Prairie View A&M University
College of Nursing
FACULTY HANDBOOK
6436 Fannin Street
Houston, Texas 77030
(713) 797-7000
Email: http://acad.pvamu.edu/content/nursing
Publication Date: Fall 2005
COLLEGE OF NURSING
Houston Center - Suite 801
1801 Main Street
Houston, Texas 77002
Message from the Dean’s Office
Prairie View A&M University College of Nursing continues to stand out as a fervent exemplar in educating professional nurses for now and the future. This year the college celebrates 87 years of making a difference in defining and actualizing a positive experience for many fine women and men who choose nursing as their career. Transcending the challenge of time, there have been 2,434 nursing graduates who have extensively contributed to the quality and excellence in the nursing and health care delivery throughout Texas and the world. Located in the Texas Medical Center, the college remains competitive in the quality and variety of programs offered inclusive with the advances of technology and mutual partnerships. The college continues to celebrate its growth and enhancement through expansion of programs and a newly constructed educational facility.
Welcome! Enjoy the academic year 2005-2006. We look forward to graduating many Basic Generic, LVN-BSN, and RN-BSN students from the Prairie View A&M University College of Nursing.
Respectfully yours,
Betty N. Adams
Betty N. Adams, PhD, RN
Professor and Dean
College of Nursing
Table of Contents
The College of Nursing
Message from the Dean’s Office 2
University Administrative Personnel 4
Historical Background 5
Mission of the College of Nursing 7
Philosophy 7
College of Nursing Organizational Chart 10
Academic Programs 11
Undergraduate 12
Graduate 18
Curriculum and Instruction 24
Organizing Framework 25
Program Objectives 29
Test Protocol and Procedures 33
Skills Checklist and Competencies 37
Program Evaluation Plan 47
The Faculty Organization 52
Faculty Organization By-Laws 53
Faculty Workload 64
Faculty Practice Model 74
Faculty Advisement 77
Position Descriptions 79
Dean 80
Director for Undergraduate Programs 82
Director for Graduate Programs. 83
Director for Distance Education Program 84
Assistant Director for Graduate Programs 85
Coordinator of Advanced Practice Nursing 86
Semester Coordinator 87
Laboratory Coordinator 88
Laboratory Operations Supervisor 89
Teaching Assistant 90
Faculty 91
Faculty Performance Evaluation 92
Criteria for Faculty Performance 93
Procedure for Faculty Classroom Visitation 105
Undergraduate
Graduate
Clinical Faculty Evaluation… 110
Student Evaluation of Clinical Faculty 114
Annual Faculty Performance Expectations 117
Promotion and Tenure 126
Professional Performance Peer Review Policy 147
Harassment Policy 150
General Information 158
PRAIRIE VIEW A&M UNIVERSITY
Administrative Officers
George C. Wright President
Dan Williams Executive Vice President and Chief Financial Officer
E. Joahanne Thomas-Smith Provost and Senior Vice President for
Academic and Student Affairs
Willie F. Trotty Vice President for Research and Development
Laurette F. Byars Vice President for Institutional Relations and Public Service
Academic Dean
College of Agriculture and Human Sciences (Interim) Linda Williams-Willis
School of Architecture Ikhlas Sabouni
College of Arts and Sciences Danny Kelley
College of Business Munir Quddus
College of Education M. Paul Mehta
College of Engineering Milton R. Bryant
College of Juvenile Justice and Psychology H. Elaine Rodney
College of Nursing Betty N. Adams
Graduate School William H. Parker
HISTORY OF THE NURSING EDUCATION UNIT
The College of Nursing (CON) has been in the forefront of educating African American nurses for over 87 years. Established in 1918, the CON evolved from a limited two year curriculum to the state and nationally accredited baccalaureate and master’s programs today. It is one of six undergraduate colleges of the University that is located in the city of Prairie View, Texas. Prairie View A&M University is a part of the A&M University System.
In 1928, the program was lengthened to three years and the first off campus affiliation begun in 1930. The nursing program was transformed into a professional baccalaureate program in 1952. The first baccalaureate degrees were awarded in 1956. Fourteen years later in 1968, the college developed an upper (professional) and lower division (liberal arts). This division was aligned with total concentration of nursing in Houston and affiliations at some of the most prominent hospitals in the world; while all pre-clinical or general studies courses continued to be offered on the main university campus. This division also provided opportunities for students from other general studies programs to apply for admission to the upper division. Initial accreditation was granted from the National League for Nursing (NLN) in 1973; the last accreditation was reaffirmed in 1998 resulting in a full continuing accreditation with an interim report.
In 1982, the CON moved to 6436 Fannin Street in the Texas Medical Center and became a participating member of 61 member institutions of the Texas Medical Center. The former building at the above location has been demolished and a new state-of-the- art facility is under construction for completion by January 2006. The CON’s temporary location is 1801 Main Street, occupying 46,000 square feet of leased space.
The undergraduate program consists of four academic years plus one semester of study. Graduates enter the health care field able to provide direct patient care and use management and leadership theories in the practice of professional nursing.
The undergraduate program accommodates registered nurses pursuing a baccalaureate degree in nursing through an RN option plan of study.
The RN-BSN Program was established in 1978. Clinical experiences are gained through health agencies, and private and semi-private health facilities throughout the greater Metropolitan Houston community. In addition to offering courses at the CON campus, this program option was expanded via telecommunication to distance sites at Bryan-College Station, home of the Texas A&M University, to the University Center in Montgomery County and to Huntsville Medical Center in Huntsville, Texas. Students enrolled in the RN-BSN Program complete the program in 3 semesters or twelve months of upper division clinical studies.
In 1999, the College of Nursing added the Master of Science Degree in Nursing offering the Family Nurse Practitioner (FNP) Program to meet the demand to increase the number of ethnic minority health care providers to unserved, underserved and vulnerable populations. This initiative was funded by a grant from the W.K. Kellogg Foundation. The FNP Program consists of three regular semesters and two summer semesters. Graduate clinical experiences vary from private practice sites to public clinics and hospital-based experiences in urban and rural communities.
In January 2004, the LVN-BSN Program admitted the first cohort of 12 students. This program is offered at the College of Nursing (CON) campus and the three distance sites. This program is structured to be completed in four academic semesters. In Fall 2005, 20 additional LVN students were admitted. Both the baccalaureate and masters programs are accredited by the Board of Nurse Examiners for the State of Texas and the National League for Nursing Accrediting Commission. Also, the baccalaureate program has preliminary approval from the Commission on Collegiate Nursing Education.
MISSION OF THE COLLEGE OF NURSING
The faculty of the College of Nursing at Prairie View A&M University embrace the University’s mission of excellence in education, research and service. The primary goal of the College of Nursing is to prepare beginning professionals as nurse generalists and advanced practice nurses who have a foundation for continuing personal, professional and educational growth. Graduates are prepared to practice in a variety of settings and to assume leadership roles in response to the health needs of a rapidly changing, complex society.
PHILOSOPHY
The philosophy of the Prairie View A&M University College of Nursing reflects the beliefs of the faculty and provides the foundation for the curriculum. While striving to maintain effective teaching and a strong curriculum, the faculty believe our role should include the fostering of academic excellence and intellectual curiosity in our students. The faculty believe in educating students of diverse ethnic, academic and socio-economic backgrounds through professional role-modeling, mentoring relationships and the development of culturally sensitive paradigms for clinical practice. The faculty strive to foster commitment to values believed to be inherent in professional nursing: altruism, human dignity, truth, justice, freedom, equality and esthetics.
The faculty believe that learning is a life-long process which progresses along a continuum from simple recall of information, through comprehension, application, and synthesis of concepts, toward the creative use of new information and technology. Each student brings to the learning environment knowledge, values, attitudes and beliefs. Although the faculty facilitates learning by providing a receptive environment for students to use and expand their body of knowledge, the student must assume responsibility for the interactive learning process, which requires active participation of both the student and faculty.
Health is culturally and individually defined. The faculty believe that health is a dynamic state of integrated functioning/balance and purposeful direction within the internal and external environment to maximize one’s potential. The faculty believe that all human beings have a right to health care, including the increasing vulnerable populations who do not have complete access to health care.
In this rapidly changing society, health care delivery must also change to meet changing needs of consumers. The faculty believe that consumers are not merely passive recipients of health care services, but active participants in the decision-making process affecting their health. The faculty espouse a primary health care strategy, which encourages advocacy and partnerships with consumers in systematic efforts to identify and address major health needs. The faculty empower consumers to be self-reliant and competent in managing the health aspects of their lives.
Nursing has a caring and holistic role in the promotion, protection, and restoration of health for culturally diverse individuals, families, aggregates, communities, and society. The nurse in collaboration with clients and other health care providers, functions in a variety of roles and settings to provide effective care based upon a planned, deliberate decision making process. The nursing process serves as the method by which therapeutic interventions and decisions are implemented.
The faculty believe that community service is a vital component of nursing practice. Community service involves providing cultural sensitive primary health care, direct services, and educational information designed to promote and maintain healthy communities in rural and urban settings.
The faculty believe that research provides a foundation for analytical thinking and guides nursing practice. The baccalaureate graduate uses the research process in clinical problem solving and incorporates research findings into practice. Research at the undergraduate level provides a basis for continued study at the graduate level.
Professional nursing education is based upon a general liberal arts education with an emphasis on the behavioral and natural sciences. The ability to process information, problem-solve, make informed decisions and think critically are desired outcomes of nursing education. The professional nurse who can communicate effectively, intervene therapeutically and think critically will be uniquely valuable in the present and future health care system.
The outcome of baccalaureate education is to empower graduates to continually develop as contributing members of the nursing profession and of the larger society to practice in a variety of settings, to assume leadership roles in response to the health needs of a rapidly changing, complex society, and to practice nursing within a framework that encompasses legal, ethical, and professional standards. The graduates are prepared for entry into graduate nursing education to further develop their professional roles.
Building upon the broad generalist foundation of baccalaureate education in nursing, the faculty believe that graduate education in nursing consists of an advanced research-based specialized body of knowledge which is required to deliver high quality consumer-focused health care.
The faculty further believe graduate education in nursing to be the most effective means of preparing nurses to deliver advanced culturally sensitive health care to diverse and vulnerable populations; to advance nursing’s research base by linking nursing theory to advanced clinical practice; and to advocate for continuous improvement in health care through the formulation and implementation of consumer-focused health policy and health legislation.
COLLEGE OF NURSING ORGANIZATIONAL CHART
2
College of Nursing Organizational Chart
August 2005
2
ACADEMIC PROGRAMS
Basic Generic BSN
LVN-BSN
RN-BSN
Master’s Program
Family Nurse Practitioner
Nursing Education (Pending Approval
Nursing Administration
BACHELOR OF SCIENCE IN NURSING PROGRAM REQUIREMENTS
Core Curriculum………………………………………………………………………...43 SCH
All Nursing Core Curriculum requirements are shown in the suggested degree program
Support Area Requirements……….…………………………………………………20 SCH
NURS 2553 Life Span…………………………………………………………………….3 SCH
HUSC 1343 Ecology of Human Nutrition…………………………………………….. 3 SCH
PSYC 2613 Statistics for Psychology I………………………………………………....3 SCH
SOCG 1013 General Sociology………………………………………………………….3 SCH
BIOL 1054 Anatomy and Physiology 1……………………………………………… .4 SCH
BIOL 1064 Anatomy and Physiology 2……………………………………………… .4 SCH
Major Requirements……………………………………………………………………65 SCH
NURS 3013, 3164, 3263, 3023, 3003, 3174, 3273, 3183, 3282, 3193, 3292, 4013, 4163, 4262, 4173, 4272, 4183, 4192, 4282, 4292, 4403, Nursing Electives (6 SCH).
Transfer Students Total Degree Requirements……………………………………128 SCH
Prairie View Students Total Degree Requirements………………………………..130 SCH
College of Nursing Grading Scale
Nursing students in both the baccalaureate and masters programs are evaluated on a grading scale that differs slightly from the standard university grading scale. The grading scale in the College of Nursing is as follows:
A 90 – 100
B 81 – 89
C 75 – 80
D 65 – 74
F 64 and blow
Table 2
Basic Generic Program of Study for the BSN
FRESHMAN YEARPre-Clinical Studies
First Semester / Hrs. / Second Semester / Hrs.
ENGL 1123 / Freshman Composition I / 3 / ENGL 1133 / Freshman Composition II / 3
MATH 1113 / College Algebra / 3 / PSYC 1113 / General Psychology / 3
BIOL 1054 / Human Anat. and Phys I and Lab / 4 / BIOL 1064 / Human Anat. and Phys II and Lab / 4
SPCH 1003 / Fund. of Speech Communication / 3 / COMP 1003 / Introduction to Computer Education / 3
HIST 1313 / U.S. to 1876 / 3 / HIST 1323 / The U.S.-1876 to Present / 3
Total / 16 / Total / 16
SOPHOMORE YEAR
Pre-Clinical Studies
First Semester / Hrs. / Second Semester / Hrs.
POSC 1113 / American Government I / 3 / PSC 1123 / American Government II / 3
SOCG 1013 / General Sociology / 3 / HUSC 1343 / Ecology of Human Nutrition / 3
PHIL 2013 / Intro Philosophy / 3 / PSYC 2613 / Statistics for Psychology / 3
CHEM 1053 / General Inorganic Chemistry / 3 / NURS 2553 / Life Span / 3
CHEM 1051 / General Inorganic Chemistry Lab / 1 / BIOL 1073 / General Microbiology / 3
Visual and Performing Arts / 3
Total / 16 / Total / 15
JUNIOR YEAR
Clinical Studies
First Semester / Hrs. / Second Semester / Hrs.
NURS 3023 / Basic Pathophysiology / 3 / NURS 3003 / Introduction to Pharmacology / 3
NURS 3013 / Individual Health Assessment / 3 / NURS 3174 / Adult Health Nursing I / 4
NURS 3164 / Basic Concepts of Nursing / 4 / NURS 3273 / Adult Health Nursing I Practicum / 3
NURS 3263 / Basic Concepts of Nursing Practicum / 3 / Nursing
Elective / 3
Total / 13 / Total / 13
SENIOR YEAR
Clinical Studies
Third Semester / Hrs. / Fourth Semester / Hrs.
NURS 3183 / Childbearing Family Nursing / 3 / NURS 4163 / Mental Health Nursing / 3
NURS 3282 / Childbearing Family Practice / 2 / NURS 4262 / Mental Health Nursing practicum / 2
NURS 3193 / Child Health Nursing / 3 / NURS 4183 / Adult Health Nursing II / 3
NURS 3292 / Child Health Practicum / 2 / NURS 4282 / Adult Health Nursing II Practicum / 2
NURS 4013 / Introduction to the Research Process / 3 / Nursing
Elective / 3
Total / 13 / Total / 13
SENIOR YEAR (Continued)
Clinical Studies
Fifth Semester / Hrs.
NURS 4173 / Community Health Nursing / 3
NURS 4272 / Community Health Nursing Practicum / 2
NURS 4193 / Nursing Leadership and Management / 3
NURS 4292 / Nursing Leadership and Management Practicum / 2
NURS 4403 / Nursing Process Seminar / 3
Total / 13
LVN-BSN Program of Study