1977 Pediatric Pulmonary Program Río Piedras, PR
 Staff Nurse
1973-1975 University Pediatric Hospital- P.R. Medical Center Río
Piedras, PR
 Staff Nurse- Pediatric Intensive Care Unit
Jan. 2009 Nursing and Constructivism: Cognitive and Humanistic
Theory in the Curriculm, UPRH
CONTINUING
EDUCATION
(last 3 yrs.)
Aug. 2009 Moodle as a learning tool, UPRH
Aug. 2009 Technology in the Classroom, UPRH
May 2009 Evidence Based Practice with a focus on Education, UPRH
June 2009 Nursing Based on Evidence: Evidence Based for Teaching
and Student Learning, CPEPR
Dec. 2009 Reconceptualization of Nursing: Past, Present, and Future-
233
Regulations Assembly , Gran Melia Hotel
PROFESSIONAL
ACTIVITIES
Jan. 2010 Analysis of Institutional Data with MS Excel, UPRH
Jan. 2010 Introduction to Moodle, UPRH
Mar.2010 NLNAC Self Study Forum
Feb. 2009 Integrating Information Competencies in the UPRH
Curricular Sequence, UPRH
Mar.2009 Certificate as provider of special review courses in
maternity and pediatrics, JEEPR
Mar. 2008 American Disabilities Act Workshop, UPR
2006
Health Professional in the Loss- Death Process, HIMA
2001–2005 Basic Measures in Cardiopulmonary Resuscitation, HIMA
2004–2005 Maternal Lactation, UPRH
PROFESSIONAL
LICENCE
Puerto Rico Nursing Examination Board-Registered Nurse-#09082-1973
PROFESSIONAL
MEMBERSHIP
Puerto Rico College of Professional Nurses – active member
National League of Nursing
REFERENCES
Available upon request.
234
APPENDIX VI: Sample Course Syllabi
NURSING DEPARTMENT
ASSOCIATE DEGREE IN NURSING PROGRAM
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
CO-REQUISITES
: Nursing in the Adaptation Process of the Human Being
: ENFE 1011
: 4 hours per week/4 credits
: ENFE 1012 Nursing in the Adapt. Process of the Human Being Lab
BIOL 1011 Human Anatomy and Physiology I
MATE 1005 Elementary Technical Mathematics
DESCRIPTION:
In this course the nursing student is introduced to the study of basic therapeutic communication skills,
observation, and the client-nurse relationship, as part of an interdisciplinary team. Legal, moral, and
ethical issues as they relate to the associate degree nursing role are discussed. Students are guided to
understand the Roy model and the principles that guide best practices in nursing.
The student is initiated in the study of adaptive modes and stimuli that influence the conduct of the human
being, recognizing his/her cultural diversity. The student is introduced to the nursing process as a tool to
help the human being maintain adaptation in the health-illness continuum. He/she is exposed to the study
of the concepts and theories for the development of critical thinking as an associate degree nurse. He/she
is also guided toward the identification of his/her own adaptation level.
COURSE OBJECTIVES:
After completing the educational experiences of this course, the student will be able to:
1. recognize the importance of best practices in nursing to promote the adaptation of the individual
in structures and semi-structured health settings.
2. examine ethical and legal principles and standards related to the practice of an associate degree
nurse when intervening with the healthy individual.
3. discuss the provision of health services at the public and private level, national and international,
to promote adaptation of clients considering cultural diversity.
4. value the importance of considering human dignity when intervening with healthy clients and in
the collaborative relationships with the interdisciplinary team.
__________________________________________________________________________________________________________________
The University of Puerto Rico at Humacao does not discriminate on the basis of age, gender, sexual orientation, race, nationality, origin, social
condition, political or religious beliefs, physical or mental disabilities, or veteran status.
EQUAL OPPORTUNITY EMPLOYER.
The UPR-Humacao complies with the ADA (American Disabilities Act) and Law 51 (Integral Educational Services for Persons with Disabilities)
to guarantee equal Access to education and services. Students with disabilities: inform the professor during the first week about your special or
reasonable accommodation needs for the course on the information card and visit the SERPI office as quickly as possible. Confidentiality will be
maintained.
235
5. incorporate the concepts of the adaptation model, biopsychosocial sciences, humanities, critical
thinking, and technological skills when intervening with the human being in his/her adaptation
process in the health-illness continuum.
6. describe the nursing process as an instrument to promote the client‟s adaptation in the community
through the diverse stages of growth and development.
7. analyze the importance of effective communication techniques in his/her interventions with the
client and the interdisciplinary team.
8. explain the role of the associate degree nurse in education and evidence based practice as tools to
promote and maintain the client‟s adaptation in structured and semi-structured settings.
9. discuss the nurse‟s responsibility in the retrieval, management, and documentation of information
related to the client.
10. analyze the role of the associate degree nurse in the promotion and maintenance of the
individual‟s adaptation in the four adaptive modes.
COURSE CONTENT AND TIME DISTRIBUTION:
I.
II.
III.
IV.
V.
VI.
VII.
Unit
The practice of the graduate degree nurse in the human beings adaptive process. . . . . .
The provision of health services and the adaptive process of the human being. . . . . . .
Health continuum, illness and the adaptation process in the human being, Roy
Adaptation Model, and the nursing process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nursing process for the promotion and maintenance of the adaptation in the
human being and prevention of illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Documentation and management of client information. . . . . . . . . . . . . . . . . . . . . . . . .
Nursing intervention in the promotion and maintenance of the human being‟s
health in the four adaptation modes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Partial Examinations (3 1-hour exams 1 1½ exam)
Time
8.0 hrs.
8.0 hrs.
8.0 hrs.
11.5 hrs.
8.0 hrs.
Total
INSTRUCTIONAL STRATEGIES:
1. Conference/discussion
2. Demonstration
3. Cooperative learning
4. Role play
5. Others
LEARNING RESOURCES AND FACILITIES:
1. Classroom
2. Board and vertical projector
3. Computer with projector
4. DVD and Videocassette
236
4.0 hrs.
4.5 hrs.
60 hrs.
EVALUATION STRATEGIES:
1. Study guide and class participation. . . . . . . . . . . .
2. Seminar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Partial exams. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Final exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
15%
15%
50%
20%
100%
GRADING SYSTEM
Letter Grade System (A-F)
REQUIRED TEXT:
Kozier,et al. (2008) Fundamentals of Nursing: Concepts Process and Practices. (7th Edition)
New Jersey: Prentice Hall.
Revised January 2009
____________________________________________________________________________________
All students of the University of Puerto Rico at Humacao Nursing Department are responsible for knowing and complying with the Institutional
Policy of Intellectual and Scientific Integrity. Cases of violations such as plagiarism, falsification or fraudulent actions, false representation and
all other violations of the canons and practices accepted in the academic community and included in Article 6.2 of the UPR Student General ByLaws will be subject to sanctions contained in Article 6.4, from administration to expulsion through a disciplinary process. Minor cases where
violation of academic integrity is limited to a course may be addressed by the professor, director, or Dean of Academic Affairs.
237
NURSING DEPARTMENT
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
CO-REQUISITES
: Nursing in the Adaptation Process of the Human Being Lab
: ENFE 1012
: ENFE 1011 Nursing in the Adapt. Process of the Human Being
BIOL 1011 Human Anatomy and Physiology I
MATE 1005 Elementary Technical Mathematics
DESCRIPTION:
In this course, the nursing student applies basic therapeutic communication skills, observation, and the
client-nurse relationship, as part of an interdisciplinary team. He/she applies the adaptation model when
intervening with the healthy individual. The student is initiated in the use of the nursing process
emphasizing the physiological mode, basic needs, and stressors affect the levels of adaptation in the
individual. He/she applies ethical-legal in his/her intervention with clients recognizing cultural diversity
and his/her responsibility as associate degree nurse.
The student is initiated in the performance of nursing skills such as: administration of medications,
laboratory samples, asepsis measures, and documentation, among others. These are necessary skills for
intervention in the care of the individual and to prevent that the client moves to negative levels in the
health-illness continuum. The clinical laboratories are carried out in agencies in the community such as
day care centers, detection clinics, clinical laboratories, and hospitals.
COURSE OBJECTIVES:
1. perform basic therapeutic interventions as part of the direct care designed to promote and
maintain integrated levels of adaptation with healthy individuals in community health settings.
2. apply communication skills to maintain effective therapeutic relationships in his/her interventions
with clients and the interdisciplinary health team.
3. apply basic principles for the prevention and control of infections when intervening with clients
in structured and semi-structured settings.
4. demonstrate knowledge, critical thinking and nursing skills in his/her interventions with clients
in different health settings.
condition, political or religious beliefs, physical or mental disabilities, or veteran status. EQUAL OPPORTUNITY EMPLOYER.
maintained.
238
5. document relevant aspects of the situation of the client applying ethical-legal principles and
according to their institution‟s norms.
6. collaborate with the interdisciplinary health in planning and carrying out education plans to
promote changes in the levels of adaptation of the client.
7. consider the human dignity when intervening with healthy clients and establishes collaborative
relationships with the interdisciplinary team.
8. demonstrate moral and legal responsibility when intervening as associate nurse to promote the
client‟s adaptation.
9. apply the nursing process in adaptation and the critical thinking process in the diagnosis,
planning, implementation, and evaluation of the care of healthy clients in the community.
Unit
I.
Nursing intervention in the prevention and promotion of health and the prevention
and control of infections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
II. Techniques and procedures in the assessment of the state of health of clients in
community-based settings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
III. Responsibility of nursing in the administration of medications. . . . . . . . . . . . . . . . . . .
IV. Documentation and management of the client‟s information. . . . . . . . . . . . . . . . . . . . .
V. Application of the nursing process for promoting and maintaining the adaptation of
the human being. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Supervised practice in real settings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Quizzes (1/2 hour per quiz). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pre-conference (0.5 hour x 10 days). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Post-conference (1 hour x 10 days). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
1. Pre and post clinic conference
2. Nursing process with the assigned client
3. Analysis and discussion of the nursing plans of care
5. Reading clinical records
6. Practice of the skills in the Skills Laboratory
7. Audiovisual aids
8. Individual tutoring
1. Classroom
3. Computer with projector
4. Skills laboratory
239
Time
6 hrs.
3 hrs.
9 hrs.
6 hrs.
6 hrs.
44 hr.
1 hr.
5 hrs.
10 hrs.
90 hrs.
MATERIALS AND EQUIPMENT REQUIRED OF THE STUDENT:
1. Complete uniform with identification and insignias
2. Documents required by the clinical practice agency: Certificate of Good Conduct, CPR course,
health certificate, certificate of Hepatitis B vaccination, nose and throat culture, others
3. Equipment required; stethoscope, sphygmomanometer, pen light, scissors, required textbook
1. Skills in the Skills Laboratory. . . . . . . . . . . . . . . .
20%
2. Clinical performance. . . . . . . . . . . . . . . . . . . . . . .
40%
3. Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10%
4. Written nursing process. . . . . . . . . . . . . . . . . . . .
15%
5. Practical final exam. . . . . . . . . . . . . . . . . . . . . . . .
15%
Total 100%
GRADING SYSTEM
REQUIRED TEXT:
Kozier,et al. (2008) Fundamentals of Nursing: Concepts Process and Practices. (7th Edition)
New Jersey: Prentice Hall.
Roy, C. and Heather (2009). The Roy Adaptation Model: (2nd edition). Stanford Connecticut: Appleton &
Lange.
_____________________________________________________________________________________
240
NURSING DEPARTMENT
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
PRE-REQUISITES
CO-REQUISITES
: Nursing of the Adult with Adaptation Problems II
: ENFE 2026
: ENFE 2015 Clinical Concepts Alt. State of Health
ENFE 2016 Nursing in the Adult with Problems .in Adaptation. I
ENFE 2017 Nursing in the Adult with Problems in Adapt. I Lab
ENFE 2018 Nursing in the Adapt. of the Human Being with Psychosocial
Alterations
Alterations Lab
: ENFE 2027 Nursing of the Adult with Prob. Adapt. II Lab
ENFE 2028 Nursing in the Adapt. of the Child Family Concept
ENFE 2029 Nursing in the Adapt. of the Child Family Concept Lab
ENFE 2035 Nursing Seminar
DESCRIPTION:
This course emphasizes the study of the Physiological Mode of the Adult in situations of adaptation. The
need for activity and rest, skin integrity, and sensory, endocrine, and neurological regulation are studied.
The student broadens communication to assess adaptation problems and intervene with hospitalized adults
in structured and semi-structured settings. The student develops the nursing process to promote the
adaptation level. He/she studies how to manipulate focal, contextual, and some residual stimuli to
promote adaptation of the hospitalized adult. He/she studies adaptation problems that alter the adult
client‟s position in the health-illness continuum.
COURSE OBJECTIVES:
1. use knowledge of biopsychosocial sciences, humanities, and nursing to describe the physiological
process that alters the adult‟s state of health and to implement client-centered nursing care.
2. apply concepts of the Roy Adaptation Model in the analysis of the needs of the adult with
alterations in the health-illness continuum within the family and community context.
3. discuss assessment, planning, and nursing intervention of the adult with alterations in the adaptive
modes and that modify his/her position in the health-illness continuum using critical thinking.
4. analyze the importance of communication and interpersonal relationships when intervening with
the adult considering his/her beliefs and cultural diversity in a variety of settings.
_____________________________________________________________________________________
maintained..
241
5. value the importance of the use of best practices in nursing and the humanistic principles when
performing the role as provider and administrator of the care of the adult with adaptation
problems.
6. analyze the importance of the nursing role and the interdisciplinary team in the development of
educational plans when intervening with the adult within the family and community contetext.
7. value the benefits of technology in the retrieval of reliable information to generate innovative
ideas for the solution of adaptation problems.
8. evaluate nursing practices according to ethical-legal aspects and nursing standards when carrying
out his/her role as associate nurse with the adult with adaptation problems.
9. use critical and creative thinking when solving adaptation problems and applying evidence based
knowledge.
Unit
I.
Nursing process applied to the adult who will undergo surgery. . . . . . . . . . . . . . . . . . .
II. Nursing process applied to the adult with adaptation problems in skin Integrity. . . . . .
First partial examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
III. Nursing process applied to the adult with adaptation problems in the need for activity
and rest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IV. Nursing process applied to the adult with problems in sensory and endocrine
Regulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Second partial examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V. Nursing process applied to the adult with adaptation problems in neurological
regulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Third partial examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
1. Conference/discussion/readings/audiovisual aids
2. Study modules/ online lessons
3. Cooperative learning/case study
4. Poster presentation using EBT
5. Analysis of nursing plans of care/concept maps/games
1. Classroom
3. Computer with projector/others
1. Three partial exams. . . . . . . . . . . . . . . . . . . . . . . .
2. Study modules/lessons in Moodle. . . . . . . . . . . . .
3. Poster presentation using EBP. . . . . . . . . . . . . . .
4. Attendance and participation. . . . . . . . . . . . . . . .
5. Final exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
45%
10%
20%
05%
20%
100%
242
Time
9.0 hrs.
8.0 hrs.
1.0 hr.
8.0 hrs.
8.0 hrs.
1.0 hr.
9.0 hrs.
1.0 hr.
45.0 hr.
GRADING SYSTEM
REQUIRED TEXT:
LeMone, P. & Burke, K. (2009). Enfermería Medico-quirúrgica: Pensamiento crítico en la asistencia del
paciente. Madrid: Pearson/Prentice Hall
_____________________________________________________________________________________
243
NURSING DEPARTMENT
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
PRE-REQUISITES
CO-REQUISITES
: Nursing of the Adult with Adaptation Problems II Lab
: ENFE 2027
: ENFE 2015 Clinical Concepts Alt. State of Health
ENFE 2016 Nursing in the Adult with Problems in Adaptation. I
ENFE 2017 Nursing in the Adult with Problems in Adapt. I Lab
Alterations
Alterations Lab
: ENFE 2026 Nursing of the Adult with Prob. Adapt. II
ENFE 2028 Nursing in the Adapt. of the Child Family Concept
ENFE 2029 Nursing in the Adapt. of the Child Family Concept Lab
ENFE 2035 Nursing Seminar
DESCRIPTION:
This laboratory course provides the student the opportunity to intervene with the hospitalized adult in
structured and semi-structured settings. The student identifies adaptation problems in the physiological
mode emphasizing needs for activity and rest, skin integrity, and sensory, endocrine, and neurological
regulation. He/she also intervenes with clients who will undergo surgery. The student identifies stimuli
that cause ineffective conduct, how to manage them, and how to provide changes for the rehabilitation of
the sick adult. He/she uses the Nursing process as a tool for promoting adaptation modes of the adult
considering his/her family and community.
The laboratory experiences are carried out in health institutions in areas such as medicine and surgery,
emergency room, and home health care. The skills laboratory is also used.
COURSE OBJECTIVES:
1.
use the Adaptation Model to intervene with the adult with adaptation problems within the
family and community context.
2.
use critical thinking in decision making when performing nursing skills in the role of provider
of care to the adult who presents problems of adaptation.
3.
use knowledge of biosocial sciences, Nursing, and evidence based practice to identify and
intervene with the adult with adaptation problems within the context of the family and
community.
_____________________________________________________________________________________
maintained.
244
4.
demonstrate mastery of the use of the nursing process to identify education needs and
adaptation problems of the adult within the context of the family and community.
5.
develop the ability for therapeutic communication and for interdisciplinary relationships when
intervening with the adult within the context of the family and community.
6.
collaborate with the generalist nurse and the interdisciplinary team in the development of
education plans when intervening with the adult within the context of the family and
community.
7.
incorporate evidence based practice to plan and intervene with the adult client with adaptation
problems to guarantee quality of care and the use of best practices.
8.
apply humanistic principles in his/her interventions with the adult and in the interaction with the
9.
develop ethical-legal behavior when performing his/her associate degree nursing role to
intervene with the adult with adaptation problems.
Unit
Time
I.
Nursing process applied to the adult who will undergo surgery. . . . . . . . . . . . . . . . . . .
2.0 hrs.
II. Nursing process applied to the adult with problems of adaptation in skin
Integrity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.0 hrs.
III. Nursing process applied to the adult with problems of adaptation in need of activity
and rest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.0 hrs.
IV. Nursing process applied to the adult with problems in sensory and endocrine
regulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.0 hrs.
V. Nursing process applied to the adult with problems of adaptation in
the adult with problems in neurological regulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.0 hrs.
Short tests (1/2 hr per test). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.0 hrs.
Supervised practice in real settings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
95.0 hrs.
Education to the assigned client (.25 hr. X 10 students). . . . . . . . . . . . . . . . . . . . . . . . .
2.5 hrs
Pre – conferences (.5 hour X 13 days). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.5 hrs.
Post – conferences (1.5 hour X 13 days). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19.5 hrs.
Total 135.0 hrs
1.
2.
3.
4.
Pre and post clinic conference/Nursing process with assigned clients
Analysis of nursing plans of care nursing
Cooperative learning/concept maps/reading clinical records
Clinical skills: nursing process, administration of medications, special procedures, admissions
and discharges, others
5. Audiovisual aids/ individual tutoring
Course materials and equipment
1. Classroom
3. Computer with projector/others
245
4. Materials and equipment (sterile bandages, gauze, surgical tape, clean and sterile gloves, test
tubes, alcohol, needles for blood extraction, venopunction catheters, intravenous liquids,
anatomical models, others
5. Real clinical setting (clinical practice agency)
Materials and equipment required from the student:
1. Complete uniform with identification and insignias
2. Documents required by the clinical agency: certificate of good conduct, CPR course, health
certificate, certificate of Hepatitis B vaccination, other required by the agency
3. Required equipment: stethoscope, sphygmomanometer, pen light, scissors, required texts
1. Clinical performance. . . . . . . . . . . . . . . . . . . . . . . 45%
2. Written nursing processes. . . . . . . . . . . . . . . . . . .
10%
3. Oral presentation nursing process. . . . . . . . . . . . .
10%
4. Education Plan. . . . . . . . . . . . . . . . . . . . . . . . . . .
10%
5. Two short tests. . . . . . . . . . . . . . . . . . . . . . . . . . .
10%
6. Clinical skills exam. . . . . . . . . . . . . . . . . . . . . . . .
15%
Total 100%
GRADING SYSTEM
REQUIRED TEXT:
Hodgson, B.B. and Kizor, R.J. (2009) Saunders Nursing Drug Handbook 2010. Philadelphia: Saunders.
Pagana & Pagana (2009) Diagnostic and Laboratory Test Reference. St. Louis: Mosby.
_____________________________________________________________________________________
246
NURSING DEPARTMENT
BACHELOR’S DEGREE IN NURSING PROGRAM
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
PRE-REQUISITES
: Introduction to Nursing Sciences
: ENFE 3111
: BIOL 1011 Human Anatomy and Physiology
BIOL 2001 Elementary Microbiology
MATE 3071 College Algebra
CO-REQUISITES
: ENFE 3112 Introduction to Nursing Sciences Lab
BIOL 1013 Human Anatomy and Physiology II
DESCRIPTION:
The historical evolution and nature of nursing sciences is studied. The student learns the concepts related
to the health-illness continuum and the holistic nature of the human being. Some theories related to
nursing sciences are discussed with emphasis on the Callista Roy Adaptation Model. Roles that the
nursing professional performs in the field of nursing are discussed. Laws and norms that regulate the
profession in Puerto Rico are also discussed.
The student is initiated in the nursing process as the theoretical framework for the practice of nursing and
as an essential tool for the promotion, maintenance, and restoration of the individual‟s adaptation level.
COURSE OBJECTIVES:
After completing the educational experiences of this course, the student will be able to,
1. value the nursing discipline as an essential resource to promote the adaptation of the human
being.
2. describe nursing roles in the performance of the professional practice.
3. analyze the most important events of the historic evolution of nursing and the contribution of
research in the nursing field.
4. discuss the nature of the human being with his/her cultural diversity and adaptation process.
5. analyze the health system of Puerto Rico as an agency to promote and maintain the human
being‟s adaptation.
_____________________________________________________________________________________
condition, political or religious beliefs, physical or mental disabilities, or veteran status. EQUAL OPPORTUNITY EMPLOYER
maintained.
6. discuss the ethical and legal aspects of nursing to promote best professional practice.
247
7. discuss the elements of the Sister Callista Roy Adaptation Model.
8. examine the nursing process based on the Sister Callista Roy Adaptation model to promote and
maintain the human being‟s adaptation.
Unit
I.
II.
III.
IV.
Nature of nursing, roles and functions
Historical and contemporary development of nursing in Puerto Rico
The nature of the human being
The health system in Puerto Rico as agency to promote the human being‟s adaptation
and the national safety goals
V. Ethical aspects of the nursing practice
VI. Sister Callista Roy‟s Adaptation Model and its implications on the nursing Practice
VII. The nursing process based on the Sister Callista Roy Adaptation Model
Examinations
Total
1. Conference and group discussion
2. Study guide
3. Oral presentations
5. Supplementary readings and discussion
6.
7.
8.
9.
Cooperative learning
Readings from the text
Assignments
Concept maps
1. Classroom, board, LED projector, projection screen
2. Movies, television
3. Video projector
4. Required text
1. Partial Exams. . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Study Guides and assignments. . . . . . . . . . . . . . .
3. Critical analysis of an article. . . . . . . . . . . . . . . . .
4. Final exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
55%
10%
10%
25%
100%
GRADING SYSTEM
248
Time
2.0 hrs.
3.0 hrs.
6.0 hrs.
4.0 hrs.
10.0 hrs.
16.0 hrs.
14.0 hrs.
3.0 hrs.
60.0 hrs.
REQUIRED TEXT:
Kozier B., Erb G. (2008). Fundamentals of Nursing: Concepts, process and practice:
8th edition. New Jersey: Pearson Education, Inc. Prentice Hall.
Roy, Callista (2009). The Roy Adaptation Model, 3rd Ed.
New Jersey: Pearson Education, Inc.
Aguirre, R., Pereles E., Portela R. (2002) Historia de la Enfermería en Puerto Rico.
Primer volumen. Colombia: Panamericana Formas e Impresos S.A.
Revised August 2010
_____________________________________________________________________________________
249
NURSING DEPARTMENT
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
PRE-REQUISITES
: Introduction to Nursing Sciences Laboratory
: ENFE 3112
: BIOL 1011 Human Anatomy and Physiology
BIOL 2001 Elementary Microbiology
MATE 3071 College Algebra
CO-REQUISITES
: ENFE 3111 Introduction to Nursing Sciences
BIOL 1013 Human Anatomy and Physiology II
DESCRIPTION:
In this laboratory, the student studies concepts related to the human being in adaptation, his/her
environment, health, and nursing to construct a conceptualization proper of his/her profession. The
student is initiated in the development of communication and interpersonal skills. Ethical, legal, and
moral responsibilities as well as the standards of the nursing profession in Puerto Rico are examined.
The student is initiated in the application of the nursing process, based on the Sister Callista Roy
Adaptation Model, as an instrument to promote adaptation in the healthy individual through promotion
and prevention. The student is initiated in the identification of common data bases to understand the
concept of evidence based practice. The laboratory experiences are conducted through simulated
situations in the classroom.
COURSE OBJECTIVES:
1. value the concepts related to the human being in adaptation described in the philosophy of the
study program.
2. argue about the organization and functioning of the health care system in Puerto Rico and
national safety goals.
3. gather the key philosophical elements to construct a conceptualization of nursing based on
concepts according to the diverse nursing models.
4. examine the ethical, legal, and moral responsibility as well as the standards of the practice of the
nursing profession in Puerto Rico.
_____________________________________________________________________________________
maintained.
250
5. recognize effective oral, written, and technological communication as an essential element for
nursing interventions with the client and for interpersonal relationships.
6. use the Sister Callista Roy Adaptation Model to provide best nursing care to healthy clients.
7. initiate the identification of common data bases (CINAHL/PubMed/Medline, etc.) as means to
understand evidence based practice.
8. apply critical thinking and decision making and using the nursing process according to the Sister
Callista Model to carry out therapeutic interventions that promote the adaptation of the healthy
client.
9. value the nursing role as educator and leader among other roles to assist in the client‟s adaptation
in his/her health promotion and prevention.
Unit
I.
Mission, vision, philosophy, program conceptual map, human being in adaptation . . .
II.
III.
IV.
V.
Data bases for evidenced based practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conceptualization of nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Effective communication process and interpersonal relations. . . . . . . . . . . . . . . . . . . . .
Professional nursing role as educator, leader within other roles, for the Promotion of
the human being‟s adaptation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VI. The health care system in Puerto Rico and national safety measures. . . . . . . . . . . . . . .
VII. Ethical, legal, and moral aspects, and nursing practice standards in Puerto Rico. . . . . .
VIII. Sister Callista Roy Adaptation Model and its application for best practice in nursing. .
IX. Nursing process based on the Sister Callista Roy Adaptation Model. . . . . . . . . . . . . . .
Examinations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
1. Large group discussion
2. Small group work and discussion
3. Seminars
4. Individual work
5. Supplementary and text readings
6.
7.
8.
9.
10.
Exercises on Moodle
Use of audiovisual aids and computer
Analysis of simulated situations
Oral and written reports
Concept maps
2. Movies, television, video projector
3. Required text
4. Moodle
251
Time
6.0 hrs.
4.0 hrs.
6.0 hrs.
15.0 hrs.
6.0 hrs.
5.0 hrs.
15.0 hrs.
15.0 hrs.
15.0 hrs.
3.0 hrs.
90.0 hrs.
1. Partial Exams. . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Seminar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Study guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. Individual Written Educational Plan. . . . . . . . . . .
6. Nursing process in healthy clients. . . . . . . . . . . .
7. Final Exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
25%
15%
10%
05%
15%
15%
20%
100%
GRADING SYSTEM
REQUIRED TEXT:
Kozier B., Erb G. (2008). Fundamentals of Nursing: Concepts, process and practice:
8th edition. New Jersey: Pearson Education, Inc. Prentice Hall.
Roy, Callista (2009). The Roy Adaptation Model, 3rd Ed. New Jersey: Pearson Education, Inc.
Revised August 2010
_____________________________________________________________________________________
violation of academic integrity is limited to a course may be addressed by the professor, director, or Dean of Academic Affairs
252
NURSING DEPARTMENT
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
PRE-REQUISITES
CO-REQUISITES
: Adaptation to the Professional Role
: ENFE 4296
: ENFE 4196 Nursing Process in Adaptation of Families and Community
Groups
ENFE 4197 Nursing Process in Adaptation of Families and Community
Groups Lab
: ENFE 4295 Seminar Nursing in Adaptation
ENFE 4297 Adaptation to the Professional Role Lab
DESCRIPTION:
In this course, the emphasis is on the role of nursing as leader of care. The student studies and examines
leadership theories, administration, planned change, and decision making as essential tools in nursing
leadership. Also, evidence based practice, continuous improvement of quality, legal and regulatory
aspects of the practice as essential parts of the generalist role are also studied.
COURSE OBJECTIVES:
1. evaluate the leadership skills and conduct necessary for promotion, maintenance, and restoration
of adaptation of groups of clients.
2. examine planned change as an essential nursing leadership tool in meeting the impact of
technological, economic, and regulatory changes that affect the nursing practice and the health
care delivery system.
3. integrate principles of decision making and problem solving, as well as critical thinking and
delegation skills, evidence based practice, continuous improvement of quality and cost
effectiveness to promote, maintain, and restore the adaptation of groups of clients.
4. examine ethical and legal aspects related to the leadership and administrator role in the care of
groups of clients.
5. value the need for evidence based practice as tool to promote the adaptation of clients through
best practices and safe and effective therapeutic interventions.
_____________________________________________________________________________________
maintained.
253
Unit
I.
Leadership and administration in Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
II.
Organizational structure and functioning for safe and effective care. . . . . . . . . . . . . . .
III. Decision making, problem solving, and critical thinking for leadership and
administration in nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IV. The nursing student in adaptation to the generalist nurse role. . . . . . . . . . . . . . . . . . . .
Total
Time
7.0 hrs.
7.0 hrs.
9.0 hrs.
7.0 hrs.
30.0 hrs.
1. Conference/group discussion
2. Graphic organizers
3. Surprise questions/simulated situations
4. Role playing
2. Movies, television, video projector, computer
3. Required text
4. Moodle
5. CCC, C-Data, CADA
1. Partial Exams. . . . . . . . . . . . . . . . . . . . . . . . . . . .
25%
2. Written work. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25%
3. Critical analysis of an article. . . . . . . . . . . . . . . . . 20%
4. Final exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30%
Total 100%
GRADING SYSTEM:
REQUIRED TEXT:
Marquis, B.L & Huston, C.L. (2009). Leadership Roles Management Functions in Nursing: Theory
and Application. (6th ed.) Philadelphia: Lipipincott William & Wilkins.
Revised June 2010
____________________________________________________________________________________
254
NURSING DEPARTMENT
TITLE OF COURSE
COURSE CODE
HRS/CREDITS
PRE-REQUISITES
CO-REQUISITES
: Adaptation to the Professional Role
: ENFE 4297
: ENFE 4196 Nursing Process in Adaptation of Families and Community
Groups
ENFE 4197 Nursing Process in Adaptation of Families and Community
Groups Lab
: ENFE 4295 Seminar Nursing in Adaptation
ENFE 4296 Adaptation to the Professional Role
DESCRIPTION:
In this course, the student develops to the maximum the level of adaptation for performing his/her role as
generalist nurse in the clinical setting. The student is trained to apply leadership, administration, and
concepts related to decision making in the care of groups of clients. He/she applies principles of research,
problem solving method, and planned change in a nursing situation that affects the adaptation of groups
of clients in the assigned setting. Also, the student participates in epidemiology activities in the clinical
setting.
COURSE OBJECTIVES:
1. demonstrate competence in the use of critical thinking when applying the Roy Adaptation Model
in his/her leadership role to estimate, plan, intervene, and assess the Nursing care to groups of
clients.
2. Integrate knowledge of general education, biopsychosocial sciences, humanities, and nursing in
his/her leadership role to provide care to groups of clients.
3. demonstrate respect for diversity in his/her leadership role and administrator of care for groups of
clients.
4. establish and maintain effective therapeutic communication with clients and the interdisciplinary
team in his/her leadership role in the care of groups of clients.
5. coordinate nursing care safely and cost effectively to promote adaptation of clients in
contemporary health settings.
6. apply research principles, collaborative work, planned change, decision making, and problem
solving to analyze situations in the clinical setting that require change related to nursing care.
_____________________________________________________________________________________
maintained.
255
7. incorporate practice based evidence when performing his/her role as generalist nurse to
promote adaptation of clients through safe and effective therapeutic interventions.
8. demonstrate leadership and nursing skills to implement educational activities to groups of clients
and nursing personnel to promote safe and effective care.
9. integrate knowledge about ethical-legal responsibility and nursing standards of practice to carry
out the role as nursing leader and administrator of care.
10. demonstrate commitment toward the learning process by identifying educational activities
necessary for his/her development as a nursing professional.
11. demonstrate mastery of the use of technology to retrieve reliable information to promote his/her
continuous development as a nursing professional and to use best practices.
Unit
I.
II.
III.
Time
Leadership and administration in Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.0 hrs.
Organizational structure and functioning for safe and effective care. . . . . . . . . . . . . . .
15 hrs.
Decision making, problem solving, and critical thinking for leadership and
administration in nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
143 hrs.
IV. The nursing student in adaptation to the generalist nurse role. . . . . . . . . . . . . . . . . . . .
60 hrs.
Total 225 hrs.
1. Pre- and post clinic conference
7. Reflective analysis of experiences in clinical setting
8. Role playing
3. Inventory of use of time
9. Quick response
4. Clinical assignments
10. Rotation of functions of the generalist nurse by areas
and settings
5. Nursing care to groups of clients
11. Development of planned change proposal
6. Leadership role in a group of peers
1. Classroom and skills laboratory
2. Nursing skills videos
3. Computer, projector, projector screen, white board
4. Moodle
5. Health services agencies
1. Clinical performance. . . . . . . . . . . . . . . . . . . . . . . 35%
2. Reflective analysis of epidemiological situation .
15%
3. Reflective diary of clinical experiences on line . .
15%
4 Portfolio of leadership role in peer group. . . . . . .
15%
5. Planned change proposal. . . . . . . . . . . . . . . . . . . .
20%
Total 100%
256
6. Required text
7. Library
8. CCC
9. CADA
10. C-DATA
GRADING SYSTEM:
REQUIRED TEXT:
Marquis B.L and Huston C.J. (2009). Leadership roles and management functions in
nursing: Theory and application (6th ed.) Philadelphia: Lippincott William &
Wilkins.
Revised June 2010
______________________________________________________________________
257
258
Appendix VII: Nursing Department Program Assessment Plan 2008-09 to 2012-13
Standard 1
Mission and Governance: The nursing education unit‟s mission reflects the governing organization‟s core values and is congruent with its
strategic goals and objectives. The governing organization and program have administrative capacity resulting in effective delivery of the nursing
program and achievement of identified outcomes.
Component
Plan
Expected Level of
Achievement
1.1 Nursing Mission,
philosophy and outcomes
congruency
1.2 Representation of faculty,
students, and administration in
ongoing governance activities.
1.3 Communities of interest
have input into program
processes and decision-making.
1.4 Partnerships exist that
promote excellence in nursing
education, enhance the
profession, and benefit the
community.
Frequency of
Assessment
Assessment Methods
Revision of
mission/philosophy and
outcomes
Every 5 years
Faculty, students, and
administration are
represented in departmental
and institutional
committees/governing
bodies.
Communities of interest
participate in meetings and
other activities to provide
input. Advisory Board will
be created and will meet
twice a year.
Yearly
Review of literature,
NLNAC Standards,
mission/philosophy, and
student outcomes by
Curriculum Committee,
faculty, department chair
Meeting minutes,
attendance lists, annual
reports
There are partnerships with
clinical practice agencies
according to service offered
and contribution to
achievement of outcomes.
Contracts with all agencies
are monitored and kept
current.
Every
semester
Yearly
Department/committee
meeting minutes,
attendance lists,
students/clinical agencies
personnel evaluations,
informal meetings with
department chair, alumni
and employer surveys,
Advisory Board meeting.
Collaborating Agency
Evaluation form
259
Implementation
Results of Data Collection and
Actions for Program
Analysis
Development,
Maintenance, and
Revision
There was a need to revise the
Mission/philosophy
mission/philosophy and outcomes
revision was initiated in
to maintain congruency with
2008; outcome revision
NLNAC Standards and UPRH
was completed in 2010.
mission and philosophy.
Revisions were published
in 2010.
Faculty and department
More student participation
administration participated in
will be promoted.
committees/governing bodies.
Students participated in
departmental meetings.
Advisory Board is instituted and
held meeting. Minutes show
participation of faculty, student
representative, and staff in
program processes and decisionmaking.
Advisory Board will meet
next semester. New
student rep. will be
appointed at the beginning
of next semester. Maintain
participation of
communities of interest.
100% of the collaborating agencies
provided appropriate learning
experiences. Faculty worked
closely with personnel in clinical
settings to promote excellence in
nursing education.
Continue working closely
with clinical setting
personnel to monitor and
improve teaching-learning.
Maintain contracts with
collaborating agencies
current to promote
Component
Plan
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
As needed
according to
terms
stipulated on
contract.
Annual revision of
contracts.
Implementation
Actions for Program
Analysis
Development,
Maintenance, and
Revision
excellence in nursing
education and benefit the
community.
1.5The nursing education unit
is administered by a doctorally
prepared nurse.
The Department Chair
completes the doctoral
degree.
Time of
appointment
Personnel files, copy of
license, transcript of
courses, curriculum vita,
certifications.
Dept. Chair has an MSN and is a
doctoral candidate working on her
dissertation.
Complete the requirements
of the doctoral degree.
1.6 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 Department Chair
assumes authority,
responsibility, and has
adequate time to fulfill
responsibilities for
developing and
administrating the
programs.
On-going
Department Annual
Reports
Dept. Chair was appointed in the
2010-11 AY. She had previously
been acting chair.
Dept. chair has 6 credits for
administrative work, 6 credits for
teaching.
No further action
recommended.
1.7With faculty input, the nurse
administrator has the authority
to prepare and administer the
program budget and advocates
for the equality within the unit
and among other units of the
governing organization.
The Dept. Chair, with input
from faculty, requests
additional funds as needed.
Annually, as
needed
260
Department budget
Budget for salaries, fringe benefits,
bonuses, and office and laboratory
materials is prepared by the UPRH
Budget office.
The Dept. Chair receives input
from faculty regarding needed
additional funds and makes request
to the Academic Affairs Office for
approval. Funds are assigned after
final approval from Dean of
Administration and Chancellor.
is
Faculty recommends that
when the fiscal crisis is
over, the department chair
should be given 9 credits
for administrative work as
stipulated in the UPR ByLaws.
Continue reviewing budget
assignments and receiving
faculty input.
Component
Plan
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
1.8Policies of the nursing
education unit 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 Dept. policies are
comprehensive
and
consistent with those of the
UPRH.
As needed
Review of documents to
ensure congruency.
1.9Records reflect that program
complaints and grievances
receive due process and include
evidence of resolution.
The Nursing Department
provides due process to all
and documents the
resolution of cases.
As needed
Complaints and
grievances report
261
Implementation
Actions for Program
Analysis
Development,
Maintenance, and
Revision
Nursing Dept. is governed by
Continue reviewing
institutional policies that benefit
policies to ensure
faculty and staff.
congruency.
Nursing Dept. policies are the
same as those of the UPRH and
are published in the UPRH Faculty
Handbook and Nursing Dept.
Faculty Handbook.
Nursing Department Handbook
was revised in 2010.
The UPRH has a grievances and
complaints process, including a
form provided by the Dean of
Students.
The Nursing Dept. has a
Complaints and Grievances
Committee to address situations.
Three complaints were filed in the
Student Ombudsman‟s Office; all
were resolved following
institutional norms.
Continue addressing
as needed to guarantee
students rights.
Maintain evidence of
resolutions.
Standard 2
Faculty and Staff: Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education
unit.
Plan
Component
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
2.1Faculty are credentialed
with a minimum of a master‟s
degree with a major in nursing
and maintain expertise in their
areas of responsibility.
All faculty hold a
minimum of an MSN.
Every semester
2.1.1A minimum of 25% of the
full-time faculty hold earned
doctorates.
By 2012, 25% of the
Nursing Dept. faculty will
hold earned doctorates.
Annually
Faculty credentials and
qualifications; curriculum
vita; credit transcript;
Certificate of Good Conduct;
Health Certificate; Nursing
Practice License and
Register; CPEPR
membership
Curriculum vita; credentials
and credit transcripts;
interview conducted by the
Dept. Personnel Committee
2.1.2Rationale is provided for
utilization of faculty who do
not meet the minimum
credential.
All faculty possess the
minimum credentials.
Annually
Curriculum vita; credentials
and credit transcripts;
interview conducted by the
2.2Faculty (full and part-time)
credentials meet governing
organization and state
requirements.
All faculty meet the
requirements set forth by
the UPRH, the
Commonwealth of P.R.,
and JEEPR.
Annually
(permanent
faculty); every
semester
(faculty with
contracts)
Professional license; JEEPR
Register of Health
Professionals (recertification
every 3 yrs.); certification of
membership in the CEPPR;
transcript of all higher
education courses; copies of
diplomas; evidence of
262
Implementation
Results of Data Collection
and Analysis
Nursing Dept. has 16 full-time
faculty who are academically
qualified and maintain
expertise in nursing and
education.
As of the first semester of the
2010-11 AY, two full-time
faculty (13%) hold earned
doctorates; four are currently
enrolled in doctoral programs
in education, administration
and supervision of health
services, and psychology. Of
these, two faculty are working
on their dissertations. Three
faculty have approved doctoral
credits.
There are no doctoral programs
in nursing in Puerto Rico.
However, four faculty are
enrolled in doctoral programs
(two are working on their
dissertations)
Faculty presented evidence of
all credentials required by the
UPRH, the Commonwealth of
P.R., and the JEEPR
Actions for Program
Development,
Maintenance, and
Revision
Faculty maintain their
clinical and teaching
competence and expertise.
Increase percentage of
faculty prepared with
doctoral degrees beginning
with new faculty hired in
2011-12.
The Nursing Dept.
encourages faculty to
complete their doctoral
degrees.
Maintain required
credentials current.
Plan
Component
Expected Level of
Achievement
Frequency of
Assessment
2.3Credentials of practice
laboratory personnel are
commensurate with their level
of responsibilities.
The Skills Laboratory
technician has the
minimum credentials
according to the job
description.
Annually
2.4The number and utilization
of faculty (full- and part-time)
ensure that program outcomes
are achieved.
The Nursing Dept. has
sufficient faculty to ensure
that program outcomes are
met.
Adequate professor-tostudent ratios are
maintained in lecture
courses and clinical
practices.
100% of faculty
participate in activities
reflecting scholarship and
evidence based practice.
Administrative staff are
sufficient to achieve
program goals and
outcomes.
Every semester
2.5Faculty (full- and part-time)
performance reflects
scholarship and evidence-based
practice.
2.6 The number, utilization,
and credentials of non-nurse
faculty and staff are sufficient
to achieve the program goals
and outcomes.
Assessment Methods
continuing education and/or
courses with credit in the
specialty; professorial
evaluation; CPR & AED
(required by collaborating
agencies); Certificate of
Non-violence Crisis
Intervention (psychiatry
specialists); curriculum vita;
Certificate of Good Conduct
(P.R. Police Dept.-renewed
every 6 months); health
certificate (updated
annually); current certificate
of immunization (Hepatitis
B)
Credit transcript, résumé ,
current professional license,
evidence of continuing
education
Implementation
and Analysis
Actions for Program
Development,
Maintenance, and
Revision
Documents evidence the Skills
Laboratory technician meets
minimum requirements for the
position.
Maintain minimum
requirements evidenced by
documentation.
Faculty course assignments
Class lists
There is sufficient faculty to
attend to scheduled courses and
to ensure that outcomes are
achieved.
Courses have adequate
professor-to-student ratios.
Hire/rehire faculty next
semester.
Continue monitoring
courses to ensure adequate
professor-to-student ratios.
Annually
Faculty activities forms,
professorial evaluations,
course materials.
100% of faculty participated in
scholarship activities and
evidence based practice.
Continue faculty
scholarship and evidence
based practice activities.
Annually
Administrative personnel
résumés, job descriptions,
personnel files
One administrative secretary is
sufficient to achieve program
goals and outcomes.
Maintain one
administrative secretary.
263
Plan
Component
Implementation
and Analysis
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
2.7Faculty (full- and part-time)
are oriented and mentored in
their areas of responsibilities.
100% of new faculty
receive orientation and
mentoring.
Every semester
All faculty received orientation
and mentoring from the Dept.
chair, Personnel Committee,
and senior faculty.
2.8Systematic assessment of
faculty (full- and part-time)
performance demonstrates
competencies that are
consistent with program goals
and outcomes.
100% of
temporary/contract faculty
are evaluated.
100% of permanent
faculty up for promotion
are evaluated.
100% of faculty submit
annual information forms
Administrative staff is
evaluated for salary
increases as established by
the Human Resources
Office.
Annually
Dept. meeting minutes,
course committee minutes,
Dept. chair records,
Personnel Committee
records
Professorial
evaluation/information forms
minutes
100% of temporary/contract
faculty were evaluated.
Faculty up for promotion were
evaluated.
100% of faculty submitted all
required forms.
Continue complying with
faculty evaluation
processes.
Evaluation form
The Skills Laboratory
technician and administrative
secretary (2005, 2006, 2007)
were evaluated for salary
increases and change of job
classification.
Continue complying with
Human Resources Office
policy.
2.9 Non-nurse faculty and staff
performance is regularly
reviewed in accordance with
the policies of the governing
organization.
When
requested by
the Human
Resources
Office
264
Actions for Program
Development,
Maintenance, and
Revision
Continue offering
orientation and mentoring
to new faculty.
Standard 3
Students: Student policies, development, and services support the goals and outcomes of the nursing education unit.
Plan
Component
Implementation
and Analysis
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
3.1Student policies of the
nursing education unit are
congruent with those of the
governing organization,
publicly accessible, nondiscriminatory, and
consistently applied;
differences are justified by the
goals and outcomes of the
There will be congruency
between Dept. and UPRH
policies.
Policies will be published
in the Nursing Dept.
Student Handbook.
Nursing Dept. Student
Handbook will be revised.
Every 5 yrs.
(Institutional
documents)
Review of institutional
documents by Dean of
Students, Academic Senate,
Dean of Academic Affairs,
UPRH faculty
Review of Nursing Dept.
Student Handbook by
Nursing faculty
No discrepancies in policies
found
G.P.A. requirements for
admission through
reclassification changed from
2.00 to 2.30.
3.2Student services are
commensurate with the needs
of students pursuing or
completing the associate and
baccalaureate programs,
including those receiving
instruction using alternative
Student services meet
needs of ADN and BSN
students.
Students express
satisfaction with academic
advising services.
ODU Graduating Student
Surveys, Nursing Dept.
Annual Report
3.3Student educational and
financial records are in
compliance with the policies of
the governing organization and
state and federal guidelines.
3.4Compliance with the Higher
Education Reauthorization Act
Title IV eligibility and
certification requirements is
maintained.
Student evaluations, tests,
and academic work are
kept in professors‟ office
to maintain
confidentiality.
The Institution complies
with Title IV eligibility
and certification
requirements.
BSN Graduating Student
Survey results indicate 98%
satisfaction level (3-yr.
average) with academic
advising services.
IT services are being offered to
all students at diverse computer
centers throughout the campus,
including the Nursing Dept.
Computer Center.
Student evaluations, tests, and
student work are kept in
professors‟ offices.
When changes
in curriculum,
requirements
and policies
occur (Dept.
Student
Handbook)
Annually
On going
Professor‟s records, reports
Annually
Economic Assistance records
265
Actions for Program
Development,
Maintenance, and
Revision
The Nursing Dept.
notified all concerned
parties about the change in
G.P.A.
Student Handbook was
revised to maintain
information current.
Nursing Dept. Student
Handbook needs updating.
The Institution complies with
Title IV.
Continue monitoring
institutional student
services,
Continue offering and
assessing academic
counseling.
Continue maintaining tests
and other student work
confidential.
Plan
Component
Implementation
and Analysis
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
3.4.1A written, comprehensive
student loan repayment
program addressing student
loan information, counseling,
monitoring, and cooperation
with lenders is available.
Student loan information
and services are available
to students.
Annually
Economic Assistance Office
informational fliers,
brochures, written
communications
Information from the
Economic Assistance
director
A student loan repayment
program is in place.
3.4.2Students are informed of
their ethical responsibilities
regarding financial assistance.
Students receive
information about their
responsibilities.
Annually
Information is given to students
about
their
ethical
responsibilities.
3.5Integrity and consistency
exist for all information
intended to inform the public,
including the program‟s
accreditation status and
NLNAC contact information.
All information, including
accreditation status, is
consistent and is available
in print and online.
At the end of
the academic
year.
Economic Assistance Office
informational fliers,
brochures, written
communications
Information
from
the
Economic
Assistance
director
Web pages, brochures, fliers,
bulletin board posts, UPRH
Catalogue, Nursing Dept.
Student Handbook
3.6Changes in policies,
procedures, and program
information are clearly and
consistently communicated to
students in a timely manner.
Students are informed
clearly, consistently, and
in a timely manner of
changes in policies,
procedures, and program
information.
At the end of
every academic
year.
266
Fliers, meeting minutes,
copies of letters, meeting
attendance lists
All information about
curriculum, courses, academic
processes, program activities,
faculty and non-teaching staff
is disseminated through the
Nursing Student Handbook,
Open House activities, UPRH
Catalogue, UPRH web site,
department brochures, fliers, at
meetings, and in classes.
NLNAC contact information
and Nursing Dept. accreditation
status is published on the
Nursing Dept. web page and is
informed at collaborating
agencies.
Students were informed of
creation of ADN to BSN
Pathway through email, letters,
and meetings with attendance
of student representatives.
Information about exit test,
licensure test review, and other
pertinent matters were
Actions for Program
Development,
Maintenance, and
Revision
Continue disseminating
information about the
Nursing Dept. and the
programs.
Continue informing
students in the
introductory courses
ENFE 1011 and ENFE
3112.
Continue updating the
Nursing Dept. web page.
Continue communicating
changes to students in a
timely manner through
diverse means throughout
the semester.
Plan
Component
3.7Orientation to technology is
provided and technological
support is available to students,
including those receiving
instruction using alternative
methods of delivery
Expected Level of
Achievement
Orientation to technology
and technological support
is offered to students.
Frequency of
Assessment
At the end of
every semester
Assessment Methods
ENFE 1011, 3111, 4140
course syllabi
SICC, CCC, and C-CADA
workshop schedules
267
Implementation
and Analysis
informed in classes, on bulletin
board posts, and through fliers.
Courses included Internet
activities, Moodle training
Students were provided with
free email accounts and
instructions.
CCC and C-CADA included
workshops for students
(Moodle, research methods,
Power Point, instructional
modules)
Actions for Program
Development,
Maintenance, and
Revision
Continue offering
orientation to technology
to students in courses.
Suggestions of topics for
additional workshops will
be made as needed.
Standard 4
Curriculum: The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary
health care environments.
Plan
Component
4.1The curriculum incorporates
established professional
standards, guidelines, and
competencies, and has clearly
articulated student learning and
program outcomes
4.2The curriculum is developed
by the faculty and regularly
reviewed for rigor and
currency.
4.3The student learning
outcomes are used to organize
the curriculum, guide the
delivery of instruction, direct
learning activities, and evaluate
student progress.
4.4The curriculum includes
cultural, ethnic, and socially
diverse concepts and may also
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
The ADN and BSN
curricula incorporate
professional standards,
guidelines, and
competencies.
Student learning and
program outcomes are
revised.
100% of faculty
participate in curriculum
development.
Faculty review regularly
review curriculum.
2nd semester,
4th level
Curricular assessment form
(student survey)
evaluation
At the end of
every semester
meeting minutes, department
meeting minutes,
Faculty use the learning
outcomes to organize the
curriculum,
2nd semester,
2nd year
(ADN); 4th year
(BSN)
Every 5 yrs.
Instrument to evaluate ADN
and BSN courses
100% of ADN and BSN
courses include elements
of cultural, ethnic, and
Every 5 yrs.
268
Alumni
Surveys
and
Course syllabi
Employer
Implementation
and Analysis
100% of the syllabi of both
programs reflect the
incorporation of professional
standards and guidelines.
Student learning outcomes
revision began in 2009.
Program outcomes were
revised in 2009.
100% of the course syllabi of
both program were revised and
updated.
ADN to BSN Pathway was
established.
Bridge courses for the pathway
were developed.
As evidenced by course syllabi,
student learning outcomes are
used in all courses for
instruction, learning activities,
and student evaluations.
Results indicate that 96%
(ADN) and 97% (BSN) of the
surveyed alumni and 93%
(ADN) and 94% (BSN) of the
surveyed employers state that
the curriculum include learning
outcomes.
Integration of concepts in ADN
courses begin in the initial
courses ENFE 1011 and 1012
Actions for Program
Development,
Maintenance, and
Revision
Items in the assessment
form will be revised.
Courses will be revised
based on changes in
guidelines and tendencies
to maintain curriculum
current.
Changes in course syllabi
will be made according to
current NLN and state and
CEPPR guidelines).
Continue integrating in
nursing care respect
toward cultural, ethnic,
Plan
Component
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
Implementation
and Analysis
include experiences from
regional, national or global
perspectives
4.5Evaluation methodologies
are varied, reflect established
professional and practice
competencies, and measure the
achievement of student
learning and program
outcomes.
social diversity.
100% of the ADN and
BSN courses use varied
evaluation methodologies
to measure achievement
of learning and program
outcomes.
At the end of
every semester
Course syllabi
4.6The curriculum and
instructional processes reflect
educational theory,
interdisciplinary collaboration,
research, and best practice
standards while allowing for
innovation, flexibility, and
technological advances.
100% of the ADN and
BSN courses reflect
educational theory,
interdisciplinary
collaboration, research,
and best practice
standards.
100% of the ADN and
BSN courses include
elements of innovation,
flexibility, and
technological advances.
Program lengths of 2 yrs.
for the ADN and 4 yrs. for
the BSN are congruent
with identified outcomes,
institutional practices, and
best practices.
Every 5 years
Curriculum evaluation form
clinical agency meeting
minutes, student evaluations
of courses, professor
evaluation of courses
As needed
Cohort analysis (graduation
and retention rates),
academic advisor reports
ADN and BSN program
lengths are adequate.
No change is necessary.
100% of the collaborating
agencies used for clinical
experiences in the ADN
Every semester
Student Evaluation of
Collaborating Agency,
current contracts, faculty
100% of the agencies with
current contract maintain
appropriate learning
Contracts with two
hospitals were not
renewed after review of
4.7Program length is congruent
with the attainment of
identified outcomes and
consistent with the policies of
the governing organization,
state and national standards,
and best practices
4.8Practice learning
environments are appropriate
for student learning and support
Every semester
Every 5 yrs.
269
and in the BSN courses ENFE
3111 and 3112 and continue
throughout the curriculum.
100% of the courses used
varied evaluation
methodologies: examinations,
written and oral work, practical
examinations, seminars, critical
analysis of research articles,
nursing process,
communication process, poster
presentation, Web Quest,
reflective diary, case study,
analysis of situations that
require change, reflection on
leadership, family process,
others.
implements in both programs
constructivist theory, Callista
Roy Adaptation Model.
100% of the course syllabi
reflect research and
technological elements
Some clinical practice settings
use technological advances
(electronic health records,
digital referral
Actions for Program
Development,
Maintenance, and
Revision
and social diversity.
Update evaluation
methodologies as needed.
Continue implementing
and updating technology.
Plan
Component
the achievement of student
learning and program
outcomes; current written
agreements specify
expectations for all parties and
ensure the protection of
students.
4.8.1Student clinical
experiences reflect current best
practices and nationally
established patient health and
safety goals.
4.9 Learning activities,
instructional materials, and
evaluation methods are
appropriate for the delivery
format and consistent with
student learning outcomes
Expected Level of
Achievement
and BSN Programs are
adequate for student
learning and achievement
of student learning and
program outcomes.
100% of the contracts are
current.
100% of the contracts
specify institutional and
agency expectations.
100% of the contracts
ensure student safety.
100% of the students will
apply best practices and
national safety goals in
their interventions with
clients.
100% of the ADN and
BSN courses include
appropriate activities,
materials, and evaluation
methods consistent with
student learning outcome
and face-to-face delivery
format.
Frequency of
Assessment
Every semester
Annually
270
Assessment Methods
Implementation
and Analysis
Actions for Program
Development,
Maintenance, and
Revision
evaluations.
evaluation of agencies
Clinical agency contracts
environments.
100% of the contracts specify
expectations.
100% of the contracts are
current.
100% of the contracts ensure
student safety.
Evaluation forms, results of
demonstration and practice
of skills in the UPRH
Nursing Skills Laboratory,
practical skills checklists
prior to practice in real
setting
Curricular Committee course
evaluation form
Curricular evaluation form
Student evaluation of
courses form
Course syllabi
Course Development Plan
100% of the students
demonstrate psychomotor skills
prior to practice in real setting.
Continue reviewing
current best practices and
health and safety goals for
updates and changes.
100% of the courses were
updated in activities, materials,
and evaluation methods.
Course and laboratory
evaluation instruments were
revised for congruency with
student learning outcomes.
Continue administering
annual curricular and
course evaluation
instruments.
Standard 5
Resources: Fiscal, physical, and learning resources promote the achievement of goals and outcomes of the nursing education unit.
Plan
Component
5.1Fiscal resources are
sufficient to ensure the
achievement of the nursing
education unit outcomes and
commensurate with the
resources of the governing
organization.
5.2Physical resources
(classroom, laboratories,
offices, etc) are sufficient to
ensure the achievement of the
nursing education unit
outcomes and meet the needs
of faculty, staff, and students.
Expected Level of
Achievement
Frequency of
Assessment
Assessment Methods
Assigned budget is
sufficient for achievement
of Nursing Dept.
outcomes.
Annually
Budget assignment by item
Physical resources are
sufficient for the
achievement of Nursing
Dept. outcomes and needs
of faculty, staff, and
students.
Annually
Inventory of physical
resources
Graduating Student Survey
5.3Learning resources and
technology are selected by the
faculty and are comprehensive,
current, and accessible to
faculty and students, including
those engaged in alternative
Faculty select current
comprehensive, current,
and accessible learning
resources and technology.
Annually
Course syllabi, course
evaluations, library
acquisitions list, Library
Committee Report,
Graduating Student Survey
5.4Fiscal, physical,
technological, and learning
resources are sufficient to meet
the needs of faculty and
students and ensure that
students achieve learning
outcomes
Fiscal, physical,
technological, and
learning resources are
sufficient, accessible, and
available for students and
faculty.
Annually
Equipment and materials
inventory
Graduating student Survey
271
Implementation
and Analysis
The assigned budget
($980,832) was sufficient for
the 2010-11 FY.
Additional funds were assigned
to cover additional faculty
hired for the 1st and 2nd
semesters 2010-2012.
Classrooms were redesigned to
include technological
equipment.
Some classrooms did not have
the smart boards functioning
properly due to security issues.
Graduating students express
91% (ADN) and 80% (BSN)
satisfaction level with physical
resources.
100% of the courses used
updated textbooks.
100% of the references in the
courses were updated.
100% of the courses used IT
118 acquisitions (books) from
2007-2010
The resources are sufficient for
the achievement of the goals of
both programs.
Graduating students express
91% (ADN) and 80% (BSN)
satisfaction level with physical
and learning resources.
Actions for Program
Development,
Maintenance, and
Revision
Additional funds were
requested for salaries of
faculty under contract.
Department Chair will
have custody of keys to
ensure equipment security.
Continue updating
textbook selection
Incorporate more courses
in the use of Moodle and
other IT methodologies
Continue requesting new
acquisitions for the 20112012 AY.
Continue assessing
available resources
according to needs and
available funds.
Standard 6:
Outcomes:
Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the
institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved.
Plan
Component
Assessment Plan
Achievement of competencies
Graduation Rate
Program Satisfaction
Implementation
Analysis
Expected Level of
Achievement
Frequency of
Assessment
Assessment
Methods
The NDAP is revised
according NLNAC
standards and learning and
program outcomes.
85% ADN and BSN
graduates will master the
competencies.
Every five years
As needed
Faculty meeting
minutes,
Assessment
Committee minutes
Student evaluations,
course evaluations,
The systematic assessment plan
was developed for 2008-09 to
2012-13.
Alumni Survey
See Table 6.2
Employer Survey
See Table 6.7
Annually
Student statistics
Annually
Graduating Student
Survey
See Tables 6.5 and 6.6 for
complete statistics.
BSN Program Cohorts
2004-45.2
2005-54.1
2006-58
ADN Cohorts
2006-70
2007-62
96% expressed satisfaction with
the ADN Program (3-yr. average);
92% expressed satisfaction with
the BSN Program (3-yr average).
85% of the alumni state
that they master the
competencies.
85% of the employers
express that the UPRH
nursing alumni master the
competencies.
70% of the students will
complete the program
(ADN within 3 yrs.; BSN
within 6 yrs.)
85% of the graduating
students express
satisfaction with the
programs.
Every semester
Every 5 yrs.
See Criterion 6.4 and 6.5.3
See course evaluations
Actions for Program
Development,
Maintenance, and
Revision
The next revision is
scheduled for the second
semester 2012-13.
The next alumni and
employer surveys will be
conducted in 2012 (BSN)
and 20?? (ADN)
Every 5 yrs.
Every five yrs.
Every 5 yrs.
85% of the employers will
Employer Survey
272
87.1% of the employers expressed
satisfaction with the ADN program
See Criterion 6.5.2 for list
of strategies developed.
Revise evaluation
instrument to include
more specific questions.
Plan
Component
Expected Level of
Achievement
Frequency of
Assessment
express satisfaction with
the program.
85% of the alumni express
satisfaction with the
program
Assessment
Methods
Implementation
Analysis
Actions for Program
Development,
Maintenance, and
Revision
(3-yr. average) and 98% with the
BSN Program (3-yr. average).
Alumni Survey
Graduate Employment Rate
75% of the graduates of
both programs will be
employed within 6 and 9
months.
Annually
Statistics
Licensure Examination Pass
Rate
70% of the ADN and BSN
graduates will pass the
JEEPR Licensure
Examination on their first
attempt.
Annually
JEEPR Licensure
Examination
Results
273
92.2%% of the alumni expressed
satisfaction with the ADN Program
and 100% with the BSN Program.
ADN
2008-27%
2009-48%
2010-31%
BSN
2008-90%
2009-88%
2010-86%
ADN
2006-36%
2007-80%
2008-33%
2009-35%
BSN
2007-100%
2008-88%
2009-89%
Continue offering
Annual Job Fair
the
Resubmit Licensure
Review elective course
Offer exit test to all
seniors.
Continue offering
workshops, conferences
on topics related to
examination.

UNIVERSITY OF PUERTO RICO AT HUMACAO NURSING

Transcription

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