Appendix A: Cover Sheet
Appendix A Cover Sheet Appendix A: Cover Sheet MS, Nurse Practitioner in Psychiatric Nursing 04/21/2009 Basic Information. Type requested information in the specified table cell to the right. Cells will expand as necessary. If the proposal is for (i) a new program that (ii) will lead to certification as a classroom teacher, please also fill out the State Education Department Application Form for Registration of a Teacher Education Program and submit (two copies) with the completed SUNY proposal. The SED application is available at www.highered.nysed.gov/ocue/tetappl.htm A. Name of institution: State University of NY at Binghamton, Decker School of Nursing Specify campus where program will be offered, if other than the main campus: B. Campus President or Chief Academic Officer: Name and title: Lois DeFleur, President Signature and date: C. Contact person, if different Name and title: Joyce Ferrario, Dean, Decker School of Nursing Telephone: (607) 777-2311 Fax: (607) 777-4440 E-mail: jferrari@binghamton.edu D. Proposed program title: Psychiatric Nursing Family Psychiatric Mental Health Nurse Practitioner (FPMHNP) Certificate E. Proposed degree or other award: F. Proposed HEGIS Code: Master of Science Degree Psychiatric Nursing Family Psychiatric Mental Health Nurse Practitioner Certificate Psychiatric Nursing 1203.1 FPMHNP Certificate 1203.12 G. Total Program Credits: 48 credits - Masters 21 – 33 credits - Certificate H. If the program will be offered jointly with another institution, name and address of the institution/branch below: N/A If the other institution is degree-granting, attach a contract or letter of agreement signed by that institution’s President or CEO. If it is non-degree granting, refer to SED Memorandum to Chief Executive Officers No. 94-04 (http://www.highered.nysed.gov/ocue/ceo%20memorandum.htm). SUNY Graduate Program Proposal Guidelines Appendix A I. Cover Sheet If the program will lead to teacher certification as other than a classroom teacher, list the intended: Certification title(s) and type(s): (e.g., English 7-12, Professional; Childhood 1-6, Initial/Professional) N/A J. If specialized accreditation will be sought indicate: Accrediting group: Commission on Collegiate Nursing Education (CCNE) Expected date of accreditation: 2009 (will submit as a substantive change) K. Anticipated enrollment: Initial: 6FT; 2 PT Maximum within first five years: 16 FT; 8 PT L. If this program will be offered in a special format, please specify (See Appendix H for definitions.): N/A M. If this program will be offered in an atypical schedule that may affect program financial aid eligibility, please describe: N/A N. Brief Program Summary (300 words), describing academic content, structure and duration. The Master of Science Degree in Psychiatric Nursing program is a 48 credit, four semester program designed to prepare advanced practice nurses for psychiatric settings. Family Psychiatric Nurse Practitioners are prepared to provide assessment and intervention for patients of all ages within the mental health system. Using accepted protocols, graduates will be able to diagnose mental illness and provide behavioral and psychotropic interventions. Students who enroll in the program with a Bachelor of Science Degree in Nursing will complete the entire 48 credit program and will be awarded both the Master of Science Degree and the Certificate. Students who already possess a Master of Science Degree in Nursing will complete 21 to 33 credits, depending upon their area of preparation, and be awarded a post masters Family Psychiatric Nurse Practitioner Certificate. Both the Certificate and the Masters Program include 11 credits of supervised clinical practice. Students may enroll for part time study which will allow them to complete the program in six to eight semesters. Graduates will be eligible for certification in New York State as a Family Psychiatric Nurse Practitioner and will be eligible to take the American Nurses Credentialing Center Examination for national certification as a Family Nurse Practitioner. Graduate Program Proposal Guidelines SUNY 2 Introduction The development of the proposed program is driven by the tremendous need for psychiatric mental health professionals in the region surrounding the University. It is clear that there are enormous unmet needs for psychiatric care in Upstate New York and in particular in the rural regions of the upstate area. The Decker School of Nursing has a strong commitment to providing professional nurses and nurse practitioners to serve in rural and medically underserved regions. The proposed program has been developed in light of that commitment. Currently there is a national shortage of psychiatrists. Only 4.3% of practicing physicians are psychiatrists. In the 1950s 7% of physicians were psychiatrists but that number has been steadily declining to a low of 4.3% in 2003. Between 1999 and 2005 the average number of psychiatric residents per year dropped from 6,078 to 5.754 (5% decline). Although New York State has the highest number of residents in psychiatry and the third highest percentage of physicians that are psychiatrists (8.1%), there is a shortage in the upstate area. In Broome County and the surrounding rural region the shortage has reached a near crisis state. Every facility in the southern tier indicated that they have not been able to hire sufficient numbers of psychiatrists to meet the needs of their patient population. One facility reported that it was necessary to have a psychiatrist fly into the region from Boston every three weeks to see patients. Further every facility reported that the need for psychiatric care for children and adolescents in the region is even more extreme. Nurse practitioners have been found to provide effective, cost efficient and acceptable care in a number of health care settings including primary care, hospitals and nursing homes. A psychiatric nurse practitioner working in concert with a psychiatrist using accepted protocols is an effective way of addressing the mental health needs of the region’s population. Representatives of every facility in the southern tier report that they have openings for psychiatric nurse practitioners but that hiring these individuals is extremely difficult. The Decker School of Nursing has a long history of placing graduates of its nurse practitioners in rural and/or medically underserved regions (30 to 60% of each graduating class). In the late 1990’s, the “Surgeon General’s Report on Mental Illness” (1999) increased the awareness of the mental health needs of Americans, highlighting the prevalence of mental illness as the second leading cause of disability and the second leading cause of premature death in the U.S. However, the report did not focus on rural America, which makes up 90% of the landmass and has approximately 25% of the U.S. population (Bureau of the Census, 2001). The New Freedom Commission on Mental Health, convened to investigate problems in the current mental health system, found that despite the vast proportion of rural America, “… rural issues are often misunderstood, minimized, and not considered in forming national mental health policy. Too often, policies and practices developed for metropolitan areas are erroneously assumed to apply to rural areas.” (Commission Report, 2003). 1 Recent research indicates that rural areas, which are characterized by low population density, limited and fragile economic base, cultural diversity, high level of poverty, limited access to cities, have cases of serious mental and behavioral health problems, such as substance abuse, depression and suicide, that are equal to or greater than urban areas. There is a significant shortage of behavioral health professionals and specialized behavioral health services; the turnover rate for service providers is high; and the remaining providers often express feelings of isolation from other health professionals. These conditions are exacerbated in areas with concentrations of poverty and migrant and seasonal farm workers (Sawyer, Gale & Lambert, 2006), such as central NYS. The Family Psychiatric Mental Health Nurse Practitioner Program at the Decker School of Nursing will help to remedy the shortage of psychiatric practitioners by developing specialized nurse practitioners who can assess, diagnose, treat (including prescribing medications), and prevent mental illness. Family Psychiatric Mental Health Nurse Practitioners (FPMHNP) promote the mental health for individuals, families, and groups across the lifespan with a nursing focus that involves education, research, and practice directed at the treatment of mental illness and optimizing mental health. FPMHNPs are advanced practice nurses who work in partnership with clients to provide care for the whole individual using nursing science and psychological theory to understand how mental health affects overall health. The Family Psychiatric Mental Health Nurse Practitioner Program at the Decker School of Nursing is unique in that it focuses on the needs of rural populations, so that its graduates can understand and intervene with issues specific to this population, such as barriers to mental health care delivery, the development of mental health models that are effective for rural populations, policy issues in rural mental health, and the use of technologies such as telemedicine/health in rural areas. This unique focus will better prepare practitioners to work with the rural populations of central NYS, and will aim to better the recruitment and retention of FPMHNP in this rural area. References: President’s New Freedom Commission on Mental Health (2003), “Achieving the Promise: Transforming Health Care in America”, Washington, D.C., United States. Sawyer, D., Gale, J., and Lambert, D. (2006). Rural and Frontier Mental and Behavioral Health Care: Barriers, Effective Policy Strategies, Best Practices. A report prepared for the National Association of Rural Mental Health, Contract Number 02‐0279P. Accessed from the National Association of Rural Mental Health on 08‐19‐2008 at: http://www.narmh.org/publications/archives/rural_frontier.pdf U.S. Department of Health and Human Services (1999), “Mental Health: A Report of the Surgeon General”, U.S. Department of Health and Human Services, National Institutes of Health, National Institute of Mental Health, Washington, D.C. 2 B. Document Describing the Proposed Program 1. 2. Description of the Program The Master of Science Degree Psychiatric Nursing program is a 48 credit, 4 semester program designed to prepare advanced practice nurses for psychiatric settings. Family Psychiatric Nurse Practitioners are prepared to provide assessment and intervention for patients of all ages within the mental health system. Using accepted protocols, graduates will be able to diagnose mental illness and provide behavioral and psychotropic interventions. Students who enroll in the program with a Bachelor of Science Degree in Nursing will complete the entire 48 credit program and will be awarded both the Master of Science Degree and the Certificate. Students who already possess a Master of Science Degree in Nursing will complete 21 to 33 credits, depending upon their area of preparation, and be awarded a post masters Family Psychiatric Nurse Practitioner Certificate. Both the Certificate and the Masters Program include 12 credits of supervised clinical practice, Students may enroll for part time study which will allow them to complete the program in 6 to 8 semesters. Graduates will be eligible for certification in New York State as a Family Psychiatric Nurse Practitioner and will be eligible to take the American Nurses Credentialing Center Examination for national certification as a Family Psychiatric Nurse Practitioner. The proposed programs are additions to the existing masters and post masters programs in the Decker School of Nursing. Family and gerontological nurse practitioners have been prepared in the School for many years. The proposed program will include existing graduate courses as well as new courses in the psychiatric nursing specialty and courses to prepare graduates for the specific role of family psychiatric mental health nurse practitioner. In the curriculum plan below courses with an asterisk (*) are new courses that have been developed specifically for this program. The remaining existing courses support the current masters and post masters offerings of the School. Completed Appendix F (semester‐by‐semester breakdown of courses to be taken) Full Time Curriculum Plan MS Degree Psychiatric Nursing Family Psychiatric Mental Health Nurse Practitioner Certificate Course Course Title Credits Course Course Title Credits Number Number Fall Year 1 Spring Year 1 N 502 Advanced Health 3 N 503 Scientific 2 Assessment Inquiry: Theoretical Foundations 3 Course Number N 530 N 518 N 532 Total Fall Year 2 N 535 Credits Scientific Inquiry: Methods Advanced Pathophysiology 3 Course Number N 519 3 N 521 Nursing and Health Care Delivery Systems 3 N 584A* 12 2 Total Spring Year 2 N 570 N 584E* Scientific Inquiry: Application Therapeutic Intervention Across the Lifespan 4 N 584F* N 584B Psychopharmacology 2 N 584G* N 584C* Course Title Psychiatric Mental 4 N 598 Health NP Role II Total 12 Total Total program credits = 48 *New courses developed for the program. Course Title Credits Advanced Pharmacology Nursing Family Practice I Psychiatric Mental Health NP Role I 3 12 Proseminar 2 Therapeutic Interventions with Families and Groups Psychiatric Mental Health NP Role III Elective 3 3 4 4 3 12 Course Requirements Students who enter with a baccalaureate degree in nursing will enroll in and successfully complete the 48 credits of course work prescribed in the curriculum plan above. In addition they will complete a synthesizing project designed to demonstrate the integration of knowledge and skills of an advanced practice nurse. The project will be guided by the faculty members in the student’s last clinical and role courses (N584F and N584G). As an alternative to the project students may elect to do a traditional masters thesis. The program includes 12 semester credits (720 clock hours) of supervised clinical practice with a preceptor which must be successfully completed with satisfactory evaluations by the instructor with input from the preceptor. In addition the student will complete the three clock hour course in prescription writing mandated by New York State. 4 Post Masters Programs Based on the potential student interest and need for advanced practice nurses in psychiatric nurses, it is anticipated that nurses who have already completed a masters program or are nurse practitioners will seek to enroll in the program. The curriculum for these students seeking the post masters Family Psychiatric Mental Health Nurse Practitioner Certificate will be individualized depending on the student’s previous education, with programs ranging from 21 to 33 credits. The sample curricula below demonstrate the two extremes in the requirements. Course Requirements Post Masters Family Psychiatric Mental Health Nurse Practitioner Certificate for a student who is a masters prepared family nurse practitioner N584A Psychiatric Mental Health NP Role I 4 credits N584E Therapeutic Intervention Across the Lifespan 4 credits N584B Psychopharmacology 2 credits N584C Psychiatric Mental Health NP Role II 4 credits N584F Therapeutic Intervention with Families & Groups 3 credits N584G Psychiatric Mental Health NP Role III 4 credits Total 21 credits Course Requirements Post Masters Family Psychiatric Mental Health Nurse Practitioner Certificate for a student who is a masters prepared nurse in something other than Psychiatric Nursing and not a nurse practitioner N502 Advanced Health Assessment 3 credits N518 Advanced Pathophysiology 3 credits N519 Advanced Pharmacology 3 credits N521 Nursing Family Practice I 3 credits N584A Psychiatric Mental Health NP Role I 4 credits N584E Therapeutic Intervention Across the Lifespan 4 credits N584B Psychopharmacology 2 credits N584C Psychiatric Mental Health NP Role II 4 credits N584F Therapeutic Intervention with Families and Groups 3 credits N584G Psychiatric Mental Health NP Role III 4 credits Total 33 credits Post masters students who are not already nurse practitioners and intend to practice in New York will need to take the required 3 clock hour course in prescription writing. 5 3. Course Descriptions and Outlines The following new courses have been developed for the proposed program: N584A Psychiatric Mental Health NP Role I Credits = 4 (2 class & 2 clinical Prerequisites: N502, N518 or permission of instructor This foundational course introduces students to the multiple roles of the FPMH NP. Competencies and scope of care of the FPMH NP are addressed. Ethical and legal issues related to advanced practice psychiatric nursing are emphasized. Through class and clinical experiences, students acquire necessary methods and skills for completing comprehensive mental health assessments for culturally diverse individuals of all ages. Common psychiatric disorders including mood disorders; anxiety disorders; psychotic disorders; personality disorders; cognitive disorders; substance use disorders; and developmental issues and disorders commonly seen in children and adolescents are used to introduce students to advanced theories of etiology, psychopathology; diagnostic criteria and multi‐axial diagnosis; differential diagnosis and the use of standardized assessment tools. OBJECTIVES: 1. Discuss the FPMHNP role, and analyze how this role can best meet the needs of rural and other underserved populations. 2. Analyze ethical issues, such as the therapeutic relationship, and social norms, as they relate to FPMHNP practice. 3. Describe the FPMHNP legal responsibilities related to patient rights, confidentiality and Standard of Care. 4. Compare and contrast the cultural issues that affect mental health and illness, as well as the acceptance of therapeutic interventions. 5. Explain the multi‐axis diagnostic system utilized in the Diagnostic and Statistical Manual‐IV‐TR, and compare this diagnostic system to the International Statistical Classification of Diseases and Related Health Problems. 6. Contrast the major theories of personality development and their relationship to psychopathology. 7. Perform and document advanced psychiatric assessment for children, adolescents, adults and older adults, utilizing interviewing skills and standardized assessments. 8. Describe and utilize the process of differential diagnosis as it relates to FPMHNP practice. TOPICAL OUTLINE: Evolution of the FPMHNP role; addressing the unique mental health needs of underserved populations (such as rural, homeless, offenders, children and elders); ethical issues of FPMHNP practice; legal issues (patient’s rights, confidentiality, Standard of Care, Tort Law), cultural diversity and mental health and illness; Diagnostic and Statistical Manual‐IV‐TR; International Statistical Classification of Diseases and Related Health Problems (ICD); theories of personality development as they relate to psychopathology (biological, psychodynamic, humanistic, behavioral, nursing); advanced interviewing techniques across the lifespan; standardized 6 assessment instruments; differential diagnosis; and documentation. PRACTICUM: Students will complete 120 hours of practicum focused on orientation to the advanced practice role and clinical site; advanced interviewing skills; utilization of standardized assessment tools; documentation skills, and differential diagnostic skills through the completion of psychiatric assessments on children, adolescents, adults and older adults. Critical skill development: assessment and differential diagnosis across the lifespan. N584C Psychiatric Mental Health NP Role II Credits = 4 (2 class & 2 clinical) Prerequisites: N584A In this course, students explore attitudes about mental health with a focus on mental health promotion, crisis intervention and prevention and management of acute psychiatric conditions in adults and geriatric populations. The ability of current mental health services in meeting the needs of vulnerable and diverse populations is explored and students are introduced to factors that impact the development and implementation of mental health policies. Theoretical models of psychosocial interventions and research evidence are evaluated for use in practice. Treatment models for prevention, brief interventions, psycho‐education and counseling are examined in terms of their relevance for diverse populations. OBJECTIVES: 1. Synthesize and utilize the principles of crisis intervention with adult and geriatric populations, and discuss the unique crisis needs of rural and other underserved populations. 2. Identify legal and ethical issues of concern to caregivers of people in crisis. 3. Discuss the impact of developmental, situational and catastrophic crisis situations on adults and older adults, including adjustment disorders and acute and post traumatic stress disorders. 4. Identify and utilize brief interventions, including psychoeducational and counseling strategies, and discuss the importance of mobile services in rural areas. 5. Evaluate the theoretical underpinnings of suicidal ideation and discuss the assessment, intervention and prevention strategies for this emergency. 6. Discuss the escalation of anger to aggression, and define the etiologies, assessment, intervention and prevention strategies. 7. Analyze the cycle of violence and discuss how it interconnects with the assessment, diagnosis and treatment of family violence (IPV, elder abuse and animal cruelty). 8. Evaluate the assessment and treatment strategies for sexual disorders, and sexual offending. 9. Analyze and utilize methods of assessment, diagnosis and treatment for anxiety disorders, impulse control disorders, and sleep disorders. 7 TOPICAL OUTLINE: Crisis theory and intervention; ethical and legal issues related to crisis intervention; developmental, situational, catastrophic crisis situations and adjustment disorders; suicide; acute and post traumatic stress disorders and other anxiety disorders (general anxiety, phobias, OCD, panic); anger and aggression; impulse control disorders; intimate partner violence; elder abuse; animal cruelty; sexual assault and rape trauma syndrome; sexual disorders including the paraphilas; sexual offending (differentiating paraphilic and antisocial offenders, risk assessment, Medlin and Good Lives treatment models); sleep disorders; treatment modalities: brief interventions and psychoeducation; and mobile crisis home treatment in rural areas. PRACTICUM: Students will complete 120 hours of practicum focused on assessment, diagnosis and management of children, adolescents, adults and older adults with acute psychiatric conditions. Students will begin to develop their own case load of primary clients. Primary skills: assessment, diagnosis, intervention and prevention of acute psychiatric problems and emergencies in adults and older adults. Critical skill development: risk assessment and crisis intervention. N584E Therapeutic Intervention Across the Credits =3 (2 class & 1 clinical) Lifespan Prerequisites: N584A, N521 This course builds on the foundation provided in N584A. Assessment and psychopathology of psychiatric disorders across the lifespan are explored. Developmental and cultural issues that impact interviewing and diagnosing children, adolescents, adults and older adults are discussed. Current research findings related to the etiology, diagnosis and management of psychiatric disorders are examined. The efficacy of both pharmacological and psychosocial interventions are explored and discussed. OBJECTIVES: 1. Analyze how developmental differences impact on therapeutic interventions. 2. Describe and incorporate ethical, legal, cultural and rural considerations into therapeutic interventions for children and adolescents. 3. Research, interpret and utilize evidence‐based approaches into therapeutic interventions for children, adolescents, adults and older adults. 4. Compare, contrast and utilize therapeutic modalities in the treatment of children, adolescents, adults and older adults with various psychiatric disorders. 5. Discuss and demonstrate the ability to perform parent‐infant interventions. 6. Define and utilize interactive collaborative strategies with other disciplines. 7. Critique the unique mental health needs of rural children, adolescents, adults and older adults. TOPICAL OUTLINE: Developmental context for working with children, adolescents, adults and older adults; Ethical, legal and cultural considerations; Evidence‐based approach to children, adolescents, adults and older adults psychiatric mental health advanced practice; issues in diagnosing pediatric psychiatric disorders; Therapeutic modalities 8 that focus on the individual, including: cognitive, behavioral, brief, cognitive behavioral, Play therapy, Person‐centered, Alderian, Rational‐emotive, Narrative, and Reality. PRACTICUM: Students will complete 120 hours of practicum focused on children, adolescents, adults and older adults to develop their core of primary clients. Critical skill development: assessment, diagnosis, and individual therapy of children, adolescents, adults and older adults with psychiatric disorders. N584G Psychiatric Mental Health NP Role III Credits = 4 (2 class & 2clinical) Prerequisites: N584C This course focuses on the assessment and management of complex, serious and persistent psychiatric and co‐occurring disorders across the lifespan. The role of the FPMH NP in assessing, diagnosing and managing chronic conditions such as psychotic disorders, mood disorders, substance dependence, cognitive disorders, HIV and AIDS, and co‐occurring physical and psychiatric disorders in diverse individuals is emphasized. Leadership and advocacy roles of the FPMH NP as an agent of health care policy change are stressed. OBJECTIVES: 1. Explain how the FPMHNP can impact on the effects of chronicity on individuals, families and society, particularly in rural areas. RP 2. Correlate the issue of comorbidity with strategies for assessment, diagnosis and treatment. 3. Analyze and utilize the process of assessment, diagnosis and treatment for adults and older adults with complex, serious and persistent psychiatric and co‐occurring disorders: mood disorders, somatoform, fictitious and dissociative disorders; personality disorders; psychotic disorders; and substance abuse disorders. 4. Compare and contrast the unique assessment, diagnostic and intervention issues related to cognitive and neuropsychiatric disorders. 5. Discuss the relationship of neuropsychiatric disorder, such as HIV/AIDS, to behavior, and describe the assessment and treatment processes. 6. Synthesize FPMHNP competencies into the students’ FPMHNP role. 7. Critique the psychiatric nurse liaison role. TOPICAL OUTLINE: Effects of chronicity on individuals, family and society; comorbidity; mood disorders; somatoform, fictitious and dissociative disorders; personality disorders; psychotic disorders including schizophrenia; substance abuse disorders; cognitive disorders; and neuropsychiatric disorders; and the psychiatric nurse liaison role. PRACTICUM: Students will complete 120 hours of practicum focused on the assessment and management of complex, serious and persistent psychiatric and co‐occurring disorders in adults and older adults, while maintain the treatment relationship with their primary clients. Critical skill development: Synthesis of assessment, diagnostic, and treatment skills for moderate and severe psychiatric disorders. 9 N584F Therapeutic Interventions with Families & Credits = 3 (1 class & 2 clinical) Groups Prerequisites: N584B This course builds on the skills acquired in previous courses and provides the basis for understanding and implementing family therapy and group therapy. Current theories and models of family therapy and group therapy are explored with an emphasis on process and dynamics. Considerations and challenges in providing psychotherapy to culturally diverse families and groups are explored and discussed. OBJECTIVES: 1. Critique the family as a psychosocial system and differentiate the needs of rural families. 2. Integrate gender, cultural and ethnicity factors related to family functioning into describing and utilizing family therapy. 3. Compare various family therapy models to working with the family as a system, and utilize at least two models during the clinical rotation. 4. Compare and contrast various therapeutic intervention strategies for couple’s therapy, including same‐sex couples. 5. Discuss the underlying principles in group therapy. 6. Define the role of the therapist in group therapy. 7. Compare and contrast various types of groups. 8. Evaluate how the group therapist can manage difficult clients in group treatment. TOPICAL OUTLINE: Family therapy: The family as a psychosocial system; Gender, cultural and ethnicity factors in family functioning; Psychodynamic and experiential models; Transgenerational models; Structural models; Strategic models; The Milan model; Cognitive‐behavioral models; Brief overview of couples therapy. Group therapy: Therapeutic factors and interpersonal learning; Group cohesiveness and the integration of therapeutic factors; The group therapist: working in the here and now; transference and transparency; Section and composition of groups; Types of groups; and Difficult patients in groups. PRACTICUM: Students will complete 120 hours of practicum focused on group and family therapies, while maintaining individual treatment of their primary clients. Critical skills: family and group therapy techniques. Two existing courses that are integral to the proposed program are as follows: N521 Nursing in Family Practice I Credits = 3 (2 class & 1 clinical) Prerequisites: N502, N518 Management of families selected to represent all age groups and typical health problems. Systematic analysis of health problems of families, using selected family theories and nursing frameworks. Application of concepts of primary, secondary and tertiary prevention. Family case load assigned. Clinical pharmacology relevant to 10 family health is integrated. Medication use, client education presented in addition to pharmacological basis of therapeutic, clinical use of drugs. OBJECTIVES: 1. Analyze multiple dimensions of family functioning, using advanced family theories, to determine health status and needs of client families. 2. Synthesize advanced nursing, family, and psychosocial theories for application to the family plan of care. 3. Improve interviewing and assessment skills through analysis of clinical interactions. 4. Demonstrate advanced family nursing skills in the advanced practice subroles of educator/counselor. 5. Apply theory‐based intervention strategies discussed in course. 6. Incorporate appropriate current research into the family plan of care. 7. Function interdependently as a member of the health care team by collaborating with other health team members in decision making regarding client family health needs. 8. Display respect for the dignity, culture, rights, and desires of client families in determining and pursuing their own goals. 9. Demonstrate accountability for advanced nursing practice. 10. Use advanced family assessment skills in interviewing and analyzing role‐play families. TOPICAL OUTLINE: Historical and contemporary views of the family; The Family Field as the Focus of Advanced Nursing Practice; Family Systems Theory; Intervention Models: Structural Family Therapy, Interactionist/Communication Frameworks, Solution‐focused and Narrative Frameworks; Family Paradigms for Advanced Practice Settings; and Family Disruption/Family Transitions. PRACTICUM: Students will complete 60 hours of practicum focused on constructing an interviewing plan and interviewing families dealing with similar health and developmental issues. N584B Psychopharmacology Credits = 2 (class) This course provides advanced knowledge of psychotropic medications in current practice. Content includes the indications, targeted effects, interactions, side effects and potential adverse effects of psychotropics including antipsychotics, stimulants, antidepressants, mood stabilizing agents, and anxiolytics. OBJECTIVES: 1. Correlate neuroanatomy and physiology with neuropsychopharmacology and psychotropic drugs. 2. Discuss the general principles, as well as the legal and ethical and issues of prescribing psychotropic medications. 3. Describe the basic actions, effects, and side effects of major classes of psychotropic agents: antidepressants, mood stabilizers, anxiolytics, sedative‐ 11 hypnotics, psychostimulants and antipsychotics. 4. Explain current protocols for the treatment of various mental health conditions: mood disorders, anxiety disorders, sleep disorders, schizophrenia and other psychotic disorders, and aggression. 5. Analyze the psychopharmacological interventions for substance abuse. 6. Integrate developmental issues related to psychopharmacology in children, adolescents and older adults, and explain the principles of utilizing psychopharmacologic agents during pregnancy. 7. Appraise, use, and remain current with online and textual sources of information regarding the effects, side effects, and clinical utility of psychotropic medication. TOPICAL OUTLINE: Neurological anatomy and physiology and psychopharmacology; General principles in prescribing psychotropics; Schizophrenia & Other Psychotic Disorders; Mood Disorders; Anxiety Disorders; Sleep Disorders; Psychopharmacology of substance abuse; Psychopharmacology of Aggression; CAM as psychopharmacology; Psychopharmacology & Pregnant Clients; Psychopharmacology of sexual dysfunction; Psychopharmacology & Pediatric Clients; and Psychopharmacology & Older adult clients. The following additional existing courses which support the graduate offerings in the School will be included in the program. N502 Concepts In Health Assessment For Nurses In 3 Credits Advanced Clinical Practice Health assessment of families and clients throughout life span. Comprehensive physical examination of all body systems. Differentiation of abnormal and normal findings. Documentation addressed. Students become proficient in history taking and health assessment techniques. Application of learning in campus and clinical laboratories. N503 Scientific Inquiry: Theory 2 Credits Prerequisite: N530 Introduction to theoretical structure of discipline of nursing. Works of existing major nursing and health theorists in terms of frameworks they provide for nursing practice. The critical‐inquiry method used to identify criteria for evaluation of concepts and theories applicable to nursing research, practice, administration and education. N530 Scientific Inquiry: Research Methods 3 Credits In‐depth study of research process with emphasis on different research methodologies. Both quantitative and qualitative designs examined. Principles of sampling, instrumentation and measurement. N518 Advanced Physiology and Pathophysiology 3 Credits Explores the pathophysiologic mechanisms of disease states that advanced‐practice 12 nurses encounter in clinical practice. A systems‐focused approach is used to examine alterations in the structure and function of the human body at the molecular, cellular, tissue, organ and body systems levels. Emphasis is placed on understanding the etiology of altered health states, correlating clinical and laboratory manifestations to underlying physiologic and pathophysiologic mechanisms, and developing advanced clinical reasoning skills. This course is designed to provide the advanced‐practice nurse with a foundation for intervention and management of diseases across the lifespan. N519 Advanced Pharmacology for Clinical Practice 3 credits Required as part of the clinical sequence for the family‐nursing master's student. Provides in‐depth understanding of the mechanisms of disease, manifestations, diagnostic methods and treatment of the following systems: immune, renal, neurological, respiratory, cardiac and endocrine. Special emphasis is given to pharmacological management. Criteria for evaluating medicines are presented to enable the student to determine potential efficacy and risks based on rationale of pharmacodynamics. N532 Nursing and Community Healthcare Systems 3 Credits Community healthcare system, historical development and forces shaping present status and future direction. Formal and informal systems addressed. N535 Scientific Inquiry: Application of Research 2 Credits Prerequisites: N503, N530 Focus on applying a systematic process of investigation for problems in nursing. Applies principles of data collection, analysis, and interpretation of findings. Evaluation of nursing interventions and client outcomes. Introduction to statistical treatment of data on personal computer. N570 Proseminar 2 Credits Prerequisite: take in last semester or with consent of instructor. Current major issues and concerns in nursing affecting delivery of health care and practice. Intra‐ and interpersonal issues. Effects of social problems, legislative and political action. Participation in legislative process. Admission Requirements Admission requirements for the post baccalaureate Master of Science degree program are: A baccalaureate degree in nursing or its equivalent from a nationally accredited school of nursing A grade point average of 3.0 or better in the previous program 13 Professional and academic references (2) that indicate a likelihood of success in the program Licensure to practice as a registered professional nurse Admission requirements for the post masters certificate program are: A masters degree or its equivalent in nursing from a nationally accredited school of nursing Professional and academic references (2) that indicate a likelihood of success in the program Licensure to practice as a registered professional nurse The Decker School of Nursing has a small cadre of international graduate students. Admission requirements for these students are the same as those above with the addition of satisfactory scores on the test of English proficiency (TOEFFL). 14 2. The following table (appendix F) shows the sequencing and scheduling of courses and credits in the program for the first full cycle of the program for full and part time students. FULL TIME – MASTERS DEGREE Year 1 FALL COURSE TITLE Credits N502 N530 N578 N532 Total Credits Year 2 SPRING FALL COURSE TITLE 3 3 3 3 12 Credits N503 N519 N521 N584A 2 3 3 4 COURSE TITLE SPRING Credits N535 N584E N584B N584C 2 4 2 4 Total Credits Total Credits 12 Total Program Credits = 48 COURSE TITLE Credits N570 N584F N584G Elective 2 3 4 3 Total Credits 12 12 PART TIME – MASTERS DEGREE Year 1 FALL 1 COURSE TITLE Year 2 SPRING 1 Credits N530 N532 COURSE TITLE 3 N503 3 N521 6 Total Credits FALL 2 Credits Total Credits COURSE TITLE 2 N502 3 N518 5 Total Credits Year 3 FALL 3 COURSE TITLE N535 N584B Total Credits COURSE TITLE 2 N570 2 Elective 4 COURSE TITLE 3 N519 3 N584A 6 Credits 3 4 Total Credits 7 Year 4 SPRING 3 Credits SPRING 2 Credits FALL 4 Credits COURSE TITLE 2 N584E 3 N584C Total Credits Total Credits 5 Total Program Credits = 48 SPRING 4 Credits COURSE TITLE 4 N584F 4 N584G 8 Credits 3 4 Total Credits 7 15 POST MASTERS FOR NP’s – First Cohort ‐ CERTIFICATE Year 1 FALL 1 COURSE TITLE Year 2 SPRING 1 Credits COURSE TITLE N584A Total Credits FALL 2 Credits COURSE TITLE SPRING 2 Credits 4 N584E N584B N584C Total Credits Total Credits 4 Total Program Credits = 21 COURSE TITLE 4 N584F 2 N584G 4 10 Credits 3 4 Total Credits 7 POST MASTERS FOR NP’s – Second Cohort and Beyond – CERTIFICATE Year 1 FALL 1 COURSE TITLE Credits N584B Total Credits Year 2 SPRING 1 COURSE TITLE 2 N584A 2 FALL 2 Credits COURSE TITLE 4 N584E N584C Total Credits Total Credits 4 Total Program Credits = 21 SPRING 2 Credits COURSE TITLE 4 N584F 4 N584G 8 Credits 3 4 Total Credits 7 16 3. The following is a list of all graduate courses to be taught in the first three years of the proposed program. 4. Planned Course Offerings Fall 2009 Spring 2010 N 502 N 503 N 530 N 519 N 518 N 521 N 532 N 584A* Fall 2010 Spring 2011 N 535 M 570 N 584E* N 584F* N 584B N 584G* N 584C* N 598 N 502 N 503 N 530 N 519 N 518 N 521 N 532 N 584A* Fall 2011 Spring 2012 N 535 N 570 N 584E* N 584F* N 584B N 584G* N 584C* N 598 N 502 N 503 N 530 N 519 N 518 N 521 N 532 N 584A* *New course developed for this program Impact of the proposed program The program will result in an increase in graduate enrollment in the Decker School of Nursing by approximately 5% in Year 1 and 10% in Year 5. This increase is in keeping with the goals of the University to increase graduate enrollment. The new masters/postmasters option will not impact either the undergraduate programs or the existing masters programs in terms of time to degree. The present student to faculty ratio for the entire school is 11:1. The ratio for clinical supervision for both the graduate and the undergraduate programs is 1:10. This will not change as a result of the new program option. One faculty member who is a psychiatric nurse practitioner currently teaching only in the undergraduate program will be moved to graduate teaching for 50% of her teaching load. Her teaching load will be absorbed through a reallocation of resources. The Decker School of Nursing has submitted a proposal to The Division of Nursing (HRSA) to request support for one additional doctorally prepared Psychiatric Mental Health Nurse Practitioner in 2010. 17 5. Access to the undergraduate program will not change as a result of the new program. Access to the graduate programs in the Decker School of Nursing will increase as there is a demand for this program among potential students. Currently, with only an awareness that the School is working on a program, 6 potential students are waiting to enroll. The Decker School of Nursing and the University have significant resources available to support the proposed program. There is no negative impact on these resources anticipated. A complete listing of resources within the School and the University can be found in section 6 below. Clinical Placements The Decker School of Nursing has over 400 contracts with health care facilities in the region. The Clinical Site Coordinator maintains the contract and is responsible for matching graduate students with appropriate clinical sites. All local psychiatric facilities (Binghamton General Hospital, Greater Binghamton Health Center, Elmira Psychiatric Hospital, Broome County Mental Health and Broome Developmental Center) have agreed to provide clinical experience for students. Placement of students for the proposed program should not impact clinical placements for any existing similar programs except perhaps for Stony Brook should local residents be enrolled in the online program. Since Psychiatric Nurse Practitioners are scarce in the local area some of the clinical supervision will need to be provided by psychiatrist preceptors. The Psychology Department has a clinical graduate program and the Social Work Department has an MSW program. It is likely that these students might be assigned to the same sites as nursing students for clinical practice. The scope of practice for psychiatric mental health nurse practitioners differs from that of a psychologist and a social worker. The presence of a student from each discipline should not pose difficulty. To the contrary, the education of health professional students is enhanced when students from multiple disciplines have the opportunity to learn together. Academic Advising Each student in the masters and post masters certificate program is assigned a faculty advisor. The advisor meets with the student during the pre‐registration period to review progress to the degree and plan for the succeeding semester. The advisor also assists the students with any academic issues or other problems related to the educational experience. New students will be advised during the orientation program by the Director of Graduate Studies. Evaluation of the student’s academic performance in courses as well as progress in developing clinical skill is the responsibility of the faculty member teaching the course. The graduate program in the Decker School uses a clinical evaluation form that is completed by the student’s preceptor to document clinical progress. The faculty member uses this evaluation as well as the student’s log of clinical activity to assess progress. Clinical simulation activities are used to develop skill and to assess progress but are not used as part of the formal grading procedure. 18 6. Resources and support for the program The Innovative Practice Laboratory located within the Decker School is a constellation of space and equipment dedicated to providing students with the opportunity to learn psychomotor and critical thinking skills in a simulated clinical situation. The School has two Sim Men and a Sim Baby and is actively involved in the development of simulation to facilitate learning. The laboratory can accommodate up to 20 students at any one time. Students in the proposed program will use this equipment and space in N 502 Advanced Health Assessment. An interview room with a two‐way mirror is available. Students will use this room in N 584A as they develop skill in mental health assessment. In Academic Year 08/09 the University opened a downtown center which houses The College of Community and Public Affairs (CCPA). Some of the programs that are part of CCPA were previously housed in Academic B. Some of the vacated space has been assigned to the Decker School. A large conference room will be converted to a Decker School computer pod. The current pod will be converted into a control room and a debriefing room to support the simulation activities within the School. The Carmella McNulty Memory Clinic is a referral clinic for the evaluation and case management of older adults experiencing alterations in memory. The Clinic serves as a clinical setting for nursing, medical and social work students as well as Geriatric Medical Fellows. Students will participate in the multidisciplinary clinic to develop skill in assessment, case management and family treatment approaches. Blackboard is the course management program used by the university which allows students to access course materials, engage in on line discussions with faculty and students, submit materials and check on grades. Library The present library resources are adequate for this program, given the resources already available for nursing, and programs such as psychology, sociology, anthropology, and social work. The Binghamton University Libraries provides a variety of support and services for the Decker School of Nursing at Binghamton University. These services are designed to enrich the environment and learning experience for students and provide support for accredited nursing programs. The holdings of the Binghamton University Libraries include 62,099 journal subscriptions and 2,352,986 volumes including print volumes, government documents, and electronic books. The Science Library, a separate building conveniently located near the Science buildings, contains materials in the fields of science, engineering, nursing and psychology. The Libraries are members of the Center for Research Libraries (CRL), Research Libraries Group (RLG), and Online Computer Library Center (OCLC) and are a selective depository for U.S. government publications. The Libraries support a variety of resource sharing agreements and consortia, including SUNYConnect, the New York State Higher Education Initiative (NYSHEI), South Central Regional Library Council (SCRLC), the Coalition for Networked Information (CNI) and Inter‐University Consortium for Political and Social Research 19 (ICPSR). Consortia purchasing arrangements with other SUNY libraries, Nylink, Waldo, and NERL allow the Libraries to purchase resources at favorable rates. Nursing Resources ‐ The Science Library holds 237 journals in the life sciences, 147 health nursing journals and 106 psychology titles. Nursing Databases: CINAHL Plus with Full Text Cochrane Library Medline Health Reference Centre HaPI (Health and Psychosocial Instruments) Psycinfo Subject Specialist Support ‐ The subject librarian for the Decker School of Nursing, Erin Rushton (MLIS) (1) serves as liaison between the Libraries and the Decker School of Nursing (2) initiates the selection and acquisition of materials for the collections, (3) provide subject‐specific instruction in the use of information resources, and (4) provides general reference service and specialized research consultation. Instructional Support ‐ The Binghamton University Libraries provide program‐integrated instruction, individual consultation, and research group assistance with library tools targeted to students in the Decker School of Nursing. Between July 2005 and June 2008 the Libraries held over 38 instructional sessions for the Decker School of Nursing, reaching over 1010 students, staff and faculty. Some examples of instruction that benefit Decker School of Nursing include: Classroom information sessions on appropriate library resources and services. Web sites and web guides with lists of journal indexes, online journal collections, and print sources central to engineering program studies. Specialized assistance in locating research materials including books, dissertations, research articles and government documents. The Libraries also actively explores and supports instructional technologies that can enhance learning for students. Reference and Personal Consultations ‐ The Libraries provide in‐person and virtual personal consultations to assist students with their information and class project research needs. The goal of reference services is to facilitate access to information in response to an inquiry and to provide instruction in order that patrons may become self‐sufficient in their use of the library resources. Reference services are available at the Glenn G. Bartle Library, the University Downtown Center and the Science Library for nursing. The Libraries also provide virtual reference service through an email address (refquest@binghamton.edu), instant messaging (IM) accounts, and a MeeboMe chat reference service. 20 Computer Facilities and Services Students are provided with a campus computer account which allows them to access the University computer system from on or off campus sites. The account provides access to the library, Blackboard, the University student management program (Banner) for registration and academic management, email and specialized programs such as SPSS. The Decker School maintains a small computer pod (18 stations) that is part of The Innovative Practice Center. The pod is available every day, most evenings during the school year until 10 PM and at least one day on the weekend. Students can access email, prepare papers or use computer assisted learning modules from these stations. A computer network specialist and a student assistant are available to assist students with access or technical issues. Technical and Secretarial Services for Students and Faculty In addition to the computer support personnel described above, the Innovative Practice Center is staffed by a coordinator who is a baccalaureate prepared nurse, a licensed practical nurse and a media specialist/videographer. Together this team prepares equipment and supplies for student and faculty use and assists faculty to prepare and implement simulated scenarios for student learning. The graduate programs of the School are supported by a secretary to assist with faculty correspondence and document preparation and an administrative assistant who assists with class schedules, registration, records maintenance, graduate certifications and recruitment. 21 C. Faculty 1. Appendix B: Faculty Information Table Name Full Professor Pamela Stewart Fahs Joyce Ferrario Associate Professor A. Serdar Atav Mary Muscari Assistant Professor Other Geraldine Britton, Research Assistant Professor Yvonne Johnston, Clinical Assistant Professor Jeanette Lee, Clinical Instructor David Svahn, Clinical Professor Susan Terwilliger, Clinical Lecturer Linda Tuyn, Clinical Assistant Professor FT/PT FT FT FT FT FT Dept. Nursing Nursing Nursing Nursing Nursing Sex M/F F F M F F R/E* W W W W W Article in Refereed Journals (last 5 years) 6 0 6 26 4 FT Nursing F W FT PT FT Nursing Nursing Nursing F M F FT Nursing External Research Support (most recent academic yr) 1 0 2 0 2 Dissertation Load (most recent academic year) Comm Chr 2 3 1 0 6 3 0 0 0 0 Number of Advisees (most recent academic year) Doc Mstrs 3 6 3 0 3 0 0 0 1 8 Number of Classes Taught (most recent academic year) GR UG 3 0 0 0 4 1 3 3 4 1 2 2 2 0 0 9 3 2 A W W 0 0 2 0 0 1 0 0 0 0 0 0 0 0 0 7 UG 0 2 0 4 2 2 0 2 F W 2 0 0 0 0 23 3 1 *Racial/Ethnic Groups (Black (B); White (W); Hispanic (H); Native American Indian/Alaskan Native (N); Asian/Pacific Islander (A); Foreign (F) 22 2. 3. Faculty Vitae Vitae of the current faculty members listed below who will implement the program are attached at the end of this document. Serdar Atav, Associate Professor Geraldine Britton, Research Assistant Professor Pamela Stewart Fahs, Professor and Decker Chair in Rural Nursing Joyce Ferrario, Dean and Professor Yvonne Johnston, Clinical Assistant Professor Jeanette JaeEun Lee, Clinical Instructor Mary Muscari, Associate Professor and Director of O’Connor Office of Rural Health Susan Terwilliger, Clinical Lecturer Linda Tuyn, Clinical Assistant Professor David Svahn, Clinical Professor Anticipated changes in the faculty for the next three years At the current time, due to financial issues in the state new or replacement positions are not authorized. The proposed program can be implemented and run for the first year (A/Y 2009‐2010) without additional faculty. It is possible that the School will experience a reduction in state funds of up to 10% during the next three years. Historically, state funding has not fully supported the educational programs of the school with about 27% being supported on grant and endowment funds. As stated previously the School has applied for grant funding for the proposed program which includes funding for one new faculty member and administrative and secretarial support. The qualifications for the proposed new faculty member are: Doctoral preparation in nursing or a related field Certification or eligibility for certification in New York as a Psychiatric Mental Health Nurse Practitioner Experience teaching graduate nursing students A program of research and scholarship in psychiatric nursing Participation in clinical practice sufficient to maintain certification 23 D. 1. 2. Students: Students: Admission, support and enrollment Criteria and procedures for admission to the proposed program Potential students who are considering making application to the graduate program are encouraged to make an appointment with the Director of the Masters Program. The purpose of this meeting is to review the candidates, academic and clinical background as well as long term for professional practice. The Director assists the candidate to select the program that is most likely to support the candidate’s goals. Potential students make application to the Graduate School using the online application form. Applications made in hard copy will be accepted but are not encouraged. When the application is complete (application form, 2 letters of reference and transcripts), it is forwarded to the Director of the Masters Program who reviews the application and makes a recommendation for admission or rejection. If the Director is not comfortable making the decision due to some deficiency in the candidate’ background, the file is reviewed by the Masters Program Committee and a recommendation is made to the Director. The student is notified of the decision by the Graduate School. The admission requirements are described in Section B, Page 15 of this document. Characteristics of Student Body The student body will be comprised of registered professional nurses who possess either a baccalaureate degree or a masters degree in nursing. In keeping with the demographics of those in the profession it is anticipated that the majority of students will be female. Currently about 10% of the students enrolled in the School are male with the percentage remaining essentially even across the undergraduate and graduate programs. The region in which the University is located and from which many of the students will be recruited has a limited minority population. However, the Decker School of Nursing Undergraduate Program is extremely diverse in terms of gender, race and sociocultural background. Nearly one third of the student body is comprised of underrepresented minority students with another 10‐15% who are the children of immigrants and for whom English may not have been the first language. The undergraduate program is a significant source of students for the graduates program, thus it is hoped that the student body for the proposed program will have a significantly larger minority student presence than that of the regional area. During the last five years the School and local healthcare facilities have found that an increasing number of these students who come from more urban areas in New York are choosing to remain in the local area to begin professional practice. The region surrounding the University is largely rural in nature. It is anticipated that students from the region will enroll as the area has a huge unmet need for mental health professionals. The Decker School has an outstanding record of placing graduates of its masters and postmasters programs in rural and/or medically underserved areas with numbers reaching as 3. high as 70% of a graduating class. The specific healthcare needs of rural residents are a pervasive curriculum threat in the graduate program. The Decker School has an active CSTEP Program (Collegiate Technology Entry Program) which supports minority and educationally disadvantaged students who are preparing to enter licensed professions. While the program is not able to financially assist graduate students, its offices serve as a focal point for underrepresented or educationally disadvantaged students in both graduate and undergraduate programs. The program also supports two graduate assistant positions to support undergraduate education. These positions would be available to students enrolled in the proposed program. The only difference in admission requirements for international students is that satisfactory achievement in English proficiency must be demonstrated on the TOEFL examination. Students who meet the requirement but still appear to have some difficulty with English are enrolled in a series of English as Second Language courses to develop both verbal and written skills. Describe types, amounts, and sources of financial support anticipated Financial aid available to students in the program within the School includes scholarships, traineeships and graduate assistant positions. Part time students who live within a 60 mile radius of Broome County are eligible for Decker Scholarships. These small awards are made on the basis of merit and will assist a student with part of the tuition or textbooks. Additional scholarships available for graduate students include Alumni Scholarships and Wilson Hospital Alumni Scholarships. The Decker School receives Federal Nursing Traineeship funds to support graduate education. The funds are used to provide stipends to full time graduate students. Graduate Assistant positions are awarded to full time students who agree to work 16 hours a week in teaching or research for the School. The stipend is $10,000 and the Graduate School awards a tuition scholarship. A limited number of these positions are state lines that carry benefits such as reduced parking fees, health insurance and sick leave. Other positions are funded out of School funds or on grants through the Research Foundation. Although benefits may not be the same as state funded lines, the reimbursement is the same. United Health Services, the parent organization of Binghamton General Hospital which operates the acute psychiatric beds and crisis services has pledged two scholarships to support students who enroll in the program. In addition all of the local health care facilities provide some form of tuition reimbursement to employees. The following table shows the sources of student financial support for graduate students. Student Financial Support Source % of Student Body Decker School of Nursing Scholarships 25% Hospital/Facility Scholarships 25% 2 Source Hospital/Facility Tuition Reimbursement Assistantship Traineeship No Funding % of Student Body 26% 12% 12% 0% International students comprise a small percentage of the student body in the graduate program (currently less than 10%). However, seven students from the Philippines are currently studying under the auspices of Global Scholarship Alliance (GSA). Under the sponsorship of GSA these students also work in a local hospital to support themselves while GSA provides tuition and books. 4. Projected Enrollment Projected enrollment in the first year of the program is 6 full time students and 2 part time students. Enrollment is projected to increase by 7 to 8 full time students and 2 part time student each year for a total enrollment in year 05 of the program of 16 full time and 8 part time students. These projections were developed to maintain a class size in the courses that support the program (especially the psychiatric focused courses) to be taught on a regular schedule with sufficient enrollment. The relatively small first class is designed to provide time to secure necessary funding for the additional faculty member who will be required in Year 02. Projected Enrollment Year 1 Year 2 Year 3 Year 4 Year 5 Full Time 6 14 16 16 16 Part Time 2 4 6 8 8 3 E. Facilities 1. 2. Resources A listing of available resources in the School and the University can be seen in Section B6, pages 20‐22, of this document. In addition to the library, access to research materials, laboratory facilities, computer and technical and secretarial support described in that section, the use of university classroom, office and study space is sufficient to support the proposed program. The Decker School of Nursing is housed in Academic B on the campus. The building is 10 years old. It has one medium sized classroom (AB 347) which can accommodate 55 people. There are 5 conference rooms which can accommodate 10‐15 people. The scheduling of these rooms is under the control of the Decker School. They can be used for classes and are heavily used by the graduate program. When these rooms are completely scheduled, the University central room scheduling program accommodates special requests and schedules classrooms to maximize use. The classroom schedule will be able to accommodate 2 or 3 additional graduate nursing courses of small to moderate size. Academic B has office space for Decker School Faculty on the second and third floor. Currently nearly all full time faculty members have a private office (ten full time faculty members share an office) with a computer and full internet access. Part time faculty members share an office. These faculty members are assigned to offices so that they are in the office on days when the officemate is not on campus. These offices have a computer with internet access and separate desk and storage areas. It is possible that one more full time faculty member would need to share an office because of the proposed program. Graduate teaching assistants share offices. Study space within Academic B is limited. Students may use conference rooms or the clinic waiting room when they are not in use. There is a large student faculty lounge with a kitchen on the second floor that is open to any member of the campus community. Students do study in the lounge but is most often used for eating and socializing and is not conducive to studying. The main University library (Bartle Library) is open nearly 24 hours a day 7 days a week. The library houses significant study space and an information common area with access to library search engines and the internet. Describe special support facilities and unique resources. There are no special supports or unique facilities needed for the proposed program. 4 F. Expenditures Appendix C: Expenditures Associated with the Program Expenditures Start‐up Existing Funds New funds Library Existing Funds New funds Equipment Existing Funds New funds Laboratories Existing Funds New funds Supplies & Expenses Existing Funds (OTPS) New funds Capital Existing Funds Expenditures New funds Student Support Existing Funds New funds Other Existing Funds New funds Personnel Total When the program begins 0 0 (see below) 0 0 0 0 0 500 0 0 0 0 0 0 0 500 44,301 0 (see below) 0 0 0 0 0 1,000 0 0 0 48,000 0 0 0 93,301 After five years 129,301 0 0 0 0 0 0 0 1,500 0 0 0 64,000 0 0 0 194,801 Personnel Costs are calculated using the following formula (annual faculty salary for faculty member assigned to course X percent of annual workload for course taught). Personnel cost when the program begins are calculated for the first year of the proposed program. For the first year no new faculty members will be required courses will be covered by reassignment of faculty members. These costs represent only the new costs associated specifically with this program. Students enrolled in the program will take existing courses in the masters program, thus additional cost for the program is not incurred. By five years personnel costs are calculated using the same formula as above. One additional faculty member will be needed to meet the teaching needs of students enrolled in the program. DSON has submitted a proposal to The Division of Nursing (HRSA) to support the new faculty member in Year 02 of the program. Library Costs are determined with library personnel. The following represents the overall library budget for DSON. There are no planned increases the DSON holdings over the next five years at this point; however costs may change with economical trends. DSON Specific costs: 5 Monographs (books) funds: $9080 Journals (print and electronic) funds: $39839.00 Cochrane Library: $3,003.00 Databases through a consortium of other SUNY schools: CINAHL Plus with Full Text Medline Resource Costs Shared with Other Departments: HaPI (Health and Psychosocial Instruments): $1,703.00 Psycinfo: $10,156.40 Supplies and Expenses (OTPS) represents cost for advertising the program at startup. At the beginning of the program and after 5 years the costs are for office supplies, telephone copying and other non personnel costs associated with the program. These cost increase as enrollment increases. Cost will be absorbed using existing resources. The grant proposal that has been submitted also includes a budget for supplies and equipment. Student Support costs are calculated using fellowship, scholarship and traineeship funds that are available in DSON in support of enrollment. The amount of traineeship funds received by the school is partially dependent on enrollment. It is anticipated that the increased enrollment in the graduate program will result in a higher level of traineeship funding. In addition United Health Services has pledged two scholarships to support students enrolled in the proposed program. It is anticipated that the increased enrollment resulting from the addition of the proposed program will increase the allocation of state funds to DSON. This program is proposed as a masters/post masters program to facilitate its approval. It will however become part of the proposed Doctor of Nursing Practice (DNP) Program when that program is approved. The cost associated with this program will be subsumed in that program. 6 G. Academic Quality Assurance 1. 2. 3. Provisions for periodic program review The Decker School of Nursing uses a framework for continuous quality improvement that mandates that all programs and courses are evaluated routinely at regular scheduled intervals. Courses are evaluated each time they are offered using a Decker School course evaluation form. Students and faculty members evaluate the clinical setting and the preceptor at the end of each semester. Faculty members also visit the clinical site to both evaluate student progress and the setting. The Clinical Site Coordinator assists faculty with this effort by also visiting clinical sites. Each graduating class is surveyed to ascertain the perceived positive and negative aspects of the program using a form approved by The Masters Program Committee. Graduates are surveyed approximately 6 months after program completion to ascertain employment status. Alumni are also surveyed three years after graduation for perceptions of the academic preparation. The Decker School and its educational programs are accredited by The Commission on Collegiate Nursing Education (CCNE) and the New York State Education Department (10 year accreditation) through 2009. The School was visited by a team from CCNE in October 2008 for the purpose of reaccreditation. The team report indicated no deficiencies and the final decision on reaccreditation will be made by the CCNE Board in April 2009. The New York State Education Department received the full self study report for reaccreditation as well as supporting documents. Special Accreditation Specialized accreditation for the proposed program will be sought from CCNE and the State Education Department. The proposed program will be seen as a substantive change by CCNE and information about the program will be sent to CCNE when the proposal is approved. The School has been in contact with the State Education Department regarding the proposed program and this proposal will be sent there as part of the approval process. Although it does not provide accreditation for programs, the American Nurses’ Credentialing Center (ANCC) approves graduates of programs to take national certifying examinations. The proposed program was developed using ANCC guidelines to insure that graduates will be able to become nationally certified. All current advanced practice nursing programs in the Decker School have approval for graduates to take ANCC examinations. For doctoral programs describe the potential for this program to achieve national prominence and distinction. N/A 7 8 H. Site Visit Evaluation Report The report of the external reviewers for the proposed program will be inserted here Both SUNY Central and The State Education Department , Office of the Professions have indicated that only a paper evaluation of the proposed program will be required since the program is an additional clinical track to the existing masters and postmasters programs in the School. Dr. Marian Farrell has agreed to review the program. Her curriculum vita is included at the end of this document. In addition Hunter College has been contacted. Their Dean has agreed to provide the name and curriculum vita of an appropriate faculty member to review the program as it moves through the approval process. 9
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