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Council on Accreditation of Nurse Anesthesia Educational Programs (COA) Accreditation Report, Spring 2017

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Council on Accreditation of Nurse Anesthesia Educational Programs (COA) Accreditation Report, Spring 2017 Council on Accreditation of Nurse Anesthesia Educational Programs (COA) Accreditation Report, Spring 2017 Item Type Report Authors University of Maryland, Baltimore. School of Nursing Publication Date 2017 Keywords self study reports; University of Maryland, Baltimore. School of Nursing; Accreditation; Nurse Anesthetists--education Download date 30/09/2021 05:05:35 Item License https://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item http://hdl.handle.net/10713/6562 COUNCIL ON ACCREDITATION OF NURSE ANESTHESIA EDUCATIONAL PROGRAMS ACCREDITATION REPORT Spring 2017 1 TABLE OF CONTENTS Introduction/History 3 A. Conducting Institution Standards 3 A1 The mission and/or philosophy 3 A2 The organizational relationships 5 A3 The conducting organization completes a legally binding written agreement 6 A4 The amount of advanced standing or transfer credit 7 A5 The governance structure(s) facilitates effective communication 7 A6 The CRNA program administrator, or an individual designated 8 A7 The institution’s and/or program’s committee structure 9 A8 The conducting institution provides sufficient time… obligations to students 11 A9 The conducting institution provides sufficient time… their own scholarly activities 13 A10 The program’s resources must be adequate to support the size and scope 14 A10.1 financial resources that are budgeted 14 A10.2 Physical resources including facilities 14 A10.3 learning resources including clinical sites 18 A10.4 Faculty 20 A10.5 Support Personnel 21 A10.6 Student Services 21 A11 The program seeks Council approval before increasing 29 A12 The program is required to act in accordance with the Council's 29 A13 There is evidence that eligibility and certification requirements 29 B. Faculty Standards 30 B1-13, B17, B19 CRNA Program Administrator 30 B14-17, B19 Assistant CRNA Program Administrator 31 B18, B20 CRNA Faculty, Non-CRNA Faculty 33 C. Student Standards 34 C1 The program enrolls only students who by academic 34 C2 Admission requirements include: 35 C2.1 An unencumbered license 36 C2.2 A minimum of one year full-time work 36 C3 Students demonstrate professionalism 36 C4 Students keep accurate and complete clinical experience logs 37 C5 Students are certified in Advanced Cardiac Life Support (ACLS) 37 D. Graduate Standards 37 Patient Safety 37 Perianesthesia 39 Critical Thinking 42 2 Communication 46 Leadership 48 Professional Role 49 E. Curriculum Standards 53 E1 The curriculum is designed to award a DNP 53 E2 The curriculum is designed to focus on the full scope 54 E2.1 Course(s): Advanced Physiology/Pathophysiology 54 E2.2 Content: Advanced Physiology/Pathophysiology 55 E2.3 Clinical experiences 56 E3 The curriculum meets commonly accepted national standards 57 E4 The post-baccalaureate curriculum is a minimum 57 E5 The curriculum is composed of sequential and integrated courses 58 E6 All courses have clearly stated objectives/outcomes 58 E7 Distance education programs and courses satisfy accreditation standards 58 E8 The curriculum requires the student to complete scholarly work 59 E9 The clinical curriculum provides students with experiences in the perioperative 60 E10 The program provides opportunities for students to obtain clinical experiences 60 E11 Simulated clinical experiences are incorporated in the curriculum 61 F. Clinical Site Standards 61 F1 The program demonstrates it has sufficient clinical resources 61 F2 The program has a legally binding contract with the clinical site 61 F3 The program appoints a CRNA coordinator for each clinical site 61 F4 The program demonstrates that the educational environment 62 F5 Supervision at clinical sites is limited to CRNAs and anesthesiologists 62 F6 Clinical site orientations are provided that outline role expectations 62 F7 The clinical supervision ratio of students to instructor ensures patient safety 62 F8 The program restricts clinical supervision in non-anesthetizing areas 63 F9 Student time commitment consists of a reasonable number of hours 63 G. Policy Standards 63 G1 Accurate cumulative records of educational activities are maintained 63 G2 Truth and accuracy are evidenced in recruiting and admissions practices 64 G3 The following are published annually 65 G4Policies and procedures that are fair, equitable, and do not discriminate 66 G5 Policies and procedures regarding academic integrity are defined 66 G6 Policies outline the procedures for student discipline and dismissal 66 G7 The program demonstrates that it processes complaints, grievances, and appeals 72 G8 The program forbids the employment of nurse anesthesia students 73 H. Evaluation Standards 74 I. Summary Questions 84 J. Attachments 85 3 University of Maryland School of Nursing History The University of Maryland School of Nursing (UMSON) was founded in 1889 by Louisa Parsons, a graduate of the Nightingale Fund School at St. Thomas' Hospital in London. The School was originally associated with University Hospital. Early students spent a majority of their time working on the wards, in addition to studying in the classroom. UMSON grew during the early decades of the 20th century. School officials, faculty members, and alumni constantly sought to improve standards of and advocate for the nursing profession to state and federal officials. By the 1940s and 1950s UMSON guided by its first dean, Florence Gipe, began to transition away from a training school associated with a hospital, to an independent academic institution. The curriculum steadily changed during this period to meet the new, higher standards as well as to keep up with the changes in the nursing profession. Master’s degrees in nursing were first offered in 1955, while the first doctoral programs were launched in 1979. In the 1970s UMSON began to emphasize research in addition to its education and practical roles. This is reflected by the numerous researchers active within the school and the funded research UMSON garners each year. In 2002, the School opened a new state-of-the art building to accommodate its ever-expanding numbers of faculty members, staff, and students. Today, the School is one of the premier nursing schools in the country and seeks to continue making an impact for the next 100 years. - See more at: http://www.nursing.umaryland.edu/about/community/museum/history/#sthash.5KspPSPp.dpuf (attachment 059 screenshot UMSON History) A. CONDUCTING INSTITUTION STANDARDS 1. The mission and/or philosophy of the conducting institution’s government body promote educational excellence and support the nurse anesthesia program within a doctoral framework. Mission, University System of Maryland The University System of Maryland (USM) seeks to improve the quality of life for the people of Maryland by providing a comprehensive range of high quality, accessible, and affordable educational opportunities; engaging in research and creative scholarship that expands the boundaries of current knowledge; and providing knowledge-based programs and services that are responsive to the needs of the citizens of Maryland and the nation. The University System of Maryland fulfills its mission through the effective and efficient management of its resources and the focused missions and activities of each of its component institutions. Mission, University of Maryland, Baltimore The University of Maryland, Baltimore (UMB) is the state’s public academic health and law university devoted to professional and graduate education, research, patient care, and public service. As a diverse community of outstanding faculty members, staff, and students, and using state-of-the-art technological support, we educate leaders in health care delivery, biomedical science, global health, social work, and the law. We emphasize interdisciplinary education and research in an atmosphere that explicitly values civility, diversity, collaboration, teamwork and 4 accountability. By conducting internationally recognized research to cure disease and to improve the health, social functioning, and just treatment of the people we serve, we foster economic development in the city, state, and nation. We are committed to ensuring that the knowledge we generate provides maximum benefit to society and directly enhances our various communities. Mission, UMSON We shape the profession of nursing and the health care environment by developing nursing leaders in education, research, and practice. Mission, UMSON, Nurse Anesthesia Program Congruent with the mission of the University of Maryland, Baltimore and UMSON, the mission of the Nurse Anesthesia program (NAP) is to educate leaders in health care delivery and ensure the knowledge that is generated by the NAP provides maximum benefit to society, directly enhancing the community. The nurse anesthesia track will help to shape the profession of nursing by developing leaders in nurse anesthesia practice, education and research through its cutting-edge science and its innovative clinical enterprise. UMSON Philosophy and Vision: UMSON is a nationally recognized school that develops nursing leaders for education, research, and practice. The nurse anesthesia faculty and students will jointly create a rich and vibrant community that advances evidenced-based practice and scholarship. The NAP will enhance quality and efficiency of education, practice, and research by incorporating state-of-the-art technology. The nurse anesthesia faculty and students will collaborate with colleagues from diverse professions institutions and locations to develop innovative practice models that will shape the evolving health care delivery system. USM
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