Nursing

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Nursing Program at Eastern Illinois University is committed to offering superior, flexible, and accessible undergraduate education for registered nurses pursuing a Bachelor of Science degree with a major in nursing. Guided by a faculty committed to excellence in teaching, research, and service, students build upon existing knowledge and experience to expand their use of nursing knowledge, values, theory, and research to form excellent evidence-based, safe, and holistic nursing practice. Through active, applied learning experiences, students integrate knowledge gained from general and liberal studies, the sciences, and nursing to think critically and make ethical and reasoned clinical decisions. The program prepares students to provide care to meet the complex health care needs of individuals, groups, families, communities, and populations across the lifespan and in a variety of healthcare environments. A student-centered academic environment encourages reflective thinking that leads to the development of accountability and responsibility for lifelong learning and professional development. Nursing students communicate clearly to enhance professional interactions, collaboration, coordination and management of care and development of leadership roles in an evolving health care system.

Our program enrollment is an example of our recognition of the value of diversity in the profession of nursing. The following table indicates the diversity in our student population which is unique in a profession that is primarily approximated at 80% Caucasian females.

 Table 1: Enrollment Comparison by Gender and Race.

 The purpose of the program is to provide advanced education at the baccalaureate level to registered nurses to meet the demands of society, to ensure safe practice in the provision of healthcare to the public and to promote life long learning. The foundational focus of nursing is to provide evidenced based practice or best practice to meet the publics need. It is focused on critical thinking, reflective practice and patient centered care. Baccalaureate education emphasizes evidenced based practice.

How does the program mission align with the university mission?

The following is a comparison of the alignment of the university mission statement with the program mission statement.

Table 2 University and Program Mission Statements, Program Goals, and Outcomes.

Whom does the program serve?

The internal constituencies served include current students, potential students and faculty of the Program as well as EIU administrators, faculty, and members of the Board of Trustees. External constituencies served include potential students, alumni, and employers, legislators, workforce, pre-licensure nursing programs and Registered Nurses as residents in Illinois. The needs of both the internal and external communities of interest have been instrumental in the development of the RN to BS in Nursing Program. Currently we have 47 students actively enrolled in nursing courses, and a number of students from various community colleges enrolled as concurrent students. The department had in the last academic year 943 potential student inquiries.

Eastern Illinois University initiated the Program in response to a need expressed by the community of potential students for an opportunity to attend a bachelor’s program that meets the requirements of working RNs this meets the need of advancing nursing education in the communities of residence of the students. The improved level of care and cognizance of safety serves to increase the advocacy of client care in communities throughout the state-essentially this program serves residents in the states that students reside.

What are the services provided? How do these services align with the university mission and program mission?

The program provides specific course content in alignment with the accrediting body, the Commission of Collegiate Nursing Education (CCNE) and the American Association of Nurses (AACN) in providing a well-rounded education that includes the liberal arts as well as the specific nursing course content that represents the values of critical thinking, reflective practice, excellent communication skills and the recognition of diversity

The services provided by this program include the educational preparation of registered nurses in advancing to the baccalaureate level and promoting lifelong learning. In this process of educational preparation the focus on excellence is maintained in providing updated content. Relationships with students and the communities served is a key focus in the delivery of the program. The accessibility of the program design supports the student and indirectly the community in the allowing the student to remain active in the healthcare workforce in the region that the student resides. This is a service driven approach as the student participates in clinical/practicums that involve his/her community directly.

Describe the program’s origins (e.g. year established, purpose, expectations).

In August, 2007, Eastern enrolled its first class in a new RN-to-BSN completion program. Eastern intent was to address the shortage of baccalaureate-educated nurses in a ten-county rural region located within 50 – 60 miles of the university.

In an attempt to reduce the shortage of nurses, the Governor of Illinois signed two RN Workforce Bills in 2005. The bills facilitated foreign nurses’ entrance into the Illinois workforce and addressed the use of mandatory overtime for nurses. These bills demonstrated a concern for not only the quantity of nursing care in Illinois but also the quality of care.

In contrast to the situation at the state level, the baccalaureate nursing was in short supply in the ten counties of the project area. An eligible pool of potential participants for a BSN completion program of well-prepared candidates was evident from the nursing program at Lakeland College. Other statistics indicate a large pool of potential candidates for the RN to BS in Nursing Program at Eastern.

Empirical data from national organizations was providing data that safe nursing practice was centered on advanced nursing education.

Chief nursing officers emphasized the need for graduates who exhibit strong critical thinking, evidence-based practice and leadership skills. These priorities are evident in the Program Mission, Goals and Outcomes. In 2007 as identified by the Institute of Medicine and the American Association of Nurses the need for advanced nursing care was evident in research complete by these organizations that higher rates of survival in hospital care and reduction of sentinel events was linked to baccalaureate educated nurses. Nurses returning to school for a BS in nursing also expand their knowledge in evidence-based practice, community health, nursing assessment, management, and communication.

As a nursing faculty with a shared philosophy of nursing education, the program determined that the emphasis should be placed on active learning, strong transitional support for students returning to school, communication, ethics, critical thinking, leadership and management, and a systems approach to expand the students’ understanding of nursing care for different client systems, such as groups and communities.

How has the unit changed or adapted over time?

In  response to nurse student initially enrolled in the BSN program the face to face approach of the classroom was not conducive to maintaining active involvement in the workforce. Enrollment was not increasing as anticipated. At the request of current students and potential students, the program was converted to a totally online approach with the approval from the Higher Learning Commission. This increased enrollment and through the adaptation process the numbers increased by the change in marketing the program as online.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

Students are advised to meet any requirements that support the IAI and are registered for these classes. Classes needed to meet the required 56 senior hours are selected from courses offered online. One minor exists in the online format-psychology. If more minors were offered such as gerontology, community health, health education this provide a greater selection for students. An identified barrier voiced by potential students is the 56 senior institution hours requirements. This often results in a transfer student obtaining a degree with 144-156 hours beyond the declared major. Other completion programs are bases on 38-42 hours for completion which results in 120-124 hours toward the degree. 

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

According to the U.S. Department of Labor’s Bureau of Labor Statistics:

• registered nurses constitute the largest health care occupation, with 2.4 million jobs
• about 3 out of 5 jobs are in hospitals
• the three major educational paths to registered nursing are a bachelor’s degree, an associate degree and a diploma from an approved nursing program
• registered nurses are projected to create the second largest number of new jobs among all occupations; job opportunities in most specialties and employment settings are expected to be excellent, with some employers reporting difficulty attracting and retaining enough RNs

Median annual earnings of registered nurses were $52,330 in May 2004. The middle 50 percent earned between $43,370 and $63,360. The lowest 10 percent earned less than $37,300, and the highest 10 percent earned more than $74,760. Median annual earnings in the industries employing the largest numbers of registered nurses in May 2004 were as follows:

 According to the Bureau of labor Statistics, employment of registered nurses is expected to grow 26 percent from 2010 to 2020, faster than the average for all occupations. Growth will occur primarily because of technological advancements; an increased emphasis on preventative care; and the large, aging baby-boomer population who will demand more healthcare services as they live longer and more active lives.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

Currently we are accredited by the Commission on Collegiate Nursing Education and are undergoing the process for re-accreditation November 25-27, 2013. In this process we provide evidence that we ,meet the essentials of baccalaureate practice. This information can be found at the following sites; http://www.ccnecommunity.org/Institution/?month=9&year=2013 and http://www.aacn.nche.edu/

We are recognized at the Illinois Council as an approved BSN completion program. nursing.illinois.gov/nursingspeciality.asp

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

An audit is conducted annually to account for EIU materials and for HRSA purchased equipment for program use.

What are the most important outreach or public service activities supported by the program?

Two vital components of our educations track include a community project that requires the student engage in 40 hours of volunteer community health activities. This has provided communities within the state shared learning opportunities, volunteered at a mission that provided services to the indigent. The exposure to this environment encouraged the student to provide pamphlets and an opportunity to the student to teach about hygiene, nutrition, and prevention screening for the clients served. An extensive community project involves gathering information about healthcare services offered in the community or the region compiling this into a reference document.

Another project that occurs in the Professional Seminar course includes the identification of a standard or policy to resolve a problem or reduce an adverse trend  in the institution. This requires an extensive meta analysis of the  current research and the formulation of an applied  research approach to resolve the issue or reduce the occurrence. It involves disseminating the information within the institution. This is well-received by the institutions involved and is identified as evidenced based practice protocols.

How do the local community and the region benefit from the program?

The local community benefits and the region by the increased knowledge and application of evidenced based practice by the nurses employed  in the local workforce. Enhanced practice is related to increased safety and client advocacy. Health promotion, health care policy, research becomes the language of our graduates which is evident in the leadership offered by the graduates in the institution in which they are employed. EIU benefits as the program is recognized as a BSN completion  program of quality that results in a graduate that exhibits excellent communication skills, reflective practice and inquiring spirit.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Nursing (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

A HRSA grant was obtained at the founding of the program and a1 year extension of the grant followed. this provided funding for program expansion and funding for purchase of computers for the online conversion. Lending laptop computers to the students continues to be a strong marketing tool.

An expansion grant was applied for 10/31/13 for support of extending the BSN completion program to include a option for a RN to MSN degree. This would allow 20 additional students to pursue this option increasing enrollment.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Donor gifts are directed at program support through offering scholarships for students.  A gift fund was established that allows the discretionary use of these funds-receiving $5000 the last 2 years. These funds have served to award students funds for tuition, involvement in professional organizations activities. At tis time it provides a minimal amount of funding, but the gratitude expressed by student s and faculty for the generosity of the $5000 annual fund is overwhelming.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The director is actively engaged in maintain relationships with the departments of nursing in the community college settings as this provides an opportunity to engage the community college students in concurrent enrollment--taking courses at EIU and the community college to facilitate the transition into the BSN program. Articulation agreements are supported and long standing relationships formed. The director serves on advisory boards in the community college settings when requested. Workforce relationships are just as significant and maintained through scheduled contact visits that exchange input for workforce needs and provide marketing recruitment activities for employees throughout the state.

Interaction in professional organizations as the AACN  allows the program to stay current with trends in nursing and provides an opportunity to meet with federal senators and representatives to advocate and express the needs in the region.  IACN interaction provides a venue for legislative contact at the state level. Participation with organizations such as the Illinois Health Action Coalition is essential. Currently the director is involved as a voice in the develop of a community college curriculum that will allow students to enter BSN completion programs meeting common course requirements by the majority of universities in the state. This will also allow associate degree nursing students to transfer course between community colleges.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

In reviewing the previous data, the discrimination of graduate, post baccalaureate as separate entities or sections is not accurate in the calculation of average class size. In a discussion with the individual responsible for entering this information, it became a concern when the individual did not understand that the student entering our program must have an associate or diploma degree in nursing even though he/she may have another degree in another field. The average class size in the number that is enrolled in the class. Separate sections are assigned for students who have a waiver; such as a state employee or armed services related. This leads to an inaccuracy in the calculations of the average. One needs to understand that the program is a completion program offering only the junior and senior level courses for the major.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Under the category of staffing there is inaccurate data. The program does not have a unit B faculty member over the course of the indicated years. An adjunct faculty teaches one 3.5 credit  course per academic year; less than 50%. The director teaches courses each semester to offset faculty load. The total headcount is off by one; it should be 4.5. I verified this information with Dean Ornes who voiced agreement. 

How does the program seek to distinguish itself from similar programs at other institutions?

The uniqueness of our program is demonstrated in our curriculum design, it is built upon the student's existing knowledge base. The core concepts described in the document that indicates the required content for baccalaureate nurses by the AACN  is reflected through the curriuclum and translated in the assignments. This promotes the major objective of the final course that is the learning evident in the course portfolio and the development of the evidenced practice protocol that is applied into actual nursing practice. General Patton stated that if you tell people where to go, but not how to get there, the results are amazing. Our student go on that leadership journey with the mentor of sound faculty that guides and  supports freedom of expression and growth.

Its the support of lending the equipment to be successful that offsets the reluctance to pursue online education.

Note any unique and/or essential contributions that the program makes to the university.

The program has implemented a very successful online learning experience. Often times rigor is confused with difficulty or as a nursing analogy death. In the department of nursing we make it very clear that rigor is achieving a knowledge base through meeting specific objective that guides a learning experience. That to be successful a relationship is formed between the faculty and the student  that supports the student with clear expectations of performance. The evaluations process is clearly designed rubrics that identify the outcomes to be met. Online learning is not easy for the student or the faculty. For the student it requires the acceptance of a responsibility and accountability driven by motivation to succeed. For the faculty it  involves a greater time commitment to develop the online communication skills needed to convey the importance of the  content in a meaningful  wa that encourages the student to engage the course. Our program does this well and would be a model for other programs.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

1. Develop a two track graduate program by extending the current BSN completion to 20 students in a graduate track declaring either a masters in nursing education or a masters in Public/Community Health Nursing Leadership.

2. Develop  continuing education offerings.

3. Develop an Applied Research Independent Study.

4. Maintain a quality program that remains  focused on the needs of the student as a vital component of the community and representative of Eastern Illinois University core values of excellence, service, and  relationships.

5. Strive for growth, excellence, accessibility and relationship building in the interaction of our department internally and externally. 

6. Develop and foster the relationships formed with our external constituents.

7. Meet the professional standards required to provide exceptional educational practices in delivering the content to meet today's ealth care needs.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The program will continue to provide an exceptional quality program to enrolled and potential students in advancing nursing education to meet todays need in the healthcare arena. This requires of the program an in depth  understanding of the content required and delivery mechanisms to achieve this goal. It requires  the recognition of an every changing system, the health care system, a stringent economic system and a demanding population for best practice. Integration and emersion of the student population in these changes in the delivery of content  helps to mold the learning experience for the adult learner. Student focused,  preparing an individual for reflective thinking and practice, recognizing others for the value contributed to society,  serving others,  , questioning, analyzing, advocating  is this not the underlying mission of the strategic mission? http://www.eiu.edu/strategicplanning/theme_academic.php

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

1. The development of a graduate program with two tracks the would redesign the current BSN Completion program into a RN to MSN degree with the option to exit at the BSN level would increase enrollment. An anticipated design of 20 students in the graduate track would generate approximately $280,000 over four semesters with the majority of the cost directed toward one full time faculty( approximately$98,000 with benefits) and 1 adjunct faculty at $10,000 per academic year. The program for the  addition of the graduate degree would be calculated at an additional 32 hours per student at $343 per credit hour. the program would be designed toward as four semesters post the BSN level. The option to exit at the BSN level for the degree would allow the BSN to continue at a later date.

2.The development of a program through the School of Continuing Education that would provide continuing education hours to the  healthcare profession would serve to meet the required continuing education hours for the state and function to recruit for the BSN completion program for the university. The opportunity to provide a packaged product to the workforce/institutions would generate a  fee base for other course development. For example if a packed was designed that provided 29 hours of continuing education meeting the acceptable guide line for $150------this would provide an incentive to select a program offered at one site. There are thousand of nurses that would utilize this service to avoid the "search and seek" needed to find approved continuing education hours.

3. A multi-disciplinary degree(inter-professional approach) from multiple disciplines-COS, FSC, HST, etc. In Health Care Administration that would offer an undergraduate degree and a Graduate degree would be beneficial. If this was also presented as a completion degree for radiology, respiratory therapy, programs offered in the community college setting, this would provide the opportunity for EIU to meet the need for advanced education in these areas. in marketing to the community colleges this is a frequent request.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

Healthcare and the structure of management of health is undergoing major changes within a complex and mystifying system. Healthcare is currently focused on a disease management system, with a reluctance to transition to a health promotion and prevention foundation. This is an opportunity for Eastern Illinois University to participate in a change process for evidenced based best practice in healthcare. A graduate program. continuing education, a collaborative approach to health care in offering a health care administrative degrees can contribute to a much needed change in society and the management of health of future generations.