A. Mission and Relationship to the College 2

RIVERSIDERIVERSIDE CITYCITY COLLEGECOLLEGE SCHOOLSCHOOL OFOF NURSINGNURSING PROGRAMPROGRAM REVIEWREVIEW

20112011

Riverside Community College District Office of Institutional Effectiveness

Submitted By: Tammy Vant Hul, Asst. Dept. Chair, ADN Kimberly Reimer, Asst. Dept Chair, VN Table of Contents

2 A. Mission and Relationship to the College 2

B. History 2

C. Data and Environmental Scan 3

D. Programs and Curriculum 3

E. Student Outcomes Assessment 4

F. Collaboration with Other Units 4

G. Outreach 4

H. Long Term Major Resource Planning 5

I. Summary 5 J. Recommendations to the Program Review Committee 6

Appendix:

Table I: Comparison of Vision/Mission/Values/Goals Statements 7

Attachment A: Vision/Mission/Values/Goals/Philosophy/Curriculum 12

Table II: Faculty Diversity Ethnicity, Gender, Age 2007-2010 19

Table III: WSCH/FTES Associate Degree (RN) & (NVN) 2007-2010 20

Table IV: Retention Rates (RN) & (NVN) 2007-2010 21

Table V: Nursing Certificates and Degrees Awarded 2006-2010 22

Table VI: NCLEX Pass Rates (RN) & (NVN) 2007-2010 23

Table VII: (NVN) Student Demographics 2007-2010 24

Table VIII: Course Equivalencies: Current/New Curriculum 26

Attachment B: Enrollment Numbers ADN Program Chart 27

RIVERSIDE CITY COLLEGE SCHOOL OF NURSING PROGRAM REVIEW 2011 3 A. Missions and Relationship to the College

Since the last Comprehensive Program Review (CPR), the missions, visions, values, and goals of the Riverside Community College District (RCCD), Riverside City College (RCC), and the School of Nursing (SON) have changed. In response, a comparison table of the mission, vision, values, and goal statements of the three entities were developed by the nursing faculty in Spring 2010 (Table I). This document demonstrates that the missions, visions, values, and goals of the RCCD, RCC, and the SON are consistent and congruent.

B. History

In October 2009, groundbreaking occurred for the new SON building with an estimated occupancy date in Winter 2012. This building will more than triple the existing square footage of the current SON building and will have significant program implications over the next several years. The building will also greatly impact relationships with current and future community partnering agencies. The opening of the new building will allow the program cohort currently housed on the Moreno Valley campus to be integrated back into the RCC campus. The Nursing Program will continue to offer select courses on the Moreno Valley campus to meet community needs.

In response to contemporary trends in both education and nursing practice, the SON faculty engaged a nursing curriculum expert, Dr. Linda Caputi, to assist them in the development of a new nursing curriculum that is reflective of the revised mission, vision, values, goals, and philosophy of the SON. Program/graduate outcomes, course outcomes and competencies, and course syllabi have been developed (Attachment A). The first new nursing course, Nursing 11, has undergone the college-wide curriculum approval process and will be introduced in Spring 2012 with the opening of the new SON building. Other nursing courses will be introduced sequentially. As new courses are introduced, the corresponding historical nursing courses will be retired.

Goals and Recommendations in Last Review and Departmental Response In the nursing unit’s last program review, the goals and recommendations were: 1. Increase the number of master’s prepared part-time faculty. 2. Increase faculty diversity. 3. Increase the physical space.

Since the last CPR, the National League for Nursing (NLN) revised their accreditation standards that require all nursing faculty to be prepared at a minimum master’s level. The new standard denotes that at least 50% of part-time faculty and 100% of full-time faculty must be prepared at a minimum master’s level. Due to this change in standard, the program is now in compliance and no further response in warranted.

All faculty vacancies that recently occurred were vigorously advertised in publications/venues that are known to serve underrepresented faculty populations. The diversity of both the full- time and part-time faculty is reported in Table II.

4 Physical space issues will be resolved with the opening of the new SON building in Winter 2012

C. Data Analysis and Environmental Scan

The relevant unit data that was evaluated by faculty and administration included the following: 1. WSCH/FTES 2. Student retention rates 3. Number of degrees/certificates 4. National Council of Licensure Examination-RN & VN (NCLEX) pass rates 5. Student demographics

The data is reported in Tables III-VII.

Enrollment Trends Our enrollment trends continue to suggest stability given that there are at least ten times the numbers of qualified applicants to available program spaces. Given this ratio, available clinical sites, and available financial resources, the nursing faculty developed an Enrollment Grid on which to base their unit planning and resource allocation needs (Attachment B). As additional clinical and financial resources become available, the program has the long-term capability of doubling our current enrollment numbers.

Performance Assessment An evaluation of the SON’s overall performance continues to consistently demonstrate above average rates in state/national student retention, NCLEX performance, and diversity. The number of graduates and degree/certificates initially increased following the last CPR; however, they have recently leveled off due to limitations in enrollment caused by the current state budget crisis.

D. Programs and Curriculum

Programs/Courses The two-year Associate Degree Nursing (ADN) program fulfills all the requirements for the Associate in Science Degree in Registered Nursing degree at RCC and qualifies the graduate to take the national licensing examination (NCLEX-RN) to become a licensed registered nurse. Students take courses to meet their general education requirements and complete a total of 71.5 units to earn the Associate in Science Degree in Nursing.

The RCC Vocational Nursing (VN) Program is a 51 semester unit certificate curriculum pattern that complies with and is approved by the California Board of Vocational Nursing and Psychiatric Technicians. The curriculum is designed to be completed in either a one year full- time or two year part-time format.

Program level student learning outcomes (SLOs) for all nursing courses have been updated in CurricuNet. Nursing regulatory bodies and accrediting agencies approve course student learning outcomes and require that students meet them in order to progress in the program.

Recent Additions, Deletions, and Revisions

5 As previously described, the ADN program is implementing a completely revised curriculum. Table VIII identifies which courses in the new curriculum will replace those in the current curriculum.

Adequacy of Offerings Proposed changes in the new ADN curriculum will ease graduates’ articulation into Bachelor of Science in Nursing (BSN) programs.

E. Student Learning Outcome Assessment

Since the last CPR, an assessment representative has been chosen from the nursing faculty who has overseen the completion of college-wide curriculum mapping and assessment requirements for both the ADN and VN programs. A current notebook of assessment outcomes is maintained in the department and is updated each semester. Data from the assessment is presented to faculty for discussion and action plan.

F. Collaboration with Other Units

RCC nursing faculty members collaborate with college administrators, prerequisite course instructors, and counselors to refine nursing enrollment criteria, facilitate pre-nursing student progression in science and other courses, and ensure course content in those courses provides a smooth transition to the nursing curricula. The Nursing Evaluation and Enrollment Specialist and the Nursing Educational Advisor are members of the Nursing Enrollment Committee and serve as a communication link between the SON, the Counseling Department and Admission and Records. This link ensures that RCC counselors have the latest prerequisite and enrollment information available to appropriately guide pre-nursing students. The science faculty and the SON faculty meet whenever either department is considering a curriculum change that impacts the other department.

G. Outreach Activities

The SON faculty and students participate in numerous activities in partnership with entities within the community, including educational institutions and businesses. These activities are designed to recruit and retain nursing students, especially underrepresented members of the community, to advance the nursing profession and the SON, and to provide service to the community. Nursing Information Workshops are conducted on a regular basis by the Nursing Evaluations and Enrollment Specialist and the Nursing Educational Advisor to inform students interested in nursing about the nursing program requirements. An onsite RN to BSN program in collaboration with Cal State University- Fullerton has been continuously maintained at RCC since 2002. This program provides opportunities for RCC graduates and other community RNs to enhance their professional development and education.

The Student Nurses’ Organization (SNO) is involved in many outreach activities on and off- campus. SNO takes part in the orientation of incoming nursing students to welcome them to nursing and their pre-professional organization each semester. SNO participates in other campus/community events such as Halloween Town in October, Festival of Trees in November (with proceeds going to purchase pediatric equipment at the Riverside County Regional Medical Center), baskets for the needy for Thanksgiving and Christmas, and Christmas 6 Shoeboxes which are sent to needy children around the world. SNO members attend leadership and educational conferences on a local, state, and national basis.

Recently, RCC received funding to institute a Transition to Practice Course for recent graduates in coordination with our clinical community partnering agencies. Thirty students are currently enrolled in this program and are hoping to gain employment at the conclusion of the twelve week course.

Finally, RCC SON has entered a partnership with Kaiser Permanente to provide onsite advanced educational opportunities for their medical assistants and certified nursing assistants. RCC SON also offers onsite pre-requisite courses for the VN program at Kaiser facilities. The long-term goal of this partnership is to graduate 10-20 new VNs for Kaiser and the community.

H. Long Term Major Resource Planning

Accreditation standards for nursing programs mandate a 50% full-time faculty to 50% part-time faculty ratio. It is anticipated, given the age of current nursing faculty members, that 3-6 full- time tenured faculty most likely will retire before the next CPR is due. Should these faculty members retire and if current student enrollment numbers are to be maintained, it is essential that these faculty positions be replaced. Further, given the state’s looming nursing shortage as baby boomer nurses retire, any additional increase in nursing student enrollment numbers will necessitate a concomitant increase in nursing faculty members.

It should also be noted that recently vacated clerical positions in the SON have been frozen due to the state budget crisis. This lack of support has impacted the workload of existing clerical staff and faculty in the department and must be remedied.

I. Summary

Goals and Objectives 1. Occupy the new SON building according to schedule. 2. Implement the new ADN curriculum. 3. Replace vacated faculty and clerical positions. 4. Develop and implement a new VN curriculum that allows for seamless transition into the ADN program. 5. Maintain and expand community and educational partnership opportunities. 6. Complete the required Board of Registered Nursing (BRN), National League for Nursing Accrediting Commission (NLNAC), and Board of Vocational Nursing and Psychiatric Technicians (BVNPT) self-study reports.

Describe Support from the College The SON will require fiscal support to replace vacated faculty and clerical positions.

J. Recommendations to the Program Review Committee

1. Timely notification of report due dates (at least 1 year in advance). The SON did not receive notification that the CPR was due until 1 year after the required submission date.

7 2. Departments/programs that are mandated to complete extensive reports to external accrediting agencies should be allowed to submit the self-study reports in lieu of any additional comprehensive program review documents. 3. Offer periodic workshops on completion of the CPR document for new and continuing department chairs.

8 Table I

COMPARISON OF VISION/MISSION/VALUES/GOALS STATEMENTS/SPRING 2010

RCCD RCC SCHOOL OF NURSING VISION The Riverside Community College RCC will attain national recognition as The RCC School of Nursing is committed District is committed to exceeding the an educational leader through the power to advancing the art and science of expectations of students, community, of the arts and innovation. nursing by empowering graduates to faculty, and staff by providing and value scholarship, lifelong learning, and expanding opportunities for learning, leadership in a dynamic healthcare personal enrichment, and community environment. development.

MISSION Riverside Community College District is Riverside City College provides an The RCC School of Nursing provides dedicated to the success of our students affordable, high-quality education, excellence in education to a diverse and to the development of the including comprehensive student services student population to meet the healthcare communities we serve. and community programs, by needs of our community members by To advance this mission, our colleges and empowering and supporting a diverse engaging in professional nursing practice. learning centers provide educational and community of learners as they work student services to meet the needs and toward individual achievement and life- expectations of their unique communities long learning. To help students achieve of learners. their goals, RCC offers tutorial and supplemental instruction, pre-college To support this mission, District Offices courses, transfer programs, career provide our colleges with central services preparation, and technical programs and leadership in the areas of advocacy, leading to certificates or associate resource development and planning. degrees. Based on a learner-centered philosophy, RCC fosters critical thinking, develops information and communication skills, expands the breadth and application of knowledge, and promotes community and global awareness.

9 RCCD RCC SCHOOL OF NURSING

VALUES Recognition for Our Heritage of Student Centeredness The School of Nursing embraces the Excellence To serve the best educational interests of values of RCCD and the National League We embrace the District’s rich tradition the students, to offer a comprehensive for Nursing (NLN). of excellence and innovation in and flexible curriculum together with Tradition of Excellence upholding the highest standard of quality programs and services according to We embrace the School of Nursing’s rich for the services we provide to our diverse and evolving student needs; to tradition of excellence, innovation, and students and communities. We are bound treat each other with a sincere, caring technology to uphold the highest standard together to further our traditions and to attitude and to respond to suggestions and of education we provide our students and build for the future on the foundations of constructive criticism from students; to community members. We are committed the past. counsel and advise students to help them to build the future on the foundation of Passion for Learning plan for and progress toward their the past. individual educational goals; and to We believe in teaching excellence and recognize outstanding student Passion for Learning student centered decision making. We performance. The School of Nursing espouses a value a learning environment in which Teaching Excellence student-centered approach to interactive staff and students find enrichment in their learning. The faculty supports work and achievements. To communicate to students a body of knowledge acquisition through Respect for Collegiality knowledge in a creative, stimulating, and incorporating evidence-based nursing challenging manner; to work to establish research and practice. student self- We recognize the pursuit of learning student and instructor rapport; to takes the contributions of the entire efficacy is supported through self- maintain the highest standard of regulated learning and reinforced by district community, as well as the professional performance and recognize participation of the broader community. faculty guidance. We value a learning teaching excellence; to promote the environment in which nursing faculty, We believe in collegial dialogue that exchange of ideas among colleagues and leads to participatory decision making. staff and students find enrichment in their provide opportunities for professional work and achievements. Appreciation of Diversity development; to define for students course goals, objectives and grading Respect for Collegiality We believe in the dignity of all standards, making clear the expectation We value the contributions of all individuals, in fair and equitable of high achievement; to encourage treatment, and in equal opportunity. We students, faculty members, college, and students to think critically and community partners as we strive for value the richness and interplay of analytically, applying learned principles, differences. We promote inclusiveness, collegial dialogue and collaborative concepts, and skills; and to inspire decision-making. openness, and respect to differing independence of thought and self- 10 RCCD RCC SCHOOL OF NURSING viewpoints. discipline. Dedication to Integrity Learning Environment Appreciation of Diversity We are committed to honesty, mutual To create an atmosphere in which We promote inclusiveness, openness, and respect, fairness, empathy, and high students and staff find satisfaction in their respect for differing viewpoints. A ethical standards. We demonstrate work and feel pride in achievement; to culture of diversity embraces acceptance integrity and honesty in action and word provide comfortable, functional, and and respect. Diversity involves as stewards for our human, financial, aesthetically pleasing facilities and understanding ourselves and others, physical, and environmental resources. grounds; to provide and maintain state- moving beyond simple tolerance, and Commitment to Community Building of-the-art equipment and ample supplies; celebrating the richness of each to provide programs and support services individual. We believe the District is an integral part which are responsive to student and Dedication to Integrity of the social and economic development community needs; and actively to support of our region, preparing individuals to academic and social activities which take Integrity and honesty in action and word better serve the community. We believe place outside the classroom. are promoted, expected, and practiced. in a community-minded approach that Commitment to Caring embraces open communication, caring, Tradition cooperation, transparency, and shared To further the traditions of pride, quality, We support a culture of caring, based on governance. innovation, and professionalism found in mutual respect, embraced by faculty and students and reflected in the community Commitment to Accountability this institution; to share our heritage by making the Riverside City College the served. We strive to be accountable to our educational and cultural center of the Commitment to Accountability students and community constituents and communities it serves; and to build for to use quantitative and qualitative data to the future on the foundations of the past. We are accountable to our profession, drive our planning discussions and college, students, and community for decisions. We embrace the assessment of vigilantly maintaining the highest learning outcomes and the continuous standards of instruction and nursing improvement of instruction. practice to meet student learning outcomes. Commitment to the Nursing Metaparadigm The curriculum considers the four major metaparadigm concepts including the nurse, health, environment, and patient,

11 RCCD RCC SCHOOL OF NURSING which are integrated into the student learning outcomes. GOALS Student Access and Support Commitment to a Diverse Our college is an open-access institution Student Population inviting our diverse community to the Provide a learner-centered environment benefits of higher education. We are that enhances students’ ability to become committed to providing the support competent practitioners in a vibrant necessary for student success. We strive healthcare arena. to reduce barriers to services and Commitment to Community programs. Healthcare Needs Culture of Innovation Offer affordable student-centered RCC is committed to being an innovative curricula that facilitates professional institution working to improve teaching career path advancement to meet the and learning, and student support services needs of our community. through the effective delivery and use of Commitment to Leadership in technology and by expansion and Nursing Education modernization of our learning environments. Be recognized for excellence, at the forefront of nursing education, with Responsiveness to Community dynamic curricula, evidence-based Riverside City College is deeply practice, technology, and innovation. committed to its role as a community Commitment to an Empowered, resource and to meeting community Highly Qualified Nursing Faculty expectations. The college actively pursues partnerships between our Promote the continuous development of educational and business partners. We faculty as educators, scholars, and also play an important role in promoting leaders. community service and civic responsibilities. Resource Development As a learning organization we recognize the importance of seeking new and 12 RCCD RCC SCHOOL OF NURSING alternative funding to advance the college and to add value to what we do, while improving our cost effectiveness. Organizational Effectiveness Effective organizations employ effective practices. We are a learning organization and are committed to continuous improvement by acquiring and retaining a diverse workforce.

13 ATTACHMENT #A

RCC SCHOOL OF NURSING MISSION

The RCC School of Nursing provides excellence in education to a diverse student population to meet the healthcare needs of our community members by engaging in professional nursing practice.

RCC SCHOOL OF NURSING VISION

The RCC School of Nursing is committed to advancing the art and science of nursing by empowering graduates to value scholarship, lifelong learning, and leadership in a dynamic healthcare environment.

RCC SCHOOL OF NURSING VALUES

The School of Nursing embraces the values of RCCD and the National League for Nursing (NLN).

Tradition of Excellence: We embrace the School of Nursing’s rich tradition of excellence, innovation, and technology to uphold the highest standard of education we provide our students and community members. We are committed to build the future on the foundation of the past.

Passion for Learning: The School of Nursing espouses a student-centered approach to interactive learning. The faculty supports knowledge acquisition through incorporating evidence-based nursing research and practice. Student self-efficacy is supported through self-regulated learning and reinforced by faculty guidance. The faculty instills a passion for learning in students by fostering the application of scientific knowledge through use of the nursing process which results in sound clinical judgment and critical thinking. We value a learning environment in which nursing faculty, staff, and students find enrichment in their work and achievements.

Respect for Collegiality: We value the contributions of all students, faculty members, college, and community partners as we strive for collegial dialogue and collaborative decision-making.

Appreciation of Diversity: We promote inclusiveness, openness, and respect for differing viewpoints. A culture of diversity embraces acceptance and respect. Diversity involves understanding ourselves and others, moving beyond simple tolerance, and celebrating the richness of each individual.

Dedication to Integrity: Integrity and honesty in action and word are promoted, expected, and practiced.

Commitment to Caring: We support a culture of caring, based on mutual respect, embraced by faculty and students and reflected in the community served. The faculty serves as one of many support systems available for students in their pursuit of academic achievement.

Commitment to Accountability: We are accountable to our profession, college, students, and community for vigilantly maintaining the highest standards of instruction and nursing practice to meet student learning outcomes.

Commitment to the Nursing Metaparadigm: The curriculum considers the 4 major metaparadigm concepts including the nurse, health, environment, and patient, which are integrated into the student learning outcomes.

14 RCC SCHOOL OF NURSING GOALS

Goal 1: Commitment to a diverse student population:

Provide a learner-centered environment that enhances students’ ability to become competent practitioners in a vibrant healthcare arena.

Goal 2: Commitment to community healthcare needs:

Offer affordable student-centered curricula that facilitates professional career path advancement to meet the needs of our community.

Goal 3: Commitment to leadership in Nursing Education:

Be recognized for excellence, at the forefront of nursing education, with dynamic curricula, evidence-based practice, technology, and innovation.

Goal 4: Commitment to an empowered, highly qualified nursing faculty:

Promote the continuous development of faculty as educators, scholars, and leaders.

15 RCC SCHOOL OF NURSING

ADN PHILOSOPHY

The School of Nursing is a vital component of Riverside City College (RCC) and embraces the mission, values, and traditions of both the RCC District and the College Campus. The School of Nursing prepares quality nursing health care providers using a student-centered approach through teaching excellence in an environment conducive to learning. The Associate Degree Nursing (ADN) program prepares individuals for professional generalist nursing roles and for collaboration with other professionals and consumers in the delivery of holistic health care.

The program is designed to culminate in seven identified student learning outcomes. Therefore, each course is leveled based on these outcomes as well as populations of patients. The sequencing of course reflects higher cognitive levels, a different patient population, or more complexity in patient care provided in a variety of healthcare settings. Courses build to assist students with their journey to advanced beginner by graduation, prepared to become competent nurses as they experience their first two years of practice (Benner, Tanner, & Chelsea, 2009).

The nursing faculty acknowledges diverse and dynamic roles of the nurse generalist. Nurses serve as patient advocates, providing direct and indirect care throughout the lifespan in a variety of healthcare settings for diverse individuals, families, and communities. Nursing practice is based on nursing knowledge, theory, and research, as well as knowledge from other fields and professions that are adapted and applied as appropriate. The generalist nurse practices from a holistic caring framework which is comprehensive and focuses on the patient’s mind, body, spirit, and emotions. Nurses recognize that determining the health status of the patient within the context of the patient’s environment, differences, values, preferences, and expressed needs is essential in planning, implementing, and evaluating outcomes of care along the health-illness continuum.

The nursing faculty recognizes the Associate Degree Nurse as a leader within the healthcare environment. Nurses are accountable for their own professional practice, functioning autonomously and interdependently as a member of the healthcare team. Nurses possess the knowledge, and authority to safely delegate nursing tasks to designated team members, assuming accountability for all delegated care. Nurses use research findings and other evidence to design, coordinate, and supervise care that is multi-dimensional, high quality, and cost effective. Current healthcare trends require that nurses ethically manage data, information, knowledge, and technology to effectively communicate and to support safe nursing practice.

Nurses promote the image of nursing by modeling the values, standards, and attitudes of the nursing profession. Professional nursing requires strong critical thinking, communication, teaching, and assessment skills. Nurses incorporate quality improvement concepts, processes, and outcome measures to ensure quality care and patient safety. The generalist nurse is prepared for ethical dilemmas that arise in practice and facilitates collaborative decision-making within a professional ethical framework.

The nursing faculty believes learning is a continuous lifelong process and a personal responsibility which promotes autonomy and encourages self-directed learning. Students must be actively involved in the learning process to acquire clinical proficiency, develop cultural sensitivity, and become socialized into professional nursing roles. Learning experiences are implemented to achieve sequence, continuity, and synthesis of knowledge and expertise as defined by the educational outcomes.

16 The nursing faculty recognizes that teaching and learning are dynamic processes involving a fluid, innovative curriculum which is evaluated and revised based on research evidence, the needs of a multicultural society, advances in technology, and the changing health care system. The educational process facilitates the attainment of each student’s potential, allowing nursing program graduates to effectively meet student learning outcomes, obtain nursing licensure, and practice in the community as a safe provider and manager of professional nursing care.

17 MAJOR CURRICULUM CONCEPTS/SUBCONCEPTS

1. Quality, Safe, Evidence-Based Patient-Centered Care  Evidence-based practice (EBP)  Safety (clinical competency)  Nursing process  Patient education  Diversity  Advocacy

2. Professionalism  Ethical behavior  Standards of practice/legal principles  Accountability  Role socialization  Professional boundaries

3. Leadership  Management of care  Delegation/supervision  Quality improvement

4. Caring  Relationship-centered care  Collegiality  Cultural sensitivity  Spirituality

5. Collaboration/Communication  Inter/intra professional communication skills  Conflict resolution  Documentation

6. Critical Thinking  Clinical reasoning/decision making  Clinical judgment

7. Informatics  Patient care technologies  Technology and information systems  Computer skills

* NCLEX categories and subcategories are integrated throughout each major curriculum concept as appropriate.

18 GRADUATE LEARNING OUTCOMES

Upon completion of the RCC Associate Degree Nursing Program, the graduate will:

1. Provide quality, safe, patient-centered nursing care using evidence-based practices.

2. Function as a professional and competent nurse generalist while assimilating all ethical and legal principles.

3. Provide leadership in a variety of healthcare settings for diverse patient populations.

4. Integrate caring relationships into nursing interventions that positively influence health outcomes and demonstrate sensitivity to the values of others.

5. Participate in collaborative relationships through communication with members of the interprofessional healthcare team for the purpose of providing and improving patient care.

6. Incorporate critical thinking principles using reasoning and adaptability to make sound clinical judgments necessary for the provision of quality patient care and continuous quality improvement.

7. Employ technology to effectively communicate, manage knowledge, prevent errors, and support decision-making.

19 Suggested ADN Curricular Design

Nursing 11 Nursing 12 Nursing 21 Nursing 22

Foundations of Acute and Chronic Acute and Chronic Integrated Care Nursing Practice Illness I Illness III Across the Lifespan Health Promotion MCH Specialty MH/Psych Across the Specialty Pathophysiology Lifespan Pathophysiology I IV Pathophysiology III Pharmacology I Pharmacology II Pharmacology V Pharmacology IV (9.5 units) (8 units) (9 units) (9 units)

Intersessions Nursing 13

Acute and Chronic Illness II

Pathophysiology II

Pharmacology III

(2.5 units)

20 Table II

Faculty Diversity Ethnicity, Gender, Age 2007-2010

ETHNICITY African American 0 American Indian 0 Filipino 1 Non-Filipino Asian or Pacific Islander 1 Caucasian 22 Hispanic 1 Other 0 Unknown 0

GENDER Male 2 Female 23 Unknown 0

AGE 21-30 years 0 31-40 years 2 41-50 years 6 51-60 years 13 61-65 years 1 66 and older 3 Unknown 0

21 Table III

WSCH/FTES Associate Degree Nursing Program (RN) & Vocational Nursing Program (NVN) 2007-2010

2007 2008 2009 2010

Associate Degree Nursing (RN)

216.89 232.11 217.96 211.85 WSCH

127.75 302.02 300.99 294.14 FTES

Vocational Nursing (NVN)

337.10 374.14 154.15 369.10 WSCH

113.55 83.56 95.01 88.35 FTES

*WSCH data retrieved from the RCC/RCCD Fact Books 2006-2010 **FTES data retrieved from the California Community College Chancellor’s Office web page

22 Table IV

Retention Rates Associate Degree Nursing Program (RN) & Vocational Nursing Program (NVN) 2007-2010

2007 2008 2009 2010

90.6% 91.34% 87.3% 97.9% Associate Degree Nursing (RN)

100% 98% 89% 83% Vocational Nursing (NVN)

23 Table V

Nursing Certificates and Degrees Awarded 2006-2010

2007 2008 2009 2010

158 172 215 171 Associate Degree Nursing (RN)

52 56 51 52 Vocational Nursing (NVN)

24 Table VI

NCLEX Pass Rates Associate Degree Nursing Program (RN) & Vocational Nursing Program (NVN) 2007-2010

2007 2008 2009 2010

95% 89% 90% 92% Associate Degree Nursing (RN)

98% 100% 98% 100% Vocational Nursing (NVN)

25 Table VII

Vocational Nursing Program (NVN) Student Demographics 2007-2010

Ethnicity 2007 2008 2009 2010 American Indian 2% 1 2% 1 0% 0 0% 0

Asian/Pacific Islander 8% 5 10% 6 2% 1 4% 2 African American 15% 9 6% 4 12% 7 11% 6 Filipino 7% 4 11% 7 8% 5 5% 3 Hispanic 22% 13 24% 15 18% 11 32% 18 White 42% 25 45% 28 50% 30 44% 25 Other 2% 1 2% 1 0% 0 2% 1 Unknown 3% 2 0% 0 10% 6 4% 2 100% 60 100% 62 100% 60 100% 57

Gender 2007 2008 2009 2010 Male 23% 14 21% 13 7% 4 18% 10 Female 77% 46 79% 49 93% 56 82% 47 100% 60 100% 62 100% 60 100% 57

Age 2007 2008 2009 2010 <25 25% 15 26% 16 35% 21 26% 15 25-34 32% 19 42% 26 30% 18 33% 19 *35-39 8% 5 11% 7 10% 6 19% 11 40-49 27% 16 15% 9 17% 10 19% 11 50-54 2% 1 6% 4 5% 3 2% 1 55> 7% 4 0% 0 3% 2 0% 0 100% 60 100% 62 100% 60 100% 57

26 Associate Degree Nursing Program (RN) Student Demographics 2007-2010

Ethnicity 2006 2007 2008 2009 2010 American Indian 0 1 1 0 0 Asian/Pacific Islander 4 5 6 1 2 African American 4 9 4 7 6 Filipino 6 4 7 5 3 Hispanic 14 13 15 11 18 White 23 25 28 30 25 Other 1 1 1 0 1 Unknown 3 2 0 6 2 55 60 62 60 57

Gender 2006 2007 2008 2009 2010 Male 4 14 13 4 10 Female 51 46 49 56 47 55 60 62 60 57

Age 2006 2007 2008 2009 2010 <25 20 15 16 21 15 25-34 18 19 26 18 19 *35-39 8 5 7 6 11 40-49 8 16 9 10 11 50-54 1 1 4 3 1 55> 0 4 0 2 0 55 60 62 60 57

27 Table VIII

Course Equivalencies: Current/New Curriculum

Current Curriculum New Curriculum Nursing 1 Nursing 11

Nursing 2 Nursing 12/13

Nursing 3 Nursing 21

Nursing 4 Nursing 22

Nursing 15 Nursing 11/12/13 (Integrated)

Nursing 16 Nursing 21/22 (Integrated)

Nursing 6/7/8/9 (Nursing skills lab course Nursing 6/7/8/9 (Nursing lab course optional) required each semester in Nursing 11-21) NXN 78 Integrated pharmacology throughout all program courses

28 ATTACHMENT B