November 12, 2021
Lois R. Hine, PhD, RN, CNE Assistant Department Chair Online Programs
RN-BSN Program Sumner College 8338 NE Alderwood Rd #100 Portland, OR 97220
Dear Dr. Hine:
On behalf of the Commission on Collegiate Nursing Education (CCNE), I am pleased to advise you that the CCNE Board of Commissioners acted at its meeting on October 12- 15, 2021 to grant accreditation to the baccalaureate degree program in nursing at Sumner College for 5 years, extending to December 31, 2026. The accreditation action is effective as of January 20, 2021, which is the first day of the program’s recent CCNE evaluation. You should plan for the next on-site evaluation to take place in the spring of 2026. The program was considered by the Board using the CCNE Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (2018). At its meeting, the Board determined that the program met all four accreditation standards. The Board additionally determined that there are no compliance concerns with respect to the key elements. As is required for all accredited programs, a continuous improvement progress report (CIPR) must be submitted at the midpoint of the accreditation term. Please note that the CIPR needs to demonstrate the program’s compliance with the CCNE standards and key elements that are in effect at the time of its submission. As a courtesy, CCNE will send a reminder letter to the chief nurse administrator informing the program of the specific standards to be addressed and providing guidance for the preparation of the report. The deadline for submitting the CIPR to CCNE is June 1, 2024. The Report Review Committee, and then the Board of Commissioners, will review the CIPR. For more information about CIPRs and the report review process, please refer to the CCNE procedures. As you know, the team report and the program’s response to the team report are available to the institution in the CCNE Online Community. We hope that the results of the self-study process and the team report will be useful to the continued growth and development of the nursing program. Due to limited access to the CCNE office as a result of the COVID-19 pandemic, the certificate of accreditation will be mailed to you when operations permit staff to do so. As previously conveyed by CCNE and in accordance with U.S. Department of Education requirements, CCNE is required to conduct an in-person verification visit, within a reasonable period of time, to all programs that have hosted a comprehensive virtual evaluation. CCNE will share additional information about this follow-up visit requirement at a later date. In accordance with CCNE policy, if a program or institution elects to make a public disclosure of a program's accreditation status with CCNE, the program or institution must disclose that status accurately. The program or institution disclosing the information must identify the nursing program and its affiliation with CCNE. Please refer to CCNE’s disclosure policy and the statements CCNE has approved for use, as
well as information on use of the CCNE accreditation seal, at http://www.aacnnursing.org/CCNE/Seal-Policy/Baccalaureate-Graduate. Please ensure that the institution’s website and other materials are updated to reflect this language, as appropriate. As a reminder, programs are expected to comply with the CCNE standards and procedures throughout the period of accreditation. These documents are available at https://www.aacnnursing.org/CCNE-Accreditation/Accreditation-Resources/Standards- Procedures-Guidelines. Information on advising CCNE in the event of a substantive change affecting the nursing program is available at https://www.aacnnursing.org/CCNE-Accreditation/What-We-Do/Bacc-Graduate- Change-Notifications. Substantive change notifications must be received by CCNE no earlier than 90 days prior to implementation or occurrence of the change, but no later than 90 days after implementation or occurrence of the change. These reporting requirements are described further in the CCNE procedures. Thank you for your participation in the CCNE accreditation process. The Commissioners join me in expressing our very best wishes as you continue to promote excellence in nursing education.
Sincerely,
Elizabeth Ritt, EdD, MSN, RN, NEA-BC, CNE Chair, CCNE Board of Commissioners
cc:
President Joanna S. Russell CCNE Board of Commissioners CCNE Accreditation Review Committee CCNE Evaluation Team
Substantive Change Cover Sheet
General Information
Submission Date: 4/20/2022
Name of Institution: Sumner College
Summary of Substantive Change: In one to two sentences, please describe the substantive change being addressed in the notification (if submitting multiple changes, please list each change separately):
Addition of new program track for BSN. The college currently has a RN-BSN program and will add a hybrid BSN program.
Degree Program(s) Affected: Baccalaureate Master’s
Doctor of Nursing Practice Post-Graduate APRN Certificate
Enrollments and Campus Locations
Regardless of which program(s) are affected by the substantive change, please identify all baccalaureate, master’s, Doctor of Nursing Practice, and post -graduate APRN certificate tracks offered by the nursing unit. For each track, list current enrollment data. The institution may add or delete rows in the following tables as necessary.
Baccalaureate Program
The institution does not offer a baccalaureate degree program in nursing.
Only include nursing students (not pre-nursing students).
Year Track Became Operational
# Students Enrolled
Locations/Campuses Offered
Track(s)
Generic/Traditional/Pre-licensure RN-BSN/Post-licensure Second Career/Fast Track/Accelerated Other (specify) :
2020
17
Portland, Oregon
Master’s Program
The institution does not offer a master’s degree program in nursing.
Year Track Became Operational
# Students Enrolled
Locations/Campuses Offered
Track(s)
Track Name:
Track Name: Track Name:
Doctor of Nursing Practice Program
The institution does not offer a Doctor of Nursing Practice program.
Year Track Became Operational
# Students Enrolled
Locations/Campuses Offered
Track(s)
Track Name: Track Name: Track Name:
Post-Graduate APRN Certificate
The institution does not offer a post-graduate APRN certificate program.
Year Track Became Operational
# Students Enrolled
Locations/Campuses Offered
Track(s)
Track Name: Track Name: Track Name:
Please note: This cover sheet cannot be used for the submission of self-study documents or continuous improvement progress reports .
Overview:
Sumner College intends to open a Baccalaureate Degree in Nursing Program beginning in the Spring of 2023. The program will enroll cohorts of 24 students four times a year. The proposed BSN program will consist of twelve (12) terms of ten (10) weeks. The plan is to enroll the first cohort beginning February 6, 2023, with an anticipated graduation date of June 23, 2025. Sumner College currently provides a Registered Nurse to baccalaureate degree in nursing (RN- BSN) program that is accredited through The Commission on Collegiate Nursing Education (CCNE) initially in January 20, 2021. The current term will expire December 31, 2026. There is also a current associate degree in nursing (ADN) program that began in 2013 and has proven successful. NCLEX pass rates over the past years have been well above 80%. Once we start enrolling students into the BSN program, we will no longer enroll students in the ADN program. Students in the ADN program will continue until the program is taught out. Sumner College graduates of the current associated degree program can articulate into the RN-BSN program provided by the college. The college has also secured articulation agreements for graduates of the ADN program wishing to continue their academic journey to obtain a BSN. Prior to opening the RN-BSN program, a survey was sent to a total of 40 clinical partners and advisory board members. Several responses showed that institutions either required a bachelor’s degree in nursing or it was preferred at the time of employment. Several institutions provided incentive for their registered nurses to attain a bachelor’s degree in nursing including assistance with tuition and a raise once achieved. Areas of learning in the curriculum that respondents noted as valuable to their organizations included, ethics, statistics and nursing research for evidence-based practice, intercultural communications, healthcare informatics, patient safety and continuous quality improvement, organizational and systems leadership, community and global health nursing, holistic health assessment and health promotion, and pathophysiology. In July 2021 another survey was sent out to clinical partner focusing on the proposed BSN program. Thirty-four practice cites participated in this survey. Responses included 65.65% of sites stated that the bachelor’s degree in nursing was the preferred credential for employment with their company. Ninety- seven percent responded that they would explore partnering with Sumner College to provide clinical opportunities for BSN students. One respondent wrote, “BSN is a future for most healthcare facilities.” To provide another avenue for clinical partners to provide input is through the Advisory board. The proposed BSN program was introduced to the advisory board on July 28, 2021, and again discussed on March 30, 2022. The board members reviewed the mission, goals, outcomes, and curriculum. The comments were positive. One member appreciated the inclusion of policy and regulation. Another felt it was solid and thorough.
BSN Preparation Timeline
Tentative Timeline
Task to Accomplish
Resource Person and Specifics Completion Date
October 2021
Determine expected launch date ABHES Application and Approval Review and prepare substantive change template and paperwork for CCNE
Joanna
Completed (launch date 10/31/2022)
November 2021 November 2021
Lois/Joanna
Application completed Completed substantive change cover document 10/14/2021
Lois Cover document
Substantive change template – IIA, B, C, and E, IIIA, B, F, G, H, I, J
Substantive change document completed April 2022
December 2021 November 2021
Budget for BSN Program
Joanna
Completed
Physical resources available for BSN (classrooms, labs, etc.) Research Best Practices for BSN and incorporate professional/national guidelines Clinical sites for all areas of clinical education for BSN (Pediatrics, OB, Med
Joanna/Sue
Completed
November 2021
Lois and Prepare table for CCNE
Completed – ongoing now with the change of Essentials
November 2021
Mandy/Meredith/Lois/Faculty Prepare affiliation agreements List of sites and areas of focus
Completed and ongoing
Surg, Geriatrics, Mental Health, Community)
November 2021 and ongoing
Assess faculty with graduate degrees to teach in BSN program
Lisa/Lois
Full time faculty with graduate degrees hired and ongoing Completed and ongoing review as steps progress
November 2021
Review OSBN requirements for
Lois
application of BSN program
December 2021
Prepare OSBN application
Lois Step 1 – January 2022 Step 2 – February 2022 Step 3 – February 2022 Step 4 – April 2022 Step 5 – After graduation of first class of students.
Steps 1, 2, and 3 are completed. Currently preparing the initial approval application
December 2021
Review curriculum sequence to ensure meets requirements for Oregon, ABHES, and CCNE Introduce program to Advisory Board for input
Lois/Joanna
Completed
July 2021
Lois/David
July 2021 completed Market Survey to community partners July 2021 Discussed further March 2022
July 2021
Faculty meeting to review BSN Program and Curriculum Finalize curriculum sequence Update syllabi aligned to program outcomes for BSN
Lois/David
Completed
March 2022
Lois/Joanna
Completed
April 2022
Lois
Completed
March 2022
Update mission, goals, philosophy Prepare program concept map
Lois/Faculty
Completed
May 2022
Lois
June 2022
Begin building courses
Lois/Linda
June 2022 and ongoing as courses are developed June 2022 and ongoing
Update exams using test blueprint
Faculty
Outcomes maps for all courses
Kelly and Faculty
June 2022
Ensure correct textbooks on syllabi
Lois - Meeting with BSN faculty
Completed and all updated editions utilized April 2022
March 2022 and ongoing
Assign faculty courses and allow faculty to review and update appropriately. Update faculty teaching information in NFO course Product knowledge meeting with admissions
Kelly/Neil Prepare course blueprints and lock them
October 2022
Kelly/Neil/Linda
Completed and ongoing
October 2022
Kelly/Joanna
Completed
June 2022
Update student handbook Update catalog Begin Marketing
Kelly/Faculty
Completed
June 2022
Kelly/Joanna/Victoria
Completed
January 2023
Joanna
February 2023 First cohort start
All
II-A Fiscal resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of fiscal resources is reviewed periodically, and resources are modified as needed. Sumner College is a private for-profit institution. The nursing education unit is fully funded by tuition revenue. The amount of funding increases annually based on student enrollment, faculty, and expenses. The supply costs are assessed annually to ensure sufficient funding for the program. Fiscal resources are sufficient to ensure the achievement of the student learning outcomes and program outcomes of the nursing education unit. Sumner College is committed to ongoing support of the nursing program. The budget is prepared and allocated in a similar fashion compared to other programs at Sumner College. The institutional budget is on file in business office Administration assistants and support staff at the campus assist the faculty, students, and the department chair. A full-time laboratory assistant supports the laboratory faculty and students. Current admissions staff, financial aid support, Career and Student Services staff will continue to provide services and support to the students of the proposed new program and existing programs. There is a full-time instructional designer to build and maintain courses in the learning management system, Canvas.
Below is the proposed budget for the first two years of the proposed program.
The operating budget is reviewed and prepared annually. Fiscal needs are also discussed at faculty meetings biannually and as needed to make adjustments or request additional allocations as needed. Input from faculty is sought to determine needs for the program such as technology, library resources, and other learning resources. II-B Physical resources and clinical sites enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of physical resources and clinical sites is reviewed periodically, and resources are modified as needed. The baccalaureate degree in nursing program will be located at the College Cascade Campus at 8338 Alderwood Road, Portland, in Multnomah County. The existing location and physical resources at this campus are sufficient to meet the need of the faculty, staff, and students, and to ensure the achievement of the end-of-program student learning outcomes. The Cascade campus leases 29,000 square feet of space that is utilized for office space, seven classrooms, one computer lab, and three nursing skill laboratories, two simulation learning rooms, faculty, and staff offices. Classrooms and skill laboratories are adequate for the number of students scheduled to attend classes at any given time. There is also space available for students to study or take breaks in. There are adequate resources available for the nursing faculty, including workstations, printers, phones, and copiers allow for an effective workflow process. The College maintains enrollment numbers that do not exceed classroom space available. Adequate space is available to meet privately with students regarding concerns related to the program.
Physical Space Nursing Department
Rooms
Occupancy SF
Classroom Space
11
260
8800
Laboratory Space/Including 2 Simulation Rooms/
6
60
4200
3 skills labs
Computer Lab
1
24
800
Study/Library Space
4
33
1400
Office Space
23
100
2300
Break Room
2
32
750
Faculty Office
3
20
2000
Student Testing –Work Rooms/Computer Space (8) 2
16
1100
A full-time clinical coordinator maintains the affiliation agreements with clinical partners and coordinates the clinical and practicum experiences for the nursing activities. The college will utilize many of the practice sites currently being utilized for the associate degree program to develop nursing competencies and critical thinking across the lifespan. The college currently has over 65 affiliation agreements with clinical partners. Physical resources enable the program to fulfill its mission, goals, and expected student outcomes. Adequacy of physical resources are assessed annually and as needed. The clinical coordinator and faculty continue to investigate and assess clinical opportunities for the students.
Current clinical agencies are provided below and aligned with courses that may utilize these sites.
Clinical agency name, address, & Unit name
Agency representative name, phone number and email
Nursing course name and course number.
Number of students per clinical unit per day Total Hours in direct patient care per day 8 students per day/ 12- hour shifts 24 students per term 60 clinical hours 5 students per day/12- hour shifts 24 students per term 60 clinical hours 5 students per day/12- hour shifts 24 students per term 60 clinical hours 5 students per day/12- hour shifts 24 students per term 60 clinical hours 8 students per day/8-hour shift 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site
2600 Center Street NE Salem, OR 97301
(clinical) Angela Isham anglea.t.isham@dhsosha.state.or.us (practicum) Katie Needham katie.e.needham@dhsoha.state.or.us 503-945-4460
NUR 423
Multiple Unit
Capital Medical Center 3900 Capital Mall Drive SW Olympia, WA 98502
Jeff Liles 360-956-3530 jeffrey.liles@multicare.org
NUR 311 or NUR 321
Vibra Specialty Hospital 10300 NE Hancock Street Portland, OR 97220
Angie Cain 503-257-5500 ACain@vshportland.com
NUR301
Arbor Health 521 Adams Ave Morton, WA 98356
Katelin Forrest 360-496-5112 KForrest@myarborhealth.org Helena Misili 503-535-4857 Hmisili@avamere.com Patti Galbraith 503-648-8588 pgalbraith@avamere.com
NUR 311 or NUR 321 NUR433
Avamere Laurelhurst Village 3060 SE Stark Street Portland, OR 97214
NUR 116 NUR 217 NUR218
Avamere Rehabilitation of Hillsboro 650 SE Oak Street Hillsboro, OR 97123
NUR 116 NUR 217 NUR218
Avamere King City 16485 SE Pacific Hwy Portland, OR 97224 Sapphire at Gateway 39 NE 102 nd Ave Portland, OR 97220
Tyler Bolin 503-535-5141 TBolin@avamere.com
NUR 116 NUR 217 NUR218
Maren Gailey 503-252-2461 MGailey@gatewayhc.com
NUR 116 NUR 217 NUR218
60 Clinical hours
Gresham Post-Acute 405 NE 5 th Street Gresham, OR 97030
Teena Turner 503-666-5600 tturner@greshamcareandrehab.com Sharon Nathman 503-256-3920 Sharon.Nathman@prestigecare.com
NUR 116 NUR 217 NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Prestige Care Glisan Care Center 9750 NE Glisan Street Portland, OR 97220 Regency Gresham 5905 SE Powell Valley Road Gresham, OR 97080 Prestige Care Park Forest 8643 NE Beech Street Portland, OR 97218
NUR 116 NUR 217 NUR218
Leigh Coleman 503-665-1151 DNS@regencygresham.com
NUR 116 NUR 217 NUR218
Sharon Nathman 503-256-2151 Sharon.Nathman@prestigecare.com Valree Irwin 360-254-3555 cascadedrs@koelschsenior.com Tammy Pratt 360-694-7501 tpratt@vancouverspecialty.com
NUR 116 NUR 217 NUR218
Cascade Inn 11613 SE 7 th Street Vancouver, WA 98683 Vancouver Specialty 1015 N Garrison Road Vancouver, WA 98664 Avamere Cascade Park 801 SE Park Crest Ave Vancouver, WA 98683
NUR 116 NUR 217 NUR218
NUR 116 NUR 217 NUR218
Toni Wilson 360-260-2200 ToWilson@avamere.com
NUR 116 NUR 217 NUR218
The Hampton and Ashley Inn 1617 SE Talton Ave Vancouver, WA 98683 Prestige Care Menlo Park 745 NE 1122 nd Ave Portland, OR 97236
Cheryl Ovall 360-256-8513 Hamptondrs@koelschsenior.com
NUR 116 NUR 217 NUR218
Gina Balzer 503-252-0241 Jbalzer@prestigecare.com
NUR 116 NUR 217 NUR218
Adventist Medical Center
Katie Duran 503-261-6930 katie.duran@ah.org
NUR 116 NUR 217 NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Multiple locations
Bay Area Hospital Coos Bay 1775 Thompson Rd Coos Bay, OR 97420
Natalie Gasche 541-269-8111 Natalie.Gasche@bayareahospital.org
NUR433
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Cascade Behavioral Health Hospital 12844 Military Rd S Seattle, WA 98168
Patricia Brewer 206-237-0087 Pat.Brewer@cascadebh.com
NUR423
Cedar Hills Hospital 10300 SW Eastridge St Portland, OR 97225
Jennifer Brown 503-535-7207 jennifer.brown4@uhsinc.com
NUR433
Columbian Basin Hospital 200 Nat Washington Way Ephrata, WA 988433
Leana Tennison 509-754-4631 leanat@colbasin.com
NUR433 NUR321 NUR311 NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Columbia River Mental Health Services Multiple Locations WA
NUR423
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours
360-253-6019
Curry General Hospital 94220 4 th St Gold Beach, OR 97444
NUR433 NUR321 NUR311 NUR218
541-247-3000
DaVita Portland MLK Dialysis 2737 NE Martin Luther King Jr. Blvd Portland, OR 97321
Darrel Dominguez 720-483-3902 Darrel.Dominguez@davita.com
NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours
De Paul Treatment Centers Portland 1312 SW Washington St Portland, OR 97205
Chaney Davis 503-535-1151 chaney.reeldavis@depaultc.org
NUR423
Evergreen Pediatric Clinic 505 NE 87 th Ave Vancouver, WA 98664
Michelle Goldhammer 360-892-1635 mgoldhammer@evergreenpeds.com
NUR433 NUR321
EyeHealth NW Eastside Surgery Center 1250 SE Stevens Rd. Suite 400 Happy Valley, OR 97086
Joshua Gilliam 971.206.6100 gilliamj@ehnpc.com
NUR321
Fairfax Behavioral Health 10200 NE 132 nd St. Kirkland, WA 97034
Kyrie Troy 425-821-2000 kyrie.troy@uhsinc.com
NUR423
Hollywood Senior Center 1820 NE 40 th Ave Portland, OR 97321
Julie Ann Barrowski 503-288-8303 julieann.barowski@hollywoodseniorcenter.org
NUR116 NUR217 NUR218
Kadlec Regional Medical Center 888 Swift Blvd Richland, WA 99352
Michael Hood 509.946.4611 Michael.Hood@kadlec.org
NUR433 NUR321 NUR311 NUR218
Mercy Medical Center 2700 NW Stewart Pkwy Roseburg, OR 97474
Evelyn Klemmer 541-673-0611 evelynklemmer@chiwest.com
NUR433 NUR321 NUR311 NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Mid- Columbia Medical Center 1700 E 19 th St. The Dalles, OR 970058
Meredith St. Clair 509-427-4321 helenes@mcmc.net
NUR433 NUR321 NUR311 NUR218
MountainStar Healthcare Timpanogos Regional Hospital 6985 S Union Park Center, Suite 500 Midvale, UT 84047 Multnomah County Health Department 3020 SE 182 nd Ave Portland, OR 97233 Ocean Beach Hospital and Medical Clinics 174 First Ave. N Ilwaco, WA 98624
Emily Shumway 801-568-5985 Emily.Shumway@Mountainstarhealth.com
NUR433 NUR321 NUR311 NUR218
Sinar Brenes 503-988-5400 sinar.brenes@multco.us
NUR423 NUR311
Marianne Baker 360-642-3181 dclark@oceanbeachhospital.com
NUR433 NUR321 NUR311 NUR218
Oregon Surgical Institute 9405 SW Nimbus Ave Beaverton, OR 97008
Erin McKay 971-708-0400 emckay@osiasc.com
NUR116 NUR217 NUR218 NUR 446
PeaceHealth St. John Medical Center 1615 Delaware St. Longview, WA 98632
Michaela Murphy 360-414-2000 MMurphy2@peacehealth.org
NUR433 NUR321 NUR311 NUR218 NUR446 NUR433 NUR321 NUR311 NUR218 NUR446
Pioneer Memorial Hospital Heppner 564 E Pioneer Dr. Heppner, OR 97836
Terri Brandt 541-676-9133 terri@mocohd.org
Plaza Ambulatory Surgery Center 5050 NE Hoyt St, Suite 156 Portland, OR 97423
Michael Hodgkinson 971-229-8073 mhodgkinson@plazaasc.com
NUR311 NUR321
8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Providence Oregon(RN-current employees only) Multiple locations
Chelsey Dyer Chelsey.Dyer@providence.org
NUR433 NUR321 NUR311 NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Quincy Valley Medical Center 908 10 th Ave SW Quincy, WA 98848
Alicia Shields 509-787-3531
NUR433 NUR321 NUR311 NUR218
Salem Health Salem Oregon 97301
Jaqueline Landers 503-561-5200 Jacqueline.Landers@salemhealth.org
NUR433 NUR321 NUR311 NUR218 NUR433 NUR321 NUR311 NUR218
Santiam Hospital 1401 N 19 th Ave Stayton, OR 97383
Lonnie Miller 503-769-2175 lmiller@santiamhospital.org
Shriners Hospitals for Children 3101 SW Jackson Park Rd. Portland, OR 97239
Maggie Gould 503-294-3230 MGould@shrinenet.org
NUR433 NUR321 NUR311 NUR218
Skyline Hospital and Medical Clinics 311 Skyline Dr White Salmon WA 98672
Kent Nielson 509.493.1301 kentnielson@skylinehospital.org
NUR433 NUR321 NUR311 NUR218
St. Anthony Hospital Pendleton 4461 St Anthony Way Pendleton, OR 97801
Emily Smith 541-276-5121 emilysmith@chiwest.com
NUR433 NUR321 NUR311 NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site
Tenderly Hospice 9500 SW Barbur Blvd #260 Portland, OR 97129
Araneta Crissel 503-482-4600 office@tenderlyhospice.com
NUR311 NUR116 NUR217 NUR218
The Portland Clinic Multiple Locations
Renee Lucero 503-221-0161 Rlucero@tpcllp.com
NUR311 NUR116 NUR217 NUR218
Valley Medical Center 400 S 43 rd Renton WA 98055
Shelly Caldejon 425-228-3450 shelly_caldejon@valleymed.org
NUR433 NUR321 NUR311 NUR218
Valley View Health Center Chehalis 2690 NE Kresky Ave Chehalis, WA 98532
Lesa Leduc 360-330-9595 lleduc@vvhc.org
NUR311 NUR116 NUR217 NUR218
Valor Health 122 E Locust Emmett, ID 83617
Laurel Whittemore 208-488-6218 Laurel.whittemore@valorhealth.org
NUR311 NUR116 NUR217 NUR218
Western State Hospital 9601 Steilacoom Blvd SW Lakewood, WA 98498
Alice Kreiger 253-582-8900 Alice.Kreiger@dshs.wa.gov
NUR433 NUR321 NUR311 NUR218
Westside Pediatric Clinic, P.C. 9555 SW Barnes Rd. Ste 270 Portland, OR 97225
Nita Bogardus 503-297-1025 nbogardus@westsidepediatrics.com
NUR433 NUR321 NUR311 NUR218
60 Clinical hours
Willamette Valley Medical Center 2700 SE Stratus Ave McMinnville, OR 97128
Julianne Scheel 503-472-6131 julianne.scheel@mywvmc.com
NUR433 NUR321 NUR311 NUR218 NUR423 NUR433 NUR321 NUR311 NUR218
8 students per day/8-hour shifts 16 students per site 60 Clinical hours 8 students per day/8-hour shifts 16 students per site 60 Clinical hours
Yakima Valley Farm Workers Multiple Locations
Elizabeth Ponce 509-865-6175 ElizabethPo@yvfwc.org
II-C Academic support services are sufficient to meet program and student needs and are evaluated on a regular basis.
Admissions representatives will share the basic computer specifications for the Canvas LMS with applicants prior to enrollment to ensure that the hardware and software capability of a student's computer will meet the technical requirements of the program. The computer requirements are listed on the Canvas LMS under Canvas Guides - Computer Specifications. Career services and financial aid are provided by the college at no charge and are available during college hours 8:00 am- 6:30 pm Monday through Thursday and 8:00 am -6:00 pm on Friday. Students may telephone or e-mail to contact the Student Services department. The Student Services department also provides information on services not available through the college, including, but not limited to childcare, public transportation, and public agencies. The campus also houses a food pantry available to all students. The College utilizes the latest technology, equipment, and supplies to prepare students to serve as nursing professionals in the healthcare industry. A full inventory of laboratory supplies will be available in the resource room. Equipment and supplies include but are not limited to. 1. High speed wireless internet and data connection in all laboratories and lecture rooms 2. Flat screen monitors in all laboratories and lecture rooms 3. Simulation and skills performance laboratories with hands-on learning opportunities that utilize technology based interactive computerized mannequins for teaching in adult-health, the newborn and pediatric nursing courses 4. Clinical equipment such as blood pressure kit, stethoscope, and other skills required equipment 5. Clinical uniform and equipment 6. VitalSource utilized for electronic textbooks 7. Exposed to evidence-based practice in simulated real-life care situations that encourage student participation and development of critical thinking in a safe and controlled environment. All students and faculty have access to virtual libraries that support teaching, study, and research needs. Students and faculty in all programs are encouraged to use electronic databases available online through LIRN.net (Library and Informational Resources Network). Sumner College also has a physical library on campus. The physical library houses several books related to general education coursework and nursing. There are a few physical nursing journals housed in the library. Faculty give input into what books, periodicals, or other library resources would be beneficial to enhance mastery of student learning outcomes. The library is
assessed annually to ensure content is current. The library is available to all students and has installed computer equipment, workstations, printer, reference text, and learning resources.
Students and faculty also have access to the online library resource, Library & Information Resources Network (LIRN). There are multiple databases available including Health and Medical and Nursing and Allied Health publications. Under the Health and Medical Collection there are 3,124 scholarly journals available with full text articles. The Nursing and Allied Health collection includes 2,342 journals including 1,142 scholarly journals with full text articles. The Gale Health and Wellness collection includes 1766 journals. These publications can be searched by narrowing publication dates, choosing full text, and choosing peer reviewed or scholarly resource. The LIRN library is available 24 hours a day 7 days a week and can be accessed through the Canvas learning management system. There is a tab located on the navigation panel as well as under the Pages tab. There is a document in Canvas that describes how to search the online library. A link to the librarian is also available on the Pages tab. LIRN librarians have masters’ degrees from programs accredited by the American Library Association and high levels of engagement in the profession. The LIRN Librarian Service supports students, faculty, and the school. There are webinars and video instruction available, and students can contact the LIRN Librarian for any level of research assistance. LIRN Librarians can advise faculty on developing assignments, course pages, and incorporating library content into the curriculum. The academic dean is on campus and available for students. Full-time faculty have offices on campus and available to meet with students and provide tutoring as needed. Open labs and math labs can be scheduled through the Canvas LMS so students can work on skills and medication math.
Academic support services are sufficient to meet program and student needs and are evaluated annually and as needed.
II-E Faculty are: • Sufficient in number to accomplish the mission, goals, and expected program outcomes; • Academically prepared for the areas in which they teach; and • Experientially prepared for the areas in which they teach Sumner College currently employs eight full time faculty with graduate degrees as of March 2022. There are also seventeen (17) part time faculty with graduate degrees currently teaching in the nursing programs. There is financial support from the college to ensure sufficient experientially and educationally qualified faculty. The full-time faculty actively participate in either the Curriculum Committee or Outcomes Committee to assist in the development of the proposed program and continued evaluation and updates for existing programs.
Faculty have a variety of clinical expertise including acute care, medical-surgical nursing, mental health nursing, informatics, pediatric and maternal child nursing, and community health. Courses are assigned based on faculty areas of expertise. Nursing full-time faculty are expected to maintain a 40-hour work week which includes teaching time. During any academic term, a faculty member must not be assigned to teach in more than three subject fields of instruction and preferably in not more than two subject fields. The size of the faculty must be sufficient to support the total student enrollment. Teaching loads are reasonable and are justified by factors such as the number of different preparations required; the type and method of instruction; the size of classes; the level of instruction; the qualifications of the instructor; the academic advising, committee membership, and guidance and student organizations assigned; and the other administrative, research, publication, and community relations responsibilities of the instructor. Workload for nursing faculty at the college is defined using the following criteria: 1. Full-time faculty maintain a teaching range of 18-24 hours per week, which is based on actual hours of instruction. Faculty teaching hours will range between 15-20 hours per week based on a class size of 25 students for lecture courses. 2. Recognized responsibilities of full-time nursing faculty include: • At least 4 hours of scheduled office hours • Student advising • Curriculum development • Committee participation • Other academic commitments that contribute to the enrichment of the faculty members, (webinars and scholarly conferences) students, and the College population. 3. Faculty workload can be adjusted at the discretion of the Department Chair if there is need for a scholarly or other special project to be completed. 4. Faculty are not expected to work on approved holidays. Teaching best practice expectations are to still be met for the week in which a holiday may fall. The current ADN program will be phased out allowing faculty to assume teaching loads in the new BSN program. There are sufficient faculty to meet the program goals and outcomes. The census will continue to be monitored and additional faculty will be hired as needed. The Accrediting Bureau of Health Education Schools (ABHES) requires full-time faculty teaching in a baccalaureate program to have a minimum of a master’s degree from an accredited program recognized by the U. S. Secretary of Education or the Council for Higher Education Accreditation (CHEA) and academic preparation in the specific courses being taught. Faculty members holding graduate degrees, professional degrees such as J. D. or M. D., or baccalaureate degrees plus professional certification through a nationally recognized and accrediting certifying agency may meet the qualification requirement with justification. Instructors must have at least 15 semester credit hours or equivalent in the subject area. Requirements are noted on job descriptions and assessed prior to hire and ongoing. Nursing
experience is noted on resumes/curriculum vitae of faculty which are maintained in the personnel files. Official transcripts are located in employee personnel files in the human resources department. Faculty are required to participate in two college in-services annually to maintain current knowledge in teaching modalities and guidelines. Faculty are required to continue educating and improving themselves in their chosen fields by taking courses, attending seminars and lectures, and/or participating in professional growth training. NurseTim is provided to all faculty. NurseTim provides webinars related to clinical practice. At least two professional development activities are required annually. Faculty are academically and experientially prepared for the areas they teach. Faculty who are nurses maintain an unencumbered active nursing license in the state where they live or practice.
Methods of delivery and location:
The BSN program will be in a hybrid format with some courses taught on campus, some off campus using Zoom in a synchronous format and others taught entirely online in an asynchronous format. The program will utilize courses currently being taught in the RN-BSN program by trained and experienced online faculty. The hybrid delivery format for the nursing program will allow students greater flexibility. They will not be required to travel to the campus as often as with fully on campus programs. The blended format also allows for a larger base to acquire highly qualified faculty members. The baccalaureate degree in nursing program will be located at the College Cascade Campus at 8338 Alderwood Road, Portland, in Multnomah County. The existing location and physical resources at this campus are sufficient to meet the need of the faculty, staff, and students, and to ensure the achievement of the end-of-program student learning outcomes. The Cascade campus leases 29,000 square feet of space that is utilized for office space, seven classrooms, one computer lab, and three nursing skill laboratories, two simulation learning rooms, faculty, and staff offices. Classrooms and skill laboratories are adequate for the number of students scheduled to attend classes at any given time. There is also space available for students to study or take breaks in. There are adequate resources available for the nursing faculty, including workstations, printers, phones, and copiers allow for an effective workflow process. The College maintains enrollment numbers that do not exceed classroom space available. Adequate space is available to meet privately with students regarding concerns related to the program. III-A The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that: • are congruent with the program’s mission and goals; • are congruent with the roles for which the program is preparing its graduates; and • consider the needs of the program-identified community of interest.
The curriculum committee and faculty were involved in the development of the BSN curriculum. Faculty met individually with the Department Chair, to evaluate and update the course student learning outcomes and ensure they progressed from simple to complex throughout the program and led to mastery of the program student learning outcomes. All faculty reviewed their courses to ensure course student learning outcomes were evaluated based on student achievement of course assessment methods (examinations, quizzes, assignments). The curriculum was developed through research and collaboration with faculty and nurses who are experts in their fields of practice. The curriculum was developed by first identifying the mission and goals of the program in alignment with the mission and goals of the College and existing nursing programs at the college. The College and its administration are dedicated to providing quality education and instruction to all students, providing graduates with the knowledge, skills, and ability needed to become competitive and successful in their chosen fields. At the center of the Sumner College BSN Program Conceptual Model is The Nightingale Lamp • Insignia of Nursing and Learning o The lamp represents the warmth of caring o The oil represents the energy and commitment of the nurse to heal others o The light symbolizes the striving for excellence
The BSN program recognizes the following program student learning outcomes for students successfully completing requirements for the baccalaureate generalist nurse:
• PO1 Synthesize knowledge from nursing and liberal education to inform professional nursing decisions in caring for diverse populations (Essential I). • PO2 Apply organizational and systems leadership concepts to enhance quality of care and safety outcomes for diverse populations and healthcare settings (Essential II). • PO3 Engage in a systematic process of critical inquiry to inform evidence-based decisions (Essential III). • PO4 Demonstrate knowledge and skills of information management, communication devices, and patient care technologies in the delivery of safe, effective, and quality nursing care (Essential IV, VI). • PO5 Apply knowledge of healthcare policy, finance, and regulatory environments to provide safe, compassionate, ethical, and holistic care for diverse patient populations (Essential II, VI). • PO6 Demonstrate effective communication and collaboration skills in the delivery of evidence-based, patient-centered care for diverse patient populations across healthcare settings (Essential VI). • PO7 Promote health and provide culturally competent and patient-centered care to individuals and diverse populations across the lifespan (Essential VII). • PO8 Demonstrate nursing professionalism assuming responsibility and accountability for professional values, behaviors, and decisions in nursing practice (Essential VIII).
• PO9 Deliver compassionate, holistic, evidence-based, patient and population-centered care that reflects baccalaureate generalist nursing practice across the health-illness continuum, lifespan, and healthcare settings (Essential IX). The program student learning outcomes organize the curriculum, guide the delivery of instruction, direct learning activities, and are utilized to evaluate student progress. The program student learning outcomes are noted throughout the curriculum with (PO). The course student learning outcomes are noted as (CO) throughout the curriculum. The course student learning outcomes allow students to build knowledge over time until the student masters the program student learning outcomes. Tables showing the course student learning outcome and evaluation activities (outcomes maps) were prepared for each course to ensure all course student learning outcomes were being evaluated for mastery. The Oregon Administrative Rules and Division 45-Standards and Scope of Practice were reviewed to ensure the curriculum complies with the scope of practice of the Registered Nurse (851-045-0060). Students are evaluated in both theory and practice experiences. Course student learning outcomes and evaluation methods are outlined in the course syllabi and flow in level until the students meet the program outcomes in their final semester. Working students who may not find it convenient to come to a campus can take advantage of the flexible schedule that the hybrid program affords. Student surveys of the current ADN and RN-BSN programs report that the zoom lectures courses and fully asynchronous online courses make it possible for employed students and those with concerns related to childcare and cost of travel to advance their education with less interruption or cost . Clinical partners have responded through surveys and the advisory board meetings that the proposed BSN program will meet their needs by providing more needed registered nurses at the baccalaureate level. They have mentioned that the curriculum is thorough and includes areas they felt were most important for entry level registered nurses. III-B Baccalaureate curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). The American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice (2008) serves as the framework for the curriculum. The Essentials provide the curricular elements and framework for professional nursing education for the twenty-first century and have guided the development of the program. Nursing generalist practice includes both direct and indirect care for patients, which includes individuals, families, groups, communities, and populations. Nursing practice is built on nursing knowledge, theory,
and research. In addition, nursing practice derives knowledge from a wide array of other fields and professions, adapting and applying this knowledge as appropriate to professional practice (AACN, 2008, p. 7). The curriculum is sequenced to ensure a foundation of liberal education to support the nursing core courses and learning outcomes. Research was conducted to include current national and organizational guidelines and best practices. The nursing program incorporates national and organizational guidelines, quality improvement concepts, theory, research, and best practices in nursing and education to provide a high-quality and comprehensive program. As members of the healthcare team the baccalaureate prepared nurse utilizes concepts of organizational and systems leadership, quality improvement and safety to assess for risk and advocate for improvements in quality and safety. Leadership is a process of influence in which nurse leaders guide others toward goal achievement skills to enhance patient safety and improve quality of patient outcomes. Concepts are included in the curriculum to provide knowledge of healthcare policy, finance, delivery systems and regulatory environments needed in decision making and demonstrate professional standards of moral, ethical, and legal nursing practice (AACN, 2008). Based on Florence Nightingale’s philosophy of nursing the nursing program has developed the OMEGA-7, which is an acronym for a nurse assessment and caring of person’s health and environment: Orientation, Medication, Emergency, Gait, Allergies—the 7 are: air, food, water, safety, hygiene, pain, and sleep. The OMEGA-7 elements provide the conceptual framework for critical thinking in approaching healthcare and the nursing process. The World Health Organization (2014) recommended that educational institutions should consider using educational pathways that are streamlined for the advancement of practicing health professionals. As discussed in the Institute of Medicine report (2011), the program serves as an educational pathway to the attainment of graduate degrees in nursing. Continued education and professional development are encouraged and expected of students and nursing faculty. The students are introduced to a wide range of concepts and theories including community and global health, leadership, and quality improvement. Leadership and management concepts are included throughout the curriculum as described in Recommendation-7 that calls upon nursing education programs to “integrate leadership theory and business practices across the curriculum” (IOM, 2011, p. 5). The curriculum includes the assumptions of the American Association of Colleges of Nursing (2008) assumptions. The baccalaureate generalist graduate is prepared to: • Practice from a holistic, caring framework • Practice from an evidence base • Promote safe, quality patient care • Use clinical/critical reasoning to address simple to complex situations • Assume accountability for one’s own and delegated nursing care
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