Minnesota State College-Southeast Technical

Nursing Department

Faculty Orientation Manual

i ii Table of Contents

Orientation 1

Calendars 2

Faculty Requirements 3

Program 7

Meetings 8

Advising 9

Instruction 10

Technology 11

Faculty Association 12

Who do you call? 13

Appendix 14

iii N U R S I N G  ORIENTATION

elcome to Minnesota State College-Southeast Technical. The nursing department faculty and staff are committed to providing the information and W support necessary to assist in your transition to nurse educator and faculty member.

The Human Resource Department will provide you with an orientation guide that will assist you in your college wide orientation. The Director of Nursing along with nursing faculty will provide mentorship during this transitional time. A tentative orientation schedule will be developed to meet your individual needs and may be adjusted as your orientation progresses. Your orientation period will include introduction and orientation to both classroom and clinical instruction.

The Nursing Programs consist of both theory and clinical courses. Depending upon the semester, faculty may be teaching in one or both areas (in the PN Program and/or the ADN Program) as dictated by program needs.

Our nursing department utilizes several facilities within the community as well the surrounding area. Orientation to the uniqueness of the individual facilities will also be provided based on your individual needs.

We realize that the integration of technology into the educational environment can be challenging, arrangements will be made for orientation to D2L, Tegrity and the simulation lab.

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 CALENDARS

There are several calendars/schedules of which the instructor must be aware.  Academic Calendar  Registrar’s Calendar  Course Schedule

Academic The Academic Calendar is designed yearly by the faculty, staff, and administration of the college. It is the template for scheduling beginning and end of semesters, days on, days off, faculty & staff meeting days, etc. You will be given a copy of the academic calendar. Subsequent copies will be coming to you via your school email or you may access the Academic Calendar via the schools website

Registrar’s The Registrar’s Calendar is created by the Registrar’s Office. It determines the dates for advising, registration, grade submission, drop/add periods, etc. You will be given a copy of the registrar’s calendar. Subsequent copies will be coming to you via your school email or you may access the Registrar’s Calendar via the schools website.

Program Each department decides what courses will be offered during each semester. This decision is made several months before the semester begins. The scheduled hours for the course, the faculty instructing the course, and the room that will be used is tentatively decided. The schedule is submitted to the Dean of Nursing and Allied Health for final approval and placement on Web Registration and in printed registration materials provided by the college to the public.

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FACULTY REQUIREMENTS

There are several organizations that have requirements faculty must meet in order to teach in the nursing department:  Minnesota Board of Nursing (MBON)  Minnesota State Colleges and University System (MnSCU)  National League of Nursing Accrediting Commission (NLNAC)

The Minnesota Board of Nursing is responsible for accrediting schools of nursing in Minnesota. They have specific requirements for faculty. Faculty requirements may be found in the Minnesota Legislature Rules, Chapter 6301: www.revisor.leg.state.mn.us/arule/6301 . The requirements are as follows:  Faculty must have a registered nursing license and a current unencumbered registration permit to practice in Minnesota.

 Faculty must take a minimum ten clock hour course in educational preparation in principles and methods of evaluation of student performance within the first two years of employment. Previous coursework may apply. Please see the Dean of Nursing and Allied Health for any questions.  For practical nursing programs, the director must have at least a bachelor's degree of science or arts from a regionally or nationally accredited college or university. In addition, the director and all other faculty members must have had one year of experience in direct relation to nursing care during the five years preceding appointment. This experience may include teaching nursing and nursing administration.  For professional nursing programs, the director must have at least a master's degree from a regionally or nationally accredited college or university. All other faculty members must have at least a bachelor's degree of science or arts from a regionally or nationally accredited college or university.

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Minnesota State Colleges and Universities

Board Policies

Chapter 3 – Educational Policies

3.32 COLLEGE FACULTY CREDENTIALING

Part 1. Purpose. The purpose of this policy is to assure that qualified individuals perform faculty work in the Minnesota colleges through system-established faculty minimum qualifications. Credential fields will replace assigned fields and license fields upon completion of the conversion process specified in Procedure 3.32.1. Recognizing that full conversion of assigned fields and license fields to credential fields must occur field by field, each assigned field or license field shall remain in effect only until replaced by a corresponding credential field.

Part 2. Definitions.

Subpart A. College faculty or college faculty member. College faculty or college faculty member means individuals teaching credit-based courses and counselors and librarians at system community, technical, and combined community and technical colleges.

Subpart B. College faculty credentialing. College faculty credentialing means the process for evaluating an individual’s education and experience in accordance with systems-established minimum qualifications for individuals teaching credit-based courses and for counselors and librarians.

Subpart C. Fields. Fields refer to assigned fields, license fields, and credential fields.

1. Assigned field. Assigned field means a defined area of knowledge and skill that is specifically related to a program, service, or academic discipline and for which system- established minimum qualifications exist. The assigned field is associated with faculty positions formerly governed by the Minnesota Community College Faculty Association bargaining agreement. 2. License field. License field means a defined area of knowledge and skill that is specifically related to a program, service, or academic discipline and foe which system-established minimum qualifications exist. The license field is associated with faculty positions formerly governed by the United Technical College Educators bargaining agreement. 3. Credential field. Credential field means a defined area of knowledge and skill that is specifically related to a program, service, or academic discipline, and for which system- established minimum qualifications are created under this policy and related system procedures.

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Subpart D. Minimum qualifications. Minimum qualifications mean system-established minimum requirements used to evaluate the credentials of an individual considered for college faculty work. The minimum qualifications shall include educational requirements and teaching and learning competency requirements; they may also include related occupational experience, state and/or national industry licensure/certification, and other requirements as appropriate for each assigned field, license field, or credential field.

Part 3. Applicability. This policy applies to faculty at community, technical, and combined community and technical colleges and to other individuals assigned to perform faculty work. An individual offered employment as a college faculty member or any individual assigned to perform faculty work shall meet system-established faculty minimum qualifications for the appropriate field except as provided for in Procedure 3.32.1. An individual credentialed under this policy and related procedures shall be deemed to satisfy the licensure requirement pursuant to Minnesota Statutes section 136F.49, as applicable.

Part 4. Transition to Credential Fields. Each assigned field and license field shall be reviewed and converted to a credential field. An existing assigned field and license field with its corresponding minimum qualifications shall be maintained until a credential field is established in its place. New assigned fields and license fields shall not be established.

Part 5. Authority to Credential College Faculty. The chancellor shall develop and implement system procedures to credential college faculty and to assure compliance with this policy.

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Nursing Field Requirements

Educational Requirements  Bachelor or above degree in nursing or three-year diploma in nursing and 4000 hours of occupational experience or Associate degree in nursing and 6000 hours of occupational experience.

Professional Requirement  Current Minnesota Registered Nurse license (RN)

Occupational Experience  Registered or practical nurse in public health; home health; or giving direct patient care in a hospital, skilled or intermediate care facility or hospice (1500 hours may be in an independent clinic or physicians office).

Recency  2000 hours of the occupational experience must be within the last five years.  Teaching experience may be substituted for up to 1500 hours within the last five years with a ratio of two hours of teaching for one hour of occupational experience.  Teaching experience substitution at a post-secondary level in nursing programs that prepare individuals for state licensure as a practical or registered nurse are acceptable.

Authorizations  Practical Nurse, Health Unit Coordinator, Home Health Aide, Medical Assistant/Nursing Component, Nurse Assistant, Passenger Assistant and Human Service programs. Courses in anatomy and physiology, medical terminology, administration of medicines, human behavior and communications in health care, ethical/legal aspects of health care, disease conditions, maternal/child health care and geriatric health care.

Other Requirements  Teacher preparation & other general credential rules which apply to all credentialed faculty.  Minimum of 4000 hours of occupational experience for all credentialed faculty.

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 The National League for Nursing Accrediting Commission requires that all faculty in either a PN or ADN program have a Masters Degree in Nursing or have submitted a plan to obtain one within five years.  Faculty Grid requirements include: yearly mantoux, criminal background check bi- annual CPR and physical. Completion of five Teaching and Learning courses and 10 hours of assessment is also required.

 PROGRAM

The Department of Nursing is located on both the Red Wing and Winona campuses. The Department includes the Practical Nursing, Associate Degree Nursing programs. The organizational structure of the nursing department is included in the appendix.

Content of the program is guided by the needs of the community, Minnesota Board of Nursing, the Minnesota State Colleges and Universities System, and the professional nursing organizations of NLN, QSEN, ANA, and NAPNES. The nursing faculty cooperatively reviews the curriculum on an annual basis and makes revisions as necessary. Program plans and course outlines are located on the G drive which can be accessed through Terminal Services on the school web-site.

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 COMMITTEES

College faculty and staff are encouraged to participate in college committees.

Each academic year, there are at least two mandatory faculty workshops. The first is scheduled at the beginning of fall semester and the second is near the end of Spring Semester. Those workshops are part of the academic calendar. Meeting sites rotate between the Red Wing and the Winona campus. Other mandatory workshops/meetings are scheduled throughout the year.

There are mandatory meetings also scheduled for the Department of Nursing and Allied Health. Meeting dates and times vary and typically alternate between the Red Wing or Winona campus. Some meetings may be held via ITV.

1. There are four established committees within the nursing department, all nursing faculty need to be a member of a committee.  Assessment  Curriculum  Progression  Technology 2. Committees are minimally comprised of two nursing faculty from each campus 3. Committee meetings are held twice a month 4. Each committee has a chair and a scribe 5. Committees post all meeting minutes on My Southeast Portal 6. Committees provide a report at each nursing faculty meeting

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Each program within the college has an advisory board consisting of professionals working in the program area, students (past and present), administration, and community members. Advisory Committee meetings are held annually.

 ADVISING

Part of the faculty role is the advising of students. As students are admitted to the college, Student Services assigns a faculty advisor and notifies the student via mail.

Advising is multi-faceted. Part of the advising role is assisting students with program planning, advising for registration, and monitoring academic progress. Instructors are expected to have scheduled office hours. Those hours must be posted outside the instructor’s office and in written communications with students. Instructors may schedule their own office hours, at least one hour per three credits taught a week per week. Instructors are often available on an informal basis at other times.

New faculty is not assigned advisees the first semester. Instead they will be assigned a faculty member to shadow. The second semester, new faculty will be given a limited number of students to advise with the understanding that they will be assisted by seasoned faculty. Thereafter, faculty will share equally in the advising of students based upon their letter of assignment.

Advisors use multiple tools in order to facilitate the advising process including the program plan, individual student academic plan, tabloids and web registration rosters, DARS reports, and transfer paperwork. Copies of these and explanations as to how to use them will be provided by the faculty member you are shadowing.

When accepted into the nursing program, students are initially advised by faculty after a general orientation. Faculty shares the responsibility for covering that registration time. Students are seen by whichever faculty is present.

Once the student has been attending classes, they are notified that the nursing department holds a mass pre-registration advising session before the registration windows open. After 1 N U R S I N G

mass advising, students meet briefly with their individual advisors to confirm course registration acceptability and to receive access codes for web registration. Students requiring more extensive advising are asked to schedule an individual appointment with their advisor.

Students may not receive access codes without meeting with their advisor. Advisors do not generally advise individual students prior to mass advising session nor do they advise students assigned to other faculty. Exceptions may occur if mutually agreed upon by faculty. Faculty often consults with each other in regards to the advising process.

 INSTRUCTION

Courses are assigned to instructors based on their area of expertise. Each instructor is responsible for management of their course(s.) This includes course preparation prior to the start of the class, day-to-day class management, and submitting grades for academic transcripts. Often, courses are taught by more than one instructor.

Course preparation includes developing a syllabus, selecting texts and references; developing course management items: grading process, evaluation tools, daily schedule, course content; developing course delivery materials like power point presentations and handouts; and preparing web-based course management systems.

The college requires that each student receive a syllabus the first class session and that instructors discuss the syllabus in class. The course outline forms the basis of the syllabus. In addition to information contained in the course outline, the syllabus must also provide information on grading systems, schedules, student contributions, instructor expectations, texts/references/materials, instructor contact information (including office hours), any technology requirements, and any ancillary information the instructor chooses to provide. Many instructors include sections on academic honesty, conduct, and special requirements or accommodations. A sample syllabus is provided on My Southeast Portal.

The day-to-day management of the course includes, but is not limited to, ongoing communication, and review of course expectations with students, presenting course content, managing the course time line, adjusting presentations as needed, correcting and returning assignments in a timely manner, encouraging students to seek tutor assistance if needed, and keeping students’ advisors apprised of student difficulties/issues. Instructors are responsible for checking email daily except for weekends and Holidays.

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All nursing classes are taken for a letter grade. The nursing department has established a grading policy which instructors are required to use. Course objectives are translated into points and the points into grades. Those grades must be entered at the end of each semester.

 TECHNOLOGY

Many resources are available on the college website located at www.southeastmn.edu . New faculty is encouraged to familiarize themselves with the website and its contents. Website questions can be referred to the campus administrative assistants.

Each faculty member is given an email account. Email is the college’s primary means of communication. Faculty is encouraged to check their email several times a day. Email accounts may also be accessed from home through the school website. Email questions can be referred to the campus administrative assistant, Tracy Kirchner at [email protected] on the Red Wing campus and Shelly Cierzan at [email protected] on the Winona campus.

Desire to Learn (D2L) is a web-based classroom management system. Instructors are required to attend D2L orientation and training. You will be scheduled for a D2L training during your orientation.

Tegrity is an innovative program for lecture capture delivery, merging power point presentations and in-class lecture recording. Tegrity supports student learning in new and exciting ways. All nursing faculty utilize this program. Instructors will receive Tegrity orientation and training prior to its use.

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 FACULTY ASSOCIATION

Faculty at Minnesota State College-Southeast Technical are represented by the Minnesota State College Faculty Association. Each campus has a chapter president and various elected officers. You will be contacted by the Membership chair and will receive a contract upon hire. If you are not contacted, please notify the Director of Nursing.

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 WHO DO YOU CALL?

Dean/Director of Nursing Nancee Wozney Red Wing & Winona Campus Ext. 7711 &1466

Reception –RW Winona Tracy Kirchner Shelly Cierzan Ext. 6306 Ext. 1460

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APPENDIX

COURSE OUTLINE SAMPLE 15

PN PROGRAM PLAN WITH PREREQUISITES SAMPLE 16

NURSING DEPARMTNET ORGANIZATINAL STRUCTIRE 17

NLN NURSE EDUCATOR CORE COMPETENCIES 18

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MN State College-Southeast Technical Winona Campus Red Wing Campus 1250 Homer Road 308 Pioneer Road Winona, MN 55987 Red Wing, MN 55066

COURSE OUTLINE

HEAL1405 Nursing Skills and Concepts

Course Description:

The focus of this course is clinical nursing skills commonly utilized by practical nurses in the provision of competent nursing care to clients experiencing adaptation in health status. Emphasis is on the theoretical basis for the skills, correct psychomotor techniques, and customization of these skills in various simulated client situations. Students are expected to integrate knowledge from the basic physical and psychosocial sciences into the acquisition of new skills. Learning experiences include content presentations/discussions, independent study with various modalities, and supervised laboratory practice.

Prerequisites: Acceptance into the PN program (P), BIOL2511 Anatomy & Physiology I (P), PSYCH2515 Developmental Psychology (P), Communication/Basic English or higher (P), Introductory Algebra or higher (P)

4 Credits (3 lecture / 1 lab)

Student Learning Outcomes: Upon successful completion of the course the student will be able to:

1. Identify the steps of the nursing process in relation to competent performance of clinical nursing skills 2. Demonstrate critical thinking skills in performing and customizing clinical nursing skills with clients from diverse multicultural backgrounds. 3. Identify the ethical and legal implications of skill performance 4. Demonstrate principles which maintain environmental safety for the student and client 5. Recognize the nursing responsibilities to the practice of nursing skills 6. Apply theoretical knowledge of procedures and data collection to the nursing process

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Minnesota State College – Southeast Technical Practical Nursing Program 2009-2010

Program Prerequisites: Those interested in the Practical Nursing major must submit the following documentation to the nursing department prior to being considered for acceptance.

Nursing Assistant (verification of minimum 75 hours and current on Registry) **Health form (required every four years) **First Aid training **CPR for the Professional certification (required annually) **Criminal Background study (required annually) **Mantoux (required annually) or one time Chest X-ray with annual completion of questionnaire Completion of Math requirement Completion of Communication/ English requirement Completion of Computer requirement Completion of Test of Essential Academic Skills (TEAS) **= indicates Clinical requirement

COURSE PREREQUISITIES C Course C Credits Prerequisite (P) or Concurrent (C)

Communication/English requirement 2/0

Introductory Algebra or higher 2/0 Accuplacer Elementary Algebra score of 30 or greater

BIOL2511 Anatomy and Physiology I 3/1 Accuplacer Reading score of 78 or greater, or BIOL1500 Fundamentals of Biology. (P)

PSYC2515 Developmental Psychology 3/0 None

HEAL 1400 Adaptation to PN Role 4/0 None

HEAL1405 Nursing Skills and Concepts 3/1 Acceptance into the PN program (P) BIOL2511 Anatomy & Physiology I (P) PSYC2515 Developmental Psychology (P) Communication/English requirement(P) Introductory Algebra or higher (P) HEAL1400 Adaptation to PN Role (P) or (C )

HEAL1410 Concepts of Pharmacology 1/1 Acceptance into the PN program (P) BIOL2511 Anatomy & Physiology I (P) PSYC2515 Developmental Psychology (P) Communication/English requirement(P) Introductory Algebra or higher (P) HEAL1400 Adaptation to PN Role (P) or (C )

HEAL1415 Behavioral Health Nursing 3/0 Acceptance into the PN program (P) BIOL2511 Anatomy & Physiology I (P) PSYC2515 Developmental Psychology (P) Communication/English requirement(P) 1 Introductory Algebra or higher (P) HEAL1400 Adaptation to PN Role (P) or (C )

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Minnesota State College-Southeast Technical Nursing Department

Nancee Wozney Dean /Director of Nursing

Tracy Kirchner Mechelle Cierzan Academic Support Red Wing Cheryl Casperson –Win Academic Support Eileen Halls – RW Winona Lead Faculty

Nursing Faculty Red Wing and Winona

NLN CORE COMPETENCIES OF NURSE EDUCATORS WITH TASK STATEMENTS

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Competency 1 – Facilitate Learning Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. To facilitate learning effectively, the nurse educator: • Implements a variety of teaching strategies appropriate to learner needs, desired learner outcomes, content, and context • Grounds teaching strategies in educational theory and evidence-based teaching practices • Recognizes multicultural, gender, and experiential influences on teaching and learning • Engages in self-reflection and continued learning to improve teaching practices that facilitate learning • Uses information technologies skillfully to support the teaching-learning process • Practices skilled oral, written, and electronic communication that reflects an awareness of self and others, along with an ability to convey ideas in a variety of contexts • Models critical and reflective thinking • Creates opportunities for learners to develop their critical thinking and critical reasoning skills • Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students • Demonstrates interest in and respect for learners • Uses personal attributes (e.g., caring, confidence, patience, integrity and flexibility) that facilitate learning • Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments • Maintains the professional practice knowledge base needed to help learners prepare for contemporary nursing practice • Serves as a role model of professional nursing ______Competency 2 – Facilitate Learner Development and Socialization Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role. To facilitate learner development and socialization effectively, the nurse educator: • Identifies individual learning styles and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, at-risk, and second degree learners • Provides resources to diverse learners that help meet their individual learning needs • Engages in effective advisement and counseling strategies that help learners meet their professional goals • Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners’ self-reflection and personal goal setting • Fosters the cognitive, psychomotor, and affective development of learners • Recognizes the influence of teaching styles and interpersonal interactions on learner outcomes

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• Assists learners to develop the ability to engage in thoughtful and constructive self and peer evaluation • Models professional behaviors for learners including, but not limited to, involvement in professional organizations, engagement in lifelong learning activities, dissemination of information through publications and presentations, and advocacy ______Competency 3 – Use Assessment and Evaluation Strategies Nurse educators use a variety of strategies to assess and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning. To use assessment and evaluation strategies effectively, the nurse educator: • Uses extant literature to develop evidence-based assessment and evaluation practices • Uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains • Implements evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals • Uses assessment and evaluation data to enhance the teaching-learning process • Provides timely, constructive, and thoughtful feedback to learners • Demonstrates skill in the design and use of tools for assessing clinical practice ______Competency 4 – Participate in Curriculum Design and Evaluation of Program Outcomes Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment. To participate effectively in curriculum design and evaluation of program outcomes, the nurse educator: • Ensures that the curriculum reflects institutional philosophy and mission, current nursing and health care trends, and community and societal needs so as to prepare graduates for practice in a complex, dynamic, multicultural health care environment • Demonstrates knowledge of curriculum development including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities and evaluation strategies • Bases curriculum design and implementation decisions on sound educational principles, theory, and research • Revises the curriculum based on assessment of program outcomes, learner needs, and societal and health care trends • Implements curricular revisions using appropriate change theories and strategies • Creates and maintains community and clinical partnerships that support educational goals • Collaborates with external constituencies throughout the process of curriculum revision • Designs and implements program assessment models that promote continuous quality improvement of all aspects of the program ______Competency 5 - Function as a Change Agent and Leader Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice. To function effectively as a change agent and leader,

1 N U R S I N G the nurse educator: • Models cultural sensitivity when advocating for change • Integrates a long-term, innovative, and creative perspective into the nurse educator role • Participates in interdisciplinary efforts to address health care and educational needs locally, regionally, nationally, or internationally • Evaluates organizational effectiveness in nursing education • Implements strategies for organizational change • Provides leadership in the parent institution as well as in the nursing program to enhance the visibility of nursing and its contributions to the academic community • Promotes innovative practices in educational environments • Develops leadership skills to shape and implement change ______Competency 6 - Pursue Continuous Quality Improvement in the Nurse Educator Role Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence in the role is essential. To pursue continuous quality improvement in the nurse educator role, the individual: • Demonstrates a commitment to life-long learning • Recognizes that career enhancement needs and activities change as experience is gained in the role • Participates in professional development opportunities that increase one’s effectiveness in the role • Balances the teaching, scholarship, and service demands inherent in the role of educator and member of an academic institution • Uses feedback gained from self, peer, student, and administrative evaluation to improve role effectiveness • Engages in activities that promote one’s socialization to the role • Uses knowledge of legal and ethical issues relevant to higher education and nursing education as a basis for influencing, designing, and implementing policies and procedures related to students, faculty, and the educational environment • Mentors and supports faculty colleagues ______Competency 7 – Engage in Scholarship Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity. To engage effectively in scholarship, the nurse educator: • Draws on extant literature to design evidence-based teaching and evaluation practices • Exhibits a spirit of inquiry about teaching and learning, student development, evaluation methods, and other aspects of the role • Designs and implements scholarly activities in an established area of expertise • Disseminates nursing and teaching knowledge to a variety of audiences through various means • Demonstrates skill in proposal writing for initiatives that include, but are not limited

1 N U R S I N G to, research, resource acquisition, program development, and policy development • Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality, and creativity ______Competency 8 – Function within the Educational Environment Nurse educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social and economic forces impact their role. To function as a good “citizen of the academy,” the nurse educator: • Uses knowledge of history and current trends and issues in higher education as a basis for making recommendations and decisions on educational issues • Identifies how social, economic, political, and institutional forces influence higher education in general and nursing education in particular • Develops networks, collaborations, and partnerships to enhance nursing’s influence within the academic community • Determines own professional goals within the context of academic nursing and the mission of the parent institution and nursing program • Integrates the values of respect, collegiality, professionalism, and caring to build an organizational climate that fosters the development of students and teachers • Incorporates the goals of the nursing program and the mission of the parent institution when proposing change or managing issues • Assumes a leadership role in various levels of institutional governance • Advocates for nursing and nursing education in the political arena

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References

Document created February 15, 2009 by Marty Knauer as part of a practicum project for Walden University.

References are embedded and throughout the document and assistance was received from Laurie Becker, Dean of Nursing and Allied Health and Nancee Quinn, Director of Nursing.

Minnesota State Board of Nursing @ www.nursingboard.state.mn.us

Minnesota State SE Technical @ www.southeastmn.edu

National League of Accreditation Nursing Licensure @ http://www.nlnac.org