Permanent Status Program Review for the RN to MSN Program

Evaluation Report

Mary Ann McLane and Darwin J. Davis

We reviewed the self-study report and policy manual for the RN to MSN program submitted by the School of Nursing. After our initial review we submitted a request for additional information in the form of several questions on January 11, 2008. On January 31, 2008 we received the following from the School of Nursing in response to our request:

1. A revised School of Nursing RN to MSN Policy Manual

2. A revised self-study report

3. A document with responses to each of our questions

4. A letter addressing the issue of faculty support from Dr. Kenneth Miller

These materials were very helpful in completing our review of the RN to MSN program.

Below we give our detailed review of the RN for the MSN program. Our overall conclusion is that the RN for the MSN program is a valuable addition to the university and we recommend that it be afforded permanent status. This program fits well with the other programs in the school of nursing, is effectively tailored to the needs of RNs who do not yet have a bachelor’s degree, and is timely given the national shortage of nurses with advanced degrees. We do see some opportunities to improve the description of the program in the policy manual and/or make improvements to the program. These suggestions for improvement are outlined in the “Weaknesses” area below.

Objectives, Strengths, and Weaknesses

1. Does the program meet its originally stated goals and objectives?

This program is designed specifically for registered nurses who do not yet have a bachelor’s degree. By reducing content overlap between the BSN and MSN programs, and granting credit for successful completion of the RN licensure exam, this program allows registered nurses to complete the BSN and MSN in a substantially reduced amount of time.

The program is almost entirely delivered through distance learning making it accessible to nurses working in rural areas who may not have access to other opportunities to attain an advanced degree while working.

This new program, which is tailored specifically to RNs, complements existing programs in the School of Nursing. It is a timely addition to the other programs given the national shortage of nurses. We believe that this program effectively meets its original goals.

2. Is the program compatible with the Academic Priorities of the University?

We believe that there is significant congruence between this program and UD’s Academic Priorities. Most notable is that the program addresses compelling “state, regional and national needs” related to the shortage of nurses with advanced degrees. We were also persuaded that the use of distance learning technology provides access to graduate education to high quality students who in some cases may not have other options for graduate study.

3. What are the strengths and weaknesses of this program?

Strengths: The program is a timely addition to the School of Nursing given the current national shortage of nursing staff. It fits nicely with existing programs in terms of using existing courses. This synergy between the programs leads to an effective use of faculty resources. The program is designed specifically for RNs who do not yet have a bachelor’s degree, including those in rural areas whose only option for advanced study is through distance education. In creating this new program, the School of Nursing has effectively targeted a “niche market” using existing resources. We feel that is strengthens the schools overall portfolio of nursing programs which is already nationally recognized.

Weaknesses: Students in the program choose one of three options to fulfill a research requirement:

i. Thesis option (NURS869)

ii. Scholarly Project option (NURS868)

iii. Nursing Science: Research Application (NURS687)

In our request for additional information we expressed concern about the degree to which the program provides a culminating graduate experience as we found no mention of a thesis committee or defense. The response to our concern provided additional information regarding a presentation and defense for the Scholarly Project option. We assume that this would also relate to the Thesis option. We suggest that information about the presentation and defense be added to the Policy Manual on pages 16-17. We believe it is typical to have at least three committee members for Thesis committees and suggest that consideration be given to the possibility of having a third committee member for the Thesis and Scholarly Project options.

The Policy Manual provides very little information about the third option (Nursing Science: Research Application). We suggest that a more detailed description be provided. It is not clear from the description to what degree this option provides a culminating graduate experience (e.g., requiring students to integrate a breadth of knowledge from previous courses, or apply knowledge in a practical setting, or…). We recommend improving the Policy Manual description and/or the design of this course to show how it provides a culminating graduate experience to those who pursue this option.

Impact and Demand

1. Describe any significant impact the proposed curricula might have on other instructional, research, or service programs of the University.

Students in this program take the course EDUC 665: Elementary Statistics. This course offering has been negotiated with the respective department.

2. Are the admissions requirements for this program clearly stated and fairly implemented?

Yes, the requirements are clearly stated and are now equivalent in the Policy Manual and the Catalog. We are aware of no evidence that would suggest an unfair implementation.

3. Is there sufficient demand for this program to warrant granting it permanent status? Are enrollments strong?

Yes, enrollments are sufficiently strong to justify permanent status. It is also important to note that there is significant synergy between this program and the BSN and MSN programs. Any enrollment in this program increases the number of students taking courses that already exist for the BSN and MSN programs.

4. Do the students in the program receive appropriate advising and mentoring?

Yes, the advisement outlined on page 12 of the policy manual seems appropriate.

5. Does the program require additional student expenses beyond traditional books and supplies such that additional need for financial aid can be expected?

No.

6. Does the program have the support of the departmental and affiliated faculty?

A letter of support from Dr. Kenneth Miller, Director of the School of Nursing, indicates faculty support as evidenced by the number of faculty who have supported the program in the past. We believe that the continued participation of the clinical preceptors in the community is a strong indication of their support. As the students in the program are mingled in the same classes with students from other nursing programs, it doesn’t seem likely that intramural faculty would typically take note of which students are in each of the programs, making more direct feedback from the faculty difficult. We are persuaded that adequate evidence of faculty support has been provided.

7. Are resources available to support and maintain the program?

Yes, we infer that adequate resources are available from the following observations:

· The courses already exist to serve other programs.

· No new resources were requested to initiate the program and none have been requested at this time.

· The letter of support from Dr. Kenneth Miller indicates a commitment to continue to provide necessary faculty resources.

All evidence suggests the resources for a healthy continuation of this program are available.

Evaluation

1. This item is not applicable to graduate programs.

2. Has the program clearly delineated the knowledge, values, skills, and other learning outcomes that their graduates will be expected to have acquired?

Yes, this is stated very well on page 11 of the Policy Manual.

3. Has the program implemented a plan to evaluate and assess the learning outcomes of its students?

Yes, they have an assessment plan connected to an accreditation process.