RN-NCLEX pass rate below the NLNAC benchmark pass rate of 80%: Faculty actively sought to identify the contribution factors to the decline RN-NCLEX pass rates. The following strategies were employed:

•Evaluated and as deemed necessary, redesigned the content and rigor of all 2^nd year ADN courses. Specific focus was given to N2070-Care of Adults & Children II / N2071-Care of Adults & Children II Clinical; and N2080 - Patient Care Management / N2081- Patient Care Management Clinical.

•Program increased the minimum cumulative passing grade for all nursing courses from 77% to 80%. This increase was supported through a internet survey of similar nursing program standards.

• Increased minimum GPA admission criteria for the PN to RN Program from 2.5 to 2.7; for the ADN program from 2.8 t0 3.0.

• Program implemented the required student testing and successful completion of a standardized RN-Predictor examination (Assessment Technologies, Institute’s RN-Predictor exam) during the final semester of the ADN program (ATI).

•Program utilized data obtained from the ATI was, and is utilized in two ways: 1) Advise students relative to concept areas needing further preparation; and 2) Provide faculty a clear indicator of concept areas that needed strengthening in the curriculum.

Revise title of Advanced Placement Program to Practical Nurse to Registered Nurse (PN to RN) Program: The term "advanced" placement was assigned to the program designed in 1974 to provide career mobility and advancement for practical nurses. AT the time this title was assigned, the term "Advanced Practice" RN had not been introduced. Subsequently, the title "Advanced Placement Program" generated confusion relative to the actual nature of the program.

To clarify the actual nature of the "Advanced Placement Program," it was re-titled "PN to RN Program."

Re-introduction of the Associate of Science Degree option for ADN students: As a component of the state’s 1997-1998 semester conversion, all Utah universities were required to increase the number of required general education credits for the awarding of an associate of science degree (AS). This mandate resulted in an ADN curriculum plan that exceeded the Utah Board of Regents’ maximum allowed number of academic credits for an AS degree.

In order to retain the nursing course credits deemed essential for student success and RN-level educational preparation, the Program faculty elected to convert the existing ADN from an AS degree to an Associate of Applied Science Degree (AAS) in Nursing. The Board of Regents’ maximum allowed number of academic credits for an AAS degree was able to support the retention of the nursing courses and program compliance with the newly applied general education requirements.

The concern arose when it became apparent that 50% or more of the AAS students had completed the required general education credits for the AS degree, but could not be awarded an AS degree in nursing. These students were required to accept the academic degree of AAS.

To address this concern, the Program Administrator authored a proposal to the Utah Board of Regents’ in which it was requested that an exception be granted to the WSU Nursing Program relative to the maximum allowable required credits for an AS degree. This proposal was not intended to eliminate the AAS degree, but to provide an AS degree option for the students that had completed the required general education course work.

The Board of Regents’ granted an exception to the credit limitation, and effective 2000-01, the WSU Nursing Program was able to award both an AAS and an AS degree in nursing.

Demand for additional RN to BSN Outreach Programs resulting in an increasing demand on both faculty and program budgetary resources / Development of RN to BSN Online Program Delivery: First, the increasing requests for outreach BSN education was placing a overwhelming demand upon the RN to BSN faculty resources; specifically, lost productive time as a result of extensive travel and individual faculty exhaustion. Both factors were impacting the faculty’s ability to effectively meet the learning needs of both main campus and outreach campus students. And second, the increasing budgetary demands resulting from increased faculty teaching load and travel reimbursement was placing a strain on a fixed outreach budget.

The previous success of the PN and ADN curriculum conversion and delivery via the Internet promoted the conversion of the RN to BSN curriculum to an online delivery format. The RN to BSN curriculum online conversion was completed in 2001 and is being successfully delivered to outreach sites throughout Utah.

The online delivery of the RN to BSN Program has effected the desired outcomes. The faculty resources are maintained, and the budgetary resources remain sufficient to meet the needs of the BSN Outreach offerings.

Student satisfaction with the program is high.

Employer request for increased critical thinking and problem solving abilities 0-6 months post graduation: Although 90% of the surveyed employers rated WSU program graduates: "Overall, a WSU Nursing Graduate’s performance between 0-6 months of hire is Good to Excellent," the narrative comments revealed a pattern of response that identified a deficiency of the ability of our new program graduates to critical think and/or problem solve in clinically related situations.

To address to concern, the PN, ADN, and BSN faculty formed an ad hoc curriculum committee and began working on an integrated, clinically-focused critical thinking/ problem solving component to be integrated into the total program curriculum. The faculty were tasked to develop a plan that could be appropriately leveled for PN, ADN, and BSN level competencies.

This ad hoc committee is in the process of finalizing this plan and introduction into the curriculum is planned for Fall 2003.

Student critical thinking ability evaluated using pre- and post-testing of students using the ATI-Critical Thinking in Nursing examination. Greater than 90% of 2002-03 nursing students scoring at or above the national percentile on post-ATI Critical Thinking in Nursing examination.

Success of this plan of action to be evaluated following Spring 2004 employer satisfaction surveys.

New Faculty Orientation: New faculty were interview by Program and Level administrators at the completion of their first year of service at the university. The question was asked, "What could we have done to make your transition into the faculty role easier?" It became apparent that the general orientation to the university provided by university academic affairs office, and an informal introduction to Program activities and routines was adequate to meet the needs of our new faculty.

To address this deficiency, the Program, Level, and Campus Managers developed a New Nursing Faculty Orientation packet. One to 2 weeks prior to the beginning of the new academic years, a full-day orientation workshop was scheduled and the information in this packet was presented to the new faculty. Included in this packet were policies and procedures governing the program, student activities, and faculty governance. Also, strategies designed to support lesson development, presentation, and classroom evaluation were presented. The faculty were also provided a comprehensive tour of the DCHP and University, and introduced to the various student and faculty support services available.

New faculty orientation a positive and productive addition to program management

In response to the success of the Program New Faculty Orientation activity, the DCHP Dean initiated a similar program for new faculty hired throughout the entire DCHP.

Establishment of an informal mentor program for tenure-track faculty preparation for tenure review process: Faculty, by policy, are oriented to the tenure review procedures at the time of hire and at the completion of their first year of service. However, as this time approached for their 1^st tenure review, junior faculty were expressing a feeling of being overwhelmed and unprepared.

To address this concern, the Program and Level administrators, with support of the senior, tenured faculty, have designed a informal tenure support program where a senior faculty will regularly meet with the junior, pre-tenure faculty and discuss and review the junior scholarly, professional, and services activities. The senior faculty will provide guidance and support to the junior faculty in their efforts to fulfill the tenure review criteria.