Agenda, Meeting of the Utah State Board of Regents, December 11, 2003

Agenda, Meeting of the Utah State Board of Regents, Board of Regents' Offices, The Gateway, December 11, 2003

AGENDA MEETING OF THE UTAH STATE BOARD OF REGENTS December 11, 2003 Utah State Board of Regents Office of the Commissioner of Higher Education Board of Regents Building, The Gateway 60 South 400 West Salt Lake City, Utah 84101-1284 STATE BOARD OF REGENTS MEETING BOARD OF REGENTS' OFFICES, THE GATEWAY December 11, 2003 AGENDA 11:30 a.m. - EXECUTIVE SESSION LUNCHEON MEETING - STATE BOARD OF REGENTS 1:00 p.m. 4th Floor Executive Conference Room 1:00 p.m. - PRESENTATION BY GOVERNOR OLENE S. WALKER 1:30 p.m. Board Room 1:30 p.m. - 3:00 p.m. MEETINGS OF BOARD COMMITTEES Academic, Applied Technology, and Student Success Committee 4th Floor Executive Conference Room ACTION: 1. Southern Utah University - Bachelor of Science in Nursing (BSN) Degree Tab A 2. Dixie State College - Bachelor of Science in Nursing (BSN) Degree Tab B CONSENT: 3. Southern Utah University - Reinstatement of Finance Minor Tab C DISCUSSION: 4. Proposed Revisions to Policy R401, Approval of New Programs, Program Additions, or Tab D Program Changes Finance, Facilities and Accountability Committee Board Room CONSENT: 1. Consent Calendar, Finance, Facilities and Accountability Committee Tab E A. USHE - Monthly Investment Report B. UofU and USU - Capital Facilities Delegation Reports INFORMATION: 2. USHE - Annual Report of Leased Space Tab F 3. USHE - Salary Equity Study Tab G 4. UHEAA - Board of Directors Report Tab H 5. UHEAA - Role of Student Financial Aid in Access to Higher Education Tab I 6. UVSC - Update on Financing Plans for Construction of Baseball Stadium Tab J 7. SLCC - "Itineris" New Century High School Tab K 3:00 p.m. - REGULAR BUSINESS MEETING OF THE BOARD 4:00 p.m. Board Room 1. UCAMHE - Report on Barriers to Higher Education for Minorities Tab L 2. Reports of Board Committees Academic Committee (Tabs A - D) Finance Committee (Tabs E - K) 3. Report of the Chair 4. Report of the Commissioner 5. General Consent Calendar Tab M Projected times for the various meetings are estimates only. The Board Chair retains the right to take action at any time. In compliance with the Americans with Disabilities Act, individuals needing special accommodations (including auxiliary communicative aids and services) during this meeting should notify ADA Coordinator, 60 South 400 West, Salt Lake City, UT 84180 (801-321-7124), at least three working days prior to the meeting. TDD # 801-321-7130. Tab A, Page 1 of 1 December 3, 2003 To: State Board of Regents From: Richard E. Kendell Subject: Southern Utah University request to offer a Bachelor of Science in Nursing (BSN) Degree Issue Southern Utah University (SUU) has submitted a request for an exception to the moratorium in order to propose a new Bachelor of Science in Nursing (BSN) Degree. The request from SUU includes the request to transfer the administrative responsibility for the existing Associate Degree in Nursing (ADN) and (BSN) Programs offered by Weber State University (WSU) in Cedar City to SUU and the approval of a new curricular approach for a stand alone BSN Degree. Background Due to the moratorium placed on new programs by the Regents, SUU has requested that the Program Review Committee (PRC) consider an exception to the moratorium in order that a new program proposal be considered for approval. The Regents have recently heard presentations concerning the nursing shortage in Utah and proposed solutions. Additional information was provided by the Utah Nursing Leadership Forum and two external consultants. The PRC has reviewed information concerning the national nursing shortage and specific information concerning the nursing shortage in southern Utah and the requests from SUU. The PRC has also reviewed the differences between the career ladder approach 2+2 leading to a BSN, and the entry level BSN approach proposed by SUU. It is clear that the USHE institutions which have nurse education and training as part of their mission need to expand the number of nurses trained at all levels. It is also clear that full funding of the Nursing Initiative is not likely to occur during the upcoming Legislative Session. Therefore, it is necessary to look at the most cost efficient models for expanding the programs. After carefully reviewing all information to date, the PRC feels that further consultation and analysis needs to take place before a final recommendation is presented. If these consultations confirm a recommendation prior to the meeting on December 11, 2003, that recommendation and supporting information will be hand carried to the meeting. Richard E. Kendell, Commissioner REK/GW Tab B, Page 1 of 26 1 MEMORANDUM December 3, 2003 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Dixie State College: Bachelor of Science Degree in Nursing BAction Item Issue Officials at Dixie State College request approval to offer a Bachelor of Science in Nursing (BSN) Degree beginning Fall, 2004 Background Dixie State College currently offers a Certificate in Practical Nursing (LPN), and an Associate Degree in Nursing (ADN). A "career ladder" program is in place providing students the opportunity to move from a Certified Nursing Assistant Program (CNA), to the LPN and then to the ADN RN. At the completion of each of these levels students have the option of entering the workforce, which provides flexibility for both the students and the health care industry. Although the ADN program prepares nurses to enter the workforce with an RN license, in order to advance to higher level nursing positions students need this additional component of the career ladder, which is the BSN. The BSN is designed to develop the professional knowledge and skills of working registered nurses, and provide the education and skills necessary to advance to careers in community nursing, nursing management, health assessment, research, and information technology. The service area for Dixie State College has the fastest-growing population in the state. At the present time there is no opportunity for students who are Registered Nurses to obtain a BSN within the DSC local service delivery area. The critical shortage of nurses is nationwide and well documented. The Utah Workforce Report projects that registered nurses will lead the top 50 occupations with the most new jobs during the years 2000-2005. With the addition of new health care facilities in the area, the demand for nurses will remain critical. The proposed program will add additional options for nursing graduates to obtain the advanced skills necessary to meet this need. Tab B, Page 2 of 26 2 Policy Issues In response to the economic challenges faced by the state, the Regents placed a moratorium on all new programs being planned at the institutions. Based on the needs in their service delivery area, Dixie State College has requested an exception to the moratorium and approval of a BSN Degree. The Regent's Program Review Committee (PRC) has reviewed the proposal, data concerning the national and state shortage of nurses, and investigated various nursing program configurations. Based on that review, the PRC has recommended that the Regents consider the approval of the proposed program. Officials at USHE institutions have reviewed the DSC proposal. Questions were raised concerning the need for an additional BSN program that will not necessarily add additional RNs to the workforce. DSC has indicated that they intend to expand the number of graduates in the existing ADN program, and stress the importance of the proposed program in providing advancement options for existing RNs, which will help increase the retention of the RNs in the workforce. Several suggestions were made by officials at USHE institutions regarding the planned curriculum, and officials at DSC have responded to those suggestions and made adjustments where appropriate. No institution has voiced opposition to the approval of the BSN program at DSC. Options Considered After Regents have reviewed the proposal from Dixie State College, they may raise issues, request additional information, deny the request or approve the request. Commissioner's Recommendation It is the recommendation of the Commissioner that the Regents approve the Request from Dixie State College to offer a Bachelor of Science of Nursing Degree effective Fall Semester, 2004. Richard E. Kendell, Commissioner REK/GW Attachment Academic, Applied Technology, and Student Success Committee Tab B, Page 3 of 26 3 Action Item Request to Offer A Bachelor of Science in Nursing (BSN) Degree Dixie State College Prepared for Richard E. Kendell By Gary Wixom December 3, 2003 Tab B, Page 4 of 26 4 SECTION I The Request Officials at Dixie State College (DSC) request authorization to offer a Bachelor of Science in Nursing (BSN) Degree beginning Fall Semester, 2004. SECTION II Program Description Complete Program Description. At the present time, DSC offers nursing programs that result in a Certificate in Practical Nursing (LPN) and an Associate Degree in Nursing (ADN). Students may begin with the Certified Nursing Assistant program, proceed to the Practical Nurse certificate program, and then complete the Associate Degree in Nursing (ADN) at the RN level. At each level, students may enter the workforce, and this "career ladder" format provides flexible opportunities that serve both the students and the health care industry. Even though the ADN level prepares entry-level nurses for beginning employment in many health care facilities, to advance in their careers to higher level nursing positions, students need the fourth and final component in the "career ladder" - they need to complete a Baccalaureate Degree in Nursing (BSN). The Bachelor of Science in Nursing (BSN) is designed to develop the professional knowledge and skills of working registered nurses, and provide the education and skills necessary to advance to careers in community nursing, nursing management, health assessment, research, and information technology. The proposed program would be an RN-BSN transition program. To be admitted to the proposed BSN program, students must have graduated from an accredited ADN program. The program curriculum, including course descriptions is included in Appendix A. A program schedule appears in Appendix B. Purpose of Degree. Currently Dixie State College offers students nursing education at three levels that build upon one another in succession: First, students may begin with the Certified Nursing Assistant program; second, students proceed to the Practical Nurse certificate program; and third, students complete the ADN at the RN level. At each level, students may enter the workforce, and this "career ladder" format provides flexible opportunities that serve both the students and the health care industry. Even though the ADN level prepares entry-level nurses for beginning employment in many health care facilities, to advance in their careers to higher level nursing positions, students need the fourth and final component in the "career ladder", and they need to complete a BSN Degree. BSN graduates will be able to enter mid-level management positions and pursue graduate education leading to occupations as nurse practitioners, nurse educators or nurse administrators, for which graduates receive additional compensation. Bachelor of Science in Nursing graduates have broader opportunities for advancement. A bachelor's degree is often necessary for administrative positions and is a prerequisite for admission to graduate nursing programs in research, teaching, consulting, or clinical specialization. Currently 38% of all initial applicants for the RN license in the state of Utah are BSN graduates. Career opportunities include hospital nursing, medical office nursing, school nursing, home health nursing, public health nursing, long-term care nursing, administrative, and occupational health or industrial nurses. Many of these job Tab B, Page 5 of 26 5 opportunities are only open to bachelor's degree nurses. This proposal is to complete the full range of nursing degree options in Dixie State College's service region. Admission Requirements. Applicants must apply for admission to Dixie State College and to the Department of Nursing for admission to the Baccalaureate program. Applicants must meet the following requirements: 1. Graduation from an accredited Associate Degree program in Nursing 2. Licensure as a Registered Nurse Admission to the baccalaureate program is competitive. Applicants must apply to the Baccalaureate Nursing program by completing all aspects of the admission process, including completion of prerequisite courses, submitting all forms and certificates (transcripts, a copy of the nursing certificate, recommendation forms, etc.), acquiring required immunizations, and undergoing a personal interview. Applicants will be evaluated through standard department procedures in which evaluators award points and candidates are chosen according to the total points received. The 24 applicants receiving the highest points will be admitted until the class is filled. Applicants will be notified of their admission status by mail. Applicants not accepted the semester for which they applied may reapply for later admission. Student Advisement. The Health Science Department secretary and the Applied Technology Education advisor provide information for potential students. Students can schedule extended time to review the curriculum plan with the advisor to assist them in determining what prerequisites are needed for admission in the nursing programs and to assist with registration. Justification for Number of Credits. Completion of the proposed program will require 123 semester hours, which is within Board of Regents guidelines for a Bachelor of Science program. External Review and Accreditation. The degree proposal has been reviewed by the DSC Nursing Advisory Committee. During June 2003, nursing faculty from USHE institutions reviewed the proposed curriculum and program procedures and gave very helpful feedback, which has been incorporated into the present proposal. The curriculum plan for the Baccalaureate Degree Program in Nursing will be submitted to the State Board of Nursing for their information. The Associate Degree (level two) and Practical Nursing (level one) programs are accredited by the National League for Nursing Accreditation Commission (NLNAC). NLNAC accreditation will be sought for the Baccalaureate Program for Registered Nurses. The program will not be eligible for initial accreditation until it has graduated at least one class of students. Therefore, accreditation will be sought in approximately 2007. DSC will cover the cost of the NLN accreditation process for the B.S. in nursing. The NLNAC 2002 standards specify accreditation criteria for baccalaureate degree programs, and the proposed program meets those criteria. Projected Enrollment. Projected Enrollment: The following graph shows FTE growth in nursing programs since DSC began offering nursing instruction in 1995: Tab B, Page 6 of 26 6 Nursing FTE at DSC, 1995-2002 8.86 35.64 40.77 54.48 62.63 87.46 120.27 0.00 20.00 40.00 60.00 80.00 100.00 120.00 140.00 95-96 96-97 97-98 98-99 99-00 00-01 01-02 The following graph shows the number of nursing graduates at DSC since 2000: Registered Nurse (RN) Licensures at DSC 0 9 17 24 0 5 10 15 20 25 30 2000 2001 2002 2003 (Test results are not back for 2003 yet; however, 24 students took the exam, and DSC's pass rate has heretofore been 100 percent.) As the above graphs illustrate, DSC's nursing program is gaining momentum and efficiency. DSC intends to further increase the enrollment in the ADN and the baccalaureate programs. With vigorous student demand, current projected enrollment growth is only limited by a lack of faculty and facility Tab B, Page 7 of 26 7 resources, and approval of this proposal will make the program more attractive and further energize the program. If approved, the program will admit 24 students in the first year. In subsequent years, DSC will be aggressive in meeting the demands of the community, increasing admissions as necessary based upon benchmarks from the community needs, and human and physical resources. Regulatory bodies mandate strict faculty/student ratios, and DSC realizes that the projections below are not in harmony with those mandated FTE ratios. DSC may be able to maintain the required ratio by hiring part-time faculty members. If DSC's human resource availabilities do not allow the program to abide by mandated ratios, DSC will not admit students and jeopardize this criterion. Their target enrollment is to reach 32 new students each year, and stay within the mandated ratio for specific circumstances. Year New Student FTE Enrollment Student FTE : Faculty FTE 2004 - 05 24 12:1 2005 - 06 30 15:1 2006 - 07 32 16:1 2007 - 08 32 16:1 2008 - 09 32 16:1 Expansion of Existing Program. Enrollment in the Associate Degree program is limited to approximately 32 students per academic year. Applications for each year have been on the increase as it is a new program with student interest and program availability growing. Since the development of the ADN nursing program the enrollment has increased 359%. With the urgency of the nursing shortage, DSC nursing has provided additional openings in the Associate Degree program. This ultimately will also help in the selection pool of BSN students. They have also followed this expansion format with the Practical Nursing program which will have a similar affect on the Associate Degree program. Enrollment Trends: Semester Head Count* 2003-2004 64 (projected enrollment) 2002 - 2003 52 2001 - 2002 58 2000 - 2001 32 1999 - 2000 21 1998 - 1999 23 *Includes those students who are accepted each year into the combined programs of LPN and RN. The RN program did not start until 2000. Faculty. Dixie State College is committed to hire two new faculty for the startup and first year of the program. Salary compensation has been committed from resources which already exist in the campus budget; therefore no new faculty salary money will be requested. In consideration of the fact that the majority of students entering this program will continue working while completing this degree and will want to finish as quickly as possible, nursing courses will be offered Tab B, Page 8 of 26 8 during the summer. Salary for faculty to teach these summer courses will be negotiated through individual contracts. Faculty added to implement the proposed program will be eligible for participation in all faculty development activities on campus, scholarly activity, and attendance at professional seminars and conferences. A list of the current faculty appear in Appendix C. Staff: With the development of the BSN program, additional full-time secretarial help will be needed. The college administration is in support of this request for more secretarial help. This position will be funded from existing funds. Library. The current library collection is adequate to support the proposed program. The Dixie State College of Utah Library currently houses a substantial number of the books needed to support the baccalaureate program. Additional reference books and monographs needed to support the baccalaureate degree courses for the initial year acquisitions will cost $10,000 with reduction in annual costs as the collection matures. The Dixie State College Library currently subscribes to an adequate number of journals to support the existing nursing program, which would be used in support of the Baccalaureate degree in Nursing. Additional journal subscriptions will be needed to support specific baccalaureate level courses. The cost of these additions will come out of the money required for additional library holdings. Dixie State College participates in the Utah Academic Library Consortium. Through this agreement, DSC faculty, staff and students have library privileges at all Utah institutions of higher learning. This allows them to check out materials from any of the consortium libraries by presenting a current DSC identification card. Materials not available at DSC can be obtained free of charge from other city, state, and national libraries through interlibrary loan. Learning Resources. The Health Science Department has developed an on-site health science learning lab with seven computers having on-line access and audiovisual equipment for video and virtual learning experiences and independent study. An additional two computers ($5000) would need to be added and one more portable smart classroom unit ($4900) would need to be purchased. The program will need additional videos, CD ROM programs and computer software for use in proposed courses. These instructional materials will be funded from the existing departmental budget. Institutional Readiness. The existing administrative structure is prepared to absorb the addition of the proposed program. No new organizational changes will need to be added in order to deliver the program. Section III Need Program Necessity. The service area for Dixie State College has the fastest-growing population in the state. No state-funded opportunities exist within this service area for students who are Registered Nurses to obtain a Baccalaureate Degree in Nursing. Based upon survey information, there is a significant interest by Tab B, Page 9 of 26 9 both potential students and employers in having such a program offered at DSC. The critical shortage of nurses nationwide is well documented and has recently led to passage of several congressional bills to support the nursing education. The Nurse Reinvestment Act of 2002 is one example. The act authorizes new programs to increase the number of qualified nurses and the quality of nursing services across the country. Congress appropriated funding to implement these new programs in February 2003. National Data. National data indicates that by the year 2000 the shortage of 110,707 nurses nationwide (6%) will grow to 808,416 (29%) by 2020, unless mitigating actions are implemented. The report further states that Utah will experience a 35.8% shortage of nurses by 2020 due in part to the greater population growth of Utah relative to the U.S. population growth. This problem is further exacerbated in Dixie State College's service area, as Washington County is expected to double its' population each decade through 2020. The 2000-2001 edition of the Occupational Outlook Handbook published by the Bureau of Labor Statistics reports that registered nurses, the largest health care occupation, held steady around 2.1 million jobs in 1998 and that employment in nursing is expected to grow faster than the average for all occupations through the year 2008. It further stated that nursing is one of the ten occupations projected to have the largest number of new jobs. Job growth rate for registered nurses is predicted to increase by 30% while the prediction for all occupations is an average of 14%. State Data. The Utah Workforce Report on statewide employment by level of training, projects that 22.5% of all jobs in Utah will require a Bachelor's or higher degree by 2005. Registered nurses are listed in the top 50 occupations in demand and top 50 fasted growing occupations in Utah 2000-2005. County Data. Washington is the fastest growing county in the state. The Southwest region of Utah is projected to exceed the state average annual employment growth by 74%. The Utah Department of Workforce Services report entitled, "Utah Job Outlook, Statewide and Service Delivery Areas 2000-2005, February, 2002", indicates average annual job openings for Registered Nurses in the Southwest region as 70/year, with an average entry salary of $16.80/Hr. and average salary of $20.80/Hr. The composite job prospect for RNs received a grade A rating. Student Demand. Dixie State College conducted a survey of students with the following results: The current students in the nursing program at Dixie State College of Utah were asked to complete a survey on the proposed BSN program. The questions included in the survey asked for the students' opinions regarding the need for a BSN program, willingness to attend a BSN program at DSC, and the preferred method of delivery. A 96% response rate was achieved on this survey. The results of the survey are as follows: 1. Ninety-two percent of the students surveyed responded that they planned to pursue a BSN degree, with 66% of those students stating that they would be willing to start a program the semester following graduation from their ADN program 2. Sixty-six percent of the students felt that a combination format of on-line and on-campus courses would best meet their needs, and 30% stated that an all on-line format would best meet their needs as a working RN. Tab B, Page 10 of 26 10 3. One hundred percent of the students polled would recommend that DSC offer a RN-BSN program. 4. Eighty-eight percent of the students stated they would attend a program at DSC, stating the convenience of not having to commute or move, and the quality of their present education at DSC as motivating factors. The remaining 12% that would not attend stated that it would be due to the commute to DSC. 5. Seventy-three percent of the students stated that they would be willing to take the required prerequisites concurrently while in their present program. 6. Seventy-six percent stated that they had considered attending a BSN program elsewhere, mainly due to the fact that DSC does not offer a BSN program locally. Similar Programs. The following schools offer Baccalaureate Degrees in Nursing for registered nurses in Utah: University of Utah, Westminster College, Weber State University, and Utah Valley State College. Universities and Colleges in surrounding states also offer Baccalaureate Degrees in Nursing. DSC is in a unique position to offer this degree due to the lack of such programs in the Washington/Kane County area. The survey data found in Section III indicate a significant demand for this program on the part of prospective students and employers. Many outstanding nurses in Washington County will not have an opportunity to continue their professional growth and advancement without the opportunity to pursue the baccalaureate degree here at DSC. In addition, the Department of Nursing at DSC has outstanding faculty who bring extensive practice and teaching backgrounds to their courses. There will be no significant differences between the degree offered at DSC and other traditional 2 + 2 programs. Much of this similarity in approach is demanded by the subject matter and needs for standards of practice in the profession. There are certain core concepts and skills that must be learned at the baccalaureate level. Much of the content of a baccalaureate degree in nursing is composed of these core ideas and practice skills necessary for clinical practice and as the foundation for entering graduate programs in nursing. Collaboration with and Impact on Other USHE Institutions. Plans to offer a Bachelor of Science Degree in Nursing for Registered Nurse have been discussed at the quarterly meetings of the Utah Deans and Directors of Nursing programs over the past year. Those discussions validated the need for such programs and the implementation of the proposed program is not expected to impact enrollment in other such programs in the state. The proposed program has the potential to increase the number of students in graduate level nursing programs, which are so badly needed to fill positions for advance practice nurses and nurse educators. On April 2, 2003 a meeting was held between administrators from Southern Utah University and Dixie State College to discuss the impact of Dixie State College offering an additional baccalaureate degree to their already existing nursing programs. It was clearly stated that this addition would not impact or conflict with other local existing programs. Benefits. DSC and the community will benefit as registered nurses are able to continue their education in a baccalaureate degree program. The required curriculum will enrich and expand other DSC departments' course offerings available to all DSC students. Local health care agencies will benefit as the supply of baccalaureate prepared nurses increase. USHE will benefit as community members see that the education system is providing educational programs desired by community members and needed by local employers. Tab B, Page 11 of 26 11 Letters of support from the local community are on file in the Commissioner's office. Consistency with Institutional Mission. The Dixie State Mission reads, in part, "Dixie State College of Utah, a publicly supported state college with two interdependent tiers, functions as a comprehensive community college while offering a limited number of quality baccalaureate programs. Dixie State College of Utah helps students achieve their academic, career, and life goals, including goals related to basic skills, core content knowledge, and knowledge that broadens and enriches students' lives. The College's educational programs help students establish and expand their world views. Dixie State College of Utah will provide upper-division education as part of select baccalaureate programs, resulting in graduates who can effectively respond to local and state needs." Providing educational opportunities for health professions is also an integral part of meeting the nursing department mission and philosophy. The mission/philosophy subscribes to the fact that students should be "life long learners" and that at the completion of the registered nursing program, students are encouraged to pursue life long educational goals and opportunities. With the addition of a baccalaureate program, DSC nursing takes another step toward meeting and supporting our mission/philosophy, providing educational mobility for nurses, and meeting the need of our local health care facilities. Section IV Program and Student Assessment Program Assessment. The Department of Nursing has established program outcomes or goals for all levels of education offered in the department. The program outcomes state that the Department of Nursing will have: 1. Graduation rates of 90% or greater. 2. One-hundred percent of students will pass the laboratory final practicum each semester with 100% accuracy on the critical elements of the skills. 3. One-hundred percent of students will complete the required computer course for nurses and the therapeutic communications labs or equivalent. 4. One-hundred percent of graduating students will achieve an 85 HESI probability score on the HESI Exit Exam. 5. Ninety-four percent of graduates will successfully pass the nurse licensing examination. An evaluation program is in place to assure collection of data on these items for the practical nursing and associate degree nursing levels of education. This same program of assessment will be conducted with graduates of the baccalaureate degree level, with the exception of licensure. Graduates of the proposed baccalaureate program will not be required to take a licensure exam, as they will be licensed as registered nurses prior to admission to the program. Expected Standards of Performance. Graduates of the baccalaureate degree program in nursing at Tab B, Page 12 of 26 12 DSC will be prepared to use critical thinking and decision making, appropriate communication techniques and therapeutic nursing interventions in providing care to individual health care recipients, families, groups and communities. Use of critical thinking and decision making is measured through a standardized test administered at the beginning and end of the program. Communication techniques and therapeutic nursing interventions are assessed in clinical practice using the clinical evaluation form. These competencies were chosen in order to differentiate between the associate and baccalaureate prepared nurse. They reflect the outcomes required for accreditation by the National League for Nursing Accreditation Commission. Graduates of the practical nursing certificate program work primarily with individual patients. At the second or associate degree level, graduates work with the individual patients and families. In addition, the baccalaureate graduate is expected to work with communities and community health and to have an increased role in leadership in the health care system. Student Assessment: Formative Assessment. Students will be evaluated by a variety of measures during each course. In the didactic portion of courses evaluation measures will include: exams, verbal and written assignments, and class participation. In the clinical component of courses, students will be evaluated by faculty and agency preceptors. Evaluations will consider: 1. Application of the nursing process in managing and evaluating care of individuals, families, groups and community utilizing critical thinking and technical skills. 2. Utilization of therapeutic communication skills and processes. 3. Collaboration with individuals, families, groups, and health care members to provide holistic care. 4. Development of strategies for health promotion, health maintenance and prevention of illness. 5. Application of legal, ethical and professional practice standards. 6. Utilization of management and leadership skills in clinical practice. Summative Assessment. Final evaluation for didactic components of courses will be based on exams and a comprehensive final. Clinical components of these courses will use a clinical evaluation tool similar in format to those of the current programs. Continued Quality Improvement. The Department of Nursing has implemented a standing evaluation committee. The purpose of this committee is to develop, review and assure implementation of the total program evaluation plan including curriculum, students, courses, nursing service agencies and alumni. The functions of the committee are to maintain a calendar of evaluation activities and direct implementation of various activities; review and recommend to Nursing Faculty Organization revisions of total evaluation plan; develop evaluation tools and processes for various evaluation activities; oversee collection and use of evaluation data; and maintain data base of graduates. The committee consists of a minimum of three faculty members with faculty representation from the Practical Nursing and Associated Nursing degree programs. Once the baccalaureate program is implemented, the functions of the committee will expand to include program evaluation and faculty members from Tab B, Page 13 of 26 13 that program. The evaluation committee will compile data which is then shared with course faculty and with relevant standing committees of the Department such as curriculum, admission and progression committees. These groups review data to determine if changes are necessary. When the data indicate that a change is required, either the course faculty or a committee makes a recommendation to the full faculty. Each standing committee submits a report to the full faculty annually indicating review of evaluation data and recommendations based on that data. In addition, self-studies done for USHE program reviews and NLNAC accreditation provide information required for development, maintenance and revision of the program. Section V Finance Budget. The following budget has been projected for the next five years. 2004- 05 2005- 06 2006- 07 2007- 08 2008- 09 Salaries & Wages $100,000 $103,000* $106,090* $109,272* $114,000 Benefits $41,394 $45,752 $48,056 $50,482 $51,900 Current Expense $7,000 $7,210 $7,500 $7,800 $8,200 Library $10,000 $9,000 $7,000 $7,210 $7,500 Equipment $6,500 $6,000 $6,180 $6,400 $6,800 Professional Development $5,000 $5,150 $5,300 $5,500 $5,750 TOTAL $169,894 $175,752 $179,146 $184,754 $194,150 *Additional faculty funding will be required commensurate with program growth. Funding Sources. Dixie State College has identified sufficient ongoing and one-time funds to operate the proposed program, without further system allocations. Those funds are the following: Ongoing Funds: • $75,000: Allocated to DSC $75,000 by the 2003 Legislature to pursue the formation of the BSN program. Tab B, Page 14 of 26 14 • $28,000: Re-allocated from recent DSC program deletions (Airframe and Power Plant, Fashion Merchandising). • $40,812: University Center funds, which by intent language must be spent on upper-division programming. • $26,000: Dedicated credit funding (based on upper-division tuition of $1,188 multiplied by 24 students admitted, less waivers). One-Time Funds: • Dixie Regional Medical Center donated $100,000 (one-time) to increase the number of nursing graduates. • Dixie State College still has over $400,000 of money donated from the community for the purposes of four-year programs. (One-time) Reallocation: None Anticipated. Impact on Existing Budgets: None Anticipated. Tab B, Page 15 of 26 15 Appendix A Program Curriculum. New courses to be added in the next five years: Core Courses NURS 3100 Professional Nursing Roles 2 NURS 3200 Health Assessment 3 NURS 3300 Transcultural Nursing 3 NURS 3400 Nursing Informatics 3 NURS 3500 Basic Spanish for Nursing 1 NURS 3600 Nursing Research 3 NURS 4020 Community Health Nursing 6 NURS 4040 Nursing Leadership and Mngt 5 NURS 4041 Nursing L&M Clinical 2 BIOL 4400 Pathophysiology 4 NURS 4030 Nursing Policy and Ethics 3 NURS 4200 Concentration Elective 4 NURS 4100 Senior Seminar 2 Subtotal 41 All program courses: Following is a list of all courses, including new courses, to be offered in the proposed program-by prefix, number, titles, and credit hours. General Education and Prerequisite Courses: BIOL 2010 Human Physiology 3.0 This course is for students in the health science fields, including nursing, pre-medical, pre-dental, physical therapy and many others. It is also recommended for biology majors. The course examines the way in which the body's functions are carried out, utilizing a systems approach; the course covers topics such as blood chemistry, nerve impulse transmission, kidney function, muscle contraction, and heart function. The course is taught in a series of lectures, supplemented with laboratory investigations of lecture topics. Successful completion of this intensive course gives students pursuing biology-related careers sufficient familiarity with the details of biological functions to enable them to understand disease process, treatment procedures, research pursuits, and evolutionary consequences of various aspects of physiology. BIOL 2020 Human Physiology Lab 1.0 A lab course to be taken concurrently with BIOL 2010. BIOL 2030 Human Anatomy Lab 3.0 This course is for the students in the health science fields, including nursing, pre-medical, pre-dental, physical therapy and many others. It is also an option for biology majors, and those interested in massage therapy. The course examines the structures of the human body, including muscles, nerves, blood supply, lymph, internal organs, and reproductive anatomy. The course includes lectures supplemented with laboratory examinations of cadavers, models, and CD-ROM. Successful completion of the course gives students great familiarity with the nomenclature and locations of structures in the human body. Tab B, Page 16 of 26 16 BIOL 2040 Human Anatomy 2.0 A laboratory course to be taken concurrently with BIOL 2030. BIOL 2110 Principles of Microbiology For biology majors, students in dentistry, medicine, and other pre-professional programs. Teaches essentials of microbiology including disease control, nomenclature, function of immune system, pathologies, causes and cures, genetic engineering, and laboratory methods for safely studying microorganisms. Uses a variety of teaching methods including lecture/discussion, laboratory, videos, overheads, quizzes and exams. Successful completion of this course gives students an understanding of microbes and their relationship to the human system and health. Laboratory will stress safety, sterile technique, methods of staining, preparing, culturing, and transferring microorganisms, and identification of an unknown. BIOL 2120 Prinicples of Microbiology Lab 2.0 A lab course to be taken concurrently with BIOL 2110. CHEM 1110 Elementary General/Organic Chemistry A beginning course in general and organic chemistry for students in family and consumer sciences, health sciences, and most agricultural majors. This course covers the fundamental laws and reactions of general inorganic and organic chemistry, including the basic organic fundamental groups. Successful completion of this course should prepare students for and satisfy prerequisite for CHEM 1120 and EHMT 1200. CHEM 1130 Elementary General/Organic Chemistry Lab 1.0 A laboratory course to be taken concurrently with CHEM 1110. COMM 1010 Introduction to Speech Communication 3.0 Designed for all students as an education requirement. Teaches students communication skills in interpersonal communication, small group leadership and participation, and public speaking. Critical thinking and effective expression of ideas are emphasized. Students will conduct interviews, participate in group discussions, and give speeches. This course uses a wide range of teaching methods to include lecture, activities, one-to-one and small group exercises. Satisfies general education requirements for the AS degree and prepares students to effectively express ideas in multiple settings. CIS 1200 Introduction to Microcomputer Applications 3.0 This course is designed to provide basic computer instruction to complete the computer information literacy requirement as well as the general education computer requirement at Dixie State College. Upon successful completion of this course, students should be able to use computer technology to access, create, analyze, process and deliver information. Hands-on instruction is used to develop those skills through the use of operating systems, word processing, spreadsheets, email and internet software. This is also the beginning computer course for CIS and Business majors. This course is a self-paced course that provides flexibility for students to set their own daily schedule to meet section deadlines, however, the students should plan to spend 6-9 hours per week to meet this course requirement. ENGL 1010 Introduction to Writing 3.0 Required for all students. The objective of this course is to improve students' abilities to read, analyze, and write expository papers. Satisfies one of the composition requirements for AA/AS/AAS degrees. Provides opportunities to write and revise a number of essays. Activities, library research, portfolios, writing to a style guide, and tests may also be used in preparing students to write college level papers. Prerequisite: A placement score of 50 or higher in writing, or successful writing challenge test given through the testing center. A grade of C- or better required in English 0750 or 0920. 3 Lecture hours per week. ENGL 2020 Intermediate Writing 3.0 Required of all students with an interesting in improving their abilities to analyze and write academic papers, including the research-supported essay. Completes the composition requirement for AA/AS degrees. Provides opportunities to write and revise a number of essays. Activities, portfolios, library research, and tests may also be used in helping students improve their writing of advanced-level Tab B, Page 17 of 26 17 papers. Successful students will demonstrate competence in the use of standard written English, in analysis of text, in correctly paraphrasing, summarizing and quoting source materials, and in appropriately citing the work of others. Prerequisite: "C-" or higher in ENGL 1010. 3 lecture hours per week. HIST 1700 American Civilization 3.0 Stresses movements and developing institutions that are important for an appreciation of American History from the Pre-Colombian period to the present. Discussions include analysis of developing political, economic and social institutions and their interrelationships with and impact upon the geographical features of the land. Includes book reports, oral response, research papers, media presentations and applications to current events. MATH 1030 Quantitative Reasoning 3.0 Designed for general studies or liberal arts students majoring in humanities or other non-science programs seeking only an associates degree or certificate. The focus of the course is one development of analytical problem solving skills through the application of various mathematical concepts top real-life problems. Topics of studies include: Modeling with algebra, geometry, logic, financial math, right triangle geometry (indirect measurements); probability and statistics. Successful completion of this course will satisfy the general education mathematical requirements. Students who wish to enter four year programs are strongly encouraged to check with departments at transfer schools to determine program capability. Although this course transfers to all colleges and universities in Utah, it does not commonly meet specific department requirements. MATH 1050 College Algebra/Pre-Calculus 4.0 Designed for students majoring in science and engineering who need a calculus and/or physics series. Review of fundamental algebra. Polynomial and rational functions will be explored. Introduction into exponential and logarithmic functions and their applications. Trigonometric functions dealing with graphs, identities and equations including inverse functions. This course is a lecture course with homework assignments, quizzes, tests, and a comprehensive final exam. Successful completion of this course prepares students for MATH 1060. Satisfies prerequisites for MATH 160, MATH 1100 and MATH 2010. Prerequisite: Math 1010, or ACT score of 23, or teacher permission. 4 lecture hours per week. MATH 1090 College Algebra/Business 4.0 Designed for students majoring in business, social or biological sciences. It prepares students for business calculus. This course will satisfy the general education requirements for AA/AS degrees. Concepts emphasized on this course include equations and inequalities, graphs, functions and modeling, exponential and logarithmic functions, non-linear systems, sequence series, matrix algebra, statistics and probability. Students will be expected to reason mathematical problems. The course includes lectures, homework, assignments, quizzes, tests, and a comprehensive exam. Successful completion of this course prepares students for Business Calculus. Satisfies prerequisites for MATH 1100. Prerequisite: MATH 1010, or ACT/CPT score of 23 or higher. 3 lecture hours per week. PSYC 1010 General Psychology 3.0 For students in all disciplines who are interested in the fundamental scientific principles of behavior. The student will study motivation, emotion, personality, mental disorders, treatment alternatives, and other related subjects as part of the course. Critical thinking will be explored in examining these aspects of behavior. Students will have frequent examinations and quizzes as a part of this course requirements n social sciences area. 3 lecture hours per week. STAT 2040 Introduction to Statistics 4.0 This course is an introduction to basic statistical reasoning. Statistical reasoning is crucial to understand decision making in a world of uncertainty. The course begins with a general discussion of data distributions and descriptive statistics. The likelihood of events occurring is then covered under the topics of probability and probability distributions, and sampling distributions. All of these principles will help the student understand how inferential statements about a population can be implied solely on a sample of data. Inferential methods covered will include tests of hypotheses, analysis of variance, "Goodness of Fit," and regression. Prerequisite: CIS 1200, or permission of instructor, MATH 1050, MATH 1090, MATH 1100, or equivalent. Humanities (fulfilled with upper division nursing courses) *6 Core Courses: Tab B, Page 18 of 26 18 NURS 1010 Pharmacology I 2.0 This is an introductory course teaching the basic principles of pharmacology as it applies to the nursing process. Instruction includes calculation of dosages, and safe administration of medications to patients across the lifespan within the scope of practice for a practical nurse. Classification of drugs, and drug related actions and reactions in various body systems. Emphasis is placed on nursing interventions which will examine the desired outcome of drug therapy. The course encourages the development of critical thinking, therapeutic communication, technical skills, leadership/management skill, effective time management, professional behavior and caring. Corequisite: NURS 1100, 1120, and 1130 Prerequisite: Acceptance into the Practical Nursing Program. NURS 1100 Medical/Surgical Nursing I 9.0 In this course, medical/surgical concepts are introduced and built upon throughout the nursing curriculum as students care for clients throughout the lifespan. Focused theory and guided laboratory and clinical experiences are organized with emphasis on utilization of the nursing process to meet the physiological, psychological, health promotional and maintenance needs of clients. Safe and effective basic nursing skills are evaluated and built upon to facilitate the CNA's transition, and socialization into the professional role of the practical nurse. The course work encourages the development of critical thinking, therapeutic communication, technical skills, leadership and management skills, effective time management, professional behavior and caring. Care is provided for medical/surgical patients in long term and acute patient care setting. Corequisite: NURS 1010, 1120, & 1130 Prerequisite: Acceptance into the Practical Nursing Program NURS 1120 Human Relations Lab/Nurses 0.5 This nursing lab is designed to be taught in conjunction with corequisite: NURS 1100 Medical/Surgical Nursing I. It is part one of a two semester series and serves as an introductory human relations course for nurses. Nursing students learn that a demonstration of caring requires a professional attitude and an ability to communicate assertively and responsibly with their clients and colleagues. It emphasizes concepts in human relations in order to facilitate the nature, purpose, and importance of communication in the health care setting. Topics include characteristics of professional behavior, overcoming evaluation anxiety, basic therapeutic communication skills, basic provision of emotional support to client/family, motivation, building self esteem to facilitate effective communication, exploration of personal ethical values and how they influence choices, understanding how attitudes impact individuals as well as professionalism, building relationship of trust, patient bill of rights, and legal regulation of practical nursing. Students will have the opportunity to implement and master these concepts during the 135 clinical contact hours of the accompanying medical/surgical nursing course where students will be evaluated and graded on the development of human relations skills. Prerequisite: Acceptance into the Practical Nursing Program NURS 1200 Maternal/Newborn Nursing I 3.0 The nursing course uses theory and guided clinical experiences to focus on meeting basic human needs of the family and newborn throughout the childbearing cycle. Increased development of nursing skills is based on an understanding of principles and facts relative to nursing care during and immediately after childbirth in the acute care setting with some prenatal observation experiences. Skills are focused on the normal pregnancy, labor/delivery, newborn, and postpartum clients. The course work encourages the development of critical thinking, therapeutic communication, technical skills, leadership management skills, effective time management, professional behavior and caring. Corequisites: NURS 1220, 1230, 1250, 1260, 1300 Prerequisite: Acceptance to Practical Nursing Program. NURS 1220 Human Relations/Lab for Nurses 0.5 This nursing lab is designed to be taught in conjunction with corequisite: NURS 1200 Maternal Nursing I, NURS 1250 Pediatric Nursing I, NURS 1260 Psych Nursing I, and NURS 1300 Entry to practice. It is part two in a two semester series teaching additional basic human relationships and communication concepts. These concepts are vital components to the development of quality, professional and caring nurses. It is designed to continue to prepare nursing students to communicate assertively and responsibly with their clients and colleagues. Topics include: building stronger relationships, requesting support, developing a professional presence, job interviewing skills, team building, leadership strategies, promoting goals in the workplace, basic strategies in conflict resolution, stress management, valuing diversity in workforce, access and facilitation of interdisciplinary care, sexual harassment, understanding changing roles of men and women in the work environment, delegation of tasks and accountability within the scope of the practical nurse, and plans for lifelong Tab B, Page 19 of 26 19 effectiveness in human relations. Students will have the opportunity to implement and master these concepts during clinical hours. Prerequisite: NURS 1120- admission into the Practical Nursing Program. NURS 1250 Pediatric Nursing I 2.0 This course uses theory and guided clinical experiences to focus on meeting basic human needs of the pediatric client and their family using critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management and the nursing process. Professional behavior and a caring are emphasized. The role of the practical nurse is taught based on the principles of growth and development, health promotion, and illness prevention. Classroom, lab and clinical experiences focus on the most common illness and conditions that the nurse is likely to encounter while working with children and their families working in the acute care setting. Corequisite: NURS 1200, 1220, 1230, 1250, 1260, 1300 Prerequisite: NURS 1010, 1100, 1120, 1130 NURS 1260 Psych Nursing I 1.5 This nursing course explores simple needs and behaviors of psychiatric patients. Utilizing the nursing process, this course examines the roles and functions of the psychiatric nurse within the scope of the practical nurse. The course encourages the development of critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management, professional behavior and caring. This course introduces the student to interaction of the body mind, caring for clients with disorders specifically: somatoform, anxiety, mood, eating, chemically dependant, and organic metal syndromes. This course emphasizes the understanding of specific theories, differentiating types, medications, diagnostic criteria, community resources, assessment of relevant subjective and objective data, identifying appropriate nursing diagnosis, working with other health care disciplines/professionals to implement nursing interventions for the client, family processes and family therapies. Psychiatric experiences within the community will assist the student to explore psychiatric application based on the theoretical psychiatric concepts and classifications of the DSM IV criteria. Corerequisite: NURS 1200, 1220, 1230, 1250, 1300 Prerequisites: NURS 1010, 1100, 1120, 1130 NURS 1300 Entry into Practice I 2.5 This course is designed to prepare the student for entry into practice as a Licensed Practical Nurse. The course work encourages the development of critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management, professional behavior and caring. Includes an independent NCLEX review course, clinical experiences in various acute medical/surgical settings, and focused presentations about licensing requirements, employment trends, applying for a job, professional organizations, and issues and opportunities relevant to practical nursing. Corerquisites: NURS 1200, 1220, 1250, 1260 Prerequisite: Acceptance into Practical Nursing Program, NURS 1100, 1120, 1130 NURS 2000 Nursing Transitions 2.5 This course prepares an LPN not previously associated with Dixie State College Nursing for socialization from practical nursing to the associate degree registered nurse level. The course work encourages the development of critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management, professional behavior and caring. The clinical component emphasizes mastery of all PN level skills as taught by the Dixie State College Nursing Program. This course covers contents from NURS 1120, 1130, 1200, 1220, 1230, & 1250. It is required for all those students who did not take these courses at Dixie State College. This course must be passed with a minimum GPA of 2.7 in order to progress to the first semester of associate degree nursing courses. Prerequisite: Acceptance into the Associate Degree Nursing Program. NURS 2100 Medical/Surgical Nursing II 9.0 The advanced medical/surgical nursing course prepares the student to function within the scope of practice of the registered nurse. Focused theory and guided clinical experiences are organized with emphasis on more complex physiological and psychosocial needs of adult patients using the nursing process. The course work encourages the development of critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management, professional behavior and caring. Complex integrated care is provided for medical/surgical patients in the RN level of nursing. Clinical experiences include medical/surgical acute care units, home health, public health, and specialty clinical areas. Corerequiste: NURS 2010, 2120, 2130 Prerequisite: Acceptance into the Associate Degree Nursing Program. NURS 2120 Therapeutic Communications Lab for Nurses I 1.0 Tab B, Page 20 of 26 20 This nursing lab is designed to be taught in conjunction with corequisite: NURS 2100 Medical/Surgical Nursing II. It is written as part one of a two semester series and facilitates the practical nurse's understanding of more complex human relations and therapeutic communication concepts. Empowered via the development of more advanced relational and communication techniques, the practical nurse will be able to effectively resume the role of the registered nurse. Course concepts include advanced therapeutic communication skills: listening, assertiveness and accepting responsibility, care continually, mutual problem solving, human warmth, human interactions and evaluation of actions, respect for others, professional self expression congruent with thoughts and feelings, self disclosure, humor, and empowerment of clients via their own rights. Students will have the opportunity to implement and master these concepts, during the 180 clinical contact hours of the accompanying medical/surgical nursing course where students will be evaluated and graded on the development of therapeutic communication skills. 1 contact hour per week. Prerequisite: Admissions into the Associate Degree Nursing Program and NURS 1120, 1220-Parts I and II of Human Relations Lab of Nurses or BUS 1370- Human Relations. NURS 2200 Maternal/Newborn II 2.0 This course uses theory and guided clinical experiences to focus on meeting complex human needs of the family and newborn throughout the childbearing cycle. Emphasis is placed on roles of the registered nurse in caring for high risk adult/newborn patients during the antepartum, labor/delivery and postpartum periods, including facilitation and understanding of diagnostic testing. Clinical experiences focus on the high-risk client in the maternal/newborn setting. The course work encourages the development of critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management, professional behavior and caring. Corerequisite: NURS 2250, 2260, 2220, 2230, 2300 Prerequisite: NURS 1200 NURS 2220 Therapeutic Communications Lab for Nurses II 1.0 This nursing lab is designed to be taught in conjunction with corequisites: NURS 2200 Maternal/Newborn Nursing II, NURS 2250 Pediatric Nursing II, NURS 2260 Psych Nursing II, and NURS 2300 Entry into Practice II. Written as part two of a two semester series, this class continues the facilitation of the practical nurse's assumption of the role of the registered nurse. Course concepts include these advanced communication skills: effective questioning, assertively taking action, making requests for support, receiving and applying feedback, "letting go" to eliminate negative stress, (meditation and message) imagery to increase competence, setting and promoting work place goals, quality assurance, (positive self talk, team building) assertive, responsible communication with distressed, aggressive, unpopular client/peer, crisis management, team conflict, and accountability and delegation within the scope of the registered nurse. This course also introduces concepts and skills of therapeutic touch and cranial sacral therapy which emphasizes how communication via energy movement, currents, and vibrations affect self and environmental energy fields. This course explores diversity in relation to ethical and personal values, and teaches effective job search and interviewing skills as well as resume writing. Prerequisite: NURS 2120 NURS 2250 Pediatric Nursing II 1.0 This nursing course teaches theory and guided clinical experiences to focus on meeting complex human needs of the pediatric patient and their family using critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management skill and the nursing process. Professional behavior and caring will be emphasized. The role of the registered nurse is taught based on principles of growth and development, health promotion, and illness prevention. Classroom and clinical experiences focus on high risk illnesses and conditions that the nurse is likely to encounter while working with the children and their families in the acute care setting. Corerequisite: NURS 2200, 2220, 2230, 2250, 2300 Prerequisite: NURS 2100 NURS 2260 Psych Nursing II 1.5 During this course, complex needs and behaviors of the psychiatric client will be explored. Utilizing the nursing process, the course examines the roles and functions of the psychiatric nurse within the scope of the registered nurse. Course directs students to critical thinking, therapeutic communication, technical skills, leadership/management skills, effective time management, professional behavior and caring. The course work emphasizes the understanding psychiatric disorders, medications, diagnostic criteria, assessment of relative subjective and objective data, assessment, planning, implementation, evaluating of nursing interventions, and rehabilitation designed to specifically treat the psychiatric client. Emphasis is on the dynamics and theories behind psychopathological conditions, and the role of the nurse in the caring of patients with psychiatric disorders specifically: schizophrenia, sexual, personal, violence, abuse, Tab B, Page 21 of 26 21 suicide, self-destructive, co-dependence, crisis intervention, group process, group therapy, cultural considerations, legal issues, and community mental health issues as related to the classification of the DSM IV criteria. Corerequisite: NURS 2200, 2220, 2230, 2250, 2300 Prerequisite: NURS 2100 NURS 2300 Entry into Practice II 3.5 Theory and clinical preceptorship are designed to facilitate the student's transition into the role of the registered nurse. This course focuses on the synthesis and application of advanced nursing knowledge and skills. The care of the patients with complex health care needs are managed in collaboration with other health care practitioners as the student completes a 60-hour clinical experience with an RN preceptor in an acute care setting. This course includes a 24-hour independent NCLEX review course and focused on presentations regarding the role of the RN as a leader/manager. Corerequisite: NURS 2220, 2230, 2230 Prerequisite: NURS 2010, 2120, 2130 NURS 3100 Professional Nursing Roles 2.0 This course focuses on the transition to professional nursing role and responsibilities and explores the differences in ADN and BSN education and practice levels. The course explores the roles of the BSN nurse in the health care environment that includes: nurse educator, nurse leader, case manager, and community health nursing. NURS 3200 Health Assessment 3.0 This course focuses on the development of interviewing and physical assessment skills throughout the lifespan utilizing a holistic approach. The student will use critical thinking skills to evaluate assessment findings and differentiate between normal and abnormal variations. NURS 3300 Transcultural Nursing 3.0 This course will prepare professional nursing students to provide culturally sensitive and culturally competent care to individuals, families, and communities. The course will emphasize the importance of understanding cultural diversity in order to promote appropriate health promotion, disease intervention activities, and teaching strategies. The course will include self-evaluation, including biases and prejudices about other cultures and ethnic groups. NURS 3400 Nursing Informatics 3.0 This course provides an introduction of informatics to nursing practice, education, research, and administration. The course explores how informatics systems can be utilized to assist in providing more efficient and effective client care. Hardware, software, databases, new developments and associated legal and ethical issues are addressed. NURS 3500 Basic Spanish for Nursing 1.0 This course is an introduction to basic Spanish phrases and medical terminology. NURS 3600 Nursing Research 3.0 This course will introduce quantitative and qualitative research concepts, methodology, and techniques. The course will address the scientific approach, preliminary steps in research design, measurement and data collection, analysis of data, and critiquing. This course will emphasize the relationship between research and the practice of professional nursing. NURS 4020 Community Health Nursing 6.0 This course prepares the baccalaureate student to function within the scope of professional nursing practice in the care of individuals, families, and groups in the community. In this course emphasis is placed on family assessment, community assessment, health promotion, health maintenance, and disease prevention. The past, present and future community service trends are explored and analyzed. NURS 4040 Nursing Leadership Management 5.0 This course explores the role of the professional nurse as a leader and manager of patient care. Students will explore strategies, processes and techniques of the nurse leader and manager. Theories and principles of leadership and management and their application to the professional nursing role will be addressed. Tab B, Page 22 of 26 22 NURS 4041 Nursing Leadership Management Clinical 2.0 This clinical experience will allow the student based on the application of critical thinking processes to apply the theories and principles of leadership and management in practice. The course will provide a variety of leader and manager role experiences in multiple clinical settings. NURS 4030 Nursing Policy and Ethics 3.0 This course addresses policy development, political influences and power, and nursing's involvement in the policy-making process. Legislation past and present is examined and analyzed. Ethical theories, frameworks, and the process of ethical inquiry are explored as a basis for professional nursing practice, education, research, and decision-making. NURS 4200 Concentration Elective 4.0 This course will allow the student to select a clinical area of interest and have an intensive didactic and clinical experience. The clinical component will focus on leadership and/or advanced clinical skills. NURS 4100 Senior Seminar 2.0 This course synthesizes all previously learned knowledge and integrates the concepts of critical thinking, leadership and management, policy and ethics, cultural competence, and professional practice. The course will apply these concepts through the use of case studies, presentations, and written assignments. BIOL 4400 Pathophysiology 4.0 Introduction to pathophysiological etiology and mechanisms that cause disease and altered organ and organ systems functioning throughout the lifespan. Tab B, Page 23 of 26 23 Appendix B Appendix B - Program Schedule Fall NURS 3100 Professional Nursing Roles 2 BIOL 4000 Pathophysiology 4 NURS 3300 Transcultural Nursing 3 General Ed Oral/Amer. Institutions 3 TOTAL 12 Spring STAT 2040 Intro to Statistics 4 NURS 3200 Health Assessment 3 NURS 3400 Nursing Informatics 3 General Ed Oral/Amer. Institution 3 TOTAL 13 Summer NURS 3600 Nursing Research 3 TOTAL 3 Fall NURS 4020 Community Health Nursing 6 NURS 4040 Nursing Leadership and Management 5 NURS 4041 NL&M Clinical 2 TOTAL 13 Spring NURS 4200 Concentration Elective 4 NURS 3500 Basic Spanish of Nursing Prof 1 NURS 4030 Nursing Policy and Ethics 3 NURS 4100 Senior Seminar 2 TOTAL 10 TOTAL PROGRAM CREDITS 51 Proposed Concentration Electives: Emergent and Critical Care Nursing Nursing Case Management Peri-Operative Nursing Maternal Child Nursing Tab B, Page 24 of 26 24 Appendix C Faculty Nursing Administration: Kevin D. Tipton, MN, RN Director of Health Sciences Sabrina Friedman, PhD, MSN, RN, FNP Director of Nursing Nursing Faculty: The nursing faculty at Dixie State College of Utah are academically and experientially qualified and are appropriate to provide the academic rigor of a baccalaureate program. Jan Call, MSN, RN EdD degree in progress, expected completion 2005 Dixie State College of Utah 1999-present Current Rank: Assistant Professor Previous Positions: • ED Staff Nurse -Dixie Regional Medical Center • Nurse Manager - IHC TeleHealth Services • Case Manager - University of Utah Health Sciences Medical Center • Educator - LDS Hospital • House Supervisor - CottonWood Hospital Medical Center • Heart Transplant Coordinator - LDS Hospital • Team Leader/Scrub Nurse in Surgery - LDS Hospital • Staff RN in the Shock Trauma ICU - LDS Hospital • Staff RN in Pediatrics - Cottonwood Hospital Medical Center Area of Specialization: Critical Care and Medical Surgical Carole Grady, MSN, WHC NP, RN EdD degree in progress, expected completion 2005 Dixie State College of Utah 2001-present Current Rank: Assistant Professor Previous Positions: • Clinical Associate/Instructor - University of Rochester School of Nursing • Nurse Practitioner in OB/GYN - Strong Health, NY • Nurse Practitioner in OB/GYN - Ambulatory Woman's Health Service, NY • Staff Nurse in High Risk Obstetrics - Strong Memorial Hospital, NY • Staff Nurse in the Cardiac Catheterization Lab - Strong Memorial Hospital • Assistant Nurse Manager in the Neonatal Intensive Care Unit - Strong Memeorial • Staff Nurse in the Neonatal Intensive Care Unit - Strong Memorial Hospital, NY Area of Specialization: Maternal/Newborn, Medical Surgical Nursing, Women's Health Sabrina Friedman, PhD, MSN, RN, FNP Dixie State College of Utah 2002-present Director of Nursing Current Rank: Assistant Professor Tab B, Page 25 of 26 25 Previous Positions: • Family Nurse Practitioner/Site Manager of CCHD School-Based Health Center - Clark County Health District, NV • Manager of Family Planning/STD, Laboratory and Addiction Treatment Clinics - • Clark County Health District, NV • Family Nurse Practitioner - Huntridge Teen Clinic and ACI Pediatrics, NV • Faculty, Department of Nursing - University of Nevada, Las Vegas • Adjunct Faculty in Pediatrics - Community College of Southern Nevada • Director of Nursing/Manager of Clinical Services - Community Health Centers of Southern Nevada • Clinical Instructor in Community Health Nursing - University of Southern California, Department of Nursing • School Nurse - Moreno Valley Unified School District, CA • Director of Nursing - Personal Care Home Health Services, CA • Nurse Manager - Kangaroo Kids/Care Visions, CA • Staff Nurse in the Neonatal Intensive Care - Parkview Community Hospital, Loma Linda University Medical, Cedars Sinai Medical Center, CA Area of Specialization: Pediatrics, Women's Health, NICU/ Newborn, Nursing/Healthcare Administration Claudia Rock, MSN, RN Dixie State College of Utah 1999-present Current Rank: Assistant Professor Previous Positions: • Associate Professor - Weber State College • Associate Professor - Salt Lake Community College • RN Therapist - Self Employed Practice~With These Hands • Director of Nursing/Staff Nurse - Rocky Mountain Home Care • Direct Care Nurse - IHC Home Care, IHC Hospice • Coordinator of Education - Jordan Valley Hospital • Staff Nurse in Psychiatrics - Creekside Home Care & CPC Olympus View • Staff RN - Cottonwood Hospital • RN Staff/Coordinator in the OR - Eye Institute of Utah • Staff RN - St. Marks Hospital Area of Specialization: Psychiatric Nursing, Nursing Communication, Complimentary Healing, Medical Surgical Nursing Betty Stokes, MN, RN Dixie State College of Utah 2001-present Current Rank: Assistant Professor Previous Positions: • Nursing Instructor - College of Eastern Utah • Case Manager - St. Luke's Regional Medical Center, ID • Supervisor, Clinical Management Services - First Health • Staff RN in Medical/Surgical - LDS Hospital • Staff RN in Medical/Surgical - Holy Cross Hospital Area of Specialization: Medical Surgical Nursing, Case Management Tab B, Page 26 of 26 26 Kevin Tipton, MN, RN Director, Health Sciences 1996-present Current Rank: Assistant Professor Previous Positions: • Associate Professor - Utah Valley State College, Nursing Department • Nursing Instructor - Brigham Young University • Staff RN in the Emergency Department - IHC Dixie Regional Medical Center • Staff RN in the Emergency Department - IHC Utah Valley Regional Medical Center • Staff RN in Rehabilitation - IHC Rocky Mountain Rehabilitation • Staff RN in Orthopedics and Neurology - IHC Utah Valley Regional Medical Center Area of Specialization: Emergency, Orthopedics, Rehabilitation Tab C, Page 1 of 1 MEMORANDUM December 3, 2003 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Consent Calendar: Academic, Applied Technology, and Student Success Committee The following request has been submitted by Southern Utah University for consideration by the Regents on the Consent Calendar of the Academic, Applied Technology, and Student Success Committee: Southern Utah University Reinstate a Minor in Finance Request. SUU requests approval of the Board of Regents to reinstate a Minor in Finance that was discontinued in the year 2000 as part of the University's comprehensive program review and prioritization process. As part of this review process, University officials report that this Minor was inadvertently dropped in name only and that the courses in the finance curriculum and the major are still in place. As SUU is in the process of producing their 2004 Catalog, the School of Business wishes to again describe the Minor in Finance along with the major, as a result of increased student interest. Finances and Institutional Impact. Since the major and all courses for the degree in finance are still in place and operational, no courses will change, no additional funding or resources are required, and the only issue at stake is authorization to publish requirements for the Minor as an approved option for students. There will be no financial impact on the institution. It is a labeling issue to correct an inadvertent deletion during the earlier program review process at the University. Commissioner's Recommendation It is the recommendation of the Commissioner that the Regents approve the request from Southern Utah University to reinstate the Minor in Finance as presented on the Consent Calendar of the Academic, Applied Technology, and Student Success Committee. REK/DAC Richard E. Kendell, Commissioner Tab D, Page 1 of 27 MEMORANDUM December 3, 2003 TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Revisions to Policy R401, Approval of New Program, Program Changes, and Discontinued Programs Issue R401 was approved on May 30, 2003. Though this policy has yet to be implemented, it has been revised to include all information needed to develop program proposals for review and approval. The basic content has not been changed but a summary of the content of the Letter of Intent has been added to the front of the policy and references to the moratorium have been removed. Background The Board of Regents voted on July 20, 2002, to place a moratorium on the approval of new programs as an important action to help Utah colleges and universities address financial conditions within the state. Due principally to the implementation of the moratorium, the new procedures of R401 have yet to be employed in the program approval process. As specified in R401 the Letter of Intent (LOI) is sent by the USHE institution to the Commissioner's Office. The Program Review Committee (PRC) receives and reviews the LOI to determine if the full program proposal should be prepared or if the institution should reconsider offering the program. To clarify the LOI's purpose, a summary of its content has been added to the front of R401. The content required in the Letter of Intent includes the previous "Exceptions to the Moratorium." The accreditation exception, previously found in the "Exceptions to the Moratorium," is not included as this would apply to a limited number of programs. Programs seeking accreditation would automatically include this information in the proposal. Additional language has been added to R401. The Chief Academic Officers have been developing common definitions for several terms their institutions use to describe program offerings. Primary among them is the term "emphasis" which is used inconsistently among institutions. Agreement on its definition and use will bring consistency across the system. This language has been inserted at the appropriate places in R401. Commissioner's Recommendation Tab D, Page 2 of 27 This policy change is intended for discussion only at this meeting. Comments from USHE will be important and may require some further revisions. The intent is to make R401 the official process for all future program approvals. Richard E. Kendell, Commissioner REK/DDW Attachment Tab D, Page 3 of 27 3 R401, Approval of New Programs, Program Changes, and Discontinued Programs (November 24, 2003) R401. Summary on Program Review Committee (PRC) process: R401 provides procedures and guidelines for Board of Regents approval and notification of new programs and programmatic and administrative changes in academic and applied technology education programs. Leadership at the institutions should work within their campus to insure that a thoughtful, selective institutional prioritization and review process is in place for all program changes. Each institution should insure that programs sent for approval have been through an institutional prioritization process that results in a limited number of Letters of Intent coming forward for review. As Letters of Intent are reviewed, emphasis will be placed on the following criteria (see 6.1.3). 1. Description of program: A brief description of the program to include information on current faculty preparedness to deliver the new program. 2. Market/student demand: Specific data on market demand or the utility of the degree, and hiring patterns including local, state and national trends (long term market needs and numbers to be included.) Student demand with expectations and preparation for the program to be identified. 3. Source of funding: five year budget projections, including all sources of funding to include grants, donations, etc. If internal reallocation is to be made, state which programs will be adjusted to support the proposed program and the anticipated amount of funding from each reallocation. Specific figures are needed. 4. Mission fit: Is the program within the current R312 description for the institution? 5. Current availability of similar programs already offered in the USHE: Identify similar program already approved and functioning in USHE institutions and justify why the program is needed. Include any specific needs this program will meet. Identify any articulation or collaboration with other USHE institutions, including supportive statements if appropriate. Duplication within the USHE system must be justified. 6. Institutional priority: as institutions are to be selective regarding the program proposals submitted, what priority does the institution place on this program as evidenced by its support and focus in moving this program proposal forward at the expense of other programs. 7. Exceptional program: a program that is meritorious based on its content, population served and extraordinary demand. Tab D, Page 4 of 27 4 R401-1. Purpose To provide guidelines and procedures for Board approval and notification of new programs and programmatic and administrative changes in academic and applied technology education programs. In addition, this policy includes notification of discontinued programs and other program-related items that institutions shall provide to the Office of the Commissioner. R401-2. References 2.1. Utah Code §53B-16-102, (Changes in Curriculum) 2.2. Policy and Procedures R220, Delegation of Responsibilities to the President and Board of Trustees 2.3. Policy and Procedures R315, Service Area Designations and Coordination of Off-Campus Courses and Programs 2.4. Policy and Procedures R355, Planning, Funding, and Delivery of Courses and Programs via Statewide Telecommunications Networks 2.5. Policy and Procedures R411, Review of Existing Programs 2.6. Utah Code §53B-16-102 (Continuing Education and Community Service R430) 2.7. Policy and Procedures R465, General Education 2.8. Policy and Procedures R467, Lower Division Major Requirements R401-3. Summary of Process. Institutions submitting program proposals for the Action Calendar, the Consent Calendar, and the Information Calendar shall adhere to the processes described in the flow charts found in Appendixes A, B, and C. R401-4. Programs Requiring Board Consideration. Programs inclusive of those in R401-4 will have undergone institutional review and been approved by the institutional Board of Trustees prior to submission to the Office of the Commissioner. A definition follows each item. 4.1. Action Calendar. Programs placed on the Action Calendar require Board approval upon recommendation of the Academic, Applied Technology and Student Success Committee (See R401-9.1 for Template for Letter of Intent). The following programs, including incubated programs in any of the following categories, require action by the Board: 4.1.1. New Certificates of Completion and Diplomas. A coherent sequence of courses 30 credit hours or 900 clock hours or greater, with general education requirements. These certificates are designed for entry-level employment or subsequent completion of an associate degree. For certificates developed in rapid response to business and industry, refer to Fast-Track, R401-7. 4.1.2. New Associate of Arts and Associate of Science Degrees. Programs of study primarily Tab D, Page 5 of 27 5 intended to encourage exploration of academic options, provide a strong general education component, and prepare students to initiate upper-division work in baccalaureate programs or prepare for employment. A minimum of 60 and a maximum of 63 credit hours, which include 30 to 39 credit hours of general education course work, and other requirements as established by USHE institutions, are required for completion of an associate degree. The Associate of Arts Degree may have a foreign language requirement. Based on compelling reasons, exceptions to the maximum credit hour requirement may be granted by the Board. Sub-Unit Designation: (Pre Major programs) The term "Pre Major" will be used in describing the components of the Associate of Arts/Associate of Science Degrees that are designed to prepare students for upper-division work. The use of the term "Emphasis" will be discontinued as a sub-unit of an AA or AS Degree. Requirement: A "Pre Major" designation requires formal articulation agreements between the two-and four-year programs. The program outline (advising sheet) should clearly designate courses that will transfer to a four-year program and courses that are elective in nature. The collection of courses within these degree programs must have articulation agreements between the two-year and four-year institutions on the courses that will transfer to a four-year major program. The two-year and four-year faculty should work together to designate >support courses= that do not transfer directly to the four-year Major but provide preparatory experience for a specific Major. These courses will count as electives. (The term "Pre Major" will also apply to preparatory, lower-division courses offered at the four-year institutions. These courses should be the same or similar to those offered by the two-year programs.) 4.1.3. New Specialized Associate - Associate of Pre-Engineering (APE Degree). Programs of study which include extensive specialized course work intended to prepare students to initiate upper-division work in baccalaureate programs. A minimum of 60 and a maximum of 63 credit hours, which include a minimum of 28 credit hours of preparatory, specialized course work, general education requirements that are less extensive than in AA or AS Degrees, and other requirements as established by USHE institutions, are necessary for completion of the degree. Because students do not fully complete an institution's general education requirements while completing a specialized associate degree, they are expected to satisfy remaining general education requirements in addition to upper-division baccalaureate requirements at the receiving institution. Sub-Unit Designation: The term "Major" refers to the discipline in which the degree resides. Requirement: Specialty Associate Degrees require Regents= Approval. These specialty Regent-approved Associate Degrees may be either a specific Major or articulate to specific four-year Majors, such as the APE and the AS Business. Generally, the latter programs are articulated from two- to four-year majors system-wide. Tab D, Page 6 of 27 6 4.1.4. New Associate of Applied Science Degrees. Programs of study intended to prepare students for entry-level careers. A minimum of 63 and a maximum of 69 credit hours are required. Additionally, general education requirements that are less extensive than in AA or AS Degrees and others, as established by USHE institutions, are required. Based on compelling reasons, exceptions to the maximum credit hour requirement may be granted by the Board. Sub-Unit Designation: The term "Major" refers to the discipline in which the degree resides. The Major may be made up of one or more "Emphasis" to describe the sub unit of the Associate of Applied Science and the Associate of Applied Technology programs. Requirement: AAS and AAT Degree Programs may have collections of courses within the Major called "Emphasis" that would require approval by the Regents. "Emphases" will be considered essential to the academic integrity of the Regents=- approved degree program. All >Emphases= that are added to existing, approved AAS and AAT degrees must come forward as Action Items on the Regents= agenda. 4.1.5. New Associate of Applied Technology (AAT) Degrees. Programs of study intended to prepare students for entry-level careers. The AAT Degree is competency-based and offered on an open-entry/open-exit basis. A mastery of a series of identified competencies, general education course work that is less extensive than in AA and AS Degrees, and other requirements as established by the Utah College of Applied Technology, regional boards, and program advisory committees, are necessary for completion of the degree. The average time to completion of the AAT Degree should fall within a range of 1890 to 2070 clock hours; however, open-entry/open-exit, competency-based instructional delivery allows students to complete their course of study at their own pace. Like the AAS Degree, the AAT Degree is designed to prepare students for direct entry into the workforce; however, the AAT Degree may also transfer directly into Bachelor of Applied Technology (BAT) Degree programs. 4.1.6. New Bachelor of Arts, Bachelor of Science and Professional Bachelor Degrees. Programs of study including general education, major course work, and other requirements as established by USHE institutions and accreditation standards. Credit requirements include completion of a minimum of 120 and a maximum of 126 credit hours. However, some professional Bachelor Degrees, such as the Bachelor of Business Administration or Bachelor of Fine Arts, may have additional requirements. Other disciplines such as engineering and architecture may exceed the minimum of 120 credit hours in order to meet accreditation requirements. Based on compelling reasons, exceptions to the maximum credit hour requirement may be granted by the Board. Sub-Unit Designation: The term "Major" refers to the discipline in which the degree resides. Requirement: These Regent-approved programs may have various collections of courses within the degree which are called "Emphases" or "Specializations." (Typically, >Specializations= tend to be part of a graduate degree program.) Such collections of courses usually were approved by the Regents at the time the degree program was approved. New AEmphases" within the approved degree program that are outside of the thrust of the original Regent-approved program must come before Tab D, Page 7 of 27 7 the Regents= as an Action Item. Collections of courses that retain the academic integrity of the approved degree program need not come before the Regents for approval. (Minors and Stand-alone Minors are addressed in R401 under Majors: 4.1.6.1. and Stand-alone Minors: 4.3.5.) 4.1.6.1. Major. A sequenced set of courses within a Bachelor's Degree program that comprises study in an academic discipline. The Major is listed on the graduate credential and signifies that the recipient possesses the knowledge and skills expected of graduates in the discipline. (Minor courses/programs within approved degree programs will be reviewed only by institutional Boards of Trustees and submitted to the Commissioner's Office.) 4.1.7. New Master's Degrees. Graduate-level programs of study requiring a minimum of 30 and maximum of 36 credit hours of course work beyond the bachelor's degree, and other requirements as established by USHE institutions and accreditation standards. Professional master's degrees such as the Master's of Business Administration or Master's of Social Work may require additional course work or projects. Specialized professional master's degrees typically require additional course work. Based on compelling reasons, exceptions to the maximum credit hour requirement may be granted by the Board. 4.1.8. New Doctoral Degrees. Graduate-level programs in an advanced, specialized field of study requiring competence in independent research and an understanding of related subjects. 4.1.9. New K-12 School Personnel Programs. Endorsement and licensure programs for teacher education, counselors, administrators, and other school personnel and which are within existing major degree programs previously approved by the institutional Board of Trustees and the Board of Regents. These programs adhere to an approval process which requires the following steps: review by the Office of Academic Affairs, the Chief Academic Officers, appropriate officials and faculty from USHE colleges and schools of education, and the Program Review Committee (PRC); review and approval by the Board. Institutionally-approved proposals may be submitted to the EDAC once they have been reviewed by the Office of Academic Affairs, CAOs, colleges and schools of education faculty and officials, and the Program Review Committee. Program proposals are then reviewed by the EDAC, which is advisory to the Board of Regents and the State Board of Education. Following its review, the EDAC may recommend approval to both boards, which have the final approval authority. 4.2. Consent Calendar. Board Consent, which follows approval of the Academic, Applied Technology and Student Success Committee, is required for significant program and administrative changes. (See R401-9.3 for Template for program submission). The following items require consent of the Board: 4.2.1. Reinstatement of Previously Eliminated Administrative Units and Instructional Programs. 4.2.2. Discontinuation of Instructional Programs. The following criteria should be used to guide the review of programs for discontinuation and attendant reductions in personnel or funding prioritization. 4.2.2.1. Maintain Consistency with Institutional Mission and Roles. Review necessity of Tab D, Page 8 of 27 8 program continuation for the centrality or essence of the institution's role and mission. 4.2.2.2. Demand. Assess student demand as well as workforce and employer needs. Use program reviews to assess ongoing relevance and avoid continuing programs that may be antiquated. Identify placement and success of students in the work force. 4.2.2.3. Duplication. Consider unnecessary duplication of programs within the System, particularly programs that may be high cost and/or low producing. 4.2.2.3.1 System Coordination. Consider the statewide impact of discontinuing the program, and identify opportunities for establishing the program at another USHE institution. 4.2.2.4 Program Costs. Examine relative costs and anticipated savings from program reduction or deletion, and the comparative advantage of reallocating resources to other priorities in order to maintain student access as much as possible. Public service, institutional support, academic support and other operating areas should absorb a share of the burden. 4.2.2.4.1. Factors Affecting Short-term Cost Savings. The discontinuation of a program at a USHE institution does not produce an immediate financial savings nor reduction in personnel. It is the cost saving in the long term, which is beneficial to an institution. For example, faculty teaching in the program are not terminated immediately, but based on their hiring status (tenured or non-tenured) must be given the appropriate length of notification and they also must work with students to help them complete the program. Facilities still require maintenance and are generally absorbed by other programs resulting in no reduction in costs to the institution. Student FTE will be decreased as programs are discontinued. 4.2.2.5. Program Quality. Assess quality of the program as measured by the success of its graduates, reputation of faculty, and employer/community acceptance. 4.2.2.6. Enrollment Management and Institutional Capacity. Consider institutional enrollment management policy, limited access at the institution, upper division access, or caps within given majors. 4.2.2.7. Economic Stimulus and Recovery. Protect programs vital to economic stimulus and recovery. 4.2.2.8. Long-term Impact. Examine potential long-term impact of program discontinuations. 4.2.2.9 Role of Decision Makers. Through the process of determining which programs should be considered for possible discontinuation it is intended that the decisions should be made at the local campus in consultation with the Commissioner's Office regarding unnecessary duplication of programs. Those closest to the situation can best understand the multitude of ramifications involved in such a critical decision. 4.2.2.10. Treatment of Students. Students currently admitted to the program will be given a way to complete the program. This may require the enrollment of students at other institutions of higher education or that courses be taught for a maximum of two years after discontinuation of the program. All students must be given the opportunity to complete their program within a reasonable Tab D, Page 9 of 27 9 amount of time. 4.2.3. Reports Requested by the Regents on Approved Programs. Reports requested by the Regents at the time of Board approval must be submitted in the time frame as requested. Reports may be requested every year for the first three years the newly approved program is in operation. Or reports may be due within two years of the commencement of the newly approved program (see 6.4.1). These reports should be sent to the Office of the Commissioner for review by the Academic Affairs staff. Once the report has been reviewed, it will be forwarded to the Board, the report will be placed on the Consent Calendar. The Regents are likely to request that the reports include program admission criteria, enrollment data, demographic data on the enrolled students, employment information and assessment processes. The Regents may request that other elements be included in the reports. 4.2.4. Out of Service Area Delivery of Approved Programs. Programs which require substantive change notification to the regional accreditation organization and/or are offered outside of the institution's designated service area. 4.2.5. Permanent Approval of Centers, Institutes, or Bureaus. Administrative entities which perform primarily research, instructional, or technology transfer functions, and are intended to provide services to students, the community, businesses, or other external audiences, or to obtain external funds. 4.2.5.1. Temporary Approval and Temporary Sources of Funding. Requests to establish centers, institutes, bureaus, or other administrative entities which perform a primarily research, instructional, or technology transfer function, and are intended to provide external services and/or obtain external funds. 4.2.5.2. Modest Effort/Consistent with Roles/Affiliation/Three Year Limit. Institutions may seek temporary approval from the Commissioner for a center, institute, or bureau which is being established on an experimental or pilot basis. The Commissioner will evaluate and approve requests for temporary approval on the basis of the following criteria and conditions: 4.2.5.3. Temporary Source of Funds. Funding support is from temporary, non-public resources or from temporary institutional reallocation within a limited time frame. 4.2.5.4. Relatively Modest Effort. The proposed change requires a modest effort in terms of staff and space needs, normally with no permanent staff or no permanent facility assignment 4.2.5.5. Consistent with Role. The activities involved are consistent with established institutional mission and role assignments. 4.2.5.6. Affiliation with Existing Program or Department. The administrative entity involved has programmatic affiliation with an existing academic program or department. 4.2.5.7. Three-year Limit. Temporary approval of centers, institutes, etc., may be granted for a period no longer than three years, after which an institution must request approval of the Board. 4.2.6. Certificates of Completion in which Instruction is Provided by an Outside Vendor and Tab D, Page 10 of 27 10 Requires Accreditation Review. The institution offers Certificates of Completion, credit or non-credit, for instruction provided by an organization outside of the USHE. 4.2.7. Non-credit Certificates Eligible for Financial Aid. Non-credit certificates that do not fit the definition in 4.1.1 but that are eligible for financial aid. 4.3. Information Calendar. Program Additions or Changes Requiring Notification on the Board's Information Calendar. Board notification is required for changes to programs and administrative units (see Template R401-9.4.1), institutional program reviews (see Template R401- 10.1), and programs under development (see Template R401-11.1). 4.3.1. Transfer, Restructuring, or Consolidation of Existing Programs or Administrative Units. 4.3.2. Name Changes of Existing Programs. 4.3.3. Institutional Program Review Report (see R411 and Template R401-10.1). 4.3.4. Programs under Development (see Template R401-11.1). 4.3.5. Stand-alone Minors. A coherent collection of courses, related to one another, that is not part of a previously approved Major or degree program. (Submission: as they are approved or eliminated by institutional Board of Trustees.) 4.3.6. Interdisciplinary Minors. A coherent collection of courses, related to one another, from previously approved Majors or programs. R401-5. Information to be Provided to the Office of the Commissioner. The USHE institutions shall submit to the Commissioner's Office the following items: 5.1. An annual list of scheduled program reviews, as defined in R411 including date of review. (Submission: September) 5.2. An annual list of credit and non-credit certificates not meeting the definition as defined in R401-4.1.1. (Submission: December) 5.3. A list of new Minors that are part of a degree or Major program, as they are approved by institutional boards of trustees. (Submission: as they are approved) R401-6. Procedure for Submitting New Program or Program Changes for Board Approval 6.1. New Program and Program Changes as specified in the Action Calendar, R401-4.1. The process for the approval of new programs includes the submission of a Letter of Intent and the subsequent submission of a formal proposal to the Board of Regents. To help insure quality, institutions may wish to enlist the assistance of external consultants in developing the proposed program. Typically, applied technology education programs relate directly to the requirements of business and industry. Thus, programs submitted in this area should have the benefit of consultation from a program advisory committee regarding: (1) curriculum, including specific outcome-based competencies; (2) desired level of faculty qualifications; and (3) equipment and Tab D, Page 11 of 27 11 laboratory requirements. 6.1.1. Letter of Intent. Institutional Chief Academic Officers will submit a Letter of Intent electronically for each new program proposal to initiate the Regents' program approval process. The template provided in R401- 9.1 will be used for the Letter of Intent. (Fast-Track programs refer to R401-7. ) 6.1.2. Staff and Chief Academic Officers (CAO) Review. USHE staff will review the Letter of Intent to assure that it is complete and provide comments to enhance its acceptability. Incomplete letters will be returned to the institution with suggestions. When Letters are determined to be complete, the Office of the Commissioner will forward the Letter to the CAOs at all USHE institutions for review and comment. Within two weeks, the CAOs will identify issues related to the information provided in the Letter of Intent, including those that impact their institutions and/or programs, program quality, and other issues the CAOs believe to be pertinent. These comments will be sent electronically to the Commissioner's Office and to all USHE institutions. If no concerns are raised by Commissioner's staff or any institution, the Commissioner's staff will recommend to the Program Review Committee (PRC) (see R401-6.1.3.) that the program proposal is ready to be placed on the next Regents' agenda. The PRC may either accept or reject the staff's recommendation based upon its review. If the PRC accepts the recommendation, the proposing institution will prepare a full proposal in a timely manner so that it may be included on the subsequent Regents' agenda. 6.1.3. Submission to Program Review Committee (PRC). Once the proposing institution addresses issues raised by the CAOs, the revised Letter of Intent and institutional issues that have and have not been resolved will be forwarded for review by the Program Review Committee (PRC). The role of the PRC is to assess the proposal based upon six elements: 6.1.3.1. description, 6.1.3.2. market/student demand, 6.1.3.3. source of funding, 6.1.3.4. mission fit, 6.1.3.5. current availability of similar programs already offered in the USHE 6.1.3.6 institutional ranking according to the priorities of the submitting institution. 6.1.3.7. Confidential information may be submitted to the Commissioner under seal. (See Letter of Intent Template R401-9.) The PRC will review the Letter of Intent and accompanying information, raise questions, and request additional information as appropriate, including a request for a consultant to review the proposed program and surrounding issues. In this case, the proposing institution will provide to the Commissioner's staff a list of appropriate consultants. The staff will contact one of the consultants and arrange for the review. Once the consultant's report has been completed, it will be made available to the PRC, proposing institution, and the CAOs. As programs are reviewed, additional individuals, such as institutional representative(s) appointed by the CAO, and Commissioner's staff, may meet with the PRC. A member from the institution's Tab D, Page 12 of 27 12 Board of Trustees also may be included. 6.1.4. Preparation of the Full Proposal. After the review process has been successfully completed, the proposing institution will develop a full proposal. The full proposal will follow the template in R401-9.2. and address issues raised by the CAOs and PRC. 6.2. Timetable for Submittal. Following the Letter of Intent review process, proposals will be submitted to the Commissioner's Office of Academic Affairs electronically, according to the annual schedule prepared by the Associate Commissioner for Academic Affairs, approximately two months before the date of the Regents' meeting when the proposal would be on the Regents' agenda for the first time. At the same time, the proposing institution's CAO will circulate the proposal to all USHE CAOs for review and evaluation. Once a proposal is evaluated by appropriate faculty at the other USHE institutions, comments and suggestions will be sent electronically to the Commissioner's Office and all CAOs at least one week prior to the CAO meeting where all proposals are discussed. The proposing institution will be responsible for addressing these concerns and any others in written communication electronically sent to the Commissioner's staff and all CAOs. If deemed necessary, the Office of Academic Affairs may request reviews from external evaluators. 6.3. Council of Chief Academic Officers (CAOs). The Council of Chief Academic Officers will meet prior to the Council of Presidents' and Regents' meetings. This meeting is for the purpose of discussing institutional proposals on the basis of comments submitted by other USHE institutions, any external reviews that have been conducted, initial evaluation from the Office of Academic Affairs, and comments from the PRC. This discussion will be reported to the Council of Presidents and considered by the Commissioner's staff in preparing materials and recommendations for the Board's agenda. The Commissioner's review for the Board will address not only the readiness of the institution to offer the program and the need for the program, but also the impact of the program on other USHE institutions. 6.4. Board of Regents Consideration. Program proposals that have been reviewed according to the procedures described in R401-6. are placed on the Board agenda for consideration by the Regents. The Board's Academic Applied Technology and Student Success Committee reviews proposals for new programs or program changes and recommends action to the Board. The Board then takes action on the proposed program during the meeting of the Committee of the Whole. 6.4.1. Two-year Review of New, Approved Programs. Institutions with approved programs will be responsible for submitting a two-year report to the Commissioner's Office based upon quality indicators determined by the proposing institution and the Board. This report will appear on the Consent Calendar (R401-4.2.3). 6.5. Votes for Approval. All new certificates of completion, diplomas, associate, and bachelor degree programs must be approved by a majority vote of the Board members in attendance. All new master's and doctoral degree programs require at least a two-thirds majority of the members in attendance to be approved. Tab D, Page 13 of 27 13 6.6. Budgetary Considerations Separate from Approval. Program approval by the Board consists only of authorization to offer a program. Budget requests necessary to fund the program shall be submitted separately through the regular budget process. R401-7. Fast-Track Programs. 7.1. Fast-Track Program Approval Procedure. If programs meet the requirements in R401- 4.2.6. and the Commissioner has previously approved the institution's internal program development and approval process, the Commissioner may approve the program, effective immediately. To request approval, the proposing institution will submit a Letter of Intent to the Commissioner's Academic Affairs Staff. The Commissioner will respond within 15 working days and will place the program on the Consent Calendar of the next Board meeting. Fast-Track programs do not require institutional ranking. Certificates of completion, as defined in R401.4.1.1. will ordinarily be submitted on the Regents' Action Calendar. These certificates, by nature, require more extensive curriculum development and review which should allow sufficient time for submission under the regular review procedure. Letters of Intent for certificates of completion, if submitted for fast-track approval, must contain information specifically addressing why rapid response, as provided through the fast-track process, is necessary. 7.1.1. Two Year Review of Programs Approved through the Fast-Track Procedure. Institutions operating programs approved through the fast- track process must submit a report to the Commissioner's Office two years from the date that the program is implemented, outlining the continued viability of the program in terms of enrollment, student outcomes, budget and regional business and industry need (see Template R401-11.1). R401-8. Programs Under Development/Consideration 8.1. Advance Information. Each institution shall submit to the Commissioner's Office of Academic Affairs an updated matrix of programs under development or consideration that may be brought to the Board for formal approval during the next thirty-six months. A compilation of this information will be included on the Information Calendar of Board of Regents' agendas. These planning documents will provide Regents with a continuously updated, system-wide view of the programs that may be brought to them for approval. 8.1.1. Two Time Periods. The information is presented in matrix format and includes two time periods: The first matrix provides information for a twelve-month period beginning with the month of the current Board agenda. The second matrix provides information for a subsequent 24-month period. 8.1.2. Information Updates. The information in each matrix is to be updated whenever the status of a program changes or a new program is being considered. This provides the Board ongoing information, for a thirty-six month period, regarding the status of programs as they progress through the institutional review process. Updated matrices should be submitted to the Commissioner's Office of Academic Affairs on the submission schedule for Board of Regents' agendas. Once a program has been approved by the Board, or is no longer under consideration at an institution, it should no longer appear in the matrix. Tab D, Page 14 of 27 14 8.2. Matrix. In accordance with the existing program review schedule set by the Commissioner's Office, institutions will provide updated information to the Academic Affairs Office for programs under development or consideration. Changes to the matrix can be submitted electronically. The matrix will appear in the Information Calendar on the Board agenda. R401-9. Template for Submitting Program Proposals. The templates request information and provide the format to be used when submitting program proposals for review and Board action. (Please use Ariel Narrow 12 point font.) 9.1. Template for Submission of Letter of Intent 9.1.1. Program Description. Present a short description of the program. Include information on current faculty preparedness to deliver a quality program. 9.1.2. Market and Student Demand. Provide specific data on market and student demand for the program, including how the program will function if market demand changes. Include information regarding employment opportunities both in and out of state. Indicate student demand for the program. If there is evidence of urgent need in the business and industry communities, provide appropriate details. 9.1.3. Budget. Provide specific budget information for five years, including the source of funding, and specify if enrollment growth funding is to be used. If internal reallocation is to be made, state which programs will need to be adjusted in order to support the proposed program, and the anticipated amount of funding from such a reallocation. Incorporate information regarding any new funding that is immediately available to this program. Be specific and detailed. Confidential information may be sent to the Commissioner under seal. 9.1.4. Institutional Mission. Describe how the proposed program fits within the institutional mission as defined by Policy R-312. 9.1.5. Similar Programs Already Offered in the USHE. Identify similar programs already approved and functioning in USHE institutions and justify why the proposed program is needed in light of existing programs. Include need and Utah employment data. Identify any articulation or collaboration with other USHE institutions, including supportive statements if appropriate. 9.1.6. Rank Order of Program within the Proposing Institution. There should be a clearly defined relationship to a high institutional priority. 9.1.7. Signature Page to Accompany Letter of Intent. The Letter of Intent will include the signatures of the Chief Academic Officer and the appropriate dean and department chair. 9.2. Template for Submission of Proposals for New Programs Following the Successful Review of the Commissioner's Staff, PRC, and CAOs. This template provides the formats and information to be used when submitting program proposals for review and Board action and approval. Please use Ariel Narrow 12 point font. 9.2.1. Template for submission of proposals for new Certificates of Completion and Diplomas, AA/AS Degrees, AAS Degrees, AAT Degrees, specialized associate degrees, Bachelor's Degrees, Master's Degrees, Doctoral Degrees, K-12 School Personnel Programs. Tab D, Page 15 of 27 15 SECTION I The Request [Name of Institution] requests approval to offer [Name of Degree] effective [Semester and Year]. This program has been approved by the institutional Board of Trustees on [Date]. SECTION II Program Description [Complete Program Description - Present the complete, formal program description.] [Purpose of Degree - State why are you offering this degree, what are the expected outcomes.] [Admission Requirements - List admission requirements specific to the proposed program.] [Student Advisement - Describe the advising process for students in the proposed program.] [Justification for Number of Credits - Provide justification if number of credit or clock hours exceeds 63 for AA or AS, 69 for AAS, 2070 clock hours for AAT, 126 credit hours for BA or BS; and 36 beyond the baccalaureate for MS.] [External Review and Accreditation - Indicate whether any external consultants were involved in the development of the proposed program, and describe the nature of that involvement. For an applied technology education program, list the members and describe the activities of the program advisory committee. Indicate any special professional accreditation which will be sought and how that accreditation will impact the program. Project a future date for a possible accreditation review; indicate how close the institution is currently to achieving the requirements, and what the costs will be to achieve them.] [Projected Enrollment - For credit programs, project both student FTE enrollments and the mean student FTE-to-faculty FTE ratio for each of the first five years of the program. For non-credit programs, project student headcount enrollments and mean student-to- faculty ratio for each of the first five years of the program. If accreditation requirements specify a specific student-to-faculty ratio, indicate the ratio(s).] [Expansion of Existing Program - If the proposed program is an expansion or extension of an existing program, present enrollment trends by headcount and also by student credit hours (if appropriate) produced in the current program for each of the past five years for each area of emphasis or concentration.] [Faculty - Identify the need for additional faculty required in each of the first five years of the program. State the level of preparedness of current faculty and the level of preparedness that will be needed by the fifth year. Describe the faculty development processes that will support this program.] [Staff - List all additional staff needed to support the program in each of the first five years; e.g., administrative, secretarial, clerical, laboratory aides/ instructors, advisors, teaching/graduate assistants.] Tab D, Page 16 of 27 16 [Library - Describe library resources required to offer a superior program. Does the institution currently have the needed library resources? ] [Learning Resources - Describe other learning resources required to support the program.] [Institutional Readiness - Describe the impact of the new program upon existing administrative structures and identify new organizational structures that may be needed to deliver the program.] SECTION III Need [Program Necessity - Clearly indicate why such a program should be initiated.] [Labor Market Demand - Include local, state, and national data, and job placement information, what types of jobs have graduates from similar programs obtained.] [Student Demand - Describe evidence of student interest and demand that supports potential program enrollment.] [Similar Programs - Are similar programs offered elsewhere in the state or Intermountain Region? If yes, cite justifications for why the Regents should approve another program. How does the proposed program differ from similar program(s)? Be specific.] [Collaboration with and Impact on Other USHE Institutions - Describe discussions that may have occurred regarding your institution's intent to offer the proposed program with other USHE institutions that are already offering the program, and any collaborative efforts that may have been proposed. Analyze the impact that the new program would have on other USHE institutions.] [Benefits - State how the institution and the USHE benefit by offering the proposed program.] [Consistency with Institutional Mission - Explain how the program is consistent with and appropriate to the institution's board-approved mission, roles and goals.] SECTION IV Program and Student Assessment [Program Assessment - State the goals for the program and the measures that will be used in the program assessment process to determine if goals are being met.] [Expected Standards of Performance - List the standards and competencies that the student will have met and achieved at the time of graduation. How or why were these standards and competencies chosen?] [Student Assessment - Describe the formative and summative assessment measures you will use to determine student learning.] [Continued Quality Improvement - Describe how program and student assessment data will be used to strengthen the program.] Tab D, Page 17 of 27 17 SECTION V Finance [Budget - For each category below, present the projected budget for an ongoing, quality program for each of the first five years: Salaries and Wages Benefits Current Expense Library Equipment Travel TOTAL ] [Funding Sources - Describe how the program will be funded, i.e. new state appropriation, reallocation, enrollment growth, grants etc.] [Reallocation - If program is to be supported through internal reallocation, describe in specific terms the sources of the funds.] [Impact on Existing Budgets - If program costs are to be absorbed within current base budgets, what other programs will be affected and to what extent? Provide detailed information. Confidential information may be sent to the Commissioner under seal.] Appendix A Program Curriculum. [New Courses to be Added in the Next Five Years - List all new courses to be developed in the next five years by prefix, number, title, and credit hours. Use the following format:] Course Number Title Credit Hours [All Program Courses - List all courses, including new courses, to be offered in the proposed program by prefix, number, title, credit hours, or credit equivalences. Use the following format: (please include all course descriptions in appendix.)] Course Number Title Credit Hours General Education Sub-Total Core Courses Sub-Total Elective Courses Sub-Total Track/Options (if applicable) Sub-Total Tab D, Page 18 of 27 18 Total Number of Credits Appendix B [Program Schedule - For each level of program completion, present, by semester, a suggested class schedule - by prefix, number, title and semester hours.] Appendix C [Faculty- List current faculty within the institution, with their qualifications, to be used in support of the program.] 9.2.2. Signature Page to Accompany Proposals Requiring Board Approval. This signature page, with all appropriate signatures included, should be sent to the Commissioner's Office and kept on file at the proposing institution. Institution Submitting Proposal: College, School or Division in Which Program Will Be Located: Department(s) or Area(s) in Which Program Will Be Located: Program Title: Recommended Classification of Instructional Programs (CIP) Code: __ __ . __ __ __ __ Area(s) of Emphasis or Academic Specialty: (if appropriate) Certificate, Diploma and/ or Degree(s) to be Awarded: ________________________________________________ Tab D, Page 19 of 27 19 Proposed Beginning Date: ___________________________________________________ Institutional Signatures (as appropriate): Department Chair Dean or Division Chair Applied Technology Director Graduate School Dean Chief Academic Officer President Date 9.3.1. Template for Consent Calendar Items, to Include Reinstatement of Previously Eliminated Administrative Units and Instructional Programs, Out of Service Area Delivery of Approved Programs, Certificates of Completion, Proposals for Centers/Institutes/Bureaus, Program Discontinuation, and Non-credit Certificates Eligible for Financial Aid. SECTION I Request [Request- Briefly describe the change. Indicate the primary activities impacted, especially focusing on any instructional activities.] SECTION II Need [Need- Indicate why such an administrative change, program, or center is justified. Reference need or demand studies if appropriate. Indicate the similarity of the proposed unit/program with similar units/programs which exist elsewhere in the state or Intermountain region.] SECTION III Institutional Impact [Institutional Impact - Will the proposed administrative change or program affect enrollments in instructional programs of affiliated departments or programs? How will the proposed change affect existing administrative structures? If a new unit, where will it fit in the organizational structure of the Tab D, Page 20 of 27 20 institution? What changes in faculty and staff will be required? What new physical facilities or modification to existing facilities will be required? Describe the extent of the equipment commitment necessary to initiate the administrative change. If you are submitting a reinstated program, or program for off-campus delivery, respond to the previous questions as appropriate.] SECTION IV Finances [Costs- What costs or savings are anticipated from this change? If new funds are required, describe in detail expected sources of funds. Describe any budgetary impact on other programs or units within the institution.] 9.3.2. Signature Page to Accompany Proposals Requiring Board Consent. This signature page, with all appropriate signatures included, should be sent to the Commissioner's Office and kept on file at the proposing institution. Institution Submitting Proposal: College, School or Division in Which Program/Administrative Unit Will Be Located: Department(s) or Area(s) in Which Program Will Be Located: Program Title: Recommended Classification of Instructional Programs (CIP) Code: __ __ , __ __ __ __ Area(s) of Emphasis or Academic Specialty: (if appropriate) _______________________________________________ Certificate, Diploma and/or Degree(s) to be Awarded: _______________________________________________ Tab D, Page 21 of 27 21 Proposed Beginning Date: _______________________________________________ Institutional Signatures (as appropriate): Department Chair Dean or Division Chair Applied Technology Director Graduate School Dean Chief Academic Officer President Date 9.4. Template for Submission to the Information Calendar of the Academic, Applied Technology and Student Success Committee and Board Action. 9.4.1. Template for Information Calendar Items to Include Transfer, Restructuring or Consolidation of Existing Programs or Administrative Units, Stand-alone Minors, Interdisciplinary Minors, and Name Changes. (Approved by the Board of Trustees and sent to the Board of Regents as an information item.) SECTION I The Request (Request- Briefly describe the change. Include a listing of courses and credits as appropriate.) SECTION I